12 Types of Literacy Part 1

Rohini Sudhakar

epgp books

 

 

Content Outline:

1.    Learning Objectives

2.    Introduction

3.    Chart describing various categories and types of literacy

4.    Detail discussion on three categories :

i.        Content (basic, functional)

ii.         Learners (farmers, women, workplace, family/intergenerational, community)

iii.         Purpose (Scientific literacy, civic literacy, Political literacy, Developmental literacy)

5.    Summary

1.      Learning Objectives

 

After studying this module learners will be able to

 

·         Identify various categories of literacy

·         Acquainted with following three categories:

Ø  Content (basic, functional)

Ø  Learners (farmers, women, workplace, family/intergenerational, community)

Ø  Purpose (Scientific literacy, civic literacy, Political literacy,  Developmental literacy)

 

·      Differentiate above mentioned types of literacy

 

·      Suggest measures to ensure that everyone becomes literate

 

 

  1. Introduction

 

Imagine you are in a village where most of the people are either illiterate, meaning they do not have basic literacy that is knowledge of 3Rs. Some of them have religious, traditional literacy where they just know how to read, some are functionally literate or they are having electoral literacy, scientific literacy, gender literacy and digital literacy, etc. You are unable to assess what type of literacy they possess. Some of them do not have required motivation to continue their education. You are sent there to create a learning society. You then wonder how you can identify the kinds of literacy possessed by the people and what other type of literacy you can impart to them. Hence, you first need to be aware of various types of literacy for adults. Adults can apply literacy skills to work during the same day or the next day, for praxis- to transform realities that surround them and too often oppress them (Bhola H.S.; 2010). In this session we will be discussing about various types of adult literacy.

 

  1. Major categories of literacy

 

Different types of literacy compliment to each other, which can be categorized on the basis of the following variables: ( In correct sentence )

 

  1. Content (basic, functional)
  2. Learners (farmers, women, workplace, family/intergenerational, community)
  • Purpose (Scientific literacy, civic literacy, Political literacy, Developmental literacy)
  1. Social Concerns (Health literacy, electoral, gender, water, Financial literacy)
  2. Rights (Critical literacy, Legal literacy)
  3. Organizational aspects (Mass literacy, Residual literacy/ Mopping up operation)
  • Digitization (Computer literacy, digital literacy , information literacy, Technology literacy)
  • Other types of literacy

4. Detail discussion on three categories :

 

4.1 Literacy categorized on the basis of its Content

 

 

a)   Basic Literacy: In India the concept of Basic Literacy (1882-1947) evolved with the expansion of Night Schools. Its core curriculum included rudimentary reading and writing and deciphering. However, there were regional variations. The course was spread over a period of two years. Contents included lessons in 3 Rs (i.e. Reading, Writing and Arithmetic), stories of historical importance, and elementary lessons in health, hygiene and first aid. Adult learners attended classes for 2 to 3 hours every day between 7 P.M and 10 P.M. Basic Literacy was expected to be attained by the learner after attending classes for a minimum of 100 days.

 

b)   Functional literacy: The World Conference of Education Ministers on ‘Eradication of illiteracy ‘was held in Tehran in 1965. In the conference it was mentioned that literacy should be regarded as a way of preparing man for a social, civic and economic role that goes beyond the rudimentary literacy training, including the 3Rs i.e. Reading, Writing and Arithmetic. The conference tied functional literacy directly to economic functions. Functional literacy wasconceptualized based on psychology of an adult at work. The teaching of reading skills and economic skills have to be integrated and applied in the day-to-day life for making informed choices. The integration was supposed to be so good that the learners could experience the two teachings as one learning. The concept of Functional literacy was thus related to empowering people not merely making them more useful to their employer but also more functional within the economy.

 

 

Scope of functional literacy would aim at creating attitudes and interests among the learners and ensure that the adult learners would learn to apply literacy skills in their daily lives. According to UNESCO functional literacy aims :

 

(i)  to perform his work role i.e. it must be work based and aims at creating attitudes and interests and imparting skills and information, which will help the person to do efficiently whatever work he is engaged in;

 

(ii)    to perform his or her role as a citizen i.e. it must enable an individual to understand the vital national problems and participate effectively in the social and political life of the nation and;

(iii)   to enable one to enhance his skills and education either on his own or through other available avenues of informal education.

 

It is noteworthy to state that in India the concept of functional literacy emerged during 1960s. Kothari Commission (1964-1966) observed, “We do not equate literacy with mere ability to read and write; literacy, if it is to be worthwhile, must be functional”. It was expected from a functionally literate person that s/he would have attained the 3Rs which will enable them to pursue his/her own ends.

