Perspectives on literacy in support of lifelong learning

[摘要] ENGLISH ABSTRACT:This study highlights focal issues of literacy and lifelong learning within the context ofthe formal schooling system. Problems and issues pertaining to policy and practiceare examined within the broad framework of a selected set of perspectives onliteracy. The nature of the problem of literacy worldwide, and in South Africa inparticular, provides sufficient scope to investigate literacy in terms of research,theory and practice. The synergy between curriculum change and socialtransformation in South Africa which lies embedded within Outcomes-basedEducation (OBE), creates possibilities for developing functionally literate citizens whoare able to negotiate their lives successfully and independently.The qualitative and interpretative nature of this literature study entails a process ofresearching and comparing the different levels of literacy within a framework ofmultiple perspectives. These different perspectives on literacy also highlightcontrasting conceptualisations, and consequent definitions of literacy emphasise theimportance of both context and content. What being literate means, thus, liesembedded within these conceptualisations. Finding new ways of seeing and doingliteracy, in order to improve literacy policies and practices, is at the heart of thisresearch endeavour. The golden thread running through the different perspectivessignifies the functional role of literacy and suggests a stronger emphasis on viewingliteracy as a functional and social practice underlying lifelong learning in the broadestpossible sense. Teachers have a cardinal role to play in building capacity in andadding value to the South African citizenry and in supporting learners to develop thenecessary functional and critical literacy skills to express themselves adequately ona written and and spoken level.The objective of this study is to offer a broader conceptualisation of literacy whichembraces it as a lifelong endeavour, honed through use and purpose. The significantdifferences between the traditional and the more modern approaches to literacydevelopment underscore the emphasis on its functionality and potential for humanresource development.All these issues have implications for literacy policy and practice. Acquiring literacyskills entails taking into consideration that: different levels and standards of literacyskills are possible, subject matter differs and different purposes for literacy exist.Only when people are equipped with the personal knowledge, skills, attitudes andvalues that enable them to live as productive and self-sufficient citizens, able tomake informed decisions and responsible choices, can sustainable, socialtransformation become a reality.

[发布机构] Stellenbosch University