Writing & Reading Connection with Literacy

Summary:

Linguistically, read and write is learning to encode and decode the alphabetic code. To put it more clearly: literacy is the appropriation of the written code, because learning to read and write the student needs to relate sounds with letters, to encode or decode, this is the specificity of literacy. 

Worth of Writing for Literacy:

Little is known in the field of writing in junior high limits, because there is little enjoyment of reading. Therefore, it is perceived that the student body suffers from lack of ideas for the simple fact that he did not get a reading level that allows such ease in the process of thinking and forward their ideas on paper,. The ability to articulate words in the form of expressing their thoughts in a cohesive and coherent is manipulated by the ability to read not only decoded the signs, but had provided the association of the contextual reality.

Specifically, in the classroom, literacy means that a disseminator of knowledge, didactically teach students to read and write appropriating the powers of the understanding of the signs.

Worth of Reading for Literacy:

It is felt that the reasons for a student to not achieve success in their written production are numerous, but only highlight the lack of reading as a decisive factor in the emergence of this social illness. The emphasis of world education is on literacy, which makes only a student's decoding graphic symbols, preventing him from going to the lines of text to make a deep reading in an attempt to interpret it. It is known that reading is an essential tool in the construction of knowledge, not only for construction of a text, but also for construction of the individual, to promote their worldview that knows pan balance the academic and popular knowledge.

The above finding supports the construction of mediocrity not only in school life, but affects all other areas of life that individual, who as a result of this poverty of not being 'literate

Conclusion:

The process of literacy or literacy does not happen spontaneously, Finally, the student learns to read by reading, write by learning writing in a literacy environment becoming a good citizen to read with meaning, function, feeling, creating, having a teacher who teaches the truth, understands the specificity of literacy and leads the process with educational activities that promote learning

Worldwide Literacy

Summary:

There are big differences between the number of illiterates in developed countries and the so-called third world, and these also between men and women (who often have less access to the education). It is estimated that in 2000 there were about 90 million illiterate people, according to UNESCO.

Literacy worldwide:

The opacity data from certain governments do not support the detection and solution of the problem. Former countries of communism are doing greatest efforts in this field. Literacy is one of the indicators taken into account to calculate the progress of a country.

It is for the acquisition of literacy help the student to be as a person, and thus, to know yourself. An important way forward is to explore the various types of texts in a pleasurable way, highlighting the practice of awakening the interest and attention of learners, developing imagination, expression

The grandeur of the process of teaching can not be understood only as a way to teach but to learn and evolve, thus allowing an interpretation of interpretations of the world and understanding what is read. In this sense, literacy has an important role, driving the kids to the acquisition of oral language, reading and writing with enjoyment, that is, you feel happy to be in the classroom of ideas and the enjoyment of reading and writing. Opportunity situations in which children can interact in the process of knowledge construction, allowing its development and learning significantly, directing a healthy dialogue between child and book.

 Trends

The traditional trend by recognizing letters and associating each phoneme and its casing, come to decipher the words and phrases. Is the usual method of schools with children. Others, however, believe that adults with better use meaningful words to encourage them,

because the capacity of learning tends to be lower than that of children. Often the words

are based on actual objects or illustrations to clarify its meaning. Knowledge of the

environment, which is much greater than that of children, aid to progress more quickly.

An added problem is unknown when the student comes from another language and culture, as with the phenomenon of immigration. In this case it is advisable to help correlate what they learned with the original language. The new challenge is raised we are told to use new technologies to prevent the digital divide that can mean the Information Society.

Conclusion:

Words only have meaning in statements and texts that are meant to signify and situations. In this context, the language is not only the vocabulary list of words and sentences, is through dialogue that the communication happens. Are the subjects in natural interactions that give meaning to words only. Hence, literacy should not be understood as a capacity building related to perception, memory and training of sensory-motor skills, but as a process in which children have to solve problems in logic to come to understand how the writing in Portuguese is the language and thus can read and write independently.

What is Functional illiteracy

Summary:

The term illiteracy is the inability to designate an individual to efficiently use the skills of reading, writing and calculation in everyday situations. In general, the 'illiteracy is the inability to read or write simple sentences in any language. And Is also called functional illiteracy.

Functional Illiteracy details:

Illiteracy is the inability to understand written material or writing. According to the planning of many education systems, literacy and knowledge of numeric skills are to be acquired in the first year of primary school. More broadly, illiteracy also shows ignorance of topics considered essential, such as the 'computer illiteracy or political.

Unlike illiteracy strict sense is the so-called functional illiteracy, with which denotes the inability of an individual to efficiently use the skills of reading, writing or understanding numeric in everyday situations. It is not therefore an absolute inability, because the individual still has a basic knowledge of reading and writing, using, however, incomplete and not optimal.

