{"id":65,"date":"2019-04-08T05:39:13","date_gmt":"2019-04-08T05:39:13","guid":{"rendered":"http:\/\/aep01.epgpbooks.inflibnet.ac.in\/?post_type=chapter&#038;p=65"},"modified":"2019-04-08T05:40:26","modified_gmt":"2019-04-08T05:40:26","slug":"types-of-literacy-part-1","status":"publish","type":"chapter","link":"https:\/\/ebooks.inflibnet.ac.in\/aep01\/chapter\/types-of-literacy-part-1\/","title":{"rendered":"Types of Literacy Part 1"},"content":{"raw":"<div><span style=\"float: right\"><a href=\"https:\/\/youtu.be\/_zjJdwl8HLY\" target=\"_blank\" rel=\"noopener\"><img src=\"http:\/\/epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/2018\/11\/download.png\" alt=\"epgp books\" width=\"75px\" height=\"75px;\" \/><\/a>\r\n<\/span><\/div>\r\n&nbsp;\r\n<div>\r\n\r\n&nbsp;\r\n\r\n<strong>Content Outline:<\/strong>\r\n<p style=\"text-align: justify\">1.\u00a0\u00a0\u00a0 Learning Objectives<\/p>\r\n<p style=\"text-align: justify\">2.\u00a0\u00a0\u00a0 Introduction<\/p>\r\n<p style=\"text-align: justify\">3.\u00a0\u00a0\u00a0 Chart describing various categories and types of literacy<\/p>\r\n<p style=\"text-align: justify\">4.\u00a0\u00a0\u00a0 Detail discussion on three categories :<\/p>\r\n<p style=\"text-align: justify\">i.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Content (basic, functional)<\/p>\r\n<p style=\"text-align: justify\">ii.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Learners (farmers, women, workplace, family\/intergenerational, community)<\/p>\r\n<p style=\"text-align: justify\">iii.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Purpose (Scientific literacy, civic literacy, Political literacy, Developmental literacy)<\/p>\r\n<p style=\"text-align: justify\">5.\u00a0\u00a0\u00a0 Summary<\/p>\r\n<p style=\"text-align: justify\"><strong>1.\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><strong>Learning Objectives<\/strong><\/p>\r\n<p style=\"text-align: justify\"><strong>\u00a0<\/strong><\/p>\r\n<p style=\"text-align: justify\">After studying this module learners will be able to<\/p>\r\n<p style=\"text-align: justify\"><strong>\u00a0<\/strong><\/p>\r\n<p style=\"text-align: justify\">\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify various categories of literacy<\/p>\r\n<p style=\"text-align: justify\">\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Acquainted with following three categories:<\/p>\r\n<p style=\"text-align: justify\">\u00d8\u00a0 Content (basic, functional)<\/p>\r\n<p style=\"text-align: justify\">\u00d8\u00a0 Learners (farmers, women, workplace, family\/intergenerational, community)<\/p>\r\n<p style=\"text-align: justify\">\u00d8\u00a0 Purpose (Scientific literacy, civic literacy, Political literacy,\u00a0 Developmental literacy)<\/p>\r\n&nbsp;\r\n\r\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0 Differentiate above mentioned types of literacy\r\n\r\n&nbsp;\r\n\r\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0 Suggest measures to ensure that everyone becomes literate\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n<\/div>\r\n<ol start=\"2\">\r\n \t<li><strong>Introduction<\/strong><\/li>\r\n<\/ol>\r\n&nbsp;\r\n<p style=\"text-align: justify\">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.<\/p>\r\n&nbsp;\r\n<ol start=\"3\">\r\n \t<li><strong>Major categories of literacy<\/strong><\/li>\r\n<\/ol>\r\n<strong>\u00a0<\/strong>\r\n<p style=\"text-align: justify\">Different types of literacy compliment to each other, which can be categorized on the basis of the following variables: ( In correct sentence )<\/p>\r\n<strong>\u00a0<\/strong>\r\n<ol>\r\n \t<li style=\"text-align: justify\">Content (basic, functional)<\/li>\r\n \t<li style=\"text-align: justify\">Learners (farmers, women, workplace, family\/intergenerational, community)<\/li>\r\n<\/ol>\r\n<ul style=\"text-align: justify\">\r\n \t<li>Purpose (Scientific literacy, civic literacy, Political literacy, Developmental literacy)<\/li>\r\n<\/ul>\r\n<ol>\r\n \t<li style=\"text-align: justify\">Social Concerns (Health literacy, electoral, gender, water, Financial literacy)<\/li>\r\n \t<li style=\"text-align: justify\">Rights (Critical literacy, Legal literacy)<\/li>\r\n \t<li>Organizational aspects (Mass literacy, Residual literacy\/ Mopping up operation)<\/li>\r\n<\/ol>\r\n<ul>\r\n \t<li>Digitization (Computer literacy, digital literacy , information literacy, Technology literacy)<\/li>\r\n \t<li>Other types of literacy<\/li>\r\n<\/ul>\r\n<a href=\"http:\/\/aep01.epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/sites\/206\/2019\/04\/Untitled-3.png\"><img class=\"aligncenter size-full wp-image-66\" src=\"http:\/\/aep01.epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/sites\/206\/2019\/04\/Untitled-3.png\" alt=\"\" width=\"755\" height=\"440\" \/><\/a>\r\n<div>\r\n\r\n<strong>4. Detail discussion on three categories :<\/strong>\r\n\r\n&nbsp;\r\n\r\n<strong>4.1 Literacy categorized on the basis of its Content<\/strong>\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\"><strong>a)\u00a0\u00a0 <\/strong><strong>Basic Literacy<\/strong>: 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.