Literacy Skills and Models - Assignment Example

Literacy Your name University name 1. What are your understandings of the term literacy? Literacy does not have one universal meaning since different people and disciplines have tried to define the term according to their scope and practice. Far from the commonly known meaning of literacy, which is the knowledge of reading and writing skills, literacy also encompasses one’s ability to synthesize, analyze and apply learnt material in a range of contexts. According to Eugene, Kroll & Mike (1988), literacy is “a set of socially organized practices, which make use of a symbol system, and a technology for producing and disseminating it.” It rises beyond the basic knowledge of reading and writing to the ability to apply skills in a range of settings. Governments and other stakeholders have been interested in furthering literacy among vulnerable groups especially adults; who have to cope with changing trends especially in technology (Carroll, 2011). Adult literacy has a significant impact on their socio-economic, educational and personal development which will in turn affect the country’s development. The concept of literacy as presented by Street (1996) has two opposite explanations; that of autonomy and ideology. To further explain how the two models work, I will discuss different aspects that advance these theories scope and practice. Autonomous model Autonomy describes the aspect of literacy in terms of western aspects of cognition and technology which can be acquired individually out of the socio-cultural context (Street, 1996). The theory argues that literacy in itself leads to an automatic lift on socio-cultural aspects and, therefore, making social cultural aspects independent variables. The autonomous model is also considered the use of language devoid of context. Basic Literacy Skills Basic literacy skills refer to the initial stages of learning how to read, write and count especially among children and illiterate adults. These skills are aimed at enabling simple communication (Eugene, Kroll & Mike, 1988). Adults get basic training through vocational trainings, workplace training and tertiary institutions. Vocational trainings are held by the government, non- profit organizations, religious organizations and community social responsibility by organizations and institutions in a region. Work exposure can also make a person literate because of exposure to workplace jargon (Wyse & Casarrotto, 2004). Functional Literacy Functional literacy is acquired when one has exhibited knowledge and mastery of a range of skills necessary for their full participation in society’s diverse activities (Millican, McCarry and Merrifield, 2002). Functional literacy incorporates a range of skills from problem solving, critical thinking, communication, developed scope for personal and societal enhancement and the proper use of resources for increased productivity (Kleifgen, 2005). Functional Illiteracy Millican, McCarry & Merrifield (2002) define functional illiteracy is the inability to read or write with competence in a given language. Foreigners, who are not able to communicate well in a country’s native language, fall in this group. Their vocabulary is limited and is often used erroneously. Functionally illiterate people cannot carryout life’s ordinary routine such as work, school or even social activities because they cannot effectively communicate to express themselves or their interests (Eastleton, 2002). Traditional Model of Illiteracy This model says that literacy is acquired through one’s encounter with physical objects in their environment. Interaction leads to literacy through listening and speaking (Millican, McCarry and Merrifield, 2002). More interactions lead to a developed vocabulary and advanced reading and writing skills. Native speakers acquire this at a young age through natural exposure. Foreigners learn a native language through repeated encounter with new facts that they have to learn. Ideological Model The ideological view, contrary to the autonomous view describes literacy as being socially and culturally dependent. They argue that literacy exists in a context and, therefore, is affected by aspects such as language, power, poverty, cultural beliefs and societal trends (Street, 1996). Socio-Cultural Model of Literacy This model argues that acquiring literacy is not only subject to cognitive and language abilities but also the social and cultural environment of these learners. The cultural and social set up provides a range of experiences that enhance literacy. Social issues such as poverty, war, development, power determine literacy levels of individuals and societies (Street, 1996). For instance people in developing countries, which often face economic and climatic challenges, have high illiteracy and semi illiteracy levels. Critical Literacy This is the ability to understand and question a written text, a visual application or a spoken word with the aim of establishing its authenticity through comparison and sound judgment. A person who critically reads should be able to identify social issues addressed in a work (Northey & McKibbin, 2005). Four Resources Model According to Millican, McCarry and Merrifield (2002), this model defines literacy as the ability to: 1) Know and use the features of a language correctly. These features include the sound system, the alphabet, and the structures of text. 2) Engage in meaningful oral, visual and written communication that is relevant to culture and social groups 3) Recognize the diverse social and cultural meanings of a text 4) Critically assess a text and judge the values, beliefs, opinions for a remodeling of the text according to one’s knowledge and beliefs. Language in Use Model Farrell (2000) in his book defines literacy as the ability to use language appropriately to express ideas. Formal language should be used to express ideas in formal settings while informal language should be used to communicate in informal settings. Language should also be age sensitive for the effective transmission of a message. Language use should be associated with context so as to facilitate learning. 