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window.loswp.showSignupCaptcha = false window.loswp.willEdgeCache = false; window.loswp.work = {"work":{"id":100190003,"created_at":"2023-04-14T15:53:45.120-07:00","from_world_paper_id":231696644,"updated_at":"2024-11-26T21:13:50.316-08:00","_data":{"publisher":"Eszterházy Károly Főiskola Líceum Kiadó","grobid_abstract":"Literacy and its interpretations Just we can go into the past and see there mankind giving itself into a recognisable formal social formation, so we can see there always some effort to up-bring and educate youth. As the social structures have always been connected with the establishment of a system of education, either formal or (at least) informal, so education has always been connected with removing, or at least the elimitation, of illiteracy. The very first basic task of schooling, teachers, school institutions, and school policy has been to develop literacy: the literacy of youth and, in a broader sense of all citizens. The notion literacy is a very old professional term. Nowadays, we can see this term more often, and often having been modified with various adjectives. One speaks about reading literacy, computer literacy, second literacy, media literacy, information literacy, science literacy, technical literacy, visual literacy etc. If in however the case of literacy (by itself) we all know what we mean, this need not be the case with these other special literacies. The term \"literacy\" it is generally accepted as being the ability to understand knowledge of the alphabet, represented by having skill to read and write (while knowledge of figures and summing up skills represent a special kind of literacy, socalled numerical literacy). This basic content of the term literacy has remained the same for the centuries. It has changed only very slightly. In the 19 th century the knowledge to read and write meant a skill to sign and read one's name. At the beginning of the 20 th century a literate person had to know already how to read and write a letter, yet this is not enough today. Today, to be designated as literate one has to be able to use the knowledge of reading and writing in a contextual way. UNESCO has fulfilled a very important role in the struggle against illiteracy. The above-mentioned slight shifts in understanding of literacy can be seen also in definitions of the term literacy accepted by this organisation. In 1958, UNESCO defined literacy as the ability to read and write a short simple statement based on common life. But from 1978 UNESCO has been speaking about functionally literate people, as those who are able to participate in all activities which enable them to continue to use reading, writing and counting knowledge for both the sake of their own development and of community development. In the context of the current UNESCO definition of literacy we can see that the requirements from a literate person nowadays include his/her ability to act in the brought to you by CORE View metadata, citation and similar papers at core.ac.uk","grobid_abstract_attachment_id":"101083519"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"Digital Literacy in New Forms of Education","broadcastable":true,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [57961995]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "full_page_mobile_sutd_modal"; window.loswp.useOptimizedScribd4genScript = false; window.loswp.appleClientId = 'edu.academia.applesignon';</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":101083519,"attachmentType":"pdf"}"><img alt="First page of “Digital Literacy in New Forms of Education”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/101083519/mini_magick20230414-1-kmxufg.png?1681512869" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/images/single_work_splash/adobe_icon.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Digital Literacy in New Forms of Education</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="57961995" href="https://independent.academia.edu/AlenaHa%C5%A1kov%C3%A1"><img alt="Profile image of Alena Hašková" class="ds-work-card--author-avatar" src="//a.academia-assets.com/images/s65_no_pic.png" />Alena Hašková</a></div><div class="ds-work-card--detail"><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">7 pages</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">1 file</p></div></div><script>(async () => { const workId = 100190003; const worksViewsPath = "/v0/works/views?subdomain_param=api&work_ids%5B%5D=100190003"; const getWorkViews = async (workId) => { const response = await fetch(worksViewsPath); if (!response.ok) { throw new Error('Failed to load work views'); } const data = await response.json(); return data.views[workId]; }; // Get the view count for the work - we send this immediately rather than waiting for // the DOM to load, so it can be available as soon as possible (but without holding up // the backend or other resource requests, because it's a bit expensive and not critical). const viewCount = await getWorkViews(workId); const updateViewCount = (viewCount) => { const viewCountNumber = Number(viewCount); if (!viewCountNumber) { throw new Error('Failed to parse view count'); } const commaizedViewCount = viewCountNumber.toLocaleString(); const viewCountBody = document.getElementById('work-metadata-view-count'); if (viewCountBody) { viewCountBody.textContent = `${commaizedViewCount} views`; } else { throw new Error('Failed to find work views element'); } }; // If the DOM is still loading, wait for it to be ready before updating the view count. if (document.readyState === "loading") { document.addEventListener('DOMContentLoaded', () => { updateViewCount(viewCount); }); // Otherwise, just update it immediately. } else { updateViewCount(viewCount); } })();</script></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">Literacy and its interpretations Just we can go into the past and see there mankind giving itself into a recognisable formal social formation, so we can see there always