Signed Language Literacy, Definition of

While there is widespread acceptance of signed languages as true languages with linguistic properties, there has not been the same level of discussion as to what defines and constitutes signed language literacy. Since they have no widely accepted written form, could signed languages still be viewed as having literacy? On one hand, some scholars consider them as having no literacy because literacy by itself refers to spoken languages that have written forms. In contrast, other critics believe that signed languages with no written forms do have literacy. They perceive literacy as encompassing not only the spoken (oral) and written (printed) forms but also the signed form. In other words, literacy is an all-encompassing term for every human language, whether it is spoken, written, or signed.

Using American Sign Language (ASL) as an example, scholarly discussions about ASL literacy are sparse compared to the published discussions on the relationship between ASL and English, especially how ASL can be used to support the development of English literacy. Comparatively, there are fewer discussions of ASL literacy. To date, there are approximately eight existing definitions of ASL literacy, but they are less comprehensive and vague. The definitions by Laurene Gallimore, Heather Gibson, Judith Langer, the Ontario Ministry of Education, and Harlan Lane and his cowriters, Robert Hoffmeister and Ben Bahan, have been intertwined to create a more comprehensive definition of ASL literacy.

ASL literacy is defined as the ability to use the linguistic structure of ASL for deciphering, organizing, and communicating information, ideas, and thoughts effectively and eloquently in a variety of contexts. It involves the ability to decode, cogitate, reason, assess, and evaluate ASL informational texts, ASL literary works, and ASL media at the social and academic levels. An individual has the ability to construct and present ASL informational texts, ASL literary works, and ASL media imaginatively and eloquently. ASL literacy includes the ability to acquire extensive knowledge and experience associated with ASL culture, ASL history, ASL literature, ASL media, education, sign language cultures, and other relevant topics. It provides an individual with the ability to effectively lead his or her life, to actively contribute to the ASL community and communities at large, and to effectively navigate global society. Full ownership of ASL, ASL cultural space, and ASL cultural identity are crucial for the development and application of ASL literacy skills.

Elaborating several points of the definition is necessary for clarification purposes. The first point is the term deciphering, which Heather Gibson came up with. It involves the use of three separate skills: (a) viewing, (b) comprehending, and (c) analyzing. The next point is that ASL literacy has three strands: (a) informational texts, (b) literary works, and (c) media. The strands were developed by the ASL Curriculum Team of the Ontario Provincial Schools for the Deaf. While the first strand comprises current news, history, science, health, dictionaries, how-to vlogs, and other related topics, the second strand focuses on narratives, poetry, legends, riddles, humor, and other genres. The last strand includes electronic media and film/video technology including computers, videophones, CDs, DVDs, vlogs, videography, video editing, video distribution, and others.

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