Literacy in the 21st Century: Towards a Dynamic Nexus of Social Relations

Autor/in	Benavot, Aaron
Titel	Literacy in the 21st Century: Towards a Dynamic Nexus of Social Relations
Quelle	In: International Review of Education, 61 (2015) 3, S.273-294 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-015-9463-3
Schlagwörter	Literacy; Interpersonal Communication; Interaction; Educational Policy; Educational Practices; Interpersonal Relationship; Interpersonal Competence; Educational Trends; Performance Factors; Educational Strategies; Barriers; Program Implementation; Program Effectiveness; Nonformal Education; Context Effect; Program Improvement; Alignment (Education) + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Interpersonale Kommunikation; Interaktion; Politics of education; Bildungspolitik; Bildungspraxis; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interpersonale Kompetenz; Bildungsentwicklung; Leistungsindikator; Lehrstrategie; Non-formal education; Non formal education; Nichtformale Bildung
Abstract	Literacy is an essential means of communication. It enables individuals, communities and institutions to interact, over time and across space, as they develop a web of social relations via language. Effective literacy policies, programmes and practices expand the scale of social communication and interaction. Thus, literacy thrives when a state of connectedness--or social nexus of relations--is forged and sustained among individuals, households, communities and social institutions. This paper provides an overview of recent literacy trends and challenges as well as core aspects of the policy strategies which seek to address them. It reviews the main barriers or complicating factors which limit the effective implementation of literacy policies. The paper describes how the notion of non-formal education, which frames many scholarly and policy accounts of adult literacy work today, is under-conceptualised. One result of this is a relatively undifferentiated view of literacy programmes and their specific non-formal components. The author argues that the concept of the social nexus of literacy is implicit in many analyses of literacy policies and strategies. Thus, well-defined, context-specific and sharply conceived literacy policies, which enhance the social nexus of literacy, are crucial for improving the effectiveness of literacy work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01