<\/p>\r\n<p style=\"text-align: justify\"><strong>\u00a0<\/strong><\/p>\r\n<p style=\"text-align: justify\"><strong>b)\u00a0\u00a0 <\/strong><strong>Functional literacy: <\/strong>The World Conference of Education Ministers on \u2018Eradication of illiteracy \u2018was 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\u00a0<span style=\"font-size: 1em;text-align: initial\">empowering people not merely making them more useful to their employer but also more functional within the economy.<\/span><\/p>\r\n\r\n<\/div>\r\n<div>\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">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 :<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">(i)\u00a0 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;<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">(ii)\u00a0\u00a0\u00a0 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;<\/p>\r\n<p style=\"text-align: justify\">(iii)\u00a0\u00a0 to enable one to enhance his skills and education either on his own or through other available avenues of informal education.<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">It is noteworthy to state that in India the concept of functional literacy emerged during 1960s. Kothari Commission (1964-1966) observed, \u201cWe do not equate literacy with mere ability to read and write; literacy, if it is to be worthwhile, must be functional\u201d. 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.<\/p>\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n<strong>4.2 Literacy categorized on the basis of Learners to be taught<\/strong>\r\n\r\n&nbsp;\r\n\r\n(Farmers, women, workplace, family)\r\n\r\n&nbsp;\r\n\r\na)\u00a0\u00a0\u00a0 <strong>Farmers\u2019 Functional Literacy <\/strong>:\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">Farmers\u2019 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\u2019 training (2) functional literacy and (3) farm broadcasting. Under each, a number of activities were undertaken (IAEA; 2012)<\/p>\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\nb)\u00a0\u00a0\u00a0 <strong>Women\u2019s literacy<\/strong>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">The World Conference of Women held in Mexico City in 1975 to celebrate the International Women\u2019s Year Day had demanded action in their behalf. Since then, development policies of nations have indeed been emphasizing women\u2019s role in development, asserting that the path to development is through women\u2019s development; and have advocated that literacy work done for women should offer curricula that emancipate women as it reinvents their\u00a0<span style=\"font-size: 1em;text-align: initial\">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.<\/span><\/p>\r\n\r\n<\/div>\r\n<div>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">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\u2019s 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.<\/p>\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\nc)\u00a0\u00a0\u00a0 <strong>Workplace literacy<\/strong>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">Due to industrialization and relations of power the need for Workplace literacy emerged. By 1980\u2019s, 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.<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">d)\u00a0\u00a0\u00a0 <strong>Family literacy\/ inter-generational literacy, community literacy<\/strong><\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">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.<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">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.<\/p>\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\"><strong>4.3 Literacy categorized on the basis of its Purpose<\/strong><\/p>\r\n<p style=\"text-align: justify\">(Scientific literacy, civic literacy, Political literacy, Developmental literacy)<\/p>\r\n&nbsp;\r\n\r\n<strong>a)\u00a0\u00a0 <\/strong><strong>Scientific literacy<\/strong>\r\n\r\n<strong>\u00a0<\/strong>\r\n<p style=\"text-align: justify\">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\u00a0<span style=\"font-size: 1em;text-align: initial\">water,methods of making potable water, chemical composition of water and how water can be made available to all.