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This idea has forever changed the landscape of information access, and is integral in an understanding of Literacy as a practice, in the 21st Century. It is no longer sufficient to consider whether a student can 'read' (decoding text, really) and 'write' (encoding text), and it is necessary to consider more meaningful aspects of literacy in education and in society as a whole, if we are to complete the transition we are in, from a society in which communication was never possible on the level of 'many to many', to one in which it is.<ref>Lankshear, C. & Knobel, M. (2006). New literacies: Everyday practices and classroom learning. Philadelphia: Open University Press.</ref>
This idea has forever changed the landscape of information access, and is integral in an understanding of Literacy as a practice, in the 21st Century. It is no longer sufficient to consider whether a student can 'read' (decoding text, really) and 'write' (encoding text), and it is necessary to consider more meaningful aspects of literacy in education and in society as a whole, if we are to complete the transition we are in, from a society in which communication was never possible on the level of 'many to many', to one in which it is.<ref>Lankshear, C. & Knobel, M. (2006). New literacies: Everyday practices and classroom learning. Philadelphia: Open University Press.</ref>
adult illiteracy is no problem


==Economic impact==
==Economic impact==

Revision as of 12:20, 25 October 2010

Global adult literacy.
World illiteracy halved between 1970 and 2005.

Literacy has traditionally been described as the ability to read and write. It is a concept claimed and defined by a range of different theoretical fields.

The United Nations Educational, Scientific and Cultural Organization (UNESCO) defines literacy as the "ability to identify, understand, interpret, create, communicate, compute and use printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society."

Literacy in the 21st Century

Main article: New literacy

One needs simply to reflect on the nature of the communication being practiced in reading this article to understand the second form of evolution in our understanding of Literacy. We no longer rely on an individual or a small group of individuals to convey information. Traditional news outlets are battling for popularity with blogs, forums, twitter, and instant messaging. During the Iranian Revolution during June, 2009, such news sources were so valuable that the US State Department officials asked Twitter to postpone site maintenance which would stop the flow in information through Tweets.[1][2]

This idea has forever changed the landscape of information access, and is integral in an understanding of Literacy as a practice, in the 21st Century. It is no longer sufficient to consider whether a student can 'read' (decoding text, really) and 'write' (encoding text), and it is necessary to consider more meaningful aspects of literacy in education and in society as a whole, if we are to complete the transition we are in, from a society in which communication was never possible on the level of 'many to many', to one in which it is.[3] 

adult illiteracy is no problem

Economic impact

Many policy analysts consider literacy rates as a crucial measure to enhance a region's human capital. This claim is made on the grounds that literate people can be trained less expensively than illiterate people, generally have a higher socio-economic status[4] and enjoy better health and employment prospects. Policy makers also argue that literacy increases job opportunities and access to higher education.

In Kerala, India, for example, female and child mortality rates declined dramatically in the 1960s, when girls who were schooled according to the education reforms after 1948 began to raise families. Recent researchers argue, however, that such correlations may have more to do with the overall effects of schooling rather than literacy alone.[citation needed] In addition to the potential for literacy to increase wealth, wealth may promote literacy, through cultural norms and easier access to schools and tutoring services.[citation needed]

Broader and complementary definitions

Traditionally considered the ability to use written language actively and passively, some definitions of literacy consider it the ability to "read, write, spell, listen, and speak."[5] Since the 1980s, some have argued that literacy is ideological, which means that literacy always exists in a context, in tandem with the values associated with that context.[6][7] Prior work viewed literacy as existing autonomously.[8][9][10][11]

Some have argued that the definition of literacy should be expanded. For example, in the United States, the National Council of Teachers of English and the International Reading Association have added "visually representing" to the traditional list of competencies. Similarly, in Scotland, literacy has been defined as: "The ability to read and write and use numeracy, to handle information, to express ideas and opinions, to make decisions and solve problems, as family members, workers, citizens and lifelong learners."[12]

A basic literacy standard in many societies is the ability to read the newspaper. Increasingly, communication in commerce or society in general requires the ability to use computers and other digital technologies.[13] Since the 1990s, when the Internet came into wide use in the United States, some have asserted that the definition of literacy should include the ability to use tools such as web browsers, word processing programs, and text messages. Similar expanded skill sets have been called multimedia literacy, computer literacy, information literacy, and technacy.[14][15] Some scholars propose the idea multiliteracies which includes Functional Literacy, Critical Literacy, and Rhetorical Literacy.[16]

"Arts literacy" programs exist in some places in the United States.[17]

Other genres under study by academia include critical literacy, media literacy, ecological literacy and health literacy[18] With the increasing emphasis on evidence-based decision making, and the use of statistical graphics and information, statistical literacy is becoming a very important aspect of literacy in general. The International Statistical Literacy Project is dedicated to the promotion of statistical literacy among all members of society.