some effort to up-bring and educate youth. As the social structures have always been connected with the establishment of a system of education, either formal or (at least) informal, so education has always been connected with removing, or at least the elimitation, of illiteracy. The very first basic task of schooling, teachers, school institutions, and school policy has been to develop literacy: the literacy of youth and, in a broader sense of all citizens. The notion literacy is a very old professional term. Nowadays, we can see this term more often, and often having been modified with various adjectives. One speaks about reading literacy, computer literacy, second literacy, media literacy, information literacy, science literacy, technical literacy, visual literacy etc. If in however the case of literacy (by itself) we all know what we mean, this need not be the case with these other special literacies. The term "literacy" it is generally accepted as being the ability to understand knowledge of the alphabet, represented by having skill to read and write (while knowledge of figures and summing up skills represent a special kind of literacy, socalled numerical literacy). This basic content of the term literacy has remained the same for the centuries. It has changed only very slightly. In the 19 th century the knowledge to read and write meant a skill to sign and read one's name. At the beginning of the 20 th century a literate person had to know already how to read and write a letter, yet this is not enough today. Today, to be designated as literate one has to be able to use the knowledge of reading and writing in a contextual way. UNESCO has fulfilled a very important role in the struggle against illiteracy. The above-mentioned slight shifts in understanding of literacy can be seen also in definitions of the term literacy accepted by this organisation. In 1958, UNESCO defined literacy as the ability to read and write a short simple statement based on common life. But from 1978 UNESCO has been speaking about functionally literate people, as those who are able to participate in all activities which enable them to continue to use reading, writing and counting knowledge for both the sake of their own development and of community development. In the context of the current UNESCO definition of literacy we can see that the requirements from a literate person nowadays include his/her ability to act in the brought to you by CORE View metadata, citation and similar papers at core.ac.uk</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":101083519,"attachmentType":"pdf","workUrl":"https://www.academia.edu/100190003/Digital_Literacy_in_New_Forms_of_Education"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":101083519,"attachmentType":"pdf","workUrl":"https://www.academia.edu/100190003/Digital_Literacy_in_New_Forms_of_Education"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div></div><div data-auto_select="false" data-client_id="331998490334-rsn3chp12mbkiqhl6e7lu2q0mlbu0f1b" data-doc_id="101083519" data-landing_url="https://www.academia.edu/100190003/Digital_Literacy_in_New_Forms_of_Education" data-login_uri="https://www.academia.edu/registrations/google_one_tap" data-moment_callback="onGoogleOneTapEvent" id="g_id_onload"></div><div class="ds-top-related-works--grid-container"><div class="ds-related-content--container ds-top-related-works--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="0" data-entity-id="23176096" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/23176096/Defining_literacy_and_its_consequences_in_the_developing_world">Defining literacy and its consequences in the developing world</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="37003923" href="https://ubc.academia.edu/PierreWalter">Pierre Walter</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Defining literacy and its consequences in the developing world","attachmentId":51383493,"attachmentType":"pdf","work_url":"https://www.academia.edu/23176096/Defining_literacy_and_its_consequences_in_the_developing_world","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/23176096/Defining_literacy_and_its_consequences_in_the_developing_world"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="40254395" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/40254395/_New_Literacies_or_New_Challenges_The_Development_of_the_Concept_of_Literacy_in_the_Context_of_Information_and_Communication_Technologies_and_Language_Teaching">"New Literacies or New Challenges?": The Development of the Concept of Literacy in the Context of Information and Communication Technologies and Language Teaching</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="34950655" href="https://aun.academia.edu/DrMahmoudAbdallah">Dr Mahmoud M S Abdallah</a></div><p class="ds-related-work--metadata ds2-5-body-xs">ERIC (ED502132). Available at: http://www.eric.ed.gov/PDFS/ED502132.pdf , 2008</p><p class="ds-related-work--abstract ds2-5-body-sm">This article discusses the development of the concept of literacy in the context of IC technologies and English language teaching stressing the idea that literacy is no longer a stable concept which was always connected with the basic skills of reading and writing. The rapid developments of today have been changing, affecting and modifying this concept in such a way that it is difficult to say what it exactly means. Throughout the article the author traces the political, historical, social and cultural factors that have been influencing the development of this concept, with special focus on ICT's and how the continuous developments occurring to them gave birth to new literacies as a quite new concept that has come to the fore to mean different things to different people. The article proceeds to tackle the question, "who is to be considered literate?" stressing the idea that literate individuals nowadays know many things and master many skills other than the foundational abilities of reading, writing and calculating. It proceeds to compare between the new concept of literacy and the traditional one trying to answer an important question: "why is it essential to assimilate a new concept of literacy?"