<\/span><\/p>\r\n\r\n<\/div>\r\n<div>\r\n\r\n&nbsp;\r\n\r\n<strong>b)\u00a0\u00a0 <\/strong><strong>Civic literacy\/ Political literacy<\/strong>\r\n\r\n<strong>\u00a0<\/strong>\r\n<p style=\"text-align: justify\">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.<\/p>\r\n<strong>\u00a0<\/strong>\r\n\r\n<strong>\u00a0<\/strong>\r\n<p style=\"text-align: justify\">The five aspects of social education had core curriculum of five aspects:<\/p>\r\n<p style=\"text-align: justify\"><strong>\u00a0<\/strong><\/p>\r\n<p style=\"text-align: justify\">1.\u00a0 Health &amp; Hygiene<\/p>\r\n<p style=\"text-align: justify\">2.\u00a0 Family and community living<\/p>\r\n<p style=\"text-align: justify\">3.\u00a0 Vocations<\/p>\r\n<p style=\"text-align: justify\">4.\u00a0 Literacy and cultural activities<\/p>\r\n<p style=\"text-align: justify\">5.\u00a0 Recreational activities (Shah S. Y. 1999).\u00a0 It was imparted in various centers.<\/p>\r\n&nbsp;\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">Civic literacy is literacy for good citizenship. Citizenship involves both duties and rights. Some civic literacy programs emphasis duties and forget about people\u2019s 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.<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\"><strong>c)\u00a0\u00a0 <\/strong><strong>Developmental literacy:<\/strong><\/p>\r\n<p style=\"text-align: justify\"><strong>\u00a0<\/strong><\/p>\r\n<p style=\"text-align: justify\">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.<\/p>\r\n<strong>\u00a0<\/strong>\r\n<p style=\"text-align: justify\">Paulo Freire\u2019s ideology considered literacy to be \u2018 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 \u201cThe concept of functionality must be extended to include all its dimensions, political, economic, social and cultural\u201d.<\/p>\r\n<p style=\"text-align: justify\"><strong>\u00a0<\/strong><\/p>\r\n<p style=\"text-align: justify\">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.<\/p>\r\n<strong>\u00a0<\/strong>\r\n\r\n<strong>Summary<\/strong>\r\n\r\n<strong>\u00a0<\/strong>\r\n<p style=\"text-align: justify\">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.<\/p>\r\n<strong>\u00a0<\/strong>\r\n\r\ni.\u00a0 Content (basic, functional)\r\n\r\n&nbsp;\r\n\r\nii.\u00a0 Learners (farmers, women, workplace, family\/intergenerational, community)\r\n\r\n&nbsp;\r\n\r\n<\/div>\r\n<ul>\r\n \t<li>Purpose (Scientific literacy, civic literacy, Political literacy, Developmental literacy)<\/li>\r\n<\/ul>\r\n&nbsp;\r\n\r\nIt 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.\r\n\r\n&nbsp;\r\n<table>\r\n<tbody>\r\n<tr>\r\n<td><strong>you can view video on General Introduction to the Types of Literacy Part 1 <\/strong><\/td>\r\n<td><a href=\"https:\/\/youtu.be\/_zjJdwl8HLY\" target=\"_blank\" rel=\"noopener\"><img class=\"alignnone wp-image-120\" src=\"http:\/\/epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/2018\/11\/download.png\" alt=\"\" width=\"36\" height=\"36\" \/><\/a><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n&nbsp;\r\n\r\n<strong>References<\/strong>\r\n\r\n&nbsp;\r\n<ul>\r\n \t<li style=\"text-align: justify\">\u00d8 Annual Reports, National Literacy Mission, Directorate of Adult Education, Government of India. New Delhi<\/li>\r\n \t<li style=\"text-align: justify\">\u00d8 Bhatia S.C. and PatelB.R.(1982). Research in Adult Education Proceeding of the National Seminar.<\/li>\r\n \t<li style=\"text-align: justify\">\u00d8 Bhola, H.S. Women\u2019s literacy: A curriculum of assertion, resis accommodation? Convergence 1994, XXVII (2\/3), 41\u201350<\/li>\r\n \t<li style=\"text-align: justify\">\u00d8 Gazette of India, Published in the Part I, Section I, No.F.9-5\/87-AE-I Government of India Ministry of Human Resource Development, Department of Education, New Delhi, June, 1988<\/li>\r\n \t<li style=\"text-align: justify\">\u00d8 Chester W. Haris, Extracts from Encyclopedia of Educational Research, Third ed, 1960.<\/li>\r\n \t<li style=\"text-align: justify\">\u00d8 Guidelines on lifelong learning and extension during the XI plan period (2007 - 2012), university grants commission, New Delhi <a href=\"http:\/\/www.ugc.ac.in\/\">ugc.ac.in<\/a><\/li>\r\n \t<li style=\"text-align: justify\">\u00d8 http:\/\/unesdoc.unesco.org\/images\/0012\/001263\/126383EB.pdf<\/li>\r\n \t<li style=\"text-align: justify\">\u00d8 Coiro Julie, Knobel Michele, Lankshear, Colin, Leu Donald J. (2008).Handbook of research on new literacies, Rouledge, Newyork, USA<\/li>\r\n \t<li style=\"text-align: justify\">\u00d8 Manual for Training of RPs and MTs, National Literacy Mission Authority, Government of India, New Delhi, 2012<\/li>\r\n \t<li style=\"text-align: justify\">\u00d8 Maitra N.