2. What are the literacy implications of these understandings to you as a university student? Literacy is a Vehicle for Social Change and Empowerment I am aware of my capability to influence social change in the society. According to Street (1996) literacy exists in a social environment; therefore, the acquisition of literacy can lead to the change of bad social practices and the promotion of good ones. Education brings exposure to learners who will in turn influence the society through communication and lifestyle change. Literacy also provides opportunities to advance ones’ economic ability through the acquisition of skills needed in a society. Economic empowerment further leads to social development through improved life standards and reduced crime rate. Literacy theories enable one to understand the way we can be agents of change in the society. Enabling Further Learning and Literacy Skills Literacy is the foundation of acquiring new knowledge and new literacy in other disciplines. Northey and Mckibbins (2005) say that the ability to communicate both orally or in print in a language is primary to effective communication. The knowledge of a language’s alphabet, sound system and sentence structure, is necessary to developing competence in the language. Competence in the native language or the official language will enable the acquisition of new knowledge (Caroll, 2011). Foreign students who are not fluent in the native language are excluded from a range of opportunities. Literacy in a broad Perspective The theories of literacy have enabled me look at literacy as not only knowing how to read, but also as a socially and culturally inclusive process which exists in a context. All the theories covered are a contribution to the development of new literacy studies (Street, 1996). The autonomous model, which borrows from western beliefs that language is acquired autonomously without context, has acted as a pillar for further research. It is true that language can be acquired traditionally through interaction with physical objects, but the explanation is not sufficient. The ideological model supports the failures of the autonomous model. Critical Analysis Criticism is an integral part of formal writing (Rai, 2004). Critical literacy has made me aware of the fact that, as a student, I should not accept everything I read as it is. I should question opinions and interests expressed in a text by comparing with previously learnt information. I should be able to develop a stand whenever I read a material through research and critical thinking. As a student, I should be able to criticize a text and write a new text from the criticism noted. Criticism will also help me recognize the social issues addressed in a text and enable me to react to them. Relevance of Theories in writing The importance of proper use of a language has been emphasized. Language should be context sensitive for instance use of language in formal and informal environment. The language used for academic purposes such as in writing essays and research papers should be official (Salter, 1989). Presentations made in class or speeches given must follow the rules of language. Informal language is not structured sensitive and functionally illiterate people like foreigners can communicate in informal settings. The audience being addressed also determines the language used. According to Eagleson, (1990) if you are addressing young children or illiterate and semi-illiterate people, the language used must be simple. However, when addressing adults or learned people, your language must be complex and precise. Second Language Acquisition Literacy theories have served as a guideline on how a foreigner can further learn English as a second language. I am a non-native speaker, but I am now using English for academic purposes. Literacy theories have provided me with a wide scope on how to present standard academic papers in English through the incorporation of language structures and appropriate vocabulary in writing essays, reports and other academic papers (Kleifgen, 2005). References Carroll, J. (2011). From encyclopedias to search engines: Technological change and its impact on literacy learning. Literacy Learning Secondary Thoughts, 19(2), 27-34. Eagleson, R. (1990). Plain English: Simple or Simplistic? The journal of the Australian Advisory Council on Languages and Multicultural Education (AACLAME), 4, 106-110 Eugene, R., Kroll, B. M & Mike, R. (1988). Perceptives on Literacy. Illinios: Southern Illinois University. Farrell, L. (2000). Ways of doing, ways of being: Language, education and 'working' identities, Language and Education, 14(1), 18-36. Kleifgen, J. (2005). ISO 9002 as literacy practice: Coping with quality-control documents in a high-tech company Reading Research Quarterly, 40 (4), 450-468. Millican, J., McCaffrey, J. & Merrifield, J. (2007). What do we mean by literacy? In Millican, J., Merrifield, J. & McCaffrey, J., Developing adult literacy: Approaches to planning, implementing, and delivering literacy initiatives. UK: Oxfam Publishing, 32-42. Northey, M. & McKibbin, J. (2005). Writing an essay. In Don, M. Making sense: A student's guide to research and writing (4th ed). Toronto, Ont.: Oxford University Press, pp. 7-34. Rai, L. (2004). Exploring literacy in Social Work Education: A social practices approach to student writing. Social Work Education, 23 (2), 149-162. Salter, K. (1989). What’s wrong with Plain English? Good Practice in Australian Adult Literacy and Basic Education, 1 (6), 10-12 Street, B. (1996). Preface. In Prinsloo, M. & Breier, M., The social uses of literacy: Theory and practice in contemporary South Africa, Bertsham, South Africa: Sached Books, 1-9. Read More