Intrinsically linked to a literacy–as–practices view is the idea that literacy is critical reflection and action, in which context becomes the subject of analysis and reflection, and meanings are problematized. This approach is based upon the seminal work of Paulo Freire who saw literacy as a means to "reflect on the conditions of one's existence and ultimately to change them" (p. 11). Instruction, guided by participatory approaches in adult literacy education, focuses on the critical and political meanings of text that may in turn become the basis for personal and social action. Lytle and Wolfe emphasize that analysis of the function and purpose of literacy activities within their social context (literacy as practices) without acknowledging and acting upon the inherent power structures (literacy as critical reflection) can lead to an uncritical acceptance of "a normative framework with no agenda for social change" (p. 11).

A broad conceptualization of literacy has been used for two reasons. It was needed to explain the variety of literacy and learning activities that occurred in the employment preparation program. In addition, it acknowledges, without alienating, the predominant view of literacy education, that is, literacy as skills and (to some extent) tasks. In order to suggest a change in emphasis from skills and tasks to practices and critical reflection, it is important to not suggest that one view must be accepted at the cost of eliminating others. This definition acknowledges that there is a place for all views; it may simply be a matter of shifting focus to encourage a broader based shift away from skills– and task–based approaches in adult literacy education.

Low Literacy

Attempting to choose a term to describe an individual's literacy level is problematic. Stercq (1992) has explained the issue:

These difficulties of 'name' (literate, semi–literate, functional illiterate through disuse, uneducated, and so on) and 'definition' (and consequently quantification) are not accidental. This population does not exist as such; it is created by the definition of illiteracy chosen, a definition that is always determined by socio–economic and political criteria outside the individual (p. 7).