\u00a0 \u201cTime\u00a0 Bound\u00a0 Programme\u00a0 for\u00a0 liquidation\u00a0 of\u00a0 illiterac Adult Education,33,p 5-8.<\/li>\r\n<\/ul>\r\n<ul>\r\n \t<li style=\"text-align: justify\">\u00d8 Motivational aspects of the Adult Education Programme Report of the Motivation Committee (Ministry of Education, Government of India, 1985).<\/li>\r\n \t<li style=\"text-align: justify\">\u00d8 Kwan B, Frankish, J Rootman I ( 2006). The development and validation of measures of \u201c\u00a0 health\u00a0 literacy\u201d\u00a0 in\u00a0 different\u00a0 populations.\u00a0\u00a0\u00a0 Vancouver\u00a0 :\u00a0 Univ <span style=\"text-align: initial;font-size: 1em\">Institute of Health Promotion Research and University of Victoria Centre for Community Health Promotion Research.<\/span><\/li>\r\n \t<li style=\"text-align: justify\">\u00d8 Mathew A, Indian journal of Adult Education, Vol.74, No. 1 January- March 2013ISSN 0019-5006<\/li>\r\n \t<li style=\"text-align: justify\">\u00d8 Rajan, R.\u00a0 1991.\u201cMass\u2013TheLiteracyErnakulam\u00a0 Experiment\u201d,\u00a0 India,\u00a0 publish\u00a0 Ernakulam District Literacy Society.<\/li>\r\n \t<li style=\"text-align: justify\">\u00d8 Saakshar Bharat Report ( 2011). Directorate of Adult Education, New Delhi<\/li>\r\n \t<li style=\"text-align: justify\">\u00d8 Vol.30, No. 20 (May 20,1995) Literacy campaigns in Maharashtra and Goa: Issues, Trends and Direction, PP 1172-1196<\/li>\r\n \t<li style=\"text-align: justify\">\u00d8 Vol.30, No. 20 (May 20,1995) Literacy campaigns in Maharashtra and Goa: Issues, Trends and Direction, PP 1172-1196<\/li>\r\n \t<li style=\"text-align: justify\">\u00d8 Shah, S.Y. (1999).An Encyclopedia of Indian Adult Education, New Delhi :National Literacy Mission.<\/li>\r\n \t<li style=\"text-align: justify\">\u00d8 <a href=\"https:\/\/m.yourstory.com\/2011\/08\/interview-ayyappa-masagi-of-water-literacy-foundation\/\">https:\/\/m.yourstory.com\/2011\/08\/interview-ayyappa-masagi-of-water-literacy-foundation\/<\/a><\/li>\r\n \t<li style=\"text-align: justify\">\u00d8 Two Decades of National Literacy Mission: Some Perspectives. ( 2012). New Delhi. Indian Adult Education Association<\/li>\r\n \t<li style=\"text-align: justify\">\u00d8 Third Edition <a href=\"http:\/\/www.crcpress.com\/product\/isbn\/9780849397127\">(http:\/\/www.crcpress.com\/product\/isbn\/9780849397127), <\/a>December, 2016<\/li>\r\n \t<li style=\"text-align: justify\">\u00d8 Bhola H.S.( 2010). Taylor &amp; Francis, Encyclopedia of Library and Information Sciences, Third Edition DOI: 10.1081\/E-ELIS3-120043721 .<\/li>\r\n \t<li style=\"text-align: justify\">\u00d8 Adult Education and Modernization ( 1996). National Literacy Mission, Government of India<\/li>\r\n \t<li style=\"text-align: justify\">\u00d8 M. ( 1990). Functional Scientific Literacy for neo-literates and rural youth\/ adults New Delhi: Commonwealth Publisher.<\/li>\r\n \t<li style=\"text-align: justify\">\u00d8 SIL UK 2003 www.epfarms.org(retrived from internet on 22.1.2017)<\/li>\r\n \t<li style=\"text-align: justify\">\u00d8 <em>Education and Training in Autism and Developmental Disabilities<\/em>, v50 n2 p155-171 Jun 2015, https:\/\/eric.ed.gov\/?q=functional+literacy&amp;id=EJ1060661 accessed on 2.2.2017<\/li>\r\n \t<li style=\"text-align: justify\">\u00d8 Family literacy <a href=\"http:\/\/literacy.kent.edu\/familyliteracy\/whatisit.html%20accessed%20on%202.2.2017\">http:\/\/literacy.kent.edu\/familyliteracy\/whatisit.html accessed on 2.2.2017<\/a><\/li>\r\n<\/ul>\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;","rendered":"<div><span style=\"float: right\"><a href=\"https:\/\/youtu.be\/_zjJdwl8HLY\" target=\"_blank\" rel=\"noopener\"><img decoding=\"async\" src=\"http:\/\/epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/2018\/11\/download.png\" alt=\"epgp books\" width=\"75px\" height=\"75px;\" \/><\/a><br \/>\n<\/span><\/div>\n<p>&nbsp;<\/p>\n<div>\n<p>&nbsp;<\/p>\n<p><strong>Content Outline:<\/strong><\/p>\n<p style=\"text-align: justify\">1.\u00a0\u00a0\u00a0 Learning Objectives<\/p>\n<p style=\"text-align: justify\">2.\u00a0\u00a0\u00a0 Introduction<\/p>\n<p style=\"text-align: justify\">3.\u00a0\u00a0\u00a0 Chart describing various categories and types of literacy<\/p>\n<p style=\"text-align: justify\">4.\u00a0\u00a0\u00a0 Detail discussion on three categories :<\/p>\n<p style=\"text-align: justify\">i.