Literacy

Four senses of the term literacy can be distinguished. First, literacy is simply the ability to read and write; it is the set of basic skills that provide individuals with [Page 609]entry into the realms of written language and communication. Second, literacy is sufficient competence in reading, writing, and computation (numeracy) required to meet the demands of daily life. In this second sense, literacy represents a threshold of functional competencies that allow an individual to adapt to the demands of a complex and technologically sophisticated society. It is a pragmatic perspective linked to skills essential to employment, personal finances, consumer behaviors, and family life.

Third, literacy is the state of being highly educated, well read, well informed, and knowledgeable in the realms of culture, art, music, literature, history, economics, science, technology, mathematics, geography, politics, and public affairs—as such, it enables full participation in the cultural, economic, and political life of the society. A college-level education and preparation to enter a profession are commonly recognized as indications of literacy in this sense of the term.

Fourth, literacy is a characteristic of a social or cultural group. Literacy, in this sense, like language, can be regarded as varieties of cultural practices that entail the creation and use of texts. Individuals are literate to the extent that they may participate in the literate social activities that are important to the social groups to which they belong.

In education and psychology, theorists and practitioners have, for the most part, addressed literacy as the acquisition of the skills and competencies required for reading and writing. Throughout the past century, research and practice have been directed toward discovering the complex perceptual processes, cognitive systems, motivational factors, and social contexts that underlie an individual's ability to read and write and toward devising the most efficient methods to teach those skills. Basic research has drawn from all branches of learning theory, educational psychology, child and adolescent development, cognitive science, neurology, sociology, and cultural anthropology. Applied research has examined alternatives in teaching and instructional practices, in the development and implementation of curriculum and curriculum standards, in support for children and adolescents with learning disabilities and other special needs, in support of English language learners, and in assessment and evaluation practices.