essay about literacy training service

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A JOURNAL: THE BENEFITS OF NSTP-LTS TO ME AS A STUDENT

NSTP-LTS benefited me in many ways and I will list it down in the later part but before that, I want to define first what NSTP-LTS is from what I have learned in module 1.

What is NSTP-LTS?

The National Service Training Program or NSTP is a program established to promote patriotism among the Filipino Youth. This program aimed at enhancing the civic consciousness and preparedness program to the youth by developing the ethics of service and patriotism while undergoing training in any of its three program components. The Reserve Officers Training Corps (ROTC), Civic Welfare Training Service (CWTS), and the Literacy Training Service (LTS).

As a pre-service teacher, I am taking the Literacy Training Service program or LTS. LTS is one of the program components of NSTP that focuses on training students with skills and potentials in teaching literacy and numeracy. It aims to strengthen the knowledge, skills, and values of the future educators to be used not only in the field of teaching, but also in volunteering to teach literacy and numeracy to young ones, out-of-school-youth and indigenous children.

The benefit of NSTP-LTS to me as a student is that it gives me knowledge not only about the course subject matter, but also more things about volunteerism and serving the country. Aside from that, I can feel that this program will truly help in enhancing my skills and developing my potentials as an aspiring teacher. The program was established to train the youth for defense and preparedness to serve the country in times of disaster or calamity, but the one who will benefit the most in this program are the student and youth like me who will be receiving the training to become one of those the country will need. I am grateful to the things I have learned and will be learning in this program.

Furthermore, I list the other benefits of NSTP-LTS to me as a student and these are the following:

• Become knowledgeable about the purpose of NSTP-LTS to the Filipino youth
• NSTP-LTS will help enhance my skills in basic leadership. Since most students taking NSTP-LTS are future educators we are trained to enhance our basic leadership so as to prepare for the future because I am not only going to teach inside the classroom but also to help, volunteer and lead in the country in times of need.
• Develop my skills and potentials to teach literacy and numeracy among the other youth, especially to the Badjao children of Puerto Princesa.
• Unlock new sets of skills and abilities in teaching
• Experience real-time teaching to the Filipino Youth by the next semester
• Explore the duty of serving and volunteering for the country

And many more…

I can’t count on how NSTP-LTS benefit me as a student, but as for now I am really grateful to be a Filipino Youth.

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Home » University Of New Hampshire » What Is The Importance Of Literacy Training Service As A Student?

What Is The Importance Of Literacy Training Service As A Student?

Table of Contents

Literacy Topics in Afterschool Can Help Improve Reading Skills. This session provides a framework for motivating students to read, engage in reading, and improve their reading skills within the context of an afterschool program .

What is the importance of the NSTP literacy training service?

It aims to strengthen the knowledge, skills, and values of the future educators to be used not only in the field of teaching, but also in volunteering to teach literacy and numeracy to young ones, out-of-school-youth and indigenous children.

What is the importance of NSTP as a student?

The NSTP aims to promote and integrate values education, transformational leadership, spirit of patriotism and nationalism and sustainable social mobilization for youth development, community building and national security .

What is the importance of learning literacy?

Students that can’t read effectively fail to grasp important concepts, score poorly on tests and ultimately, fail to meet educational milestones. Literacy skills allow students to seek out information, explore subjects in-depth and gain a deeper understanding of the world around them .

Why is it important to teach the new literacies to students?

Benefits of Strong Literacy Skills A solid literacy foundation would play a vital part in the successful composition and presentation of such materials . Effective use of digital literacy skills also play a major role in nonverbal communication.

What is the main objective of NSTP and explain how will it help our country in these trying times?

The primary objective of the NSTP law is to promote the role of the youth in nation-building . As such, it aims to encourage the youth to become civic and/or military leaders and volunteers whom could be called upon by the nation in cases their services are needed.

Is it necessary to take up this course NSTP )?

The successful completion of the NSTP is a prerequisite for graduation . 18.3 Students taking Basic Military Training must coordinate with NSTP coordinator for registration in other school.

What is literacy training service in the Philippines?

Literacy Training Service (LTS) is a program designed to train students to teachers of literacy and numeracy skills to school children, out- of- school youth and other segments of society in need of their services .

In what way that NSTP students or the youths in general can contribute in nation-building?

The NSTP is a dynamic service that provides capability enhancement for civil welfare geared towards encouraging youth in improving their skills, knowledge and attitudes on various endeavours developing their interest in community service and responsiveness in attaining peace towards nation building .

What have you learned from NSTP?

I learned a lot from NSTP 1. It enhances my capabilities to be strong and become a good leader as well . It taught me how to be organized and become a responsible person. It disciplined me especially when attending sessions and it helps me to become more aware in our surroundings.

How can students improve their literacy skills?

8 Tips to Help Students Build Better Reading Skills

• Annotate and highlight text.
• Personalize the content.
• Practice problem solving skills.
• Incorporate more senses.
• Understand common themes.
• Set reading goals.
• Read in portions.
• Let students guide their reading.

Why literacy skills are important in the success of one’s career?

High levels of literacy allow you to show your value as an employee and work to your full potential while taking the lead in business decisions and discussions .

How important is information literacy to education and to the society?

Information literacy is important for today’s learners, it promotes problem solving approaches and thinking skills – asking questions and seeking answers, finding information, forming opinions, evaluating sources and making decisions fostering successful learners, effective contributors, confident individuals and

What is the importance of being literate in these three aspects?

Literacy gives people access to that information. Literacy plays a significant role in reducing gender, race, nationality, and religious inequality that favors one group over another in access to education, property, employment, health care, legal, and civic participation.

What activities of NSTP are helpful to the community?

What activities of NSTP CWTS are helpful to the community?

• Table Skirting.
• Handicraft Making (Doormat, Basket and Flower Making using Indigenous materials)
• Literacy Program for Adults (Health Awareness and Medicine)
• Literacy Program for the Children (Basic Education)
• Feeding for children.

How does NSTP affect you as an individual?

The findings of the study suggest that NSTP courses are effective and they influenced the self-improvement, performance, community involvement, and demonstration of abilities and skills of the students to an extent .

What LTS means?

long term support What does LTS mean? LTS stands for long term support .

What training activities will provide under LTS?

LITERACY TRAINING SERVICE (LTS) is a component of of NSTP that focuses on training students to become teachers of reading-writing literacy and numeracy to children of out-of-school youth and other segment of society.

How do you define NSTP in your own words?

The National Service Training Program (NSTP) is a program aimed at enhancing civic consciousness and defense preparedness in the youth by developing the ethics of service and patriotism while undergoing training in any of its three (3) program components .

What do you think are the importance of community work immersion in relation to your subject NSTP 2 program?

Community immersion allows individuals who are not familiar with the people and communities where they will work immerse themselves in these settings . This gives them the opportunity to reflect on their assumptions, attitudes, and the knowledge base of their profession and to gain cultural competence.

What benefits the students will learn in taking NSTP essay?

Why NSTP is important to you as a student essay? This program is useful because students train to become well-disciplined and efficient . NSTP courses are effective in teaching self-improvement, performance, and community involvement. The main goal of the NSTP law is to uphold the role of the youth in nation-building.

By Antonia Leonard

Antonia Leonard is an education expert who has dedicated her life to helping students achieve their academic goals. She has worked in schools all over the world, and has developed groundbreaking curricula that have helped countless students excel.

Antonia is a firm believer in the power of education, and she is passionate about helping students reach their full potential. She is also a strong advocate for equal opportunity, and she works tirelessly to ensure that all students have access to quality education regardless of their socioeconomic status or race.

Antonia is a gifted educator, and she is widely respected within the education community. She has received numerous awards and accolades for her work, including being named one of the "Top 10 Educators to Watch" by Education Week magazine.

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Application of the Literacy Training Service component of the National Service Training Program in New Bilibid Prison (Philippines)

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• Published: 10 September 2019
• Volume 65 , pages 755–784, ( 2019 )

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In 2000, the government of the Philippines launched its National Service Training Program (NSTP), a compulsory 2-semester course component for all the country’s Bachelor and technical vocational students. There is a choice of three subject areas, one of which is the Literacy Training Service (LTS) module. This is designed to train students in teaching literacy and numeracy skills to schoolchildren, out-of-school youths and other citizens in need of their services, including prison inmates. This article looks into the application of NSTP-LTS at New Bilibid Prison in Muntinlupa City, Metro Manila. The author’s study involved 24 students (13 female, 11 male) from the University of the Philippines teaching 40 male inmate learners incarcerated in the national penitentiary’s medium security compound over a period of two months. Many of the inmate learners (aged 14–61) had very low literacy and numeracy skills, and some had never been to school at all. The university students were immersed in an environment entirely unknown to them and performed roles from which they obtained a different perspective and understanding of society. The inmate learners were eager to avail of this opportunity to participate in second-chance education. Despite the many benefits of this learning process for all participants, in her conclusion, the author points out several challenges which still need to be overcome to optimise the application of NSTP-LTS in correctional institutions of the Philippines.

