COLUMNIST

{ November 1999 } 

What in the WORLD Has Been Going On?

By Martha A. Lane, Adult Literacy Consultant

Previous columnists have written primarily about literacy in the United States. It seems fitting, on the brink of a new millennium, to do some "musings on literacy trends and ideas" in the rest of the world, both past and present. My musings are personal observations, based on 1) my personal experiences with grassroots literacy groups and conferences all over the world and 2) my "browsings" of the Internet.  

Literacy Long Before Sequoyah 

One of North America's earliest and best-known linguists was Sequoyah (also spelled Sequoia), a Native American of such great stature that the magnificent North American Redwood trees (Sequoia sempervirens and Sequoiadendron giganteum) bear his name. He created an alphabet, taught people to read, and created the first Native American newspaper, The Cherokee Phoenix. Two millennia before Sequoyah, Alexandria, Egypt, already had a library of "perhaps half a million" papyrus scrolls. Take a look at

The National Geographic website for an interesting pictorial representation of 2 millennia of communications (literacy being one form of communications, in my book). The accompanying article on the globalization of culture has great implications for literacy efforts worldwide. The entire August 1999 issue of the magazine is on global culture. Its inserted map graphically summarizes the world's vanishing languages while also tracing the ascent of mega cities.   

Definitions Galore: A Century Ago It Seemed All So Simple 

Before World War I, almost everyone probably "knew" the difference between literacy and illiteracy -- you either could write your name or you had to sign an X. Today we talk of subject-related literacies: basic literacy, functional literacy, numeracy, cultural literacy, geographical literacy, and computer literacy, even information literacy.  Many countries now include environmental literacy in any basic literacy work they do. We also often relate a type of literacy to a specific place or group of people, hence workplace literacy, family literacy -- that list also goes on and on.

Personally, I prefer a broader, more inclusive definition of literacy. My favorite definition (or description, if you prefer), was crafted at a church-related conference held about two decades ago, in which basic education students numbered prominently among the international delegates. Note its attention to the whole person, and the importance placed on one's native language and communication skills:

 

LITERACY 

Reading and writing and math are central to literacy, but so are other skills. The ability to see connections, to imagine different ways of doing things and different ways of living, to tell of one's live in song and dance or story--this is a part of becoming literate. 

Literacy is to be understood within the given social, economic, political and psychological conditions in which one lives. What literacy is for one society is not literacy for another.  Literacy needs to be measured and judged according to the needs of each society.

Literacy is a collective, ongoing process. It needs to have its roots in the actual situation and needs of people. Literacy needs to be based on individual needs, but also on the needs of the group of which the individual is a part. Literacy is a process by which women and men can learn to organize themselves and to help to change the lives and conditions which hinder their lives and quality of life. Literacy is revolutionary when it starts with the learner's goal.  That is, literacy can set people free from all kinds of oppression.  Literacy brings power as well as understanding. 

Literacy is a tool for education which is:

  • many-sided and of many kinds 
  • to be shared with others (not stored)
  • a means for gaining decision-making power in one's community
  • shaped by history and society but also by personal experience and cultures
  • achieved only in a just society and which helps bring about a just society
  • strong enough to act upon forces blocking other life goals 

Literacy is language -- language decided by those who use it and not controlled by those in power. Literacy is creating new answers to old questions. Literacy is creating new questions which are based on how things really are. Creative literacy is learning how to learn.

Literacy has to do with promoting every person's right to learn and to have access to information. Literacy helps people "own" information in whatever form it is carried.  Literacy carries with it an obligation to advocate the same rights for others--all others. 

(This definition of literacy was developed during an international basic education conference sponsored by the National Council of Churches of Christ in the U. S. A. and distributed widely by the NCCC's Working Group on Literacy and Basic Education.)

Education for All:  A Decade of National Literacy Efforts Around the World 

Hundreds of NGOs (nongovernmental organizations) were represented at the World Conference on Education for All, held in Jomtien, Thailand in 1990. The event kicked off the United Nations Decade for Literacy. Do you remember "The Book Voyage", during which newly literate men and women around the world wrote something in celebration of International Literacy Year 1990? The resulting book was called Words are what I've got. It's multilingual and has wonderful pictures--even more wonderful ideas. If you've never seen it or heard about it, check it out at your library.

Six education goals were set at that amazing meeting in Thailand, goals that we participants had hoped would be met by 2,000.  It placed a lot of emphasis on literacy for women, the world having realized that "mothers are the first teachers" most children have.  Each country was to develop national plans for reaching the six EFA goals. A mid-decade meeting was held in 1996 to spur educational leaders on toward the goals. Read all about EFA at the EFA Forum Home Page.

We're Only as Strong as our Weakest Link  (No Pun Intended)

As individuals and as members of a nation, each of us has seen how what happens globally can directly affect our local communities economically, environmentally, and culturally. It seems to me that too often persons born in the U.S.A. do not realize how much literacy and illiteracy patterns of faraway countries also directly affect North American countries and communities. I find the following links helpful in giving me that needed, global view of literacy:

What about YOUR Musings and Browsings?

A new millennium is a great excuse to try new things, don't you think? What issues would you like to suggest for our future musings and browsings"? Your ideas for and comments about Literally Literacy will be most welcome.

* Martha A. Lane is an internationally-known adult literacy consultant, having worked in the field since 1966, when she first became a volunteer tutor in Chicago. Marti is probably best known for literacy program evaluation, curriculum development, and championing literacy students' rights. She holds Masters degrees in Magazine Journalism and Computer-Based Learning and Training.

Literally Literacy