 

 

4.2 Literacy categorized on the basis of Learners to be taught

 

(Farmers, women, workplace, family)

 

a)    Farmers’ Functional Literacy :

 

Farmers’ Functional Literacy programme was implemented jointly by the Ministry of Information and Broadcasting, the Ministry of Food and Agriculture and the Ministry of Education and Culture. It was in operation during 1968-1978 and aimed at improving the efficiency of the farmers in the implementation of the special programme of high yielding varieties of wheat that was selected by Government of India for enhancing agricultural production and development in the context of Green Revolution. The project had three components, viz., (1) farmers’ training (2) functional literacy and (3) farm broadcasting. Under each, a number of activities were undertaken (IAEA; 2012)

 

 

b)    Women’s literacy

 

The World Conference of Women held in Mexico City in 1975 to celebrate the International Women’s Year Day had demanded action in their behalf. Since then, development policies of nations have indeed been emphasizing women’s role in development, asserting that the path to development is through women’s development; and have advocated that literacy work done for women should offer curricula that emancipate women as it reinvents their social identity and valorizes their economic functions (Bhola H.S; 1994). As per Bhola H.S. (2010) for every illiterate male there are two illiterate females but the curricula and the teaching and learning materials, inclusive of primers, depict subservient roles that women play.

 

Central Social Welfare Board, India and All India Programs for women organized MahilaMandals in rural areas to impart functional literacy to women. The content of women’s literacy included attitudinal changes required to play the role as citizens, elements of health and hygiene, food and nutrition, home management and child care and vocational education.

 

 

c)    Workplace literacy

 

Due to industrialization and relations of power the need for Workplace literacy emerged. By 1980’s, workplace literacy was a part of factories in developed countries. Its content included teaching functional literacy for reading instructions and handling paperwork for improving quality of work and professionalization of the worker.

 

d)    Family literacy/ inter-generational literacy, community literacy

 

Family literacy is also known as inter-generational literacy or community literacy. Through family literacy both adults and children learn together. The children, their parents and adults in the community learn together. Such learning happens at home and their communities are outside traditional school settings.

 

Family literacy programs are implemented by various academic institutions of developed countries to improve family literacy. Such literacy is also offered through distance learning mode. Family literacy is effective in improving outcomes for children, youth and families.

 

 

 

4.3 Literacy categorized on the basis of its Purpose

(Scientific literacy, civic literacy, Political literacy, Developmental literacy)

 

a)   Scientific literacy

 

The neo-literates and rural youth/adults need to develop skills and acquire knowledge which has a higher probability of producing a better understanding of their environment and which will make possible for them an acquaintance with the process of discovery of knowledge. The learners need to be made aware about a practical understanding of science which is relevant to the needs of the people and may be termed as functional scientific literacy. The emphasis will be placed on the application of scientific knowledge to improve the living conditions and other aspects of daily life. The learners are taught fundamentals of science suiting their intellectual capacity, needs and interests which may be brought into the use in daily life. The content of scientific literacy would include: Physical and mental health which is affected by sleep, rest, fatigue, diet, exercise, posture and drugs, understanding of home environment, state of water, sources of water,methods of making potable water, chemical composition of water and how water can be made available to all.

 

b)   Civic literacy/ Political literacy

 

It was evolved during the period of 1948-67 that is the knowledge and skills needed to actively participate in political matters. And the terminology of social education was introduced in 1948. The social education is defined as a course of study directed towards the production of consciousness of citizenship among the people and promotion of social solidarity amongst them.

 

 

The five aspects of social education had core curriculum of five aspects:

 

1.  Health & Hygiene

2.  Family and community living

3.  Vocations

4.  Literacy and cultural activities

5.  Recreational activities (Shah S. Y. 1999).  It was imparted in various centers.

 

 

Civic literacy is literacy for good citizenship. Citizenship involves both duties and rights. Some civic literacy programs emphasis duties and forget about people’s rights. Some may emphasis rights and not duties. A balance is of course necessary. At a deeper level, civic literacy means a shared understanding of the approach to life of a group of people.

 

c)   Developmental literacy:

 

The early 1970s Paulo Freire writings on consciousness approach led to viewing education as an element in the process of human liberation, critical reflection that leads to action and change.

 

Paulo Freire’s ideology considered literacy to be ‘ Not just the process of learning the skills of reading, writing and arithmetic but a contribution of liberation of man and to his full development. Further, the declaration clarified that “The concept of functionality must be extended to include all its dimensions, political, economic, social and cultural”.

 

So as just as development is not economic growth so literacy must aim above all to arose in the individual a critical awareness of social reality and to enable him or her to understand, master and transform his or her destiny.

 

Summary

 

In this part we discussed through chart all the categories of literacy. We also discussed various types of literacy falling in each type of the categories. Then details discussion of three categories of literacy was done by describing each type of literacy.

 

i.  Content (basic, functional)

 

ii.  Learners (farmers, women, workplace, family/intergenerational, community)

 

  • Purpose (Scientific literacy, civic literacy, Political literacy, Developmental literacy)

 

It is expected that such knowledge of types of literacy would help us in identifying what kind of literacy people posses and how to equip them with other types of literacy.

 

you can view video on General Introduction to the Types of Literacy Part 1

 

References

 

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