It is argued that literacy includes the cultural, political, and historical contexts of the community in which communication takes place.[19]

Taking account of the fact that a large part of the benefits of literacy obtain from having access to a literate person in the household, a recent literature in economics, starting with the work of Kaushik Basu and James Foster, distinguishes between a 'proximate illiterate' and an 'isolated illiterate'. The former refers to an illiterate person who lives in a household with other literates and the latter to an illiterate who lives in a household of all illiterates. What is of concern is that many people in poor nations are not just illiterates but isolated illiterates.

History

The history of education has a long past. The first seats of learning were in India, Mesopotamia and Egypt and, at later date in Greece. The Nalanda University (India) is one of the oldest universities in the world, where Chinese monk, Xuanzang (aka Hiuen Tsang), came to learn Buddhist Philosophy and Mathematics in 625BC. Although the history of literacy goes back several thousand years to the invention of writing, what constitutes literacy has changed throughout history. At one time, a literate person was one who could sign his or her name. At other times, literacy was measured only by the ability to read and write Latin regardless of a person's ability to read or write his or her vernacular. Even earlier, literacy was a trade secret of professional scribes, and many historic monarchies maintained cadres of this profession, sometimes—as was the case for Imperial Aramaic -- even importing them from lands where a completely alien language was spoken and written. Some of the pre-modern societies with generally high literacy rates included Ancient Greece[20] and the Islamic Caliphate.[21] In the latter case, the widespread adoption of paper and the emergence of the Maktab and Madrasah educational institutions played a fundamental role.[22]

Literacy in Europe

Illiteracy rate in France in the 18th and 19th centuries.

In 12th and 13th century England, the ability to read a particular passage from the Bible entitled a common law defendant to the so-called benefit of clergy provision, which entitled a person to be tried before an ecclesiastical court, where sentences were more lenient, instead of a secular one, where hanging was a likely sentence. This opened the door to literate lay defendants also claiming the right to the benefit of clergy provision, and - because the Biblical passage used for the literacy test was invariably Psalm 51 (Miserere mei, Deus... - "O God, have mercy upon me...") - an illiterate person who had memorized the appropriate verse could also claim the benefit of clergy provision.[23]

By the mid-18th century, the ability to read and comprehend translated scripture led to Wales having one of the highest literacy rates. This was the result of a Griffith Jones's system of circulating schools, which aimed to enable everyone to read the Bible in Welsh. Similarly, at least half the population of 18th century New England was literate, perhaps as a consequence of the Puritan belief in the importance of Bible reading. By the time of the American Revolution, literacy in New England is suggested to have been around 90 percent.

The ability to read did not necessarily imply the ability to write. The 1686 church law (kyrkolagen) of the Kingdom of Sweden (which at the time included all of modern Sweden, Finland, and Estonia) enforced literacy on the people and by the end of the 18th century, the ability to read was close to 100 percent. But as late as the 19th century, many Swedes, especially women, could not write. That said, the situation in England was far worse than in Scandinavia, France and Prussia: as late as 1841, 33% of all Englishmen and 44% of Englishwomen signed marriage certificates with their mark as they were unable to write (government-financed public education only became available in England in 1870, and even then on a limited basis). The historian Ernest Gellner argues that Continental European countries were far more successful in implementing educational reform precisely because European governments were more willing to invest in the population as a whole.[24] The view that public education contributes to rising literacy levels is shared by the majority of historians.

Although the present-day concepts of literacy have much to do with the 15th century invention of the movable type printing press, it was not until the Industrial Revolution of the mid-19th century that paper and books became financially affordable to all classes of industrialized society. Until then, only a small percentage of the population were literate as only wealthy individuals and institutions could afford the prohibitively expensive materials. Even today, the dearth of cheap paper and books is a barrier to universal literacy in some less-industrialized nations.