Application du module Service de formation à l'alphabétisation du Programme national de service de formation dans la prison de New Bilibid (Philippines) – Le Gouvernement philippin a lancé en 2000 son programme national de formation, module didactique sur deux semestres obligatoire pour tous les élèves en formation professionnelle technique et les étudiants en licence du pays. Ils peuvent choisir entre trois domaines, dont le service d’alphabétisation. Ce dernier a pour but de former les étudiants à enseigner les compétences de base en alphabétisme et numératie aux écoliers, aux jeunes déscolarisés et à d’autres citoyens nécessitant ces prestations, dont les personnes incarcérées. Le présent article analyse l’application de ce module dans la prison de New Bilibid de Muntinlupa-Ville, Metro Manila. L’auteure a impliqué dans son étude 13 étudiantes et 11 étudiants de l’université des Philippines, qui ont dispensé pendant une période de deux mois un enseignement à 40 apprenants masculins incarcérés dans le centre pénitentiaire national de sécurité moyenne. Un grand nombre d’entre eux (âgés de 14 à 61 ans) avaient des compétences de base très succinctes, et quelques-uns n’avaient jamais été scolarisés. Les étudiants ont été immergés dans un environnement qui leur était entièrement inconnu, ils ont assumé des tâches qui leur ont ouvert une perspective et permis une appréhension différentes de la société. Les détenus apprenants étaient très désireux de saisir cette occasion de suivre un enseignement de la seconde chance. Malgré les nombreux bienfaits de cette démarche d’apprentissage pour tous les participants, l’auteure relève dans sa conclusion plusieurs défis qui restent à surmonter afin d’optimiser l’application de ce programme dans les établissements pénitentiaires des Philippines.

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Short historical portraits of each of the seven facilities are provided on the website of the Bureau of Corrections at http://www.bucor.gov.ph/facilities.html [accessed 8 July 2019].

The formal education system in the Philippines has three main sections. Elementary education comprises kindergarten and Grades 1–6 (with the language of instruction up to Grade 3 being one of 12 local mother tongues, before switching to English in Grade 4); Junior high (lower secondary) school comprises Grades 7–10, and Senior high (upper secondary) school comprises Grades 11 and 12. ALS Levels 1, 2 and 3 correspond to elementary Grades 1,2 and 3, but are only taught in Filipino (sometimes complemented by English), and not in provincial local languages.

The other two are Civic Welfare Training Service (CWTS) and the Reserve Officers' Training Corps (ROTC).

DALTA stands for Daisy and Antonio Laperal Tamayo, who founded this university in 1975.

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Videoke , which is popular particularly in the Philippines, is a derivative of karaoke. A karaoke machine, invented in Japan in the early 1970s, plays popular songs with the singer’s voice tuned out and the lyrics shown on a screen. Participants using the machine sing along, microphone in hand, following the lyrics. A videoke machine has the added features of video recording and rating of performers, enhancing the competitive aspect.

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The term dark tourism refers to visiting travel destinations which are historically associated with death and tragedy.

At July 2019 conversion rates, the amount of PHP 1,000 equals roughly USD 19.56.

“Of these, 183 are living and 2 are extinct. Of the living languages, 175 are indigenous and 8 are non-indigenous. Furthermore, 39 are institutional, 67 are developing, 38 are vigorous, 28 are in trouble, and 11 are dying” (Ethnologue 2019 ).

The Student Body Council is the inmate learners’ representative body. It is comprised of inmate learners’ duly-elected batch mates, also referred to as “batch officers” (a batch, in this context, is a class).

Bartolina, the Filipino word for dungeon, refers to isolation dormitories.

This also applied to the NSTP-LTS students involved in this study. Their experiences of their first encounter with the prison environment are reflected in their statements presented in a separate section of this article.

Positive psychology refers to “the scientific study of what makes life most worth living” (Peterson 2008 ).

The CWTS [Civic Welfare Training Service] is one of the other two NSTP modules university students can opt for.

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This article/the work discussed in it was funded by a Research Grant from the Asian Institute of Tourism, University of the Philippines in Diliman.

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Lopez, E.L.F. Application of the Literacy Training Service component of the National Service Training Program in New Bilibid Prison (Philippines). Int Rev Educ 65 , 755–784 (2019). https://doi.org/10.1007/s11159-019-09799-w

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Literacy Training Service

INTRODUCTION

LITERACY TRAINING SERVICE: Your springboard to teaching and public service Is teaching your passion or dream? If yes, then NSTP’s Literacy Training Service is the most fitting and relevant component for you. Among the components of the National Service Training Program, it is only the Literacy Training Service (commonly abbreviated as LTS) which highlights the training of students to become teachers of reading and writing literacy and numerical skills to children, out-of-school youth and other segments or sectors of the society. Reaching out to the underprivileged segments or sectors of the society, especially those who cannot afford to have formal education, is a profound attempt to let students partake in nation-building and public service. It is an unparalleled experience for students who wish to learn not only about teaching but also about life in general. While Teacher Education students are the primary targets of this component, students from other colleges are most welcome and equally encouraged to take it. This component is an exceptional means to instill and develop further the pertinent values of responsible and nationalistic Filipino citizens, which this nation needs. Come and be an instrument of positive change and progress. Be a part of the NSTP-LTS community.

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INTRODUCTION

Literacy Training Service (LTS) is a component of NSTP that focuses on training students to become teachers of reading-writing literacy and numeracy to children, out-of-school youth, and other segments of society. Education students are primary target of this component, but other students from other colleges are equally encouraged to choose it. Teaching unprivileged segments of society which did not get formal education is a great way to be of help in building our nation. Choose LTS where you can realize your ideals to be a citizen playing a significant role in making our nation a better place for our generation.

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Application of the Literacy Training Service component of the National Service Training Program in New Bilibid Prison (Philippines)

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What is NSTP?

Republic Act 9163 enabled the establishment of National Service Training Program for Tertiary Level students with an aim to promote civic consciousness among the youth and inculcate in them the spirit of nationalism and advance their involvement in public and civic affairs.

NSTP is a program designed to develop the youth’s physical, moral, spiritual, intellectual, and social well-being and promote defense preparedness and ethics of service while undergoing training in any of its three program components. Its various components are specially designed to enhance the youth’s active contribution to the general welfare.

What are its three program components?

The NSTP has three components which are as follows:

i. Reserve Officers’ Training Corps (ROTC) A program institutionalized under Sections 38 and 39 of Republic Act No. 7077 designed to provide military training to tertiary level students in order to motivate, train, organize and mobilize them for national defense preparedness.

ii. Literacy Training Service (LTS) A program designed to train students to become teachers of literacy and numeracy skills to school children, out of school youth, and other segments of society in need of their service.

iii. Civic Welfare Training Service (CWTS) It is composed of programs or activities contributory to the general welfare and the betterment of life for the members of the community or the enhancement of its facilities, especially those devoted to improving health, education, environment, entrepreneurship, safety, recreation and morals of the citizenry.

Who are required to complete the NSTP?

Students of any baccalaureate degree course or at least two-year technical vocational courses in public and private educational institutions shall be required to complete one of the NSTP components as requisite for graduation.

Exemptions only apply to:

i. Students who have already taken NSTP from a prior degree completed; ii. Transferees and shiftees who have completed NSTP prior to transferring or shifting; and iii. Foreign students or aliens

How much time is needed to complete the NSTP?

Each of the NSTP program components shall be undertaken for an academic period of two semesters (NSTP 1 and 2) or an equivalent one-semester integrated (NSTP 1-2) course. The allotted time for NSTP classes per semester is 54 – 90 hours.

The whole NSTP program weighs six units and should be taken for two semesters, three units each semester.

How are the NSTP classes structured?

Student enrolled in the first semester of NSTP shall undergo a Common Module phase which will focus on: citizenship training; drug education; disaster awareness, preparedness, and management; environmental protection; and other national security concerns. Upon completion of the Common Module, the student must select the specific program component that he/she will pursue.

Am I allowed to take NSTP 2 before NSTP 1?

No. NSTP 1 is a prerequisite for NSTP 2.

Am I allowed to take different program components for my NSTP 1 and 2?

No, you have to take six (units) of the same component to complete NSTP. According to the Implementing Rules and Regulations of the National Service Training Program as mentioned in Rule III, Section 4, you are “required to complete one (1) NSTP component of [your] choice as a graduation requirement.”

