Introduction of Key Concepts: Literacy and New Literacies
Introduction to Key Concepts
Source: Benlac Erwin L. Capardo (Faculty) – Transcript overview of literacy concepts, traditional vs. new literacies, and their implications for teaching and learning.
Core idea: Literacy definitions have evolved beyond the traditional reading/writing focus in the information age; understanding both traditional and new literacies is essential for teachers and students at all levels.
Importance of context: Knowledge of past and present literacy notions provides a foundation for discussing 21st-century literacies and their mandatory role in education.
Traditional or Conventional Literacy
Etymology: The word “literacy” derives from “literate,” which appeared in the 15th century and comes from the Latin litteratus, meaning “a person marked with letters” (i.e., cultured and educated).
Implication: Historically linked to being educated and cultured.
Miller’s three sub-categories (1973):
Basic Literacy: Ability to decode written materials by mapping visual shapes to spoken sounds and translate them into oral language. Example: recognizing that the sequence of letters “b-a-s-a” forms the word basa in Filipino, even without understanding its meaning.
Comprehension Literacy: Ability to understand the meaning of what is read. Example: knowing that basa can mean either “to read” or “to be wet.”
Functional/Practical Literacy: Ability to read and understand written materials needed for everyday vocational tasks. Example: reading a sentence like “Ang bata ay nagbabasa” and understanding that basa refers to reading, not being wet.
Expanded views of literacy (UNESCO and beyond)
Roberts (1995): Hundreds of definitions of “literacy” have been proposed by scholars, workers, and program planners over the past fifty years; literacy is complex and dynamic.
UNESCO definitions:
2004 definition: “the ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, develop knowledge and potential, and participate fully in their community and wider society.”
Note: The term “reading” is not explicit in UNESCO’s definition; literacy is more about knowing about something and what to do with it. The shift from “reading and writing” to “knowledge” is crucial when exploring the “new” literacies of the 21st century.
Significance: This shift expands literacy beyond decoding text to include knowledge application and participation in broader social contexts.
Key dates:
UNESCO formal definition: 2004 2004
UNESCO acknowledgement of literacy's complexity: 2006 2006
Literacy in the 21st Century
Emergence of new literacies driven by widespread access to communication technologies not previously available.
Technologies influencing literacy: blogging, vlogging, social networking, text-messaging – combining text, sound, and images in new, unforeseen ways (Richardson, 2014) 2014.
Three critical aspects driving new literacies:
Increase Reach: Communicating with more people across diverse cultures and long distances.
Increased Means of Communication: More modes and faster speeds of communication.
Increased Breadth of Content: More topics and contexts being communicated about.
Wrap Up (Traditional vs. Modern)
Traditional literacy: Ability to read and write.
Sub-categories of traditional literacy: Basic, Comprehension, Functional/Practical.
Modern views equate literacy with knowledge.
New literacies rise from increased reach, means, and breadth of content—examples include globalization and multicultural literacy, social and financial literacy, media and cyber/digital literacy, ecoliteracy, and artistic/creative literacy.
Early Literacy / Emergent Literacy
Term origins: First used in 1966 by Marie Clay (New Zealand) to describe behaviors of young children using books and writing materials to imitate reading/writing before conventional literacy is attained (Ramsburg, 1998) 1966, 1998.
Emergent literacy definition: Concerned with the earliest phases of literacy development, the period from birth to conventional reading/writing. Signals that even very young children (including ages 1–2) are in the process of becoming literate in a literate society.
Nature of emergent literacy: Involves skills, knowledge, and attitudes manifested before conventional literacy.
Early Literacy: Policy and Practice in Preschool Years
Policy focus: Early childhood education is central in public policy debates; emphasis on early language and literacy to prepare children for school success.
Research-based rationale: Early literacy experiences are linked to academic achievement, reduced grade retention, higher graduation rates, and enhanced productivity in adulthood.
