By Naz Rassool

This article discusses the complexities that encompass literacy within the smooth international. It examines triumphing definitions and perspectives of literacy and evaluates those opposed to the technological talents and information calls for of the data society. inside of a global more and more desirous about sustainable improvement, the e-book highlights the significance of "multiliteracies" and enough degrees of communicative competence in facilitating potent participation within the democractic technique.

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Additional resources for Literacy for Sustainable Development in the Age of Information issue 14

Example text

As these concerns have entered public discourse we have gradually become more aware of the fact that we are living in an increasingly inter­dependent world.  Furthermore, all citizens need to be provided with the opportunity to develop scientific and technological literacy, including the ability to apply scientific and technological knowledge and understanding for social benefits, and in everyday life, and to be part of a scientific and technological culture (Chewpechra, 1997). However, the notion of sustainable development described here relies on much more than this; it requires the active involvement of citizens in policy decision­making.

In consequence, the concept of literacy has lost much of the rigidity and linearity associated with it in the traditional, decontextualised, skills­oriented framework.  Within this framework, emphasis shifts from concerns about process, or individual behaviours during reading, to that of agency, or active involvement, within a defined context. Literacy is regarded also as being multidimensional because it is seen as serving a variety of social, economic, ideological and political purposes.  Economic purposes can also be seen as relating to the specific value attached to 'formal' literacies associated with different professions and social roles.

If we are to assess the value of literacy, we cannot do so effectively without taking account of the knowledges that they make available, and the contexts in which they are situated.  models of language acquisition, developmental stage theories, schema theory, and humanist models of personal response and expression. In other words, each perspective brings with it not only its own particular view of what literacy is and what it is for, but also a particular worldview. 1 provides a brief and schematic outline of a selection of subject­disciplines in order to highlight the distinct nature of the literacy meanings produced within each framework.

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