The Concept of Literacy - Case Study Example

Literacy Introduction Literacy is the initial goal sought in normal human development. Being literate would immediately con being educated and being able to read and write. Literacy is more often than not based on contextual situations with their involved elements based on various factors in any person’s educational development. The theories and concepts which relate to literacy can be understood based on different viewpoints and perceptions. This paper seeks to present a critical analysis about the concept of literacy. It will seek to communicate how selected studies contribute to my understanding of literacy theories and issues, and how these studies have practical applications for teachers and trainers in adult and vocational education or for students in the university. This essay is being carried out in order to establish an improved conceptualization of literacy and how its elements can impact on the overall education and development of students and learners. Body Literacy in its most basic context refers to the ability to read in order to gain knowledge and coherently and critically conceptualize the written word (Kress, 2003). Literacy also refers to the ability to understand the different means of communication, including language, videos, and images (Kress, 2003). Changing conceptualizations of literacy include various symbols which are crucial to any community. Literacy includes various complex skills which seek to understand and utilize major symbols of culture for general development (Kress, 2003). For technological societies, the idea of literacy is developing to encompass the media and the electronic tools, including the alphabets and numerical systems. These areas are different and based on varying social and cultural applications (Street, 1984). Literacy is still equivalent to a lifelong and intellectual progression of establishing meaning of the written words (Goody, 1986). The idea of literacy is to establish development, to improve skills, which starts with the power to understand words and to deconstruct them. In the end, these processes lead to a deeper understanding of the text (Goody, 1986). The development of reading includes different and complex language processes which include an understanding of speech, spelling, word meaning, grammar, as well as word formation (Goody, 1986). All of these establish a strong avenue for the development of fluency in reading and comprehension. As these skills are gained, readers can then ensure strong literacy in language and communication, which then includes the power to understand printed materials and conduct critical analysis or make inferences (Graff, 1991). With these skills, it is also possible to develop accuracy and coherence and to use data from the text to make decisions and develop creative ideas. The UNESCO (United Nations Educational, Scientific, and Cultural Organization) declares that literacy is based on the power to identify, interpret, and communicate related ideas (UNESCO, 2004). Literacy includes a wide array of learning processes which help enable individuals to secure their goals, to support knowledge, and to take part in their society. Being literate is associated with the idea of one’s familiarity with literature (UNESCO, 2004). In the 19th century, it has also been related to one’s abilities to read and write and to be educated in a particular field. Scholars have given much attention to defining literacy, and their activities have had much impact on various approaches to practice as well as policies (Bowman and Woolf, 1994). Scholars from various fields of psychology, economics, linguistics, philosophy and history have been involved in the highly contentious process of defining literacy and what it implies for education and knowledge (Graff, 1991). In considering these discussions, there are several possible understandings of literacy: literacy as an independent set of skills; literacy as applied in practice and also contextual; literacy as a learning process; and literacy as text (UNESCO, 2006). In relation to skills, literacy is understood to imply a set of tangible skills, more particularly as manifested in one’s ability to read and write (Abadzi, 2003). Emphasis on meaning has also given rise to the importance of scientific attention to phonetics, spelling, and word recognition. These elements have been considered in the assessment of human memory as well as phonological awareness and ensuring faster reading activities (Abadzi, 2003). Due to the fact that reading and writing is based on phonological processes and does not draw meaning from pictures or imagery, a greater sense of literacy is attributed to reading and writing. In effect, the consequences of learning to read and write can be seen in terms of the transition from oral to literate cultures (Olson, 1996). Such a transition has various implications for human consciousness as reading and writing literacy helps provide linear shape to thought, establishing a crucial standard where analytical thought can be established. Numerical skills are also part of the conceptualization of literacy (UNESCO, 2006). This numeracy is understood as a support or as an element of literacy. Numeracy is usually linked to mathematically-based education; however, this is a limited understanding of numeracy because numeracy can also imply various conceptualizations. It also refers to the ability to process, interpret, and express numerical and quantitative data (UNESCO, 2006). In other words, it is about drawing out meaning and critical information from numerical information. Literacy is also applied, practiced, and situated (UNESCO, 2006). Admitting the gaps of the skill-based understanding of literacy, various scholars have considered the process of using these skills in relevant ways. Functional literacy has been associated with these conceptualizations (Archer and Cottingham, 1996). Literacy was thought of as something which could be transmitted as universal. It was also viewed as something which was neutral and independent of social conceptualizations (Archer and Cottingham, 1996). However, in the more contemporary context, literacy is now seen as a technical skill, which is part of the social scene and inherent in the social activities. Literacy applied evaluates the viability of designations for individuals being literate or illiterate, and various individuals labelled as illiterate are often manifesting literacy practices in their daily activities (Doronilla, 1996). However, such an approach has been given much criticism by scholars who declare that highlighting the specific qualities have interfered with the local experiences for some communities and ethnicities (Collins and Blot, 2006). In other words, literacy must be viewed based on how it is used and practiced in more specific situations. Literacy does not have a specific standard of conceptualization. Instead, its conceptualization is founded on various qualities of application and use. As individuals learn, they also become more literate. This understanding views literacy as something active and a general learning process, not so much as a product of focused educational applications (Aitchison, 2003). Educators often highlight individual learners, especially younger learners, trying to view their learning experiences. For adult education, various scholars view personal experience as a crucial aspect in learning (Aitchison, 2003). Experience is an element of the five principles of adult learning, including critical reflection. Other theorists also highlight the importance of the experiential learning cycle and concrete experience being a starting point for learning. Various psychologists have