Research shows literacy, numeracy and problem solving skills affect individuals’ economic and social potential as well as the ability to engage in life long learning, whether this relates to skills or knowledge or participation in social networks and communities.
The IALSS research involved testing over 23,000 Canadians 16 years of age and older to determine proficiency in four literacy domains. Demographic characteristics and other variables such as educational achievement, occupation, income and engagement in adult learning and community activities were also measured. The IALSS measured literacy and numeracy along a continuum of proficiency rather than differentiate between those who are literate or “illiterate”.
Each of the literacy domains includes a measurement of knowledge and skills pertaining to specific tasks.
Prose literacy is “the knowledge and skills needed to understand and use information from texts including editorials, news stories, brochures and instruction manuals.”
Document literacy is defined as “the knowledge and skills required to locate and use information contained in various formats, including job applications, payroll forms, transportation schedules, maps, tables and charts.”
This type of literacy refers to “the knowledge and skills required to effectively manage the mathematical demand of diverse situations.” Mathematics skills and conceptual mathematical knowledge were measured to determine the ability to perform mathematical operations on data embedded in text using some tasks that required little or no reading.
Problem solving includes “goal-directed thinking and action in situations for which no routine solutions exist.” Understanding the problem and solving it using planning and reasoning are measured in this literacy domain. Problem solving also requires using literacy and numeracy knowledge and skills.