Am I allowed to take the same program component but from different colleges? For example, if I took CWTS 1 in CSSP, can I take CWTS 2 in CHK?

No. As a University policy, NSTP 1 and 2 should be taken in the same college.

What activities are expected from NSTP 2 classes?

NSTP 2 classes are mainly concerned with community engagement with the help of partner communities and organizations. CWTS and LTS students are required to conduct civic welfare and literacy activities or projects as part of the required 40-64 hours of community engagement.

How are we graded in class?

Numeric grading will be used for NSTP classes. The grading system is upon the discretion of the instructor who is handling the NSTP class. Grades for NSTP will not be included in the computation of the students’ weighted average.

After graduation, what will happen to us?

Graduates of the CWTS and LTS components of the NSTP shall belong to the National Service Reserve Corps (NSRC) and could be tapped by the State for literacy and civic welfare activities, especially in times of calamities while graduates of the ROTC program shall form part of the Citizen Armed Force.

What if I break any of the rules related to taking classes in NSTP?

Students who did not comply with the rules need to consult with the NSTP Diliman Office. You may contact us or visit our office at the 4th Floor DILC Building, R. Magsaysay Avenue corner G. Apacible St., UP Diliman, Quezon City.

NSTP Diliman Operations Manual

UPD Citizen’s Charter – NSTP Diliman Office External Services

Literacy Definition and Importance Essay

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

Education is an important aspect in the economy of a country. It is a measure of a country’s potential human capital. Compared to their counterparts-illiterate people, literate people in a community not only have higher social status but also enjoy better employment and wealth prospects. The higher the literacy level, the better placed is a country in terms of its ability to spear head its set development goals/objectives. This paper seeks to give a backbone of the term ‘literacy’ and its justification.

Literacy is the process of learning whereby an individual gains the ability to understand and convey written information, gain new skills from the information, teach those skills and apply the acquired knowledge and skills for the benefit of the society. Here the key words are gain, ability to understand, teach, apply, and for a benefit. However, different people have defined literacy differently in different periods. Traditionally, people defined literacy as the ability to read, appropriately use written information and appropriately write in a range of contexts (Winch, 2007, p. 20). However, there have been new aspects arising from the definition.

This definition does not involve critical thinking in the application of the information retrieved from the written sources. It remains insufficient since it does not account for several aspects that are significant as far as literacy is concerned.

Most people perceive that literacy comprises of a set of several tangible skills, which include the cognitive skills of reading and writing. These skills ought to be independent of the context of acquiring them and the background of the individual who acquires them (Adams, 1993, p. 24). The individual should be able to decode phonetics, spelling, word recognition and vocabulary. This implies that one should not depend on pictures to denote meaning. There is emphasis on both the ability to understand orally given information and the ability to present it as written literature.

In the recent past, various scholars have started using the term ‘literacy’ in a much broader metaphorical sense to refer to other skills and competencies, for example ‘information literacy’, ‘visual literacy’, ‘media literacy’, ‘computer literacy’ and ‘scientific literacy’ (Hills, 2006, p. 6). The introduction of these concepts has brought a shift from the view of literacy as a set of words but also the interpretation of signs, symbols, pictures and sounds, which vary by social context (Cope & Kalantzis, 2000, p. 5). These skills enable an individual to gather and apply knowledge in different contexts.

An addition to the contemporary definitions of literacy is that it should be a learning process in which, individuals continually acquire knowledge and skills and use those skills for the benefit of the society (Rogoff, 2003, p. 6). According to National Inquiry into the Teaching of Literacy, learning to read and the teaching of reading is usually included within the broader area of literacy (2005, p. 7). Therefore, the literacy learning system should focus on strategies that are investigative, reflective, tailored, tested, embedded, purposively practiced and shared.

In conclusion, literacy includes gaining knowledge, being able to understand, to teach, to apply, and to use for a specific benefit. These aspects are equally important and therefore absence of either may translate to illiteracy. For this reason, when assessing literacy level, it is important to consider all the aspects. It applies in all fields.

Adams, R. P. (1993). Juniperus: Flora of North America North of Mexico , Vol. 2. Oxford: Oxford University Press. Web.

Cope, B., & Kalantzis, M. (2000). Multiliteracies: Literacy learning and the design of social futures. London: Routledge. Web.

Hill, S. (2006). Developing early literacy: assessment and teaching . Vic: Eleanor. Web.

Curtain Pub. National Inquiry into the Teaching of Literacy. (2005). Report and Recommendations . Australia: Common Wealth of Australia. Web.

Rogoff, B. (2003). The cultural nature of human development . Oxford: Oxford UniversityPress. Web.

Winch, G. (2007). Literacy: reading, writing and children’s literature 3 rd Ed. Victoria: Oxford university press. Web.

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Chapter 1. What is Literacy? Multiple Perspectives on Literacy

Constance Beecher

“Once you learn to read, you will be forever free.” – Frederick Douglass

Download Tar Beach – Faith Ringgold Video Transcript [DOC]

Keywords: literacy, digital literacy, critical literacy, community-based literacies

Definitions of literacy from multiple perspectives

Literacy is the cornerstone of education by any definition. Literacy refers to the ability of people to read and write (UNESCO, 2017). Reading and writing in turn are about encoding and decoding information between written symbols and sound (Resnick, 1983; Tyner, 1998). More specifically, literacy is the ability to understand the relationship between sounds and written words such that one may read, say, and understand them (UNESCO, 2004; Vlieghe, 2015). About 67 percent of children nationwide, and more than 80 percent of those from families with low incomes, are not proficient readers by the end of third grade ( The Nation Assessment for Educational Progress; NAEP 2022 ).  Children who are not reading on grade level by third grade are 4 times more likely to drop out of school than their peers who are reading on grade level. A large body of research clearly demonstrates that Americans with fewer years of education have poorer health and shorter lives. In fact, since the 1990s, life expectancy has fallen for people without a high school education. Completing more years of education creates better access to health insurance, medical care, and the resources for living a healthier life (Saha, 2006). Americans with less education face higher rates of illness, higher rates of disability, and shorter life expectancies. In the U.S., 25-year-olds without a high school diploma can expect to die 9 years sooner than college graduates. For example, by 2011, the prevalence of diabetes had reached 15% for adults without a high -school education, compared with 7% for college graduates (Zimmerman et al., 2018).

Thus, literacy is a goal of utmost importance to society. But what does it mean to be literate, or to be able to read? What counts as literacy?

Learning Objectives

• Describe two or more definitions of literacy and the differences between them.
• Define digital and critical literacy.
• Distinguish between digital literacy, critical literacy, and community-based literacies.
• Explain multiple perspectives on literacy.

Here are some definitions to consider:

“Literacy is the ability to identify, understand, interpret, create, communicate, and compute, using printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society.” – United Nations Educational, Scientific, and Cultural Organization (UNESCO)

“The ability to understand, use, and respond appropriately to written texts.” – National Center for Education Statistics (NCES), citing the Program for the International Assessment of Adult Competencies (PIAAC)

“An individual’s ability to read, write, and speak in English, compute, and solve problems, at levels of proficiency necessary to function on the job, in the family of the individual, and in society.” – Workforce Innovation and Opportunity Act (WIOA), Section 203

“The ability to identify, understand, interpret, create, communicate, and compute, using printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society.” – Organization for Economic Co-operation and Development’s (OECD) Program for the International Assessment of Adult Competencies (PIAAC), as cited by the American Library Association’s Committee on Literacy

“Using printed and written information to function in society, to achieve one’s goals, and to develop one’s knowledge and potential.” – Kutner, Greenberg, Jin, Boyle, Hsu, & Dunleavy (2007). Literacy in Everyday Life: Results from the 2003 National Assessment of Adult Literacy (NCES 2007-480)

Which one of these above definitions resonates with you? Why?

New literacy practices as meaning-making practices

In the 21 st century, literacy increasingly includes understanding the roles of digital media and technology in literacy. In 1996, the New London Group coined the term “multiliteracies” or “new literacies” to describe a modern view of literacy that reflected multiple communication forms and contexts of cultural and linguistic diversity within a globalized society. They defined multiliteracies as a combination of multiple ways of communicating and making meaning, including such modes as visual, audio, spatial, behavioral, and gestural (New London Group, 1996). Most of the text’s students come across today are digital (like this textbook!). Instead of books and magazines, students are reading blogs and text messages.

For a short video on the importance of digital literacy, watch The New Media Literacies .

The National Council for Teachers of English (NCTE, 2019) makes it clear that our definitions of literacy must continue to evolve and grow ( NCTE definition of digital literacy ).

