GLOBALIZATION

• Literacy


  Dictionaries define literacy as the state of being able to read and write.
• Litteratus


  the Latin word litteratus, meaning a person marked with letters that are “distinguished or identified by letters” and it carried with it the idea that such a person was cultured and educated.
• Literate


  The word “literacy” stems from the word “literate,” which first appeared in the 15th century
•  Since the subjects of the time (e.g., grammar, logic, arithmetic, geometry. etc.) all had written text (which were composed of letters) that had to be studied, the ability to read and write was therefore of prime importance, leading to the strong association of being “literate” with the ability to read and write. 
• Basic Literacy, Comprehension Literacy, and Functional or Practical Literacy


  Miller (1973) divides this conventional concept of literacy into three subcategories
• Basic Literacy


  It is the ability to recognize letters and words, the sequence of letters, even without understanding what it means.
• Functional or Practical Literacy


  It is the ability to read (i.e., decode and comprehend) written materials needed to perform everyday vocational tasks.
• Basic Literacy


  It is the ability to correspond visual shapes to spoken sounds in order to decode written materials and translate them into oral language.
• Functional or Practical Literacy


  This is the equivalent of reading the text and being able to understand the meaning of the words.
• • Text and Meaning or Message


  Based on the conventional view of literacy, there are two things considered for reading to exist
• Schlechty (2001)


  defines the concept of functional illiteracy as the state of being able to read but not well enough to manage daily living and employment tasks that require reading skills beyond a basic level.
• The synchronicity between decoding textual symbols and being able to extract and understand their meaning is a necessary part of being literate, even as the new contexts of the 21st century change the nature of what the “text” is and what it means to “read and write.”
• Robert (1995)


   notes that “in the past fifty years, hundreds of definitions of “literacy” have been advanced by scholars, adult literacy workers, and program planners
• UNESCO (2004)


  formally defined literacy as “the ability to identify, understand, interpret, create, communicate, and compute, using printed and written materials associated with varying contexts.
• UNESCO (2006)


  with even the United Nations Educational Scientific and Cultural Organization (UNESCO, 2006) acknowledging that literacy as a concept has proven to be complex and dynamic, continually defined and interpreted in multiple ways.
• Literacy


   involves a continuum of learning in enabling individuals to achieve their goals, develop their knowledge and potential, and participate fully in their community and wider society.
• Mkandawire (2018)


   posits that Literacy is “a form of knowledge, competence, and skills in a particular field or area, “which is supported by UNESCO (2006),
• Barton (2007), Mudenda & Cheelo (2017)


  acknowledged that- as we have just pointed out – modern views appear to equate literacy with knowledge.
• This shift in the definition of literacy from “reading and writing” to “knowledge” is especially important as we explore the “new” literacies of the 21st century that seem far removed from the contexts upon which conventional literacy is based
• New Literacies


  When viewed from the perspective of conventional/traditional literacy, the concept of “new” literacies is a bit of a misnomer
• The new literacies are not “new” per se – as in the sense that they never existed before. Rather, we consider them to be new because the context in which old skills and knowledge are being employed is new, both in nature and in scope.
• concise, complete and clear


  The ability to translate textual information into images is not a new skill, but it is the ability to do so in a way that is concise, complete, and clear that is certainly new, given that it will be how ninety percent of the population will be informed on the issue.
• Chinese, the ancient Greeks, and the indigenous peoples of North America


  Throughout history, humans have communicated on levels apart from the spoken and written word, for example, visually, using the long-distance communication system of smoke signals used by the Chinese, the ancient Greeks, and the indigenous peoples of North America
• Language of Flowers


  In the Victorian era, there was such a thing as the “Language of Flowers, where the kind, color, and arrangement of a bouquet were used to communicate messages that could not otherwise be spoken aloud in Victorian society (Greenaway, 1884)
•  a bouquet of oak leaves (representing strength)
• pale yellow tulips and rosemary (memory of remembrance)
• purple roses (sorrow), white lilies (resurrection)
•  For example, a bouquet of oak leaves (representing strength), purple roses (sorrow), white lilies (resurrection), and pale yellow tulips and rosemary (memory of remembrance) would altogether communicate a message of sympathy, usually over the death of a loved one.
• Visual literacy


  Successfully interpreting these “visual languages” required a kind of “visual literacy” to understand the message being presented and to manage the information encoded therein - skills that are coming into use again in 21st century literacies.
• accuracy, validity, and reliability 


  Accuracy, validity, and reliability of the messages we interpret form the basis for some very important personal and collective decision-making.
• Another difference involves the question of necessity: One did not need to be literate in the language of flowers to live a fruitful and fulfilled life but to be not media or digitally literate in the 21st century makes one vulnerable to manipulation by those who are, and such manipulation can easily cost an individual time, money, property, and even life.
• These so–called “new” literacies arose from the increasing availability of communication technologies that were once unavailable to the average individual.
• Richardson (2014)


  Technologies like blogging, social networking, and even text messaging change and expand both the extent and the form of our communication – blending text, sound, and images in ways unforeseen and unprecedented
• What are the three things critical in the rise of the new literacies?

  Increased Reach, Increased means of communication, Increased Breadth of Content
• 6 Steps of Digital Storytelling

  1. Writing
  2. Developing a Script
  3. Creating a Storyboard
  4. Locating Multimedia
  5. Creating the Digital Story
  6. Sharing and Uploading
• Literacy has changed and developed through a multitude of phases within a specific period based on social needs. It is not confined only to knowing how to read and write. It is a matter of applying knowledge for specific purposes in particular contexts. It is socially driven and evolved a pattern of activities such as:

  1. Writing correspondence

  2. Records keeping and inventories

  3. Posting announcements

  4. Reporting
• Between 1950 and 1970, the development of literacy, both operational and functional, was established. During this period, literacy was defined as reading and writing skills necessitated for activities in modern society (Gunes, 2000). Beyond the 1990s, literacy had started to diversify in light of technological developments, changes in living conditions in cities, and new necessities. Hereafter, Literacy then became multi-faceted. 
• The United Nations Educational, Scientific, and Culture Organization (UNESCO) asserts that a literate person can comprehend and write simple and short sentences related to his/her daily life.
• averred that literacies intend to generate and communicate meanings through the medium of encoded texts within contexts in various discourses.

  Lankshear and Knobel (2006)
•  The Primary English Teaching Association Australia (2015) asserts that 21st-century literacy has expanded to include social change, increasing field expertise, and digital technologies. To be literate requires comprehension, selection, and use of multimodal codes and conventions to interpret and express ideas, feelings, and information.