On Defining Literacy
Keywords:
literacy, Canadian education, educational policyAbstract
This study briefly examines contemporary approaches to literacy which, for purposes of clarification, it classifies in two basic categories: the "technocratic" (or "behaviorist") and the "progressive." The technocratic approach, it is argued, reduces the rich complexity of literate behavior in order to satisfy demands for a presumed scientific rigor and a simplified index of accountability. The progressive approach, on the other hand, acknowledges the complexity of literate behavior, yet fails to provide an analytical framework for a systematic investigation of its complexity. The authors discuss the currently popular concept of "functional literacy" in relation to the classical model of "high literacy." They further comment on Kirsch and Guthrie's (1977) attempt to extend and refine the notion of functional literacy. The focal concern of the authors is to outline the kinds of questions that must be asked in order to assess and to critically elaborate existing research into literacy achievement. They suggest, for example, that research must be guided by considerations of contextual factors influencing the acquisition and use of literate abilities. Finally, the authors suggest the importance of organizing research on literacy in relation to recently documented contradictions between Canadian culture and the democratic goals of Canadian society.
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