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Content (basic, functional)<\/p>\n<p style=\"text-align: justify\">ii.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Learners (farmers, women, workplace, family\/intergenerational, community)<\/p>\n<p style=\"text-align: justify\">iii.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Purpose (Scientific literacy, civic literacy, Political literacy, Developmental literacy)<\/p>\n<p style=\"text-align: justify\">5.\u00a0\u00a0\u00a0 Summary<\/p>\n<p style=\"text-align: justify\"><strong>1.\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><strong>Learning Objectives<\/strong><\/p>\n<p style=\"text-align: justify\"><strong>\u00a0<\/strong><\/p>\n<p style=\"text-align: justify\">After studying this module learners will be able to<\/p>\n<p style=\"text-align: justify\"><strong>\u00a0<\/strong><\/p>\n<p style=\"text-align: justify\">\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify various categories of literacy<\/p>\n<p style=\"text-align: justify\">\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Acquainted with following three categories:<\/p>\n<p style=\"text-align: justify\">\u00d8\u00a0 Content (basic, functional)<\/p>\n<p style=\"text-align: justify\">\u00d8\u00a0 Learners (farmers, women, workplace, family\/intergenerational, community)<\/p>\n<p style=\"text-align: justify\">\u00d8\u00a0 Purpose (Scientific literacy, civic literacy, Political literacy,\u00a0 Developmental literacy)<\/p>\n<p>&nbsp;<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0 Differentiate above mentioned types of literacy<\/p>\n<p>&nbsp;<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0 Suggest measures to ensure that everyone becomes literate<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<\/div>\n<ol start=\"2\">\n<li><strong>Introduction<\/strong><\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">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.<\/p>\n<p>&nbsp;<\/p>\n<ol start=\"3\">\n<li><strong>Major categories of literacy<\/strong><\/li>\n<\/ol>\n<p><strong>\u00a0<\/strong><\/p>\n<p style=\"text-align: justify\">Different types of literacy compliment to each other, which can be categorized on the basis of the following variables: ( In correct sentence )<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<ol>\n<li style=\"text-align: justify\">Content (basic, functional)<\/li>\n<li style=\"text-align: justify\">Learners (farmers, women, workplace, family\/intergenerational, community)<\/li>\n<\/ol>\n<ul style=\"text-align: justify\">\n<li>Purpose (Scientific literacy, civic literacy, Political literacy, Developmental literacy)<\/li>\n<\/ul>\n<ol>\n<li style=\"text-align: justify\">Social Concerns (Health literacy, electoral, gender, water, Financial literacy)<\/li>\n<li style=\"text-align: justify\">Rights (Critical literacy, Legal literacy)<\/li>\n<li>Organizational aspects (Mass literacy, Residual literacy\/ Mopping up operation)<\/li>\n<\/ol>\n<ul>\n<li>Digitization (Computer literacy, digital literacy , information literacy, Technology literacy)<\/li>\n<li>Other types of literacy<\/li>\n<\/ul>\n<p><a href=\"http:\/\/aep01.epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/sites\/206\/2019\/04\/Untitled-3.png\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-66\" src=\"http:\/\/aep01.epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/sites\/206\/2019\/04\/Untitled-3.png\" alt=\"\" width=\"755\" height=\"440\" srcset=\"https:\/\/ebooks.inflibnet.ac.in\/aep01\/wp-content\/uploads\/sites\/206\/2019\/04\/Untitled-3.png 755w, https:\/\/ebooks.inflibnet.ac.in\/aep01\/wp-content\/uploads\/sites\/206\/2019\/04\/Untitled-3-300x175.png 300w, https:\/\/ebooks.inflibnet.ac.in\/aep01\/wp-content\/uploads\/sites\/206\/2019\/04\/Untitled-3-65x38.png 65w, https:\/\/ebooks.inflibnet.ac.in\/aep01\/wp-content\/uploads\/sites\/206\/2019\/04\/Untitled-3-225x131.png 225w, https:\/\/ebooks.inflibnet.ac.in\/aep01\/wp-content\/uploads\/sites\/206\/2019\/04\/Untitled-3-350x204.png 350w\" sizes=\"auto, (max-width: 755px) 100vw, 755px\" \/><\/a><\/p>\n<div>\n<p><strong>4. Detail discussion on three categories :<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong>4.1 Literacy categorized on the basis of its Content<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\"><strong>a)\u00a0\u00a0 <\/strong><strong>Basic Literacy<\/strong>: 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.