“Literacy has always been a collection of communicative and sociocultural practices shared among communities. As society and technology change, so does literacy. The world demands that a literate person possess and intentionally apply a wide range of skills, competencies, and dispositions. These literacies are interconnected, dynamic, and malleable. As in the past, they are inextricably linked with histories, narratives, life possibilities, and social trajectories of all individuals and groups. Active, successful participants in a global society must be able to:

• participate effectively and critically in a networked world.
• explore and engage critically and thoughtfully across a wide variety of inclusive texts and tools/modalities.
• consume, curate, and create actively across contexts.
• advocate for equitable access to and accessibility of texts, tools, and information.
• build and sustain intentional global and cross-cultural connections and relationships with others to pose and solve problems collaboratively and strengthen independent thought.
• promote culturally sustaining communication and recognize the bias and privilege present in the interactions.
• examine the rights, responsibilities, and ethical implications of the use and creation of information.
• determine how and to what extent texts and tools amplify one’s own and others’ narratives as well as counterproductive narratives.
• recognize and honor the multilingual literacy identities and culture experiences individuals bring to learning environments, and provide opportunities to promote, amplify, and encourage these variations of language (e.g., dialect, jargon, and register).”

In other words, literacy is not just the ability to read and write. It is also being able to effectively use digital technology to find and analyze information. Students who are digitally literate know how to do research, find reliable sources, and make judgments about what they read online and in print. Next, we will learn more about digital literacy.

• Malleable : can be changed.
• Culturally sustaining : the pedagogical preservation of the cultural and linguistic competence of young people pertaining to their communities of origin while simultaneously affording dominant-culture competence.
• Bias : a tendency to believe that some people, ideas, etc., are better than others, usually resulting in unfair treatment.
• Privilege : a right or benefit that is given to some people and not to others.
• Unproductive narrative : negative commonly held beliefs such as “all students from low-income backgrounds will struggle in school.” (Narratives are phrases or ideas that are repeated over and over and become “shared narratives.” You can spot them in common expressions and stories that almost everyone knows and holds as ingrained values or beliefs.)

Literacy in the digital age

The Iowa Core recognizes that today, literacy includes technology. The goal for students who graduate from the public education system in Iowa is:

“Each Iowa student will be empowered with the technological knowledge and skills to learn effectively and live productively. This vision, developed by the Iowa Core 21st Century Skills Committee, reflects the fact that Iowans in the 21st century live in a global environment marked by a high use of technology, giving citizens and workers the ability to collaborate and make individual contributions as never before. Iowa’s students live in a media-suffused environment, marked by access to an abundance of information and rapidly changing technological tools useful for critical thinking and problem-solving processes. Therefore, technological literacy supports preparation of students as global citizens capable of self-directed learning in preparation for an ever-changing world” (Iowa Core Standards 21 st Century Skills, n.d.).

NOTE: The essential concepts and skills of technology literacy are taken from the International Society for Technology in Education’s National Educational Technology Standards for Students: Grades K-2 | Technology Literacy Standards

Literacy in any context is defined as the ability “ to access, manage, integrate, evaluate, and create information in order to function in a knowledge society” (ICT Literacy Panel, 2002). “ When we teach only for facts (specifics)… rather than for how to go beyond facts, we teach students how to get out of date ” (Sternberg, 2008). This statement is particularly significant when applied to technology literacy. The Iowa essential concepts for technology literacy reflect broad, universal processes and skills.

Unlike the previous generations, learning in the digital age is marked using rapidly evolving technology, a deluge of information, and a highly networked global community (Dede, 2010). In such a dynamic environment, learners need skills beyond the basic cognitive ability to consume and process language. To understand the characteristics of the digital age, and what this means for how people learn in this new and changing landscape, one may turn to the evolving discussion of literacy or, as one might say now, of digital literacy. The history of literacy contextualizes digital literacy and illustrates changes in literacy over time. By looking at literacy as an evolving historical phenomenon, we can glean the fundamental characteristics of the digital age. These characteristics in turn illuminate the skills needed to take advantage of digital environments. The following discussion is an overview of digital literacy, its essential components, and why it is important for learning in the digital age.

Literacy is often considered a skill or competency. Children and adults alike can spend years developing the appropriate skills for encoding and decoding information. Over the course of thousands of years, literacy has become much more common and widespread, with a global literacy rate ranging from 81% to 90% depending on age and gender (UNESCO, 2016). From a time when literacy was the domain of an elite few, it has grown to include huge swaths of the global population. There are several reasons for this, not the least of which are some of the advantages the written word can provide. Kaestle (1985) tells us that “literacy makes it possible to preserve information as a snapshot in time, allows for recording, tracking and remembering information, and sharing information more easily across distances among others” (p. 16). In short, literacy led “to the replacement of myth by history and the replacement of magic by skepticism and science.”

If literacy involves the skills of reading and writing, digital literacy requires the ability to extend those skills to effectively take advantage of the digital world (American Library Association [ALA], 2013). More general definitions express digital literacy as the ability to read and understand information from digital sources as well as to create information in various digital formats (Bawden, 2008; Gilster, 1997; Tyner, 1998; UNESCO, 2004). Developing digital skills allows digital learners to manage a vast array of rapidly changing information and is key to both learning and working in the evolving digital landscape (Dede, 2010; Koltay, 2011; Mohammadyari & Singh, 2015). As such, it is important for people to develop certain competencies specifically for handling digital content.

ALA Digital Literacy Framework

To fully understand the many digital literacies, we will look at the American Library Association (ALA) framework. The ALA framework is laid out in terms of basic functions with enough specificity to make it easy to understand and remember but broad enough to cover a wide range of skills. The ALA framework includes the following areas:

• understanding,
• evaluating,
• creating, and
• communicating (American Library Association, 2013).

Finding information in a digital environment represents a significant departure from the way human beings have searched for information for centuries. The learner must abandon older linear or sequential approaches to finding information such as reading a book, using a card catalog, index, or table of contents, and instead use more horizontal approaches like natural language searches, hypermedia text, keywords, search engines, online databases and so on (Dede, 2010; Eshet, 2002). The shift involves developing the ability to create meaningful search limits (SCONUL, 2016). Previously, finding the information would have meant simply looking up page numbers based on an index or sorting through a card catalog. Although finding information may depend to some degree on the search tool being used (library, internet search engine, online database, etc.) the search results also depend on how well a person is able to generate appropriate keywords and construct useful Boolean searches. Failure in these two areas could easily return too many results to be helpful, vague, or generic results, or potentially no useful results at all (Hangen, 2015).

Part of the challenge of finding information is the ability to manage the results. Because there is so much data, changing so quickly, in so many different formats, it can be challenging to organize and store them in such a way as to be useful. SCONUL (2016) talks about this as the ability to organize, store, manage, and cite digital resources, while the Educational Testing Service also specifically mentions the skills of accessing and managing information. Some ways to accomplish these tasks is using social bookmarking tools such as Diigo, clipping and organizing software such as Evernote and OneNote, and bibliographic software. Many sites, such as YouTube, allow individuals with an account to bookmark videos, as well as create channels or collections of videos for specific topics or uses. Other websites have similar features.

Understanding

Understanding in the context of digital literacy perhaps most closely resembles traditional literacy because it is the ability to read and interpret text (Jones-Kavalier & Flannigan, 2006). In the digital age, however, the ability to read and understand extends much further than text alone. For example, searches may return results with any combination of text, video, sound, and audio, as well as still and moving pictures. As the internet has evolved, a whole host of visual languages have also evolved, such as moving images, emoticons, icons, data visualizations, videos, and combinations of all the above. Lankshear & Knoble (2008) refer to these modes of communication as “post typographic textual practice.” Understanding the variety of modes of digital material may also be referred to as multimedia literacy (Jones-Kavalier & Flannigan, 2006), visual literacy (Tyner, 1998), or digital literacy (Buckingham, 2006).

Evaluating digital media requires competencies ranging from assessing the importance of a piece of information to determining its accuracy and source. Evaluating information is not new to the digital age, but the nature of digital information can make it more difficult to understand who the source of information is and whether it can be trusted (Jenkins, 2018). When there are abundant and rapidly changing data across heavily populated networks, anyone with access can generate information online. This results in the learner needing to make decisions about its authenticity, trustworthiness, relevance, and significance. Learning evaluative digital skills means learning to ask questions about who is writing the information, why they are writing it, and who the intended audience is (Buckingham, 2006). Developing critical thinking skills is part of the literacy of evaluating and assessing the suitability for use of a specific piece of information (SCONUL, 2016).

Creating in the digital world makes the production of knowledge and ideas in digital formats explicit. While writing is a critical component of traditional literacy, it is not the only creative tool in the digital toolbox. Other tools are available and include creative activities such as podcasting, making audio-visual presentations, building data visualizations, 3D printing, and writing blogs. Tools that haven’t been thought of before are constantly appearing. In short, a digitally literate individual will want to be able to use all formats in which digital information may be conveyed in the creation of a product. A key component of creating with digital tools is understanding what constitutes fair use and what is considered plagiarism. While this is not new to the digital age, it may be more challenging these days to find the line between copying and extending someone else’s work.

