Literacy

The term literacy is commonly defined as the ability to read, write, and understand print language. In reality, literacy is more encompassing than such a simple definition. The International Literacy Association (n.d., n.p.) views literacy as “the ability to identify, understand, interpret, create, compute, and communicate using visual, audible, and digital materials across disciplines and in any context.” Literacy is a complex, multifaceted process that requires a wide variety of skills and approaches. This entry first discusses the evolution in how literacy is viewed and the different aspects of literacy and then describes effective literary instruction and the stages of literacy development.

Although there is no single definition of literacy, it is commonly acknowledged that literacy changes as society and technology evolve. In the 1950s, a person who could both read and write a short statement was considered literate. Twenty years later, an emphasis was placed on functionality and specific social context. In other words, literate persons were expected to successfully engage in activities in which literacy is required for effective functioning within their social group or community.

In the early 2000s, the concept of functional literacy involved “varying contexts,” which recognize that literate people need different literacy skills depending on varying situations. In addition, it was generally accepted that literacy entails a “continuum of learning” because people constantly develop literacy skills. At this time, literacy was also recognized as a social practice, meaning that literacy seldom develops or takes place in isolation. Today, the meaning of literacy has further evolved to reflect the increased use of information and communication technologies, along with diverse practices in relation to political, socioeconomic, cultural, and linguistic circumstances and contexts.

People who are not functionally literate, often due to lack of education, are considered illiterate. Illiteracy rates are highest among developing countries. However, in certain regions or communities in the United States, illiteracy is a concern, often due to economic factors. Children raised in homes with at least one illiterate parent are more likely to be illiterate.

A literate person who has the skills to read and write, but chooses not do so, is considered aliterate. Although illiteracy is primarily a problem in the developing world, aliteracy is a growing trend in developed countries, including the United States. Lack of motivation is often cited as a reason for [Page 981]aliteracy. It is important that educators understand the difference between illiteracy and aliteracy to provide students with appropriate literacy instruction or intervention.