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Literacy
Literacy is the ability to read and write, while illiteracy refers to an inability to read and write. Some researchers suggest that the study of literacy as a concept can be divided into two periods: the period before 1950, when literacy was understood solely as alphabetical literacy (word and letter recognition); and the period after 1950, when literacy slowly began to be considered as a wider concept and process, including the social and cultural aspects of reading, writing, and functional literacy.
The range of definitions of literacy used by NGOs, think tanks, and advocacy groups since the 1990s suggests that this shift in understanding from "discrete skill" to "social practice" is both ongoing and uneven. Some definitions remain fairly closely aligned with the traditional "ability to read and write" connotation, whereas others take a broader view:
The concept of multiliteracies has gained currency, particularly in English Language Arts curricula, on the grounds that reading "is interactive and informative, and occurs in ever-increasingly technological settings where information is part of spatial, audio, and visual patterns (Rhodes & Robnolt, 2009)".[verification needed] Objections have been raised that this concept downplays the importance of reading instruction that focuses on "alphabetic representations". However, these are not mutually exclusive, as children can become proficient in word-reading while engaging with multiliteracies.
Word reading is fundamental for multiple forms of communication. Beginning in the 1940s, the term literacy has often been used to mean having knowledge or skill in a particular field, such as:
Classicist Eric Havelock developed a continuum for a culture's literacy, from pre-literate, through craft-literate, recitation-literate and script-literate to type-literate.
Functional illiteracy relates to adults and has been defined in different ways:
Functional illiteracy is distinguished from primary illiteracy (i.e., the inability to read and write a short, simple statement concerning one's own everyday life) and learning difficulties (e.g., dyslexia). These categories have been contested—as has the concept of "illiteracy" itself—for being predicated on narrow assumptions, primarily derived from school-based contexts, about what counts as reading and writing (e.g., comprehending and following instructions).
Script is thought to have developed independently at least five times in human history: in Mesopotamia, Egypt, the Indus civilization, lowland Mesoamerica, and China.
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Literacy
Literacy is the ability to read and write, while illiteracy refers to an inability to read and write. Some researchers suggest that the study of literacy as a concept can be divided into two periods: the period before 1950, when literacy was understood solely as alphabetical literacy (word and letter recognition); and the period after 1950, when literacy slowly began to be considered as a wider concept and process, including the social and cultural aspects of reading, writing, and functional literacy.
The range of definitions of literacy used by NGOs, think tanks, and advocacy groups since the 1990s suggests that this shift in understanding from "discrete skill" to "social practice" is both ongoing and uneven. Some definitions remain fairly closely aligned with the traditional "ability to read and write" connotation, whereas others take a broader view:
The concept of multiliteracies has gained currency, particularly in English Language Arts curricula, on the grounds that reading "is interactive and informative, and occurs in ever-increasingly technological settings where information is part of spatial, audio, and visual patterns (Rhodes & Robnolt, 2009)".[verification needed] Objections have been raised that this concept downplays the importance of reading instruction that focuses on "alphabetic representations". However, these are not mutually exclusive, as children can become proficient in word-reading while engaging with multiliteracies.
Word reading is fundamental for multiple forms of communication. Beginning in the 1940s, the term literacy has often been used to mean having knowledge or skill in a particular field, such as:
Classicist Eric Havelock developed a continuum for a culture's literacy, from pre-literate, through craft-literate, recitation-literate and script-literate to type-literate.
Functional illiteracy relates to adults and has been defined in different ways:
Functional illiteracy is distinguished from primary illiteracy (i.e., the inability to read and write a short, simple statement concerning one's own everyday life) and learning difficulties (e.g., dyslexia). These categories have been contested—as has the concept of "illiteracy" itself—for being predicated on narrow assumptions, primarily derived from school-based contexts, about what counts as reading and writing (e.g., comprehending and following instructions).
Script is thought to have developed independently at least five times in human history: in Mesopotamia, Egypt, the Indus civilization, lowland Mesoamerica, and China.
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