also pointed out the importance of collaborative learning and distributed learning in order to draw less attention to the individual mind. The goal in these cases is the establishment of social practices founded on improved conceptualizations of literacy (Rogoff, 2003). Some theorists like Rogers and Kramer (2007) distinguish between the task-conscious learning and learning-conscious learning. Traditional learning processes are often used for adults as seen in various adult literacy programmes (UNESCO, 2006). Paul Freire is an adult literacy educator who evaluated the combination of active learning under socio-cultural conditions (UNESCO, 2006). He pointed out the importance of including the socio-cultural foundation of the learner into the literacy process and then using such process to challenge social norms. Under these conditions, the idea of critical literacy is a goal which can be met by reading books, by writing, and, in general, by transforming the social processes. His ideas have been used as a teaching tool for learners who have experienced oppression or who have been disadvantaged due to their gender, ethnicity or economic status (Fernandez, 2001). Another means of understanding literacy is to consider it in terms of the subject matter involved and the quality of the texts created and used by literate individuals (Bhola, 1994). Texts differ in terms of subject and genre; they also differ in terms of the complexity of language used, the manner and content of the ideas portrayed. This approach focuses on the assessment of discrete texts, or their general discourse (Bhola, 1994). Based on other social theories, literacy is understood based on communicative and political ideas which construct and reproduce the specific power structures (Fairclough, 2001). Language involves various modes by which communication is undertaken (Kress and van Leeuwen, 2001). The wider policy at issue which is being triggered by the question of literacy is whether the kinds of literacy in schools including the adult programs are currently useful to the lives of learners (Gee, et.al., 2007). In effect, the above approaches reflect how the concept of literacy has changed based on varying traditions and applications. At present, there are policy-oriented conceptualizations of literacy, and for adults the application of literacy for vocational courses is now considered as a crucial contribution to the concept of literacy. Literacy has strong practical applications in vocational education programmes for adults. Based on the above conceptualizations and discussions, vocational education and literacy go well with each other (Benson and Silver, 1991). Technological and vocational skills along with the corresponding economic benefits which are then taught based on a technical education programs have become one of the motivations in gaining functional literacy and work literacy. Similarly, based on this relationship, literacy has become a foundation of technical and vocational training (Benson and Silver, 1991). Before the technical and technological era came about, imparting vocational and technical education without literacy has been almost impossible. Unskilled work has been disappearing, even in developed countries, and new technological tools calling for applications and operations which are dependent on literacy have become less available (Bhola, 1989). Moreover, it is apparent to note that even the most basic tasks like planting seeds, chopping wood and digging ditches are more capably performed by those who are literate. Under these conditions, the role of literacy has become even greater (Bhola, 1989). Functional literacy is the basic foundation of vocational and technological education. For teachers of vocational education, imparting skills is not sufficient to ensure functional literacy, because in the current context these teachers must also seek to institutionalize their instructions (Bhola, 1995). Illich (as cited in Bhola, 1995) discusses the apparent brilliance of institutionalizing education which often negates self-education and control of education. However, he also brings to mind the gaps seen in the lack of control over one’s education with bureaucratic processes of institutionalization now in place (Bhola, 1995). The teaching of vocational work and literacy is founded on the need to impart knowledge and skills which would be functional for the learner. In the current context, there is a need to impart technological skills which the learners can then utilize in order to achieve literacy and proficiency in the work they seek to undertake. There are also different vocational tasks which have been introduced in this age of globalization, and most of these tasks are based on computer literacy. Computer literacy is incorporated in most schools at present, and for this reason most students and new graduates have the appropriate computer skills to function in their work and in their social life (Rivoltella, 2008). For the older generation, however, especially for the so-called baby boomer and the generation X groups, computer literacy has not been incorporated in their school curriculum and has prompted many of them to learn the necessary computer skills to remain functional in their social and work life (Rivoltella, 2008). The challenge for vocational and technological teachers is how to secure the computer literacy of these generations. Baby boomers and generation X have realized that in order to be ideal workers and to function in the digitized and technologically driven world, they have to gain necessary skills (Rivoltella, 2008). Literacy under these conditions is, therefore, based on technological and practical skills, which can lend greater functionality for individuals in their daily life and their workplace. Conclusion Literacy is founded on various conceptualizations, the most basic of which is the individual’s ability to read and write. At a deeper context, it also includes the ability of an individual to critically evaluate, assess, understand, and apply information and skills imparted to him or her. Literacy is based on skills like reading, writing, numeracy, and the ability to apply such skills in the practical context. One may be able to read a map, but one must also have the ability to use such map in order to reach one’s destination. In other words, literacy is applied and is practiced. It is also a learning process during which a learner is often prompted to continually update and harness his or her knowledge and skills in order to match the more current applications of literacy. For teachers of vocational and technological courses, literacy is an important tool for learning because it helps the learners gain functional literacy. Even the most mundane jobs these days require some form of literacy, and teachers need to know that imparting skills to their students must also include practical applications of knowledge. References Abadzi, H., 2004. Strategies and policies for literacy: Operations evaluation department. Washington: The World Bank Publications. Aitchison, J., 2003. Adult literacy and basic education: A SADC regional perspective. Adult Education and Development, 60(14) [online]. Available at: http://www.iiz-dvv.de/index.php?article_id=370&clang=1 [Accessed 24 August 2012]. Archer, D. and Cottingham, S., 1996. Reflect mother manual: regenerated Freirean literacy through empowering community techniques. London: ActionAid. Benson, C. and Silver, H., 1991. Vocationalism in the United Kingdom and the United States. London: University of London. Bhola, H., 1989. Adult literacy: from concepts to implementation strategies. Prospects, 19, pp. 4479-490. Bhola, H., 1995. 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