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- L'alfabetització és l'acció i efecte d'ensenyar de llegir i d'escriure grans masses de persones adultes i d'instruir-les; és l'acció d'ensenyar a llegir i escriure a les persones d'una regió o comunitat. En l'informe final de la Cinquena Conferència Internacional sobre l'Educació dels Adults, organitzada per la Unesco, es va concloure que és "l'adquisició dels coneixements i les competències bàsiques que tots necessitem en un món que canvia ràpidament, i un dret fonamental dels éssers humans". L'alfabetisme és la capacitat d'estar alfabetitzat. Sovint inclou la capacitat de dominar operacions bàsiques de càlcul i tenir unes mínimes nocions culturals per a sobreviure en l'entorn. Molts polítics consideren la taxa d'alfabetització (el percentatge d'una regió que pot llegir i escriure) com un mesurament crucial del capital humà i de l'accés a noves oportunitats d'ocupació i desenvolupament en la societat així com en la capacitat per produir riquesa i la igualtat social. Per a altres, serveix com a indicador de la cultura d'un país; és un factor més per tenir en compte el seu grau de desenvolupament. Alfabetitzar sovint es considera el aprenentatge del primer nivell de l'educació d'adults i equival als primers cursos de l'educació primària. Molts països han dut a terme campanyes d'alfabetització, generalment en correlació amb fenòmens de profund canvi social: la reforma a Alemanya, la Revolució Francesa, la Revolució Russa, la Revolució Cubana, etc. Les bases de les campanyes mundials d'alfabetització daten, però, del 1962 i són un dels resultats de l'empresa d'educació popular i de base començada al segle XIX. La UNESCO, en la sessió de la conferència general del novembre de 1960, llançà les bases d'un programa mundial d'alfabetització, i a l'assemblea general de l'ONU del desembre de 1961 hom demanà que aquest organisme se'n responsabilitzés; la seva feina consisteix a coordinar les diferents accions i a fer el programa d'estudis, i a fornir consells, experts i precisions tècniques als estats. Hi ha grans diferències entre el nombre d'analfabets als països desenvolupats i els anomenats del "tercer món", i en aquests països, també existeixen grans diferències entre homes i dones, que són les que sovint tenen menys accés a l'ensenyament. Segons la Unesco, es calcula que l'any 2000 hi havia uns 90 milions de persones analfabetes. L'opacitat de les dades de determinats governs no ajuda a la detecció i solució del problema. Els països de l'antic bloc soviètic són dels que més esforços van fer en aquest camp. Determinats tècnics diferencien entre analfabetisme i il·letrisme. Una persona il·letrada pot entendre un missatge senzill, copsa el mecanisme de la lectoescriptura, però no pot arribar a la idea central d'un text curt i no sap usar els conceptes que llegeix. L'il·letrisme és molt més difícil de mesurar i afecta també zones desenvolupades. Està molt relacionat amb la qualitat de l'educació. El Dia internacional de l'alfabetització se celebra el dia 8 de setembre.
- Gramotnost je individuální schopnost číst a psát. Neznamená pouze schopnost identifikovat jednotlivá písmena nebo schopnost napsat jednoduchá slova. Gramotnost je schopnost plynule číst i delší text a především - schopnost porozumět jeho obsahu. Gramotnost vyjadřuje jaký podíl populace je schopen zorientovat se v textu, podepsat se, spočítat si něco Samozřejmě na příslušníky společnosti je kladen vyšší nárok, jak získané dovednosti dokáží využít - funkční gramotnost 1 literární gramotnost (schopnost porozumět textu) 2) dokumentová gramotnost (schopnost vyhledat informace i někde jinde než v daném textu) 3) numerická gramotnost (schopnost pracovat s čísly, s matematickými operacemi) Funkční gramotnost je možno neustále rozvíjet. Gramotnost není odrazem stupně vzdělání. V ČR vyšší vzdělání koreluje s kvalitou funkční gramotnosti. Opakem gramotnosti je negramotnost. S cílem zvýšit gramotnost jsou často pořádány alfabetizační kampaně.
- Als Alphabetisierung bezeichnet man den Prozess der Vermittlung der Lesefähigkeit sowie ggf. auch der Schreibfähigkeit, unabhängig davon, ob die erlernte Schrift eine alphabetische ist. Der Grad der Lese- oder Schreib- bzw. Schriftkompetenz einer Bevölkerung kann prozentual für einzelne Bevölkerungsschichten sowie teilweise auch für historische Epochen angegeben werden. Alphabetisierung gilt als Basisbildung.