In part, the reason for the increased difficulty in discerning between plagiarism and new work is the “cut and paste culture” of the Internet, referred to as “reproduction literacy” (Eshet 2002, p.4), or appropriation in Jenkins’ New Media Literacies (Jenkins, 2018). The question is, what kind and how much change is required to avoid the accusation of plagiarism? This skill requires the ability to think critically, evaluate a work, and make appropriate decisions. There are tools and information to help understand and find those answers, such as the Creative Commons. Learning about such resources and how to use them is part of digital literacy.

Communicating

Communicating is the final category of digital skills in the ALA digital framework. The capacity to connect with individuals all over the world creates unique opportunities for learning and sharing information, for which developing digital communication skills is vital. Some of the skills required for communicating in the digital environment include digital citizenship, collaboration, and cultural awareness. This is not to say that one does not need to develop communication skills outside of the digital environment, but that the skills required for digital communication go beyond what is required in a non-digital environment. Most of us are adept at personal, face- to-face communication, but digital communication needs the ability to engage in asynchronous environments such as email, online forums, blogs, social media, and learning platforms where what is written may not be deleted and may be misinterpreted. Add that to an environment where people number in the millions and the opportunities for misunderstanding and cultural miscues are likely.

The communication category of digital literacies covers an extensive array of skills above and beyond what one might need for face-to-face interactions. It is comprised of competencies around ethical and moral behavior, responsible communication for engagement in social and civic activities (Adam Becker et al., 2017), an awareness of audience, and an ability to evaluate the potential impact of one’s online actions. It also includes skills for handling privacy and security in online environments. These activities fall into two main categories: digital citizenship and collaboration.

Digital citizenship refers to one’s ability to interact effectively in the digital world. Part of this skill is good manners, often referred to as “netiquette.” There is a level of context which is often missing in digital communication due to physical distance, lack of personal familiarity with the people online, and the sheer volume of the people who may encounter our words. People who know us well may understand exactly what we mean when we say something sarcastic or ironic, but people online do not know us, and vocal and facial cues are missing in most digital communication, making it more likely we will be misunderstood. Furthermore, we are more likely to misunderstand or be misunderstood if we are unaware of cultural differences. So, digital citizenship includes an awareness of who we are, what we intend to say, and how it might be perceived by other people we do not know (Buckingham, 2006). It is also a process of learning to communicate clearly in ways that help others understand what we mean.

Another key digital skill is collaboration, and it is essential for effective participation in digital projects via the Internet. The Internet allows people to engage with others they may never see in person and work towards common goals, be they social, civic, or business oriented. Creating a community and working together requires a degree of trust and familiarity that can be difficult to build when there is physical distance between the participants. Greater effort must be made to be inclusive , and to overcome perceived or actual distance and disconnectedness. So, while the potential of digital technology for connecting people is impressive, it is not automatic or effortless, and it requires new skills.

Literacy narratives are stories about reading or composing a message in any form or context. They often include poignant memories that involve a personal experience with literacy. Digital literacy narratives can sometimes be categorized as ones that focus on how the writer came to understand the importance of technology in their life or pedagogy. More often, they are simply narratives that use a medium beyond the print-based essay to tell the story:

Create your own literacy narrative that tells of a significant experience you had with digital literacy. Use a multi-modal tool that includes audio and images or video. Share it with your classmates and discuss the most important ideas you notice in each other’s narratives.

Critical literacy

Literacy scholars recognize that although literacy is a cognitive skill, it is also a set of practices that communities and people participate in. Next, we turn to another perspective on literacy – critical literacy. “Critical” here is not meant as having a negative point of view, but rather using an analytic lens that detects power, privilege, and representation to understand different ways of looking at texts. For example, when groups or individuals stage a protest, do the media refer to them as “protesters” or “rioters?” What is the reason for choosing the label they do, and what are the consequences? 

Critical literacy does not have a set definition or typical history of use, but the following key tenets have been described in the literature, which will vary in their application based on the individual social context (Vasquez, 2019). Table 1 presents some key aspects of critical literacy, but this area of literacy research is growing and evolving rapidly, so this is not an exhaustive list.

An important component of critical literacy is the adoption of culturally responsive and sustaining pedagogy. One definition comes from Dr. Django Paris (2012), who stated that Culturally Responsive-Sustaining (CR-S) education recognizes that cultural differences (including racial, ethnic, linguistic, gender, sexuality, and ability ones) should be treated as assets for teaching and learning. Culturally sustaining pedagogy requires teachers to support multilingualism and multiculturalism in their practice. That is, culturally sustaining pedagogy seeks to perpetuate and foster—to sustain—linguistic, literary, and cultural pluralism as part of the democratic project of schooling.

For more, see the Culturally Responsive and Sustaining F ramework . The framework helps educators to think about how to create student-centered learning environments that uphold racial, linguistic, and cultural identities. It prepares students for rigorous independent learning, develops their abilities to connect across lines of difference, elevates historically marginalized voices, and empowers them as agents of social change. CR-S education explores the relationships between historical and contemporary conditions of inequality and the ideas that shape access, participation, and outcomes for learners.

• What can you do to learn more about your students’ cultures?
• How can you build and sustain relationships with your students?
• How do the instructional materials you use affirm your students’ identities?

Community-based literacies

You may have noticed that communities are a big part of critical literacy – we understand that our environment and culture impact what we read and how we understand the world. Now think about the possible differences among three Iowa communities: a neighborhood in the middle of Des Moines, the rural community of New Hartford, and Coralville, a suburb of Iowa City:

You may not have thought about how living in a certain community might contribute to or take away from a child’s ability to learn to read. Dr. Susan Neuman (2001) did. She and her team investigated the differences between two neighborhoods regarding how much access to books and other reading materials children in those neighborhoods had. One middle-to-upper class neighborhood in Philadelphia had large bookstores, toy stores with educational materials, and well-resourced libraries. The other, a low-income neighborhood, had no bookstores or toy stores. There was a library, but it had fewer resources and served a larger number of patrons. In fact, the team found that even the signs on the businesses were harder to read, and there was less environmental printed word. Their findings showed that each child in the middle-class neighborhood had 13 books on average, while in the lower-class neighborhood there was one book per 300 children .

Dr. Neuman and her team (2019) recently revisited this question. This time, they looked at low-income neighborhoods – those where 60% or more of the people are living in poverty . They compared these to borderline neighborhoods – those with 20-40% in poverty – in three cities, Washington, D.C., Detroit, and Los Angeles. Again, they found significantly fewer books in the very low-income areas. The chart represents the preschool books available for sale in each neighborhood. Note that in the lower-income neighborhood of Washington D.C., there were no books for young children to be found at all!

Now watch this video from Campaign for Grade Level Reading. Access to books is one way that children can have new experiences, but it is not the only way!

What is the “summer slide,” and how does it contribute to the differences in children’s reading abilities?

The importance of being literate and how to get there

“Literacy is a bridge from misery to hope” – Kofi Annan, former United Nations Secretary-General.

Our economy is enhanced when citizens have higher literacy levels. Effective literacy skills open the doors to more educational and employment opportunities so that people can lift themselves out of poverty and chronic underemployment. In our increasingly complex and rapidly changing technological world, it is essential that individuals continuously expand their knowledge and learn new skills to keep up with the pace of change. The goal of our public school system in the United States is to “ensure that all students graduate from high school with the skills and knowledge necessary to succeed in college, career, and life, regardless of where they live.” This is the basis of the Common Core Standards, developed by the Council of Chief State School Officers (CCSSO) and the National Governors Association Center for Best Practices (NGA Center). These groups felt that education was too inconsistent across the different states, and today’s students are preparing to enter a world in which colleges and businesses are demanding more than ever before. To ensure that all students are ready for success after high school, the Common Core State Standards established clear universal guidelines for what every student should know and be able to do in math and English language arts from kindergarten through 12th grade: “The Common Core State Standards do not tell teachers how to teach, but they do help teachers figure out the knowledge and skills their students should have” (Common Core State Standards Initiative, 2012).

Explore the Core!

Go to iowacore.gov and click on Literacy Standards. Spend some time looking at the K-3 standards. Notice how consistent they are across the grade levels. Each has specific requirements within the categories:

• Reading Standards for Literature
• Reading Standards for Informational Text
• Reading Standards for Foundational Skills
• Writing Standards
• Speaking and Listening Standards
• Language Standards

Download the Iowa Core K-12 Literacy Manual . You will use it as a reference when you are creating lessons.