<\/p>\n<p style=\"text-align: justify\"><strong>\u00a0<\/strong><\/p>\n<p style=\"text-align: justify\"><strong>b)\u00a0\u00a0 <\/strong><strong>Functional literacy: <\/strong>The World Conference of Education Ministers on \u2018Eradication of illiteracy \u2018was 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\u00a0<span style=\"font-size: 1em;text-align: initial\">empowering people not merely making them more useful to their employer but also more functional within the economy.<\/span><\/p>\n<\/div>\n<div>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">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 :<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">(i)\u00a0 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;<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">(ii)\u00a0\u00a0\u00a0 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;<\/p>\n<p style=\"text-align: justify\">(iii)\u00a0\u00a0 to enable one to enhance his skills and education either on his own or through other available avenues of informal education.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">It is noteworthy to state that in India the concept of functional literacy emerged during 1960s. Kothari Commission (1964-1966) observed, \u201cWe do not equate literacy with mere ability to read and write; literacy, if it is to be worthwhile, must be functional\u201d. 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.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>4.2 Literacy categorized on the basis of Learners to be taught<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>(Farmers, women, workplace, family)<\/p>\n<p>&nbsp;<\/p>\n<p>a)\u00a0\u00a0\u00a0 <strong>Farmers\u2019 Functional Literacy <\/strong>:<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">Farmers\u2019 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\u2019 training (2) functional literacy and (3) farm broadcasting. Under each, a number of activities were undertaken (IAEA; 2012)<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>b)\u00a0\u00a0\u00a0 <strong>Women\u2019s literacy<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">The World Conference of Women held in Mexico City in 1975 to celebrate the International Women\u2019s Year Day had demanded action in their behalf. Since then, development policies of nations have indeed been emphasizing women\u2019s role in development, asserting that the path to development is through women\u2019s development; and have advocated that literacy work done for women should offer curricula that emancipate women as it reinvents their\u00a0<span style=\"font-size: 1em;text-align: initial\">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.<\/span><\/p>\n<\/div>\n<div>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">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\u2019s 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.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>c)\u00a0\u00a0\u00a0 <strong>Workplace literacy<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">Due to industrialization and relations of power the need for Workplace literacy emerged. By 1980\u2019s, 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.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">d)\u00a0\u00a0\u00a0 <strong>Family literacy\/ inter-generational literacy, community literacy<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">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.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">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.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\"><strong>4.3 Literacy categorized on the basis of its Purpose<\/strong><\/p>\n<p style=\"text-align: justify\">(Scientific literacy, civic literacy, Political literacy, Developmental literacy)<\/p>\n<p>&nbsp;<\/p>\n<p><strong>a)\u00a0\u00a0 <\/strong><strong>Scientific literacy<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p style=\"text-align: justify\">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\u00a0<span style=\"font-size: 1em;text-align: initial\">water,methods of making potable water, chemical composition of water and how water can be made available to all.<\/span><\/p>\n<\/div>\n<div>\n<p>&nbsp;<\/p>\n<p><strong>b)\u00a0\u00a0 <\/strong><strong>Civic literacy\/ Political literacy<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p style=\"text-align: justify\">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.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p style=\"text-align: justify\">The five aspects of social education had core curriculum of five aspects:<\/p>\n<p style=\"text-align: justify\"><strong>\u00a0<\/strong><\/p>\n<p style=\"text-align: justify\">1.\u00a0 Health &amp; Hygiene<\/p>\n<p style=\"text-align: justify\">2.