- Literacy has been described as the ability to read for knowledge and write coherently and think critically about the written word. Literacy can also include the ability to understand all forms of communication, be it body language, pictures, video or sound (reading, speaking, listening and viewing). Evolving definitions of literacy often include all the symbol systems relevant to a particular community. Literacy encompasses a complex set of abilities to understand and use the dominant symbol systems of a culture for personal and community development. In a technological society, the concept of literacy is expanding to include the media and electronic text, in addition to alphabetic and number systems. These abilities vary in different social and cultural contexts according to need and demand. Literacy represents the lifelong, intellectual process of gaining meaning from print. Key to all literacy is reading development, which involves a progression of skills that begins with the ability to understand spoken words and decode written words, and culminates in the deep understanding of text. Reading development involves a range of complex language underpinnings including awareness of speech sounds, spelling patterns, word meaning, grammar and patterns of word formation, all of which provide a necessary platform for reading fluency and comprehension. Once these skills are acquired the reader can attain full language literacy, which includes the abilities to approach printed material with critical analysis, inference and synthesis; to write with accuracy and coherence; and to use information and insights from text as the basis for informed decisions and creative thought. The United Nations Educational, Scientific and Cultural Organization defines literacy as 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."
- La alfabetización es la habilidad de usar texto para comunicarse a través del espacio y el tiempo. Se reduce a menudo a la habilidad de leer y escribir, o a veces, sólo a la de leer. Los estándares para los que se constituyen los niveles de alfabetización varían entre las diferentes sociedades. Algunas otras destrezas como la informática o las nociones elementales de cálculo aritmético básicas también se pueden incluir en definiciones más amplias de alfabetización. El Día Internacional de la Alfabetización se celebra el 8 de septiembre.
- Lukutaito voidaan käsittää hyvinkin laajasti. Sen sijaan, että katsottaisiin vain mekaanista lukutaitoa lukutaidon arvioinnissa painotetaan nykyisin funktionaalista lukutaitoa. "Nykyisen näkemyksen mukaan peruskoulutuksensa päättävien nuorten tulisi pystyä rakentamaan, laajentamaan, pohtimaan ja arvioimaan lukemiensa tekstien merkitystä, olivatpa tekstit perinteisiä proosatekstejä tai epälineaarisia dokumenttitekstejä, jotka liittyvät erilaisiin arkielämän tilanteisiin sekä koulussa että sen ulkopuolella. " Näitä lukutaidon osa-alueita eivät sisällä sisälukutaito ja ulkoa lukeminen. OECD:n PISA-hankkeessa käytetään seuraavanlaista lukutaidon määritelmää: "Lukutaito on kirjoitettujen tekstien ymmärtämistä, käyttöä ja arviointia lukijan omien tavoitteiden saavuttamiseksi, tietojen ja valmiuksien kehittämiseksi sekä yhteiskuntaelämään osallistumiseksi. " Myös kahdessa edellisessä kansainvälisessä lukutaitotutkimuksessa (IEA Reading Literacy Study ja OECD International Adult Literacy Survey) on painotettu lukemisen funktionaalista luonnetta. IEA:n arviointitutkimuksessa lukutaito määriteltiin kykynä ymmärtää ja käyttää yhteiskunnan edellyttämiä ja/tai yksilön arvostamia kirjoitetun kielen muotoja. Aikuisten lukutaito määritellään siinä "painetun ja kirjoitetun informaation käyttämisenä yhteiskunnassa toimimiseksi, omien tavoitteiden saavuttamiseksi sekä tietojen ja valmiuksien kehittämiseksi".
- L'alphabétisation est «l'acquisition des connaissances et des compétences de base dont chacun a besoin dans un monde en rapide évolution [et et] un droit fondamental de la personne humaine. »
- L'alfabetizzazione è il grado (minore o maggiore) di sviluppo delle capacità individuali di lettura e scrittura, con riferimento al gruppo culturale di appartenenza.
- リテラシー（英: literacy）とは、 書き言葉を正しく読んだり書いたりできる能力 何らかの表現されたものを、適切に理解・解釈し、分析し、また記述・表現する能力
- 문해(文解) 또는 문자 해득(文字解得)은 문자를 읽고 쓸 수 있는 일 또는 그러한 일을 할 수 있는 능력을 말한다. 넓게는 말하기, 듣기, 읽기, 쓰기와 같은 언어의 모든 영역이 가능한 상태를 말한다. 유네스코는 "문해란 다양한 내용에 대한 글과 출판물을 사용하여 정의, 이해, 해석, 창작, 의사 소통, 계산 등을 할 수 있는 능력"이라 정의하였다.