Next, explore the Subject Area pages and resources. What tools does the state provide to teachers to support their use of the Core?

Describe a resource you found on the website. How will you use this when you are a teacher?

Watch this video about the Iowa Literacy Core Standards:

• Literacy is typically defined as the ability to ingest, understand, and communicate information.
• Literacy has multiple definitions, each with a different point of focus.
• “New literacies,” or multiliteracies, are a combination of multiple ways of communicating and making meaning, including visual, audio, spatial, behavioral, and gestural communication.
• As online communication has become more prevalent, digital literacy has become more important for learners to engage with the wealth of information available online.
• Critical literacy develops learners’ critical thinking by asking them to use an analytic lens that detects power, privilege, and representation to understand different ways of looking at information.
• The Common Core State Standards were established to set clear, universal guidelines for what every student should know after completing high school.

Resources for teacher educators

• Culturally Responsive-Sustaining Education Framework [PDF]
• Common Core State Standards
• Iowa Core Instructional Resources in Literacy

Gonzalez, N., Moll, L. C., & Amanti, C. (Eds.). (2006). Funds of knowledge: Theorizing practices in households, communities, and classrooms . New York, NY: Routledge.

Lau, S. M. C. (2012). Reconceptualizing critical literacy teaching in ESL classrooms. The Reading Teacher, 65 , 325–329.

Literacy. (2018, March 19). Retrieved March 2, 2020, from  https://en.unesco.org/themes/literacy

Neuman, S. B., & Celano, D. (2001). Access to print in low‐income and middle‐income communities: An ecological study of four neighborhoods. Reading Research Quarterly, 36 (1), 8-26.

Neuman, S. B., & Moland, N. (2019). Book deserts: The consequences of income segregation on children’s access to print.  Urban education, 54 (1), 126-147.

New London Group (1996). A Pedagogy of multiliteracies: Designing social futures.  Harvard Educational Review, 66 (1), 60-92.

O’Brien, J. (2001). Children reading critically: A local history. In B. Comber & A. Simpson (Eds.), Negotiating critical literacies in classrooms (pp. 41–60). Mahwah, NJ: Lawrence Erlbaum.

Ordoñez-Jasis, R., & Ortiz, R. W. (2006). Reading their worlds: Working with diverse families to enhance children’s early literacy development. Y C Young Children, 61 (1), 42.

Saha S. (2006). Improving literacy as a means to reducing health disparities. J Gen Intern Med. 21 (8):893-895. doi:10.1111/j.1525-1497.2006.00546.x

UNESCO. (2017). Literacy rates continue to rise from one generation to the next global literacy trends today. Retrieved from http://on.unesco.org/literacy-map.

Vasquez, V.M., Janks, H. & Comber, B. (2019). Critical Literacy as a Way of Being and Doing. Language Arts, 96 (5), 300-311.

Vlieghe, J. (2015). Traditional and digital literacy. The literacy hypothesis, technologies of reading and writing, and the ‘grammatized’ body. Ethics and Education, 10 (2), 209-226.

Zimmerman, E. B., Woolf, S. H., Blackburn, S. M., Kimmel, A. D., Barnes, A. J., & Bono, R. S. (2018). The case for considering education and health. Urban Education, 53 (6), 744-773.U.S. Department of Education. Institute of Education Sciences.

U.S. Department of Education. Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2022 Reading Assessment.

Methods of Teaching Early Literacy Copyright © 2023 by Constance Beecher is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

Home — Essay Samples — Education — Literacy — The Importance and Role of Literacy in My Life

The Importance and Role of Literacy in My Life

• Categories: Literacy

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What you need to know about literacy

What is the global situation in relation to literacy.

Great progress has been made in literacy with most recent data (UNESCO Institute for Statistics) showing that more than 86 per cent of the world’s population know how to read and write compared to 68 per cent in 1979. Despite this, worldwide at least 754 million adults still cannot read and write, two thirds of them women, and 250 million children are failing to acquire basic literacy skills. Before the COVID-19 pandemic, which caused the worst disruption to education in a century, 617 million children and teenagers had not reached minimum reading levels.   

How does UNESCO define literacy?

Acquiring literacy is not a one-off act. Beyond its conventional concept as a set of reading, writing and counting skills, literacy is now understood as a means of identification, understanding, interpretation, creation, and communication in an increasingly digital, text-mediated, information-rich and fast-changing world. Literacy is a continuum of learning and proficiency in reading, writing and using numbers throughout life and is part of a larger set of skills, which include digital skills, media literacy, education for sustainable development and global citizenship as well as job-specific skills. Literacy skills themselves are expanding and evolving as people engage more and more with information and learning through digital technology.  

What are the effects of literacy?

Literacy empowers and liberates people. Beyond its importance as part of the right to education, literacy improves lives by expanding capabilities which in turn reduces poverty, increases participation in the labour market and has positive effects on health and sustainable development. Women empowered by literacy have a positive ripple effect on all aspects of development. They have greater life choices for themselves and an immediate impact on the health and education of their families, and in particular, the education of girl children.  

How does UNESCO work to promote literacy?

UNESCO works through its global network, field offices and institutes and with its Member States and partners to advance literacy in the framework of lifelong learning, and address the literacy target 4.6 in SDG4 and the Education 2030 Framework for Action . Its Strategy for Youth and Adult Literacy (2020-2025) pays special attention to the member countries of the Global Alliance for Literacy which targets 20 countries with an adult literacy rate below 50 per cent and the E9 countries, of which 17 are in Africa. The focus is on promoting literacy in formal and non-formal settings with four priority areas: strengthening national strategies and policy development on literacy; addressing the needs of disadvantaged groups, particularly women and girls; using digital technologies to expand and improve learning outcomes; and monitoring progress and assessing literacy skills. UNESCO also promotes adult learning and education through its Institute for Lifelong Learning , including the implementation of the 2015 Recommendation on Adult Learning and Education and its monitoring through the Global Report on Adult Learning and Education. 

What is digital literacy and why is it important?

UNESCO defines digital literacy as the ability to access, manage, understand, integrate, communicate, evaluate and create information safely and appropriately through digital technologies for employment, decent jobs and entrepreneurship. It includes skills such as computer literacy, ICT literacy, information literacy and media literacy which aim to empower people, and in particular youth, to adopt a critical mindset when engaging with information and digital technologies, and to build their resilience in the face of disinformation, hate speech and violent extremism.

How is UNESCO helping advance girls' and women's literacy?

UNESCO’s Global Partnership for Women and Girls Education, launched in 2011, emphasizes quality education for girls and women at the secondary level and in the area of literacy; its Literacy Initiative for Empowerment (LIFE) project (2005–15) targeted women; and UNESCO’s international literacy prizes regularly highlight the life-changing power of meeting women’s and girls’ needs for literacy in specific contexts. Literacy acquisition often brings with it positive change in relation to harmful traditional practices, forms of marginalization and deprivation. Girls’ and women’s literacy seen as lifelong learning is integral to achieving the aims of the 2030 Agenda for Sustainable Development.  

How has youth and adult literacy been impacted in times of COVID-19?

Since the start of the pandemic, several surveys have been conducted but very little is still known about the effect on youth and adult literacy of massive disruptions to learning, growing inequalities and projected increases in school dropouts. To fill this gap UNESCO will conduct a global survey “Learning from the COVID-19 crisis to write the future: National policies and programmes for youth and adult literacy” collecting information from countries worldwide regarding the situation and policy and programme responses. Its results will help UNESCO, countries and other partners respond better to the recovery phase and advance progress towards achieving Sustainable Development Goal 4 on education and its target 4.6 on youth and adult literacy. In addition, for International Literacy Day 2020, UNESCO prepared a background paper on the impact of the crisis on youth and adult literacy.

What is the purpose of the Literacy Prize and Literacy Day?

Every year since 1967, UNESCO celebrates International Literacy Day and rewards outstanding and innovative programmes that promote literacy through the International Literacy Prizes. Every year on 8 September UNESCO comes together for the annual celebration with Field Offices, institutes, NGOs, teachers, learners and partners to remind the world of the importance of literacy as a matter of dignity and human rights. The event emphasizes the power of literacy and creates awareness to advance the global agenda towards a more literate and sustainable society. 

The International Literacy Prizes reward excellence and innovation in the field of literacy and, so far, over 506 projects and programmes undertaken by governments, non-governmental organizations and individuals around the world have been recognized. Following an annual call for submissions, an International Jury of experts appointed by UNESCO's Director-General recommends potential prizewinning programmes. Candidates are submitted by Member States or by international non-governmental organizations in official partnership with UNESCO.