Purpose of synthesis: Report summarizes professional knowledge about early literacy and offers research-based recommendations.
Basic Literacy
Definition: A type of knowledge expected to be known by everyone in a particular field; foundational literacy abilities in a broader context.
Contemporary expectation: Everyone is expected to know basics of conventional literacy (reading and writing).
Example: General expectation that individuals know how to read and write as a basic literacy skill.
Basic Literacy Skills
(a) Initial Literacy: Time/stage when an individual learns the basics of acquiring literacy skills (reading and writing) in a particular language; foundational for conventional literacy.
(b) Critical Literacy (Freire, 1970)1970: Interpreting a text beyond its surface — examining effects on readers, author intent, and reader demographics; involves analyzing relationships among texts, language, power, social groups, and social practices to critique oppression.
(c) Film Literacy: Skills to practice film making and its processes; processing film messages as a form of literacy.
(d) Teaching Literacy: Focus on an individual’s ability to teach effectively in a subject matter; understanding teaching craft and prerequisites for effective instruction.
(e) Computer Literacy: Knowledge and ability to use computers and technology efficiently; comfort with computer programs and related applications.
(f) Technological Literacy: Ability to use technology tools to access, manage, integrate, evaluate, create, and communicate information; includes knowledge to create or develop technology-related products and consider technological issues.
(g) Information Literacy: Ability to recognize information needs, locate, evaluate, and effectively use information across formats; know when information is needed and how to use it ethically.
(h) Media Literacy: Ability to understand information from various media by filtering, sifting, analyzing messages that inform, edutain, and sell in daily life; apply critical thinking to all media forms (music videos, web environments, product placements, etc.).
(i) Visual Literacy: Ability to interpret, negotiate, and derive meaning from images, graphics, and other visuals; recognizes that pictures can be read and convey meaning; involves visual memory and recognition.
Importance of Literacy
Section overview: Literacy as a driver of empowerment and societal development; enables participation in communities, improves life opportunities, and supports economic growth and well-being.
Key idea: A literate society fosters economic growth, reduces poverty, and promotes social well-being.
Literacy for Individuals
Empowerment and Liberation: Literacy enables informed decision-making, information access, and active participation in social/political processes.
Economic Advancement: Linked to employment opportunities, earning potential, skill acquisition, adaptability to changing job markets, and improved economic standing.
Health and Well-being: Literacy improves health outcomes by understanding health information, accessing healthcare, and making informed health choices.
Social Inclusion: Reduces social inequalities by providing access to education, information, and opportunities.
Literacy for Society
Economic Growth: Literacy contributes to a skilled, productive workforce.
Sustainable Development: Essential for achieving goals by understanding environmental issues, participating in decision-making, and adopting sustainable practices.
Social Progress: Fosters democracy, participation, and social justice.
Poverty Reduction and Inequality: Literacy helps individuals improve lives and participate more fully in society.
Cultural Enrichment: Enables appreciation and participation in one’s culture and others', enriching a diverse society.
In the Digital Age
Digital Literacy: Critical in today’s world; ability to use technology effectively, access online information, and participate in the digital world.
Multiple Literacies: Beyond basic literacy, individuals should develop media, scientific, financial, and other literacies to navigate the 21st century.
Conclusion
Core message: Literacy is a fundamental human right and a cornerstone of individual and societal development.
Policy implication: Investing in literacy translates to a more just, prosperous, and sustainable future.
Key references and dates to remember
Marie Clay (1966) on emergent literacy. 1966
Ramsburg (1998) on emergent literacy development. 1998
Miller (1973) on sub-categories of conventional literacy. 1973
Roberts (1995) on varied literacy definitions. 1995
UNESCO definition (2004). 2004
UNESCO acknowledgment (2006). 2006
Richardson (2014) on new literacies and technology. 2014
Freire (1970) on Critical Literacy. 1970
The discussion notes a shift from reading/writing to knowledge application in the 21st century.