Features of functional illiteracy:

When you are illiterate, there is nothing that which you can read or write. In contrast, those who are functionally illiterate, has a mastery of basic 'literacy (reading and writing texts in their native language), but with varying levels of accuracy grammar and style. In short, when confronted with printed materials, functionally illiterate adults can not operate effectively in modern society and can not adequately carry out basic tasks such as filling a job application, understanding a legal contract, follow written instructions, read a article newspaper, read the road signs, consult to a dictionary or understand the time a bus or even dial a mobile number. Functional illiteracy also severely limits interaction with information and communication technologies (eg. use a personal computer to work efficiently with an application for the word, the web browser, the spreadsheet, or a mobile phone).

What Research says about Illiteracy:

A study on Literacy at Work ("Literacy at Work"), published by the Northeast Institute in 2001, noted that the economic losses attributed to deficiencies in basic skills billions of dollars annually because of low productivity, errors and accidents caused functional illiteracy. Research Sociological has shown that countries with lower levels of functional illiteracy among their adult populations tend to be those with the highest levels of scientific literacy among the lower class youth who are approaching the end of their formal academic studies. This correspondence suggests that a contributing factor to the level of civic literacy of a society is the capacity of schools to ensure that students achieve the required functional literacy to understand the basic texts and documents associated with a competent citizenship.

References:  

1.         ^ (EN) National Assessment of Adult Literacy (Naal).  28/12/2008.

2.         ^ (EN) Kirsty Scott. "Sounds incredible". Guardian.co.uk, 08/10/2007. Retrieved on 28/12/2008.

3.         ^ ALL - Adult Literacy and Lifeskills. Literacy and skills for life. Retrieved on 28/12/2008.

4.         ^ Henry Milner, Civic Literacy: How Informed Citizens Make Democracy Work,  UPNE, 2002.

What is Digital literacy

Summary:

The next challenge facing us in terms of literacy is the lack of awareness with new communication technologies by large sectors of the population. It's also known as fracture or digital divide.

Digital Literacy in Digital Age:

In academic world there is an old debate about what is digital literacy and what must consist of digital literacy. There is no clear agreement on how we had to call the process of bringing people to the information technology and Knowledge: digital literacy, informational, computational technology, electronics, etc.. Are some of the terms and stir author introduces nuances characteristic to differentiate from each other.

Therefore, we can understand the process of acquiring digital literacy knowledge necessary to understand and properly use the info technologies, and technologies (technological tools and resources these can be physical or not) and to critically respond to stimulus for requirements of an increasingly complex informational environment, with variety and multiplicity of sources, media and services.  Digital literacy with a double objective: to overcome the digital divide and promote integration, socialization and employability of these people in society. The person appropriates part of the knowledge and proper use of the computer to construct an interactive society, mainly based on cooperative work and team from the dynamics of equity and inclusion.

In this sense, since we are not referring to digital literacy but education. In this sense, digital literacy is based on values education and fostering critical-reflexive reality. It is also an opportunity to improve the quality of life of people discovering talents and abilities that are integral in the development of everyday life. The dynamic role of the person is to guide and transmit knowledge in an attractive and easy way and encourage the training of people. It is a term that emphasizes literacy. In short, digitally literate possess the skills necessary to survive in the Information Society and to act on it critically. It is up to them to attend the latest of education as a tool for social transformation.

Conclusion:

Therefore, referring to the commitment of a multidimensional model of literacy, active and dynamic a fundamental political-ethical background that goes far beyond the simple

acquisition of skills to use the computer or another device to access the network and

therefore largely beyond the field of computing. A concept that requires skills and

knowledge but also critical toward attitudes and awareness. In that sense, approaches the concept of information literacy, defined as the ability to access and use of reflective, critical and intentional information.

UNESCO & World Literacy

What is Literacy:

Literacy - the term referring to the basic resources of knowledge and skills necessary to participate in the social life of the human community. Required set of these resources depends on historical factors and socio-cultural. Subject competencies acquired throughout life of the individual and recognized in a given period as a fundamental, which is subject to the requirement of social and social control. This concerns both the characteristics acquired in non-formal education, as well as through the formal education system. Literacy refers not only to reading and writing skills, but also the basic knowledge of mathematical, geographical, biological, physical, technical and social skills as well as the use of the computer and the Internet.

Detailed Definition of Literacy:

The literacy is the action and effect of teaching reading and writing large masses of adults and educates them; is the action to teach people to read and write a region or community. In the final report of the Fifth International Conference on Adult Education, organized by UNESCO, it was concluded, "the acquisition of knowledge and basic skills we all need in a rapidly changing world, and a is a free fundamental right of human beings. " The literacy is the ability to be literate. Often includes the ability to master basic operations of calculus and have minimal cultural notions to survive in the environment.  Many politicians consider the literacy rate (the percentage of a region that can read and write) as a crucial measure of human capital and access to new employment opportunities and development in society as well as the ability to produce wealth and social equality. For others, it serves, as an indicator of the culture of a country is another factor to take into account their level of development.

Literacy learning is often considered the first level of adult education courses and the first equivalent of primary education. Many countries have carried out literacy campaigns, usually in correlation with phenomena of profound social change: the reform in Germany, the French Revolution, the Russian Revolution, the Cuban Revolution, etc.. The foundations of literacy campaigns started worldwide in 1962 and some consider that basic education started in the nineteenth century.