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• DOI: 10.1007/s11159-019-09799-w
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Application of the Literacy Training Service component of the National Service Training Program in New Bilibid Prison (Philippines)

• Emma Lina F. Lopez
• Published in International Review of… 10 September 2019

5 Citations

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Application of the Literacy Training Service component of the National Service Training Program in New Bilibid Prison (Philippines)

• Lopez, Emma Lina F.

In 2000, the government of the Philippines launched its National Service Training Program (NSTP), a compulsory 2-semester course component for all the country's Bachelor and technical vocational students. There is a choice of three subject areas, one of which is the Literacy Training Service (LTS) module. This is designed to train students in teaching literacy and numeracy skills to schoolchildren, out-of-school youths and other citizens in need of their services, including prison inmates. This article looks into the application of NSTP-LTS at New Bilibid Prison in Muntinlupa City, Metro Manila. The author's study involved 24 students (13 female, 11 male) from the University of the Philippines teaching 40 male inmate learners incarcerated in the national penitentiary's medium security compound over a period of two months. Many of the inmate learners (aged 14-61) had very low literacy and numeracy skills, and some had never been to school at all. The university students were immersed in an environment entirely unknown to them and performed roles from which they obtained a different perspective and understanding of society. The inmate learners were eager to avail of this opportunity to participate in second-chance education. Despite the many benefits of this learning process for all participants, in her conclusion, the author points out several challenges which still need to be overcome to optimise the application of NSTP-LTS in correctional institutions of the Philippines.

• teacher training;
• National Service Training Program;
• Literacy Training Service;
• Alternative Learning System (ALS);
• New Bilibid Prison;
• prison education;
• inmate learners

Center for Teaching

• What is Service Learning or Community Engagement?

• Benefits of Community Engagement

Models of Community Engagement Teaching

Ways to integrate community engagement into an existing course.

Community engagement pedagogies, often called “service learning,” are ones that combine learning goals and community service in ways that can enhance both student growth and the common good.  In the words of the National Service Learning Clearinghouse , it is “a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities.”  Or, to quote Vanderbilt University’s Janet S. Eyler (winner of the 2003 Thomas Ehrlich Faculty Award for Service Learning) and Dwight E. Giles, Jr., it is

“a form of experiential education where learning occurs through a cycle of action and reflection as students. . . seek to achieve real objectives for the community and deeper understanding and skills for themselves. In the process, students link personal and social development with academic and cognitive development. . . experience enhances understanding; understanding leads to more effective action.”

Typically, community engagement is incorporated into a course or series of courses by way of a project that has both learning and community action goals.  This project is designed via collaboration between faculty and community partners, such as non-governmental organizations or government agencies.  The project asks students to apply course content to community-based activities.  This gives students experiential opportunities to learn in real world contexts and develop skills of community engagement, while affording community partners opportunities to address significant needs. Vanderbilt University’s Sharon Shields has argued that service learning is “one of the most significant teaching methodologies gaining momentum on many campuses.” Indeed, when done well, teaching through community engagement benefits students, faculty, communities, and institutions of higher education. Below are some of the benefits that education researchers and practitioners have associated with community engaged teaching.

Student Benefits of Community Engagement

Learning outcomes.

• Positive impact on students’ academic learning
• Improves students’ ability to apply what they have learned in “the real world”
• Positive impact on academic outcomes such as demonstrated complexity of understanding, problem analysis, problem-solving, critical thinking, and cognitive development
• Improved ability to understand complexity and ambiguity

Personal Outcomes

• Greater sense of personal efficacy, personal identity, spiritual growth, and moral development
• Greater interpersonal development, particularly the ability to work well with others, and build leadership and communication skills

Social Outcomes

• Reduced stereotypes and greater inter-cultural understanding
• Improved social responsibility and citizenship skills
• Greater involvement in community service after graduation

Career Development

• Connections with professionals and community members for learning and career opportunities
• Greater academic learning, leadership skills, and personal efficacy can lead to greater opportunity

Relationship with the Institution

• Stronger relationships with faculty
• Greater satisfaction with college
• Improved graduation rates

Faculty Benefits of Community Engagement

• Satisfaction with the quality of student learning
• New avenues for research and publication via new relationships between faculty and community
• Providing networking opportunities with engaged faculty in other disciplines or institutions
• A stronger commitment to one’s research

College and University Benefits of Community Engagement

• Improved institutional commitment to the curriculum
• Improved student retention
• Enhanced community relations

Community Benefits of Community Engagement

• Satisfaction with student participation
• Valuable human resources needed to achieve community goals
• New energy, enthusiasm and perspectives applied to community work
• Enhanced community-university relations

Discipline-Based

Discipline-based model.

In this model, students are expected to have a presence in the community throughout the semester and reflect on their experiences regularly.  In these reflections, they use course content as a basis for their analysis and understanding of the key theoretical, methodological and applied issues at hand.

Problem-Based

Problem-based model.

Students relate to the community much as “consultants” working for a “client.” Students work with community members to understand a particular community problem or need.  This model presumes that the students have or will develop capacities with which to help communities solve a problem.  For example: architecture students might design a park; business students might develop a web site; botany students might identify non-native plants and suggest eradication methods.

Capstone Course

Capstone course model.

These courses are generally designed for majors and minors in a given discipline and are offered almost exclusively to students in their final year. Capstone courses ask students to draw upon the knowledge they have obtained throughout their course work and combine it with relevant service work in the community. The goal of capstone courses is usually either exploring a new topic or synthesizing students’ understanding of their discipline.

Service Internship

Service internship model.

This approach asks students to work as many as 10 to 20 hours a week in a community setting. As in traditional internships, students are charged with producing a body of work that is of value to the community or site. However, unlike traditional internships, service internships have on-going faculty-guided reflection to challenge the students to analyze their new experiences using discipline-based theories.  Service internships focus on reciprocity: the idea that the community and the student benefit equally from the experience.

Undergrad Community-Based Action Research

Action research model.

Community-based action research is similar to an independent study option for the student who is highly experienced in community work.  This approach can be effective with small classes or groups of students.  In this model, students work closely with faculty members to learn research methodology while serving as advocates for communities.  This model assumes that students are or can be trained to be competent in time management and can negotiate diverse communities.

Directed Study Extra Credit

Directed study additional/extra credit model.

Students can register for up to three additional/extra credits in a course by making special arrangements with the instructor to complete an added community-based project.  The course instructor serves as the advisor for the directed study option.  Such arrangements require departmental approval and formal student registration.

There are many ways to integrate community engagement into an existing course, depending on the learning goals, the size of the class, the academic preparation of the students, and the community partnership or project type. Below are some general tips to consider as you begin:

• One-time group service projects: Some course objectives can be met when the entire class is involved in a one-time service project. Arrangements for service projects can be made prior to the semester and included in the syllabus. This model affords the opportunity for faculty and peer interaction because a common service experience is shared. One-time projects have different learning outcomes than ongoing service activities.
• Option within a course: Many faculty begin community engagement with a pilot project. In this design, students have the option to become involved in the community-based project.  A portion of the normal coursework is substituted by the community-based component.  For example, a traditional research paper or group project can be replaced with an experiential research paper or personal journal that documents learning from the service experience.
• Required within a course: In this case, all students are involved in service as an integrated aspect of the course. This expectation must be clearly stated at the first class meeting, on the syllabus, with a clear rationale provided to students as to why the service component is required. Exceptions can be arranged on an individual basis or students can transfer to another class. If all students are involved in service, it is easier to design coursework (i.e., class discussions, writing assignments, exam questions) that integrates the service experience with course objectives. Class sessions can involve agency personnel and site visits. Faculty report that it is easier to build community partnerships if a consistent number of students are involved each semester.
• Action research projects: This type of class involves students in research within the community. The results of the research are communicated to the agency so that it can be used to address community needs. Action research and participatory action research take a significant amount of time to build relationships of trust in the community and identify common research agendas; however, community research projects can support the ongoing research of faculty. Extending this type of research beyond the confines of a semester may be best for all involved.
• Disciplinary capstone projects: Community engagement is an excellent way to build upon students’ cumulative knowledge in a specific discipline and to demonstrate the integration of that knowledge with real life issues. Upper class students can explore ways their disciplinary expertise and competencies translate into addressing community needs. Other community-based classes within the department can prepare the student for this more extensive community-based class.
• Multiple course projects :  Community engagement projects with one or more partners may span different courses in the same semester or multiple courses over a year or longer.  These projects must be broad enough to meet the learning goals of multiple courses over time, and because of this they may have a cumulative impact on both student learning and community development that is robust.  Such projects may be particularly suited to course clusters or learning communities within or across disciplines, or course sequences, say, within a major, that build student capacity towards advanced learning and community action goals.