\u00a0 Family and community living<\/p>\n<p style=\"text-align: justify\">3.\u00a0 Vocations<\/p>\n<p style=\"text-align: justify\">4.\u00a0 Literacy and cultural activities<\/p>\n<p style=\"text-align: justify\">5.\u00a0 Recreational activities (Shah S. Y. 1999).\u00a0 It was imparted in various centers.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">Civic literacy is literacy for good citizenship. Citizenship involves both duties and rights. Some civic literacy programs emphasis duties and forget about people\u2019s 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.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\"><strong>c)\u00a0\u00a0 <\/strong><strong>Developmental literacy:<\/strong><\/p>\n<p style=\"text-align: justify\"><strong>\u00a0<\/strong><\/p>\n<p style=\"text-align: justify\">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.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p style=\"text-align: justify\">Paulo Freire\u2019s ideology considered literacy to be \u2018 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 \u201cThe concept of functionality must be extended to include all its dimensions, political, economic, social and cultural\u201d.<\/p>\n<p style=\"text-align: justify\"><strong>\u00a0<\/strong><\/p>\n<p style=\"text-align: justify\">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.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Summary<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p style=\"text-align: justify\">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.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>i.\u00a0 Content (basic, functional)<\/p>\n<p>&nbsp;<\/p>\n<p>ii.\u00a0 Learners (farmers, women, workplace, family\/intergenerational, community)<\/p>\n<p>&nbsp;<\/p>\n<\/div>\n<ul>\n<li>Purpose (Scientific literacy, civic literacy, Political literacy, Developmental literacy)<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>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.<\/p>\n<p>&nbsp;<\/p>\n<table>\n<tbody>\n<tr>\n<td><strong>you can view video on General Introduction to the Types of Literacy Part 1 <\/strong><\/td>\n<td><a href=\"https:\/\/youtu.be\/_zjJdwl8HLY\" target=\"_blank\" rel=\"noopener\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-120\" src=\"http:\/\/epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/2018\/11\/download.png\" alt=\"\" width=\"36\" height=\"36\" \/><\/a><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p><strong>References<\/strong><\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"text-align: justify\">\u00d8 Annual Reports, National Literacy Mission, Directorate of Adult Education, Government of India. New Delhi<\/li>\n<li style=\"text-align: justify\">\u00d8 Bhatia S.C. and PatelB.R.(1982). Research in Adult Education Proceeding of the National Seminar.<\/li>\n<li style=\"text-align: justify\">\u00d8 Bhola, H.S. Women\u2019s literacy: A curriculum of assertion, resis accommodation? Convergence 1994, XXVII (2\/3), 41\u201350<\/li>\n<li style=\"text-align: justify\">\u00d8 Gazette of India, Published in the Part I, Section I, No.F.9-5\/87-AE-I Government of India Ministry of Human Resource Development, Department of Education, New Delhi, June, 1988<\/li>\n<li style=\"text-align: justify\">\u00d8 Chester W. Haris, Extracts from Encyclopedia of Educational Research, Third ed, 1960.<\/li>\n<li style=\"text-align: justify\">\u00d8 Guidelines on lifelong learning and extension during the XI plan period (2007 &#8211; 2012), university grants commission, New Delhi <a href=\"http:\/\/www.ugc.ac.in\/\">ugc.ac.in<\/a><\/li>\n<li style=\"text-align: justify\">\u00d8 http:\/\/unesdoc.unesco.org\/images\/0012\/001263\/126383EB.pdf<\/li>\n<li style=\"text-align: justify\">\u00d8 Coiro Julie, Knobel Michele, Lankshear, Colin, Leu Donald J. (2008).Handbook of research on new literacies, Rouledge, Newyork, USA<\/li>\n<li style=\"text-align: justify\">\u00d8 Manual for Training of RPs and MTs, National Literacy Mission Authority, Government of India, New Delhi, 2012<\/li>\n<li style=\"text-align: justify\">\u00d8 Maitra N.\u00a0 \u201cTime\u00a0 Bound\u00a0 Programme\u00a0 for\u00a0 liquidation\u00a0 of\u00a0 illiterac Adult Education,33,p 5-8.<\/li>\n<\/ul>\n<ul>\n<li style=\"text-align: justify\">\u00d8 Motivational aspects of the Adult Education Programme Report of the Motivation Committee (Ministry of Education, Government of India, 1985).<\/li>\n<li style=\"text-align: justify\">\u00d8 Kwan B, Frankish, J Rootman I ( 2006). The development and validation of measures of \u201c\u00a0 health\u00a0 literacy\u201d\u00a0 in\u00a0 different\u00a0 populations.