Literacy in Meeting of General Assembly:

The UNESCO, the meeting of the general conference of November 1960, laying the foundations of a global literacy foundation, and the General Assembly of the UN in December 1961 asked that the agency responsible for it; their job is to coordinate the various activities and make the curriculum and to furnish advice, technical experts and clarifications to the states. There are big differences between the number of illiterates in developed countries and the "third world", and in these countries, there are big differences between men and women who are often have less access to education. According to UNESCO, it is estimated that in 2000 there were about 90 million illiterate people. The opacity data from certain governments do not support the detection and solution of the problem. The countries of the former Soviet bloc made greater efforts in this field. 

UN Struggles for increasing the Literacy Rate Worldwide

UNO Literacy Goal 2003-2013

The literacy rate is one of the most important development indicators. The OECD calculates the literacy separately for 15-24 year olds, since the results of educational efforts are effective on a country's fast economic growth, and the literacy of young people (mostly the in developing countries a large proportion of the total population). The OECD has set  the goal till 2015, the literacy rate of 15-24 year olds in all countries to increase 15 to 99%. The United Nations has UN Literacy Decade explained for the years 2003-2013.

862 Million Illiterate People Worldwide according to 2003 Report:

The literacy rate in countries with low and average per capita income since 1960, rose from one third to over half. In 2003 were 862 million illiterate people Worldwide. Lack of education is one of the biggest obstacles of social development. Particularly affected are poor and populous countries such as Bangladesh, Brazil, China, India, Indonesia, Egypt, Mexico,  Nigeria and Pakistan. Literacy is an integral element and necessary condition for development of a country to change its citizen into a great nation.

UNICEF & its Partners:

In many countries (particularly in Africa) is the male literacy rate at much higher than

 women, since women and girls access to education often are denied there. UNICEF came  with a variety of programs launched for non-profit organization. UNICEF has set itself the goal, the literacy in particular children and young women and increase their access to the world of education in order to provide full literacy to poor countries. In many projects, UNICEF is to ensure that privileged children learn to read and write. This voluntary commitment has strong and great support of UNICEF in public - both private donors and companies help for this fund with big amounts. The international partners include

• German Post
•  ING Bank
•  Mont blanc
• Procter & Gamble

Montblanc, for example, its brand, the writing culture is deeply rooted in, UNICEF supports the Children since 2004 with various global initiatives to combat the global problem of illiteracy. in this context, the campaign for Good Signature with a specially created collection was introduced in In 2009 its name was called “into life”.

The process of literacy and literacy in schools

Summary:

This article examines the theoretical assumptions and empirical results from three different perspectives that guide research in adult literacy. It is based on a review of recent literature on the subject, most of which appeared in books and periodicals in English. The perspectives are: literacy as a decontextualized basic skill literacy as social practice embedded in local condition (literacy) and literacy (literacy) as a tool.

The process of literacy and literacy in schools:

            The challenge of teaching in school is to get children to read and write spontaneously, creatively, constructively, and that should be in the realm of written culture. In this sense literacy in kindergarten is very important because the kid start learning the letters, before anything else, It provoke and awaken in children the desire beside the pleasure of reading and writing, placing them in a dynamic way in the universe

Of  reading and writing.

the last assessment (SAEB) National System for Basic Education Evaluation, reporting that approximately 33% of students with four years of schooling are illiterate, because the illiterate child ends the 4th grade. In addition to the pupils reach the 8th grade with poor schooling.

The exploration of the significance of one or other linguistic element can move towards two directions: for the upper stage, the theme, in which case would handle the inquiry of the contextual meaning of a word given conditions to give any concrete. Or may tend to go lower stage, that is about meaning: in this case, will investigate the meaning of the word in the language system, or in other words the analysis of the dictionary words. (Bakhtin, 2004, p. 131)

No exception to our understanding of the fact that the total withdrawal of all components of the stream of speech has their limits, it is not always thinking of others can actually be grasped in all its nuances, in all its replicas mental in their responses unexpressed. But still, we believe it possible to move from description to reflection of the teaching / learning the language, working with those elements that allow for even identical words in spelling, lead to an understanding of the articulation and grasp its meaning.

The differences found concern: the concept of literacy / literacy, literacy attributed to the potential for national development and improvement of social conditions, the possibility of a valid standardized measure of literacy skills, the role of mediators in the process of literacy and the power of context in the determination of literacy as a stable. Convergence exists when considering the literacy programs as difficult to implement and lacking in political commitment over the long term, adequate teacher training and financial resources appropriate to the stated goals of literacy. 

Conclusion:

From the perspective of the content of the messages literate and the need for multisectoral support are crucial. Illiteracy rates are slowly declining worldwide, but the absolute number of those unable to read or write is increasing. Women still account for two thirds of the illiterate. Current conditions of poverty and the mechanisms in place to counter its manifestations work against students' participation in literacy programs and against the subsequent application of literacy skills to everyday life.

REFERENCES

WILLIANS, R. Marxism and Literature. Rio de Janeiro: Zahar Editores, 1979