Other CFT Guides About Community Engagement Pedagogies

• A Word on Nomenclature
• Best Practices in Community Engaged Teaching
• Community Engaged Teaching Step by Step
• Challenges and Opportunities of Community Engaged Teaching
• Additional Resources

Teaching Guides

Quick Links

• Services for Departments and Schools
• Examples of Online Instructional Modules

Department of Education Announces Essay Writing Competition for School Teachers and Students

Dharamshala: With the aim of fostering exchange of experiences among teachers and to encourage students’ pleasure in writing essays, the Department of Education, Central Tibetan Administration, invites participants to take part in its 9th essay writing competition programme.

Access the detail announcement in Tibetan below.

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2024 International Education Week Essay Contest

2024 theme: "local to global: celebrating international education at emory"  , for a pdf version of the essay contest flyer, click here ..

Emory University is proud of its diverse and inclusive community, where local perspectives and global insights come together to create a rich educational experience.

Reflecting on the theme "Local to Global: Celebrating International Education at Emory,"  you are invited to write an essay that speaks to the importance that global experiences, people, or perspectives have made on your Emory experience: whether in Atlanta, on an Emory-affiliated experience around the world, or coming to study at Emory from another country.

You may choose (but are not required) to respond to one or more of the questions below.  

• Describe a specific experience during your time at Emory that highlights the impact of international/global education on your personal and academic growth. How did this experience shape your understanding of global issues and cultural diversity?  
• How have you contributed to the diversity of perspectives at Emory through your involvement, identity, and leadership?    
• Describe how you have navigated your cultural identity at Emory.   

Your essay should be between 500 to 750 words and adhere to the contest guidelines. We encourage you to draw upon your identity, personal anecdotes, specific examples, lived experiences, and thoughtful analysis to craft a compelling and insightful essay.

Essay Contest Guidelines:  

• Eligibility: This contest is open to any currently enrolled Emory students (graduate and undergraduate)
• Word Count : 500-750 words  
• Format : Typed, double-spaced, 12-point Times New Roman font, in Microsoft Word or an editable document.
• Must be written in English.
• Include a title and a cover sheet with the author's name and contact information
• No identifying information should be within the essay itself.  
• Only one essay may be submitted per person.  
• All aspects of the Emory Honor Code will be enforced, citing any references or copyright materials where relevant.  
• AI Tools (e.g. Chat GPT, Grammarly) can be used to edit a draft, but not to formulate ideas or write an initial draft. If used, AI tools must be credited at the conclusion of the essay.  
• Submission : Submit your essay via the submission form by clicking on the button below  by 11:59 EST on October 6th , 2024.
• Contest Rules: You must read the following rules of the contest to enter. By submitting an essay, you agree to the aforementioned rules.
• Evaluation Criteria : Essays will be judged based on critical engagement with the essay themes, creativity, organization and structure, and adherence to the rules of the essay contest.
• Winners : The review committee will select first place and runner-up graduate student essays well as as first place and runner-up undergraduate student essays. First place essays will receive  $500, and runners-up will receive $250.

Ready to submit your essay? Click the button below: 

Questions : Please reach out to Charlie Hammons ([email protected]) , International Student and Scholar Services (ISSS) Senior Associate Director, via email .   

Good luck, and we look forward to reading your essays!  

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International Conference on Fostering Multimodal Literacy Through English Language Education

Location: Bangalore, India 

Subject Fields: English Language Teaching/ English Literature/Linguistics/Computer Science/Education 

Venue: CHRIST (Deemed to be University), Bannerghatta Road Campus, Bangalore, India 

Mode: Offline and Online (Only for Presenters) 

Date: 20 January 2025 (Tentative date. Final date to be announced soon) 

Time: 9:00 am to 4:00 pm 

Every epistemological epoch poses unique challenges of its own, which ultimately simmer down to questions of humanitarian significance. Scientific and technological advancements across the entirety of human history have but one lesson in common: that unless they are mediated to serve the interests of humanity at large, they will be required to be retrospectively managed. The emergence of artificial intelligence and technology-led progress of any kind presents scholars, academicians, technologists, and students with the opportunity to refurbish institutions of sociological value which these agents may forever change, to right the wrongs of the past with the tools of the present, and, most importantly, to accommodate and address the shortcomings of our present means and attempt to foresee the future. 

In the face of a rapidly changing world order, it is more important than ever before to join hands as disciplines and prepare for eventualities that may affect every sociological institution - from those that are concerned with education, law, and environment to even the more seemingly abstract entities of language, culture, and religion. An interdisciplinary model of higher education thus appears to be the need of the hour for students of technology and humanities who shall bear the responsibility of ethical technological evolution going forward. The Mozilla-funded project, “Integrating Ethics in Technical Communication: Redefining English Language Pedagogy for the Students of Technology in India”, attempts to leverage the potential interdisciplinarity of English Language Teaching (ELT) in technology curricula to raise responsible technologists. 

A humanitarian education for students of technology may serve to address the existing injustices of the technological infrastructure of the present. Questions of accessibility, inclusivity, marginality, and human rights are extremely pertinent to the formation of an ideal technology-driven society - one that is more cognizant of the many disadvantages that hound our current one. An interdisciplinary inquiry into these subjects may involve interrogating the core principles that artificial intelligence, internet algorithms, and digital spaces operate on, most of which have a basis in the consumerist tendencies of the current global landscape.  

As disciplines move towards a more multimodal model of education, it becomes imperative for students to familiarize themselves with the innumerable modes of communication that the digital landscapes offer, especially in this new age of AI. The combination of several forms of representation has been facilitated by the introduction of AI tools into the field of ELT. These shifting paradigms have endorsed the necessity for an active model of learning as opposed to traditional prescriptive methods. Additionally, this would enable educators to devise personalized and accessible means of instruction. As the abilities of the learners are fore fronted in our educational system, we are faced with the question of how productivity and engagements can be improved in environments which otherwise seem disruptive. It becomes crucial to inquire into the possibilities of AI and how it can be harnessed within the realm of education to construct an ethical, inclusive and modern system.  

To this end, we invite applications from academicians and industry professionals to participate in an event that is oriented towards making practical changes in how we approach these questions of technological and humanitarian significance. Rather than a singular emphasis on Artificial Intelligence, the event encompasses debates around accessibility, inclusion, preservation, multimodality and ELT. This event aims to convene ___ selected thinkers to discuss the gaps in AI-related interdisciplinary pedagogy and hence initiate a holistic discourse on technological development. 

The proposed sub-themes for the papers may focus on but are not limited to 

• Equity and Access in AI-Enhanced ELT 
• Usage of Interactive Online Platforms and Tools to Enhance Accessibility 
• Frameworks for Culturally Responsive Teaching through AI 
• Gender Transformative Approaches in Technology assisted ELE 
• Detecting Biases and Deficiencies in Language Model Presentation of Underrepresented Topics 
• 21st Century Skills through AI Assisted Education 
• AI in English Language Education Pedagogical Principles and Practices 
• ELT-Driven Interdisciplinary Curriculum Development 
• Reconsidering Legalities in the Wake of AI vis-a-vis Intellectual Property Rights 
• Legal Frameworks for Ethical Accountability in Cases of AI-Driven Automation 
• AI Explainability and Ultimate Human Responsibility 
• Language Evolution via Internet Algorithms- Visibility and Censorship 
• Preservation and Revitalisation of Language and Communicative Strategies through Technology 

Interested presenters are required to submit an abstract of 300 words and a 150-word bio note and should be submitted to [email protected] .  

Important Dates  

Deadline for Abstract Submission -15 Oct 2024 

Notification of acceptance - 21 Nov 2024.  

Full Paper Submission - 10 Jan 2025 

Guidelines for the Abstract Submission

Title of the paper

Author name and Institutional affiliation

Word limit for abstracts is restricted to 300 words

Indicate maximum five keywords

If there are multiple authors, one author shall take the responsibility to submit on behalf of the team. Kindly mention the names of the team members in the document

Link to submit abstract: https://forms.gle/1oCeHFDiTLFQW2kU7

Guidelines for the Research Paper  

Word Limit - 3000 words excluding Bibliography  

The article should adhere to the guidelines of MLA 9th edition. You may visit this link https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_changes_9th_edition.html for reference 

For Presenters:   

Please register for the conference via the google forms  

Presenters can choose online/ hybrid mode presentation depending on their geographic location 

E-certificates will be provided for both presentation and participation within a week after the conference 

Presenters are expected to make a PPT for their presentation 

This should summarise their entire paper while touching on the key aspects such as -Introduction, Question, Objectives. Hypothesis (if necessary), Methodology, Findings, Analysis and Conclusion.  

Time Limit for the presentation is 10 minutes. Q&A will be taken towards the end after the presentation 

For Participants:   

Please register for the conference via the google forms 

Participants requested to be there in presence for the conference 

E-certificates will be provided for participation within a week after the conference