- De alfabetiseringsgraad is een statistische grootheid die het alfabetisme aangeeft; het aandeel van een bevolkingsgroep dat kan lezen of schrijven. Hiermee is het tevens een indicator voor de ontwikkelingsgraad van een bevolkingsgroep. Het wordt vaak uitgedrukt als een percentage van het totale aantal mensen, mannen of vrouwen. De alfabetiseringsgraad zegt iets over in hoeverre de overheid er in is geslaagd om de bevolking te scholen. Het cijfer wordt vaak gebruikt om de ontwikkelingsgraad van ontwikkelingslanden aan te geven of de verhouding van het aantal vrouwen dat kan lezen of schrijven ten opzichte van het aantal mannen. Het wordt vaak gebruikt binnen vergelijkingssystemen, zoals de Menselijke-ontwikkelingsindex van de VN. Oorzaken voor verschillen tussen landen en gebieden binnen landen: Migratieachtergrond (nieuwkomers, gastarbeiders of vluchtelingen) Culturele achtergrond (bijvoorbeeld het kastensysteem in India en stamregels in Nigeria) Discriminatie van bepaalde groepen door anderen met macht Een voorbeeld van discriminatie is de positie van de vrouw ten opzichte van de man binnen sommige religieuze fundamentalistische groepen, zoals de Taliban. De alfabetiseringsgraad zegt echter niet altijd alles over een bevolking. Naast primair analfabetisme komt vooral in ontwikkelingslanden ook secundair en tertiair analfabetisme voor. Secundair analfabetisme geeft het aantal mensen in een bevolkingsgroep aan dat op latere leeftijd door gebrek aan oefening het vermogen tot lezen en/of schrijven is kwijtgeraakt. Bij tertiair analfabetisme gaat het om een gedeelte van deze vaardigheden.
- Lesekyndighet er evnen til å kunne lese og skrive. I noe utvidet forstand kan man også ta med evnen til å forstå et språk ved lytting og å tale språket. I moderne sammenheng definerer man funksjonelle lesere, det vil si at man er i stand til å lese og skrive på et nivå som tillater normal kommunikasjon og som gjør det mulig å forstå og kommunisere tanker og delta i et skriftbrukende samfunn. Det å ikke være lesekyndig i det hele tatt kalles analfabetisme. Mellom det å være en funksjonell leser og å være analfabet befinner det seg en gruppe som er i stand til å lese enkle tekster, men som ikke vil kunne håndtere vanskelige tekster og som har betydelige problemer med å selv uttrykke seg skriftlig. Man taler også om funksjonelle analfabeter, personer som kjenner til hvordan man leser og kan klare å lese enkelte ord og setninger, men som i praksis ikke er lesekyndige. Leseferdigheter regnes av mange som en svært viktig del av et områdes menneskelige kapital. Årsaken til dette er at lesekyndige kan utdannes med mindre kostnader enn ikke lesekyndige, at de generelt har en høyere sosio-økonomisk status og at de har bedre helse og jobbmuligheter. I Kerala i India sank kvinnelig dødelighet og barnedødelighet dramatisk i 1960-årene, da unge kvinner som hadde fått skolegang etter reformene fra 1948 begynte å stifte familier. En del forskere argumenterer for at denne effekten ikke er knyttet spesifikt til lesekyndighet, men at den henger sammen med skolegang generelt. Skolegangen vil uansett ha lesekyndighet som et viktig mål.
- Alfabetyzm – określenie odnoszące się do podstawowych zasobów wiedzy i umiejętności niezbędnych do uczestnictwa w życiu społecznym danej zbiorowości ludzkiej. Wymagany zestaw tych zasobów zależy od czynników historycznych i społeczno-kulturowych. Dotyczy kompetencji zdobywanych przez całe życie jednostki i uznawanych w danej epoce za podstawowe, stanowiące wymóg społeczny i poddawane kontroli społecznej. Dotyczy zarówno cech zdobywanych w edukacji nieformalnej, jak i drogą formalnego systemu nauczania. Alfabetyzm odnosi się nie tylko do umiejętności czytania i pisania, ale też do podstawowej wiedzy matematycznej, geograficznej, biologicznej, fizycznej, technicznej, o społeczeństwie oraz umiejętności jak posługiwanie się komputerem i internetem.