</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"\"New Literacies or New Challenges?\": The Development of the Concept of Literacy in the Context of Information and Communication Technologies and Language Teaching","attachmentId":60488301,"attachmentType":"doc","work_url":"https://www.academia.edu/40254395/_New_Literacies_or_New_Challenges_The_Development_of_the_Concept_of_Literacy_in_the_Context_of_Information_and_Communication_Technologies_and_Language_Teaching","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/40254395/_New_Literacies_or_New_Challenges_The_Development_of_the_Concept_of_Literacy_in_the_Context_of_Information_and_Communication_Technologies_and_Language_Teaching"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="23751183" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/23751183/6_0_0_2_Education_for_All_Global_Monitoring_Report_Understandings_of_literacy">6 0 0 2 Education for All Global Monitoring Report Understandings of literacy</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="45960494" href="https://independent.academia.edu/ERDBNGPOpCen">ERDB-NGP OpCen</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"6 0 0 2 Education for All Global Monitoring Report Understandings of literacy","attachmentId":44183851,"attachmentType":"pdf","work_url":"https://www.academia.edu/23751183/6_0_0_2_Education_for_All_Global_Monitoring_Report_Understandings_of_literacy","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/23751183/6_0_0_2_Education_for_All_Global_Monitoring_Report_Understandings_of_literacy"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="38470452" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/38470452/Changes_in_the_Concept_and_Definition_of_Reading_Literacy_pdf">Changes in the Concept and Definition of Reading Literacy.pdf</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="14177169" href="https://its.academia.edu/httpsscholargooglecoidcitationsuserh15g3VIAAAAJhlid">Ratna Rintaningrum Scopus Author ID 35772946400</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2009</p><p class="ds-related-work--abstract ds2-5-body-sm">Literacy has come to be seen as important aspect in nation development since being functionally literate is fundamental to all forms of both successes in school and in life. In global market, being literate is highly demanded in order that people are able to participate actively in larger society and in international activities such as international conference, research exchange, join research, and business and commerce. Being literate does not only contribute to personal development or personal learning, but being literate also leads to success in school and in life.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Changes in the Concept and Definition of Reading Literacy.pdf","attachmentId":58535565,"attachmentType":"pdf","work_url":"https://www.academia.edu/38470452/Changes_in_the_Concept_and_Definition_of_Reading_Literacy_pdf","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/38470452/Changes_in_the_Concept_and_Definition_of_Reading_Literacy_pdf"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="74266335" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/74266335/Expanding_the_Concept_of_Literacy">Expanding the Concept of Literacy</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="49626233" href="https://independent.academia.edu/DaleyElizabeth">Elizabeth Daley</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Educational Review, 2003</p><p class="ds-related-work--abstract ds2-5-body-sm">W hen I ask people to define, in one or two sentences, the word literacy—what literacy is and what it enables people to do—the answers I receive are quite similar. To most people, literacy means the ability to read and write, to understand information, and to express ideas both concretely and abstractly. The unstated assumption is that “to read and write” means to read and write text. Although media and computer literacy are occasionally mentioned in these definitions, media literacy is most often defined as the ability to understand how television and film manipulate viewers, and computer literacy is generally defined as the skills to use a computer to perform various tasks, such as accessing the Web. If I also ask people about the nature of language, I usually receive the response that language enables us to conceptualize ideas, to abstract information, and to receive and share knowledge. The underlying assumption, so accepted that it is never stated, is that language means words....</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Expanding the Concept of Literacy","attachmentId":82477250,"attachmentType":"pdf","work_url":"https://www.academia.edu/74266335/Expanding_the_Concept_of_Literacy","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/74266335/Expanding_the_Concept_of_Literacy"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="16441055" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/16441055/_What_is_Literacy_Viewing_Literacy_in_the_Perspective_of_Information_Technology">“What is Literacy?”: Viewing Literacy in the Perspective of Information Technology</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="8587304" href="https://sydney.academia.edu/SyayidSandiSukandi">Syayid Sandi Sukandi</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Literacy, a word that is simply defined as being able to read and write, has different connotation among different individuals. One individual has different personal background with another individual, depending on countries, race, gender, and faith. Every one of us was born and raised in different situations that influence the way we understand and see the meaning of literacy. Even though educational institutions had been organized through various mechanisms in order to give proper education to every individual from the children to adults, the phenomenon of the lack of reading and writing ability still emerge. Why does that happen? When we view our daily life that is full of massive development in technology recently, we can see that the problem is not in the media that equip us into the emergence of literacy, but it is in the users of the technology. However, we could still deal with this matter and what literacy means by looking at three literacies that we need in our daily life today: technological literacy, cultural literacy, and internet literacy.