The third category of literacy is more inclusive and its proponents advocate for a critical and participatory approach to literacy while considering the skills needed to function in a knowledge-based society. Woods (2000, ¶ 2) expands this definition of what it means to be literate to include the ability "to read the signs and symbols and to negotiate, or navigate within the world in which one finds oneself." Luke (1988) adds that literacy refers to a set of socially organized practices and constructions learned within and through a range of cultural contexts in home, school and community that allow one to function in society, achieve personal and social goals and develop knowledge.

Finally, the fourth category embraces the broadest and most dynamic view of knowledge about literacy by pointing to factors that involve specialized literacy to process and synthesize information in an increasingly technological world. Willinsky (1990) recognizes how literacy is used to represent, inform, engage, express and entertain and in doing all of these he promotes a broader concept of literacy. Additionally, he believes that literacy should be viewed within a framework of lifelong learning for both children and adults. Fisher (2001) points out that literate people "learn independently, interdependently and continuously throughout their lives" (p. 58). Literate behaviours go beyond the concepts and behaviours one uses to read and write. These behaviours include "reflecting on [one's] literate activity and using oral language to interact with written language by reacting to a story, explaining a piece of writing or describing a favourite book to another person" (Key, 1998, p. 102).

The work of Luke (1988) resonates with me, as I also view literacy as a complex and dynamic social phenomenon learned within various cultural contexts. People engage with literacy in many different ways for a variety of purposes, such as for enjoyment, entertainment, learning, maintaining relationships, or for simply getting things done to solve the daily events of life (D. Taylor, 1993). Therefore, literacy may be seen as an activity used in everyday life and is bound with what is done in a local sense (Barton & Hamilton, 1998). My definition of literacy further acknowledges the existence of many literacies, each with its own funds of knowledge or accumulated ways of knowing (D. Taylor, 1993).