- A alfabetização consiste no aprendizado do alfabeto e de sua utilização como código de comunicação. De um modo mais abrangente, a alfabetização é definida como um processo no qual o indivíduo constrói a gramática e em suas variações. Esse processo não se resume apenas na aquisição dessas habilidades mecânicas do acto de ler, mas na capacidade de interpretar, compreender, criticar, resignificar e produzir conhecimento. Todas essas capacidades citadas anteriormente só serão concretizadas se os alunos tiverem acesso a todos os tipos de portadores de textos. O aluno precisa encontrar os usos sociais da leitura e da escrita. A alfabetização envolve também o desenvolvimento de novas formas de compreensão e uso da linguagem de uma maneira geral. A alfabetização de um indivíduo promove sua socialização, já que possibilita o estabelecimento de novos tipos de trocas simbólicas com outros indivíduos, acesso a bens culturais e a facilidades oferecidas pelas instituições sociais. A alfabetização é um fator propulsor do exercício consciente da cidadania e do desenvolvimento da sociedade como um todo.
- Гра́мотность — степень владения человеком навыками письма и чтения на родном языке. Традиционно под словом «грамотный» подразумевают человека, умеющего читать и писать или только читать на каком-либо языке. В современном смысле это означает способность писать согласно установленным нормам грамматики и правописания. Людей, умеющих только читать, также называют «полуграмотными». В статистике под грамотностью понимается способность человека прочитать, понять и написать короткий простой текст, касающийся его повседневной жизни. Уровень грамотности взрослого населения — доля грамотных в возрасте 15 лет и старше. Индекс грамотности (называемый иногда просто грамотность) данного народа есть отношение между числом грамотных и численностью всего населения. Отношение это обыкновенно выражается в процентах. Индекс грамотности если и не измеряет, то, во всяком случае, характеризует уровень развития начального образования. Грамотность — фундамент, на котором можно построить дальнейшее развитие человека. Открывая доступ к книге, она даёт возможность пользоваться сокровищницей мысли и знания, созданной человечеством. Однако грамотность может выступать и как орудие пропаганды той или иной идеологии в обществе. Чему и как служит грамотность, зависит от условий, в которые поставлено народное образование данной страны. Степенью распространения грамотности характеризуется степень участия народа той или иной страны в умственной жизни всего человечества, но характеризуется лишь до известной степени, так как и народы неграмотные участвуют и участвовали, хотя, возможно, и в меньшей мере, в накоплении умственных и нравственных сокровищ человечества.
- Läskunnighet, eller alfabetism, i motsats till analfabetism, är ett ord som uttrycker huruvida en person eller ett kollektiv av människor är i stånd att på egen hand tillgodogöra sig och förstå en skriven text. Då man jämför länder brukar man räkna läskunnigheten i olika länder. I industriländerna kan nästan alla läsa och skriva, och kan de inte det beror det ofta på dyslexi eller som barn bott i utvecklingsland och inte fått gå i skolan då. I många utvecklingsländer, där många barn inte får gå i skola, brukar läskunnigheten vara lägre. Analfabetismen har minskat kraftigt under 1900-talet och halverats sedan 1970. Läskunnigheten ökar i alla världsdelar.