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"“What is Literacy?”: Viewing Literacy in the Perspective of Information Technology","attachmentId":38995231,"attachmentType":"pdf","work_url":"https://www.academia.edu/16441055/_What_is_Literacy_Viewing_Literacy_in_the_Perspective_of_Information_Technology","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/16441055/_What_is_Literacy_Viewing_Literacy_in_the_Perspective_of_Information_Technology"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="36271901" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/36271901/What_is_Literacy_Past_and_Present">What is Literacy-Past and Present</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="27880453" href="https://vu.academia.edu/RolfPfotenhauer">Rolf Pfotenhauer</a></div><p class="ds-related-work--abstract ds2-5-body-sm">An essay, on the perspective of the autonomous or the ideological models.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"What is Literacy-Past and Present","attachmentId":109765995,"attachmentType":"pdf","work_url":"https://www.academia.edu/36271901/What_is_Literacy_Past_and_Present","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/36271901/What_is_Literacy_Past_and_Present"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="49471734" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/49471734/Literacy_An_introduction">Literacy: An introduction</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="65882169" href="https://independent.academia.edu/BartBonamie">Bart Bonamie</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Interactive Educational Multimedia, 2004</p><p class="ds-related-work--abstract ds2-5-body-sm">In order to better grasp the complexity of (mediation of) culture the concept of literacy is taken as a starting point. To grasp the concept of literacy is very complex, because the concept has received different meanings through time and space, as well as different accents from various perspectives, disciplines and contexts. One of the ways to give meaning to the concept is by starting from the recent debate around the crisis of literacy. After all, since that crisis-in the eighties of the last century-a proliferation of books and conferences with the word literacy in their captions can be noticed. Literacy received ample publicity as well, and usually in terms of 'the decline of cultural literacy': youngsters were no longer able to write properly, they would not know their classics any longer, let alone possess any historic knowledge or insight. In short, the attention was inspired by disquieting announcements about waning or otherwise reading and writing skills with pupils and adults and a fear for a constantly diminishing reading behaviour and the impact this might have on the written and literary intellectual culture (Soetaert & Top 1996). Through this double concern one can recognize the two extremes in between which the concept of literacy is defined: from 'the basic skill of reading and writing' to 'reading and assimilating of higher culture'.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Literacy: An introduction","attachmentId":67815589,"attachmentType":"pdf","work_url":"https://www.academia.edu/49471734/Literacy_An_introduction","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/49471734/Literacy_An_introduction"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="65360771" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/65360771/Defining_Literacy_in_the_21st_Century_A_Guide_to_Terminology_and_Skills">Defining Literacy in the 21st Century: A Guide to Terminology and Skills</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="5339030" href="https://umhb.academia.edu/JodiPilgrim">Jodi Pilgrim</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2013</p><p class="ds-related-work--abstract ds2-5-body-sm">In the twenty-first century, literacy skills increasingly reflect technology use and the abilities necessary to problem-solve, collaborate, and present information through multimedia. As technology becomes more readily available to all students, concepts of literacy change. Researchers and theorists from various disciplines define and describe 21st century literacies using many terms that are inadvertently interchanged and/or unfamiliar to teachers. The purpose of this article is to review contemporary definitions of literacy to clarify what is currently known about 21st century literacy skills. Literacy generally refers to reading and writing effectively in a variety of contexts. In the 21st century, the definition of literacy has increasingly reflected the ability to use technology for gathering and communicating information. The International Reading Association (IRA) stated that the literacies used by today’s students are much different from those of their parents or even those ...