Literacy

Descriptions and definitions of literacy have evolved, particularly in the past decade, as individuals from diverse disciplines such as education, psychology, anthropology, sociolinguistics, history and economics have each brought their own perspectives forward on literacy and its parameters. Typically, literacy definitions fall into one of four categories which will each be presented here (Robertson, 2003).

The first category is the traditional definition of literacy which focuses simply on the ability to read and write. By this definition, one is considered literate by being proficient in reading and writing tasks. Alternatively, if required skills in these areas are inadequate, the individual is labeled as illiterate. D. Taylor and Dorsey-Gaines (1988) criticize this limited perspective which views literacy as a "discrete event" (p. 201), or reduces literacy to "merely a mechanical set of skills" (Kirby & McKenna, 1989, p. 16).

The second category of literacy moves beyond the two disembodied concepts of reading and writing to include a continuum with levels of proficiency in a variety of skills to meet daily demands to engage in work, family and community activities. This category includes a sociolinguistic perspective and recognizes that linguistic, cultural, economic and social contexts vary depending on one's circumstances. For example, ABC CANADA Literacy Foundation, states that "Literacy is the ability to read, write, calculate, speak, and understand, as well as sign (for the Deaf) and communicate in other forms of language, according to need" (ABC CANADA, 2003, p. 5). Similarly, on July 25, 1991 the United States Congress enacted the National Literacy Act PL 102-73 which defines literacy as an "individual's ability to read, write, and speak in English, and compute and solve problems at levels of proficiency necessary to function on the job and in society, to achieve one's goals, and develop one's knowledge and potential" (United States Congress, 1991).