\u00a0\u00a0\u00a0 Vancouver\u00a0 :\u00a0 Univ <span style=\"text-align: initial;font-size: 1em\">Institute of Health Promotion Research and University of Victoria Centre for Community Health Promotion Research.<\/span><\/li>\n<li style=\"text-align: justify\">\u00d8 Mathew A, Indian journal of Adult Education, Vol.74, No. 1 January- March 2013ISSN 0019-5006<\/li>\n<li style=\"text-align: justify\">\u00d8 Rajan, R.\u00a0 1991.\u201cMass\u2013TheLiteracyErnakulam\u00a0 Experiment\u201d,\u00a0 India,\u00a0 publish\u00a0 Ernakulam District Literacy Society.<\/li>\n<li style=\"text-align: justify\">\u00d8 Saakshar Bharat Report ( 2011). Directorate of Adult Education, New Delhi<\/li>\n<li style=\"text-align: justify\">\u00d8 Vol.30, No. 20 (May 20,1995) Literacy campaigns in Maharashtra and Goa: Issues, Trends and Direction, PP 1172-1196<\/li>\n<li style=\"text-align: justify\">\u00d8 Vol.30, No. 20 (May 20,1995) Literacy campaigns in Maharashtra and Goa: Issues, Trends and Direction, PP 1172-1196<\/li>\n<li style=\"text-align: justify\">\u00d8 Shah, S.Y. (1999).An Encyclopedia of Indian Adult Education, New Delhi :National Literacy Mission.<\/li>\n<li style=\"text-align: justify\">\u00d8 <a href=\"https:\/\/m.yourstory.com\/2011\/08\/interview-ayyappa-masagi-of-water-literacy-foundation\/\">https:\/\/m.yourstory.com\/2011\/08\/interview-ayyappa-masagi-of-water-literacy-foundation\/<\/a><\/li>\n<li style=\"text-align: justify\">\u00d8 Two Decades of National Literacy Mission: Some Perspectives. ( 2012). New Delhi. Indian Adult Education Association<\/li>\n<li style=\"text-align: justify\">\u00d8 Third Edition <a href=\"http:\/\/www.crcpress.com\/product\/isbn\/9780849397127\">(http:\/\/www.crcpress.com\/product\/isbn\/9780849397127), <\/a>December, 2016<\/li>\n<li style=\"text-align: justify\">\u00d8 Bhola H.S.( 2010). Taylor &amp; Francis, Encyclopedia of Library and Information Sciences, Third Edition DOI: 10.1081\/E-ELIS3-120043721 .<\/li>\n<li style=\"text-align: justify\">\u00d8 Adult Education and Modernization ( 1996). National Literacy Mission, Government of India<\/li>\n<li style=\"text-align: justify\">\u00d8 M. ( 1990). Functional Scientific Literacy for neo-literates and rural youth\/ adults New Delhi: Commonwealth Publisher.<\/li>\n<li style=\"text-align: justify\">\u00d8 SIL UK 2003 www.epfarms.org(retrived from internet on 22.1.2017)<\/li>\n<li style=\"text-align: justify\">\u00d8 <em>Education and Training in Autism and Developmental Disabilities<\/em>, v50 n2 p155-171 Jun 2015, https:\/\/eric.ed.gov\/?q=functional+literacy&amp;id=EJ1060661 accessed on 2.2.2017<\/li>\n<li style=\"text-align: justify\">\u00d8 Family literacy <a href=\"http:\/\/literacy.kent.edu\/familyliteracy\/whatisit.html%20accessed%20on%202.2.2017\">http:\/\/literacy.kent.edu\/familyliteracy\/whatisit.html accessed on 2.2.2017<\/a><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"author":3,"menu_order":12,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":["dr-rohini-sudhakar"],"pb_section_license":""},"chapter-type":[],"contributor":[63],"license":[],"class_list":["post-65","chapter","type-chapter","status-publish","hentry","contributor-dr-rohini-sudhakar"],"part":3,"_links":{"self":[{"href":"https:\/\/ebooks.inflibnet.ac.in\/aep01\/wp-json\/pressbooks\/v2\/chapters\/65","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ebooks.inflibnet.ac.in\/aep01\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/ebooks.inflibnet.ac.in\/aep01\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/ebooks.inflibnet.ac.in\/aep01\/wp-json\/wp\/v2\/users\/3"}],"version-history":[{"count":3,"href":"https:\/\/ebooks.inflibnet.ac.in\/aep01\/wp-json\/pressbooks\/v2\/chapters\/65\/revisions"}],"predecessor-version":[{"id":69,"href":"https:\/\/ebooks.inflibnet.ac.in\/aep01\/wp-json\/pressbooks\/v2\/chapters\/65\/revisions\/69"}],"part":[{"href":"https:\/\/ebooks.inflibnet.ac.in\/aep01\/wp-json\/pressbooks\/v2\/parts\/3"}],"metadata":[{"href":"https:\/\/ebooks.inflibnet.ac.in\/aep01\/wp-json\/pressbooks\/v2\/chapters\/65\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/ebooks.inflibnet.ac.in\/aep01\/wp-json\/wp\/v2\/media?parent=65"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/ebooks.inflibnet.ac.in\/aep01\/wp-json\/pressbooks\/v2\/chapter-type?post=65"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/ebooks.inflibnet.ac.in\/aep01\/wp-json\/wp\/v2\/contributor?post=65"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/ebooks.inflibnet.ac.in\/aep01\/wp-json\/wp\/v2\/license?post=65"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}