Exploring Literacy in Education - Assignment Example

TWO SHORT ANSWERS 1. What is your understanding of the term “literacy”? Introduction The term “literacy” is being interpreted in various ways but in my opinion, literacy is a term for acquiring reading and writing skills. Literacy is a term commonly identified with the minimal ability to read and write (Downing 2005, p.25; Bulger 2009, p.8) but there are authors who argue that there are more in the term than just pronouncing and understanding words. In South Africa according to the study conducted by Street (1996), the social application of literacy varies, as there is actually an accepted literacy out of formal education. For instance, the ability to understand complex documents, ability to interpret diagrams and to do simple accounting even without formal education are considered literacy practices (p.3). However, it is important to note that there is a clear distinction between people do things without formal education and people who do things better because they are educated. Understanding Literacy Literacy is complex because aside from the ability to read and write, it involves text deconstruction skills, ability to detect flawed arguments in text, and cognition skills that are often use to measure the intelligence level of a person in most culture (Braun 2007, p.6). Linda Braun is right since a literate person is not merely reading but must be skilled to understand, interpret, and evaluate what he reads. In the same way, a person who could write must structure his writings logically. According to Rassool (1999), an illiterate person is judge not because a person lacks formal education but depending on the emphasis being given on literacy skills, type of knowledge, and the level by which he attained it (p.2) Similarly, Blackledge (2000) argues that literacy can be either a cultural practice or a set of individual skills that can also come in different forms and uses (p.2). For instance, cultural literacy is about having the basic information required to prosper which means ideas, events, values, and cultural identity (Machado 2009, p.167). In contrast, literacy as a set of discreet skills is restrictive to the process of becoming literate through formal education (Wyatt-Smith et al., 2010, p.181). If a person cannot read or write properly is also literate then there two types of literacy, one is dependent on specific skills acquired somewhere else and the other is dependent on the level of formal education. This is the reason why the term literacy is being use in different context, such a critical literacy or learning all forms of literature (Pollock 2003, p.167). There is also, visual literacy or the ability identify, assess, and create images (Cook & Cooper 2006, p.1) or information literacy that depends on the ability to process information (Cosijn & Penzhom 2008, p.11). Lately, there is computer and Internet literacy. Some interpretation of the term literacy promotes the notion that the term is not exclusive to formal education. Similarly, it also promote that a person lacking formal education is not automatically an illiterate. As many authors argue, literacy is a social practice that is associated with culture, knowledge, power, and ideology of a particular society (Gee (1996), Rassool (1999), Street (1997) in Wyatt-Smith et al., p.181). However, in my understanding, a person that does not know how to read and write is an illiterate since reading and writing is the primary foundation of literacy. This is because it is difficult to imagine how one person can acquire various forms of literacy, such as information literacy, computer and Internet literacy, and others, if he cannot read or write properly. Moreover, my idea of the term “literacy” varies with the knowledge being acquired but it does necessarily mean that this can be gained without the basics of literacy. If one would call traditional farming as a skill and qualified as literacy, then being literate means learning by experience, which is wrong. The foundation of literacy is learning to read and write and if some authors argue that being literate knows a particular skill regardless of formal education level then they may be referring to literacy of specific skill through experience rather than literacy through formal education. For instance, computer literacy is very common today but except for games, you will seldom find users who cannot read and write. Conclusion The term literacy in my point of view is in most part referring to formal education or the basic knowledge of reading and writing. If there are other interpretations of the term then it is literacy of another set of skills. However, this does not necessarily mean that the term literacy should be exclusively academic but rather an open or universal term that can be use to indicate different skills acquired from various sources. 