Literacy Trends in Pakistan - UNESCO Islamabad

5. INTERNATIONAL CONTEXT OF DEFINITIONSThe definition of literacy is context specific. The parameters of literacy may vary from one geographical region to another, and from one era toanother. It can be as simple as just recognition of the alphabets, or signing of one’s own name, or may be broader in order to include handling ofequipment by studying manuals. Literacy has multiple meanings ranging from simple ability to read and write, to interpreting and implementingideas, knowledge and skills that a person may require to possess for effective participation in daily life.Some definitions of literacy focus on perception and decoding. For example, Spache (1964) described literacy as “a series of word perceptionsi.e. reading only”. Kaestle (1985), described literacy as “the ability to decode and comprehend language at a rudimentary level, that is the abilityto look at written words corresponding to ordinary oral discourse, to say them, and to understand them”. These two definitions emphasize theaspect of having the skills to read the printed symbols and to map those symbols into the understanding of oral language. This definition isconsistent with the teaching of reading through an emphasis on sound-symbol correspondence, and helping readers make connections to theiroral vocabulary and comprehension abilities. But this definition lacks the important component of writing.It is observed that initially, the definition of literacy was confined to the acquisition of the basic skills of the 3 R’s (reading, writing andarithmetic). Over a period of time, basic literacy was upgraded to functional literacy, expanding further into knowing to do things by usinginsight. This transformation of literacy is, infact, associated with its importance for the society as a whole, and to enable a person to effectivelyparticipate in the lifeThough defining literacy is complex, yet it is important to deliberate upon it, since the definition has far-reaching implications. Some expertshave emphasized cognitive processes in describing literacy, some more generally and others more specifically. For example, Goodman (1976)suggested that “reading is a psycholinguistic guessing game”. Venezky (1991) states that it is “a cognitive skill”. Calfee and Nelson-Barber(1991) describe it as “the capacity to employ language as a tool for oral communication”. These definitions are consistent with teaching readingand writing as a cognitive process that involve the processing of information through such strategies as activating background knowledge,encouraging readers to make predictions, or writers to organize their ideas into categories.Literacy, Politics and Democracy“Although literacy may not be the great panacea that leads to happiness and wealth, it could lead to a change in theway power is distributed in society”.(UNESCO, 1991, A Literate World, International Bureau of Education, Geneva)“Survival in relation to political institutions is once again dependent on literacy. In many countries the right to vote isdenied to the illiterate. Responsible voting is not easy without literacy. Literacy makes democracy possible andhistorical responses to the tribal drum less likely”.(H.S. Bhola, UNESCO, 1990)5