Rigid notions of literacy are hinged to a straightforward encoding and decoding of print: can I read, do I understand what I’m reading, can I write? Can I process this calculation, can I summon pertinent others as needed? . . . Thinking about the nature of text today and where it fits within our understanding of literacy. Text that moves, that incorporates video and sound and simulations - that is not simply text, but intertextual. In George Landow’s words, "virtual, fluid, adaptable, open, capable of being processed, capable of being moved about rapidly, capable, finally of being networkable - of being joined with other texts." What skills should contemporary literacy measurements be assessing? How do technologies (because we are speaking of technologies) and cultures interact to change ideas about the nature of literacy?
February 6, 2005
Literacy & Print
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Alan, I’m quoting your comment here under "Literacy & Print" from where you originally posted it in "Assuming Blend": The question of how definitions of “literacy” change, given the kinds of changes that you are describing and reflecting on, seems a central problem. As I read, I also wondered how and why certain kinds of “skills” gain particular weight at specific times. (I think that “weight” here refers to the question of social value or institutional legitimacy.
Social value or institutional legitimacy - absolutely. Doesn’t literacy give you the tools you need to work with in order to maneuver successfully within your culture? For example, look at this quote from http://www.asianinfo.org/asianinfo/indonesia/pro-education.htm:
National education is rooted in Indonesian culture and is based on Pancasila and the 1945 Constitution. It aims to enhance the people’s intellectual life, dignity and values, create the Indonesian man and community to be faithful and devoted to the One and Only God, qualified and self-sufficient so that they can develop themselves and their neighborhood, and be able to fulfill national development needs and be responsible for the national development.
I doubt that we, in the US, would formulate a similar definition of literacy’s responsibilites. Suppose that to dance and to play music were essential elements of ones culture . . . wouldn’t the notion of literacy be radically different from our own? As a matter of fact, here in NYC, we are reducing the amount of time spent on music and art in our middle schools, so that students can devote more time to prepare skills that will be tested on the Regents exams: reading and math. Imagine if this were reversed and the Regents tested dance and music and art!
Comment by eric feinblatt — February 12, 2005 @ 1:32 pm
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Comment by testanchor579 — October 16, 2005 @ 1:36 am