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Defining Literacy in the 21st Century: A Guide to Terminology and Skills","attachmentId":76991523,"attachmentType":"pdf","work_url":"https://www.academia.edu/65360771/Defining_Literacy_in_the_21st_Century_A_Guide_to_Terminology_and_Skills","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/65360771/Defining_Literacy_in_the_21st_Century_A_Guide_to_Terminology_and_Skills"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="65727012" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/65727012/Towards_an_Integrated_View_of_Literacy">Towards an Integrated View of Literacy</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="124826979" href="https://independent.academia.edu/PerHenningUppstad">Per Henning Uppstad</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Nordic Journal of Literacy Research, 2015</p><p class="ds-related-work--abstract ds2-5-body-sm">Writing has been invented many times but the alphabet only once, according to Walter Ong in his book Orality and Literacy. His point is that there are many different ways of representing the world, which form the basis of the earliest writing systems. What is radically different about alphabetic scripts is that they do not represent objects in the world, but spoken language. The alphabetic principle means that written characters represent speech sounds. Those characters resemble nothing but themselves and have an entirely arbitrary relationship with the sounds they represent. Hence an important part of the history of writing is the establishment of conventions identifying the sounds that are relevant to be distinguished in the stream of speech and determining the representations to be used for those sounds. In fact, writing technologises the spoken word. The technologies used have evolved over the history of writing, with the invention of printing and the Internet as key milestones, but that first invention remains as fascinating as ever*not least when new people are introduced to the world of writing. Reading in the sense of mastering the technology of writing is about entering the script in order to be able to enter texts and the world of meaning that is hidden inside them. However, it is also important to step outside the text to view it from a position of independence and mastery, which amounts to entering a community of written culture. Such an historical and progressional approach to literacy actually has the potential to bring the research field together, in that this field can then be seen as dealing with a single issue of access, but at three different levels. These levels are most often treated separately in contemporary literacy research. The first level deals with access to writing and not least with difficulties gaining access to it. This is a large and well-established field using a wide range of methods, from case studies to experimental designs in controlled settings. The second level concerns access to texts and is investigated by reading and writing researchers who take an interest in individuals' cognitive processes and sometimes also in how the environment affects individuals' skills and performance. These two traditions share the same favourite hunting ground: the classroom. The third level, access to textual cultures, represents a unifying concept in the research field often referred to as new literacy studies (NLS), which is well established in Anglo-American countries. The founding idea of NLS was to break away from the belief that literacy and school are two sides of the same coin. This led to a move away from the individual perspective and from educational contexts, and to an active search for meaningful patterns in social</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Towards an Integrated View of Literacy","attachmentId":77198124,"attachmentType":"pdf","work_url":"https://www.academia.edu/65727012/Towards_an_Integrated_View_of_Literacy","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/65727012/Towards_an_Integrated_View_of_Literacy"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":101083519,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":101083519,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_101083519" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. You can download the paper by clicking the button above.</p></div></div></div></div><div class="ds-sidebar--container js-work-sidebar"><div class="ds-related-content--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="0" data-entity-id="115596253" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/115596253/Literacy_in_search_of_a_paradigm">Literacy: in search of a paradigm</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="371355" href="https://reading.academia.edu/NazRassool">Naz Rassool</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Routledge eBooks, 2014</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Literacy: in search of a paradigm","attachmentId":111957719,"attachmentType":"pdf","work_url":"https://www.academia.edu/115596253/Literacy_in_search_of_a_paradigm","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" href="https://www.academia.edu/115596253/Literacy_in_search_of_a_paradigm"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="1" data-entity-id="26538702" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/26538702/Addey_C_2018_Assembling_literacy_as_global_the_danger_of_a_single_story_In_The_Palgrave_International_Handbook_of_Adult_and_Lifelong_Education_and_Learning_Ed_Milana_Marcella_Holford_John_Webb_Susan_J_Peter_and_W_Richard_Palgrave">Addey, C. 2018. 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Critique of "The New Literacy</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="60287889" href="https://independent.academia.edu/CharlesBruckerhoff">Charles Bruckerhoff</a></div><p class="ds-related-work--metadata ds2-5-body-xs">1991</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Literacy in Contexts: Perspectives from Society. 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ds2-5-body-link" href="https://www.academia.edu/34582736/Literacy">Literacy</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="11726184" href="https://unicamp.academia.edu/In%C3%AAsSignorini">Inês Signorini</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Literacy","attachmentId":54448526,"attachmentType":"pdf","work_url":"https://www.academia.edu/34582736/Literacy","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" href="https://www.academia.edu/34582736/Literacy"><span class="ds2-5-text-link__content">View PDF</span><span 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