From another perspective, the historian Harvey Graff has argued that the introduction of mass schooling was in part an effort to control the type of literacy that the working class had access to. According to Graff, literacy learning was increasing outside of formal settings (such as schools) and this uncontrolled, potentially critical reading could lead to increased radicalization of the populace. In his view, mass schooling was meant to temper and control literacy, not spread it.[25] Graff also points out, using the example of Sweden, that mass literacy can be achieved without formal schooling or instruction in writing.[26]

Literacy in North America

Literacy has also been used as a way to sort populations and control who has access to power. Because literacy permits learning and communication that oral and sign language alone cannot, illiteracy has been enforced in some places as a way of preventing unrest or revolution. During the Civil War era in the United States, white citizens in many areas passed anti-literacy laws banning teaching slaves to read or write presumably understanding the power of literacy. In the years following the Civil War, the ability to read and write was used to determine whether one had the right to vote. This effectively served to prevent former slaves from joining the electorate and maintained the status quo.[27] In Canada, the percentage of adults with poor literacy skills at the national level is estimated to be slightly over 42%, with variations as high as exceeding 75% in the province of Newfoundland and Labrador.

Literacy in South America

In 1964 in Brazil, Paulo Freire was arrested and exiled for teaching the Brazilian peasants to read.[28]

Literacy in Africa

In Sub-Saharan Africa, literacy is associated with colonialism, whereas orality is associated with native traditions.[29]

In Ethiopia, a national literacy campaign introduced in 1975 increased literacy rates to between 37% (unofficial) and 63% (official) by 1984.[30] However, literacy in the Amharic language is seen as negative among other ethnicities,[clarification needed] leading to greater amounts of illiteracy in that country.[citation needed]

See also: African Library Project

Teaching literacy

Teaching English literacy in the United States is dominated at present by a conception of literacy that focuses on a set of discrete decoding skills. From this perspective, literacy - or, rather, reading - comprises a number of subskills that can be taught to students. These skill sets include: phonological awareness, phonics (decoding), fluency, comprehension, and vocabulary. Mastering each of these sets of subskills is necessary for students to become proficient readers.[31]

From this same perspective, readers of alphabetic languages must understand the alphabetic principle in order to master basic reading skills. A writing system is said to be alphabetic if it uses symbols to represent individual language sounds,[citation needed] though the degree of correspondence between letters and sounds varies across alphabetic languages. Syllabic writing systems (such as Japanese kana) use a symbol to represent a single syllable, and logographic writing systems (such as Chinese) use a symbol to represent a morpheme.[citation needed]

There are any number of approaches to teaching literacy; each is shaped by its informing assumptions about what literacy is and how it is best learned by students. Phonics instruction, for example, focuses on reading at the level of the word. [citation needed]It teaches readers to attend to the letters or groups of letters that make up words. A common method of teaching phonics is synthetic phonics, in which a novice reader pronounces each individual sound and "blends" them to pronounce the whole word.[citation needed] Another approach to phonics instruction is embedded phonics instruction, used more often in whole language reading instruction, in which novice readers learn about the individual letters in words on a just-in-time, just-in-place basis that is tailored to meet each student's reading and writing learning needs.[citation needed] That is, teachers provide phonics instruction opportunistically, within the context of stories or student writing that feature many instances of a particular letter or group of letters. Embedded instruction combines letter-sound knowledge with the use of meaningful context to read new and difficult words.[citation needed]


See also

Initiatives:

References

  1. ^ Twitter's Role In The Iranian Revolution, PoliticsOnline, June 16, 2009.
  2. ^ Iran elections: A Twitter Revolution?, The Washington Post, June 17, 2009
  3. ^ Lankshear, C. & Knobel, M. (2006). New literacies: Everyday practices and classroom learning. Philadelphia: Open University Press.
  4. ^ "PHONICS. It's Profitable". [www.thephonicspage.org The Phonics Page]. Retrieved 2007-12-11. {{cite web}}: Invalid |ref=harv (help)
  5. ^ Moats, Louisa (2000). Speech to print: language essentials for teachers. Baltimore: Paul H. Brookes Pub. ISBN 1-55766-387-4.
  6. ^ Goody, Jack (1986). The logic of writing and the organization of society. Cambridge, UK: Cambridge University Press. ISBN 0-521-33962-6.
  7. ^ Jack Goody (1986). The logic of writing and the organization of society. Google Books. ISBN 9780521339629. {{cite book}}: |work= ignored (help)
  8. ^ Brian V. Street (1984). Literacy in theory and practice. Cambridge University Press. ISBN 9780521289610.
  9. ^ Brian V. Street (1984). "Overview". Literacy in theory and practice. Cambridge University Press. ISBN 9780521289610. {{cite book}}: External link in |chapterurl= (help); Unknown parameter |chapterurl= ignored (|chapter-url= suggested) (help)
  10. ^ Brian V. Street (1984). "The 'Autonomous' Model I". Literacy in theory and practice. Cambridge University Press. ISBN 9780521289610. {{cite book}}: External link in |chapterurl= (help); Unknown parameter |chapterurl= ignored (|chapter-url= suggested) (help)
  11. ^ Brian V. Street (1984). "The 'Autonomous' Model II". Literacy in theory and practice. Cambridge University Press. ISBN 9780521289610. {{cite book}}: External link in |chapterurl= (help); Unknown parameter |chapterurl= ignored (|chapter-url= suggested) (help)
  12. ^ Curriculum Framework for Adult Literacy in Scotland (pdf)
  13. ^ Literacy in the Information Age: Final Report of the International Adult Literacy Survey, OECD 2000. PDF
  14. ^ Kress, Gunther R. (2003). Literacy in the new media age. New York: Routledge. ISBN 0-415-25356-X.
  15. ^ "Literacy in the New Media Age".
  16. ^ Stuart Selber (2004). Multiliteracies for a digital age. Carbondale: Southern Illinois University Press. ISBN 0-8093-2551-9.
  17. ^ McKenna, Michael C.; Richards, Janet C. (2003). Integrating multiple literacies in K-8 classrooms: cases, commentaries, and practical applications. Hillsdale, N.J: L. Erlbaum Associates. ISBN 0-8058-3945-3.{{cite book}}: CS1 maint: multiple names: authors list (link)
  18. ^ Zarcadoolas, C., Pleasant, A., & Greer, D. (2006). Advancing health literacy: A framework for understanding and action. Jossey-Bass: San Francisco, CA.
  19. ^ Knobel, M. (1999). Everyday literacies: Students, discourse, and social practice. New York: Lang; Gee, J. P. (1996). Social linguistics and literacies: Ideologies in Discourses. Philadelphia: Falmer.
  20. ^ Ostler N. Empires of the Word: A Language History of the World. Harper Perennial, p. 267.
  21. ^ Andrew J. Coulson. "Delivering Education" (Document). Hoover Institution. p. 117. {{cite document}}: Invalid |ref=harv (help); Unknown parameter |accessdate= ignored (help); Unknown parameter |url= ignored (help)
  22. ^ Edmund Burke (June 2009). "Islam at the Center: Technological Complexes and the Roots of Modernity". Journal of World History. 20 (2). University of Hawaii Press: 165–186 [178–82]. doi:10.1353/jwh.0.0045. {{cite journal}}: Invalid |ref=harv (help)
  23. ^ Baker, John R. (2002). An introduction to English legal history. London: Butterworths LexisNexis. ISBN 0-406-93053-8.
  24. ^ Gellner, Ernest (1983). Nations and nationalism. Ithaca, N.Y: Cornell University Press. ISBN 0-8014-9263-7.
  25. ^ Graff, Harvey J. (1991). The literacy myth: cultural integration and social structure in the nineteenth century. Transaction Publishers. p. xxvi. ISBN 9780887388842. {{cite book}}: Invalid |ref=harv (help)
  26. ^ op.cit. Graff 1991, pp. xxii, xxiv.
  27. ^ Gordon, Elaine H.; Gordon, Edward E. (2003). Literacy in America: historic journey and contemporary solutions. New York: Praeger. p. 255. ISBN 0-275-97864-8.{{cite book}}: CS1 maint: multiple names: authors list (link)
  28. ^ Lownd, Peter. “Freire's Life and Work.”
  29. ^ Christopher L. Miller. Theories of Africans: Francophone literature and anthropology in Africa. University of Chicago Press; 1990. ISBN 9780226528021. p. 69.
  30. ^ Thomas P. Ofcansky; LaVerle Berry, eds. (1991). "Literacy". Ethiopia: A Country Study. Washington: GPO for the Library of Congress. ISBN 0844407399. {{cite book}}: Invalid |ref=harv (help)
  31. ^ National Institute of Child Health and Human Development (2000). "Report of the National Reading Panel: Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and its Implications for Reading Instruction: Reports of the Subgroups" (Document). U.S. Government Printing Office. {{cite document}}: Invalid |ref=harv (help)

External links

Look up literacy in Wiktionary, the free dictionary.
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