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Globalization and Multiliteracies
Defining the concept of multiliteracies, poses a question on the definition of literacy. Meanings of literacy are diverse and intricate dependent on the situation or environment in which the word is being defined. Examples of this may include cultures, politics, work environments, education and life experiences. Therefore, attempting to provide one statement to define literacy is not authentic. This is reflected in the following quotation:"Every reading of the word is preceded by a reading of the world. Starting from the reading of the world that the reader brings to literacy programs (a social- and class-determined reading), the reading of the word sends the reader back to the previous reading of the world, which is, in fact, a rereading." -Paulo Freire, Pedagogy of the City (1993, translated by D. Macedo)
UNESCO has worked to examine the idea of varied usages of literacy on a global basis. Globally, multiliteracies can be perceived and applied very differently depending on the nation and its culture. The table below provides a few excellent examples of this.
Meaning of Literacy Comparison
| Brazil :The Brazilian Geographical and Statistics Institute defines as ‘functionally literate’ those individuals who have completed four grades of schooling, and as ‘functionally illiterate’ those who have not. NGOs and education advocacy groups have lobbied authorities to redefine functional literacy based on eight years of schooling, the amount currently guaranteed to all citizens by the Constitution. | Kenya: The 1994 Central Bureau of Statistics survey defined as ‘literate’ those persons aged 15 and over who responded that they could read and write.The 1999 national census gathered data on education, from which literacy information was inferred; four years of primary education were regarded as necessary for sustainable literacy development. | Israel: Literacy is defined as the ability to ‘acquire the essential knowledge and skills that enable [individuals] to actively participate in all the activities for which reading and writing are needed’. The Ministry of Education uses the local terms boryanut (someone lacking education or knowledge, or who has learned nothing,or who cannot read nor write — analphabetic) in official directives and documents |
| India: The national census defines a ‘literate’ person as one having the ability to read and write in any language. | Nepal: Literacy is traditionally defined as ‘the three Rs’(reading, writing and arithmetic) plus functionality.Literacy is defined by the Basic Primary Education Programme as: basic literacy, updating skills and continuing education. Literacy must be in Nepali, although the Non-Formal Education Council, the policy-making body for literacy education, recognizes literacy in one’s mother tongue. | Sources: Masagão Ribeiro and Gomes Batista (2005), Brosh-Vaitz (2005), Bunyi (2005), Govinda and Biswal (2005b), Koirala and Aryal (2005). |
The following link provides comprehensive data relevant to international theories on literacy. http://www.unesco.org/education/GMR2006/full/chapt6_eng.pdf
The New Literacies: A Summary
The ever-changing landscape of technology has created multiple forms of literacy which improve social and cognitive communications. Globalization has emphasized the necessity for fluency in these new literacies which contain opportunities and challenges for educators, students, families, nations and their governments. Media Literacy
uses television, radio and print mediums to manipulate a specific, often hidden agenda. The global market for this type of literacy is 750 million! This type of audience has made the name Coca Cola a household word all over the globe. Western companies such as McDonald's pervade cultures with their advertisements and sell not just a product, but a lifestyle. This has a big influence on children all over the world. It offers an opportunity to gain knowledge of a world outside a village, but, may also, be detrimental to cultural traditions . The advent of digital literacy connects the world through use of technologies such as the Internet, wikis, and social networking sites like Facebook , MySpace, and YouTube. These on-line sites provide opportunities for students to explore new forms of technology. There is an increased opportunity for intercultural exchange and education. People can communicate with each other from across the world through venues such as Facebook and MySpace, and this can be a great way for people to learn about different cultures. Additionally, people can share videos with people all over the world on YouTube. Through YouTube, a shared language of digital literacy can be spoken that breaks down language and ethnic barriers. For example, someone from Canada and someone from Kenya can laugh at the same video even though they come from completely different places and may speak different languages. Digital literacy as examplified through Facebook, YouTube, and MySpace really connects our world in ways never thought possible. Yet, spending too much time on the computer has led to obesity, boredom, and loneliness. School work can suffer and children can become less active. Reading a book occurs less frequently as children spend more time in front of the computer. In addition there is an increased risk that face to face opportunities for socialization will decrease.
Communication and multiliteracies are an essential tool for integration into a society. For English Language Learners, cultural/language literacy begins by gaining an understanding of the link between culture and language. One of the costs of globalization has been the erosion of cultural hegemony in countries all over the globe.(See the effect of media literacy above) If there is a respect for cultures and difference, then no nationality will be able to dominate. Families are imperative for educating their children into their unique cultures and traditions. Family Literacy is the vehicle that inspires communities to raise the achievement standard.The children work and learn in a diverse world where using the Internet will enhance educational resources. The Internet can bring the world into the homes of families.The challenge arises when the gap between families who can access these resources and those who can not. Lack of exposure, exploring, and training in the family unit will add a new burden to our educational instructors.
There are few populations where this gap is so apparent as in the area of Special Education. This sub-culture is often overlooked and marginalized when global discourses on literacy occur. Technology can be the gateway to global literacy for
those individuals with special needs. New innovations in assistive technology have markedly increased access to the new literacies globalization has created. The impact of minimizing, or disregarding, multiliteracies will be felt most strongly in populations already struggling to receive a fair and equitable education. Arguably the most important component of these multiliteracies is Critical Literacy. It is vital that critical literacy become a part of the curriculum within schools. The outdated methods of teaching literacy become more and more obsolete as children fall deeper and deeper into their digital world of texting, blogging, emailing, gaming etc., outside of school. The incredible amounts of information available to people--children especially--at the touch of a button is so amazing and limitless, yet simultaneously in the wrong hands and naive eyes, this information can be leading and dangerous . Multiple literacies continue to emerge as the need for greater global communication increases. With the benefits of multiliteracy, comes the necessity to keep people, especially influential children, informed of opportunities, challenges and risks.Moving Education Forward
Globalization is transforming traditional and outdated methods of delivering literacy instruction. Educators, and those who fund education worldwide, must adapt and change. Development must begin to create a new approach to instruction and learning. The need is there to address the barriers to accessing education, technology and the various multiliteracies. (Boalian Qin-Hilliard & Suares-Orozco, 2004) The Millenium Development Goals for Education, set a target to ensure that all children worldwide will receive a "full primary education" by the year 2015. Multiliteracies must be incorporated as part of this goal. One of the biggest obstacles to achieving this goal is the imbalance in socio-economic status throughout the world. "Globalization without social justice hurts and threatens us all" (Boalian Qin-Hilliard & Suares-Orozco, 2004) Recent advances in technology literacy have prompted innovative teachers to adapt their curriculum to enhance their students' understanding of globalization through practical application. This makes the learning experience more meaningful to the students, and more likely to be continued outside of the classroom. The article below discusses using technology, and multiliteracies as a "conduit" to achieving this goal. In addition, the curriculum utilized introduces social justice issues.
Tech Literacy with a conscience: how teach real-world life lessons and develop web-based skills
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