2. What the literacy implications of these understanding for you as a teacher/trainer in an adult and vocational education or other post-compulsory school age setting or as a university student? Introduction In my field, literacy is generally interpreted as a measurable skill in terms of educational qualification and experience. For instance, the ability to communicate clearly and accurately in written and spoken in English is a requirement measurable through test and evaluation (Rai 2004, p.150). In other words, the kind of literacy expected in these areas are specific skills derived from academic and years of relevant experience. Literacy implications Primary literacy implication is to engage students more actively in their studies particularly in the area of reading and writing competencies. Probably, there be more time will be devoted to those with learning disabilities to enhance their performance and ensure attainment of the right level of literacy. This is because there is a need to encourage students to bear in mind what they read so they will be able to verbalize their thoughts and become familiar with those that requires further explanation (Gersten et al. 2001, p.308). Similarly, there will be more focus on enhancing student’s text processing ability to improve their understanding of what they read (Gersten et al. 2008, p.291). The implication of knowing that literacy can be a cultural practice (Blackledge 2000, p.2) is to respect the idea that literacy can also come from ideas, events, values, and identity. In combination with the belief that literacy is mainly based on reading and writing competencies, literacy as a cultural practice may be use to help students learn more in school by allowing them to share their thoughts and values. According to Bekerman & Kopelowitz (2008), curriculum is a cultural practice because it generates culture in its contents, disciplines, text, methods, instructional language, literacy practices, and classroom organization. In the same manner, it re-generates cultural practices and social relations in students. There is actually a two-way relationship between formal education and culture since cultural literacy also depend on some formal education such as literacy in religion, medicine, arts, music, and others (p.108). Moreover, there is always a need to consider cultural practices in school since in the process of becoming literate according to Guzzetti (2002), people more often accept the standards of the most culturally significant group or behave in accordance with these dominant cultural standards (p.366). The implication of the understanding that literacy can be a skill derived elsewhere based on some distinctions being given to special skills or unique type of knowledge (Rassool 1999, p.2), is on acknowledging that some students may have other literacy aside from those being gained in formal education. Such understanding of literacy may lead to considerations being given to the development or enhancement of existing knowledge. For instance, since most literacy is generally viewed as communicative competence or mastery of personal and social functions of reading and writing, it is acquired more effectively when it is associated with an individual’s own experience and goals. For this reason, it is probably best to include teaching or enhancing specific skills for specific purpose while students are learning academic literacy that is crucial to their full development (Street 1984, p.224). According to Graff (1991), some skills are more associated with literacy than general learning experiences thus literacy can sometimes regarded as practice rather than development. For instance, although competent reading and writing is central to literacy, there are a number of associated skills and with practice such skill can make it more efficient and organized (p.389). It is thus necessary to consider the various aspects of literacy and how it can work together to benefit the students and the teacher as well. Moreover, such approach may be helpful in enhancing learner’s ability to control and management their cognitive skills (Gersten et al. 2001, p.280) since it recognized the effect of cultural practices. Conclusion A clear understanding of literacy and associated concepts can have a number of implications such as those mentioned earlier but in general, the main contribution of such understanding is positive behaviour towards teaching and learning. The various notions about literacy reinforced the understanding that individuals should value literacy and acquire skills they can use to attain full development. Although literacy depends on the emphasis being given by a particular culture to a specific skill, it is always important to have the basic literacy skill. As mentioned earlier, further development is better achieved with reading and writing competencies and in today’s contemporary societal setting, skills acquired out of formal education or based entirely on cultural practice, is not enough. As Bekerman & Kopelowitz (2008) and Guzzetti (2002) explained, curriculum is a cultural practice while some culture literacy depends on formal education. Moreover, literacy is culturally dependent thus considering the impact of culture can have favourable effect. The literacy implications of these understandings therefore are in general helpful particularly in the way activities will be performed in my field of expertise. 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Prinsloo & M. Breier (Eds), Sached Books & John Benjamins Publishing Company, Johannesburg, South Africa Wyatt-Smith, Elkins J., & Gunn S., 2010, Multiple Perspectives on Difficulties in Learning Literacy and Numeracy, Springer, United States of America Read More