Literacy is the ability to identify, understand, interpret, create, communicate, compute and use printed and written materials associated with varying contexts. Literacy involves a continuum of learning to enable an individual to achieve his or her goals, to develop his or her knowledge and potential, and to participate fully in the wider society. — UNESCO
The ability to understand and employ printed information in daily activities at home, at work and in the community – to achieve one’s goals, and to develop one’s knowledge and potential.” (*Literacy Skills for the Knowledge Society: Further Results from the International Adult Literacy Survey*, Organization for Economic Co-operation and Development, Human Resources Development Canada and the Minister responsible for Statistics Canada, 1997).
The ability to use language and images in rich and varied forms to read, write, listen, speak, view, represent, and think critically about ideas. It enables us to share information, to interact with others, and to make meaning. Literacy is a complex process that involves building on prior knowledge, culture, and
experiences in order to develop new knowledge and deeper understanding. It connects individuals and communities, and is an essential tool for personal growth and active participation in a democratic society.
—Literacy for Learning: The Report of the Expert Panel on Literacy for Grades 4 to 6 in Ontario (2004)
- Cultural – “The nature of literacy in a culture is repeatedly redefined as the result of technological changes.” Hannon (2000)
- Cognitive – “Functional internet literacy is not the ability to use a set of technical tools; rather, it is the ability to use a set of cognitive tools.” Johnson (2008)
- Constructive – “[Digital literacy is] the awareness, attitude and ability of individuals to appropriately use digital tools…in order to enable constructive social action.” DigEuLitproject (2006)
- Communicative – “Digital literacy must therefore involve a systematic awareness of how digital media are constructed and of the unique ‘rhetorics’ of interactive communication.” Buckingham (2007)
- Confident – “Modern society is increasingly looking to [people] who can confidently solve problems and manage their own learning throughout their lives, the very qualities which ICT supremely is able to promote.” OECD (2001)
- Creative – “The creative adoption of new technology requires teachers who are willing to take risks…a prescriptive curriculum, routine practices…and a tight target-setting regime, is unlikely to be helpful.” Conlon & Simpson (2003)
- Critical – “Once we see that online texts are not exactly written or spoken, we begin to understand that cyber literacy requires a special form of critical thinking. Communication in the online world is not quite like anything else.” Gurak (2001)
- Civic – “The ability to understand and make use of ICT-digitalliteracy-is proving essential to employment success, civic participation, accessing entertainment, and education.” Mehlman (2007)
For instance, a big part of traditional literacy is having the ability to read. I am not going to debate the definition of reading here, but Grant Wiggins in his post “On so-called ‘reading strategies’ – the utter mess that is the literature and advice to teachers” does take exception to educator’s use of the word ‘strategy’. Generally, our understanding of how to teach reading is a mess. All of those general terms can be a cover-up for not knowing what any of it means.
I am wondering if we can use Wiggins’ taxonomy:
Goal: Which of Belshaw’s 8 elements is the focus
Strategy: overall approach to using all resources to achieve goal
Tactics: “moves” designed to execute the strategy and honour the goal
Skills: personal abilities needed to execute the tactics and strategy and to achieve the goal