- Гра́мотність (значною мірою рівноправний термін письме́нність) — традиційно визначається як вміння читати й писати або вміння використовувати мову, щоб читати, писати чи розмовляти. Традиційно під словом грамотний або письменний мають на увазі людину, що вміє читати й писати або тільки читати будь-якою мовою. У сучасному розумінні це означає здатність писати згідно з заведеними нормами граматики й правопису. Людей, що вміють тільки читати, також називають «напівграмотними». У статистиці під грамотністю розуміється здатність людини прочитати, зрозуміти й написати короткий простий текст, що стосується її повсякденного життя. Рівень грамотності дорослого населення — частка грамотних у віці від 15 років і старших. Індекс грамотності (званий іноді просто грамотність) певного народу є відношення між числом грамотних осіб і чисельністю всього населення. Відношення це звичайно виражається у відсотках. Грамотністю, що виражена в відсотках, якщо й не вимірюється, то, у всякому разі, яскраво характеризується ступінь народної освіти. Грамотність — фундамент, на якому можна збудувати подальший розвиток людини. Відкриваючи доступ до книги, вона дає можливість користуватися скарбницею думки та знання, що створені людством. Але можливість —це ще не факт. Ступенем поширення грамотності в даному народі характеризується ступінь участі всього народу в розумовім житті людства, але характеризується лише до певної міри, бо й неписьменні народи беруть участь і брали участь, хоча й незначною мірою, в накопиченні розумових і моральних скарбів людства. Багато зусиль для зростання грамотності (подолання неграмотності) робить ЮНЕСКО. Ця авторитетна міжнародна організація вважає грамотність одним з базових прав людини і вважає, що « Грамотність є право людини, інструмент особистих повноважень і можливостей для соціального і людського розвитку. Освітні можливості залежать від грамотності. »
- Sự biết viết, sự biết đọc hay khả năng biết đọc, biết viết theo UNESCO là "khả năng nhận biết, hiểu, sáng tạo, truyền đạt, tính toán và dùng chữ được in ra va viết ra liên kết cùng với văn cảnh khác nhau. " Tổ chức Giáo dục, Khoa học và Văn hóa Liên Hiệp Quốc (UNESCO) đã định nghĩa và nhấn mạnh chữ in (và không bao gồm hình ảnh, truyền hình, v.v. ); Mù chữ - tình trạng người không biết đọc, không biết viết - là một trong những vấn nạn của nhiều nước trên thế giới. Gần đây, Liên Hiệp Quốc đã định nghĩa lại khái niệm mù chữ trong thế kỷ mới: Loại thứ nhất là những người không biết chữ, không đọc sách được. Đó là loại mù chữ cũ theo nghĩa truyền thống. Loại thứ hai là những người không phân biệt được những phù hiệu, tín hiệu xã hội hiện đại (ví dụ như bảng đèn hiệu giao thông, biển báo nhà vệ sinh nam, nữ...). Loại thứ ba là những người không biết sử dụng máy tính để học tập, giao lưu, quản lý. Hai loại mù chữ sau bị coi là mù chữ về tính năng. Họ tuy đã được giáo dục, nhưng về phương diện thường thức khoa học - kỹ thuật hiện đại, cũng thiếu năng lực như mù chữ trước đây. Xem thêm Tài liệu của Liên Hiệp Quốc về phát triển nhân loại
- 識字，有時稱為讀寫能力，是指人閱讀和書寫文字的基本能力。根據聯合國教科文組織的定義，識字是指能夠閱讀理解及書寫表達日常生活中出現簡單文句。 简单地说，这是指读写能力。更准确地说，应该是指文化程度，包括认识、理解、解释、创造、通讯、计算、表达、阅读各种印刷、电脑显示、光盘播放等等资料的能力。
- Literacy refers to the ability to read for knowledge and write coherently and think critically about the written word. Visual literacy includes in addition the ability to understand all forms of communication, be it body language, pictures, maps, or video. Evolving definitions of literacy often include all the symbol systems relevant to a particular community. Literacy encompasses a complex set of abilities to understand and use the dominant symbol systems of a culture for personal and community development. In a technological society, the concept of literacy is expanding to include the media and electronic text, in addition to alphabetic and number systems. These abilities vary in different social and cultural contexts according to need and demand. The primary sense of literacy still represents the lifelong, intellectual process of gaining meaning from a critical interpretation of the written or printed text. Key to all literacy is reading development, a progression of skills that begins with the ability to understand spoken words and decode written words, and culminates in the deep understanding of text. Reading development involves a range of complex language underpinnings including awareness of speech sounds, spelling patterns, word meaning, grammar and patterns of word formation, all of which provide a necessary platform for reading fluency and comprehension. Once these skills are acquired the reader can attain full language literacy, which includes the abilities to approach printed material with critical analysis, inference and synthesis; to write with accuracy and coherence; and to use information and insights from text as the basis for informed decisions and creative thought. The United Nations Educational, Scientific and Cultural Organization defines literacy as 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."
- Literacy refers to the ability to read for knowledge, write coherently, and think critically about the written word. Visual literacy includes in addition the ability to understand all forms of communication, be it body language, pictures, maps, or video. Evolving definitions of literacy often include all the symbol systems relevant to a particular community. Literacy encompasses a complex set of abilities to understand and use the dominant symbol systems of a culture for personal and community development. In a technological society, the concept of literacy is expanding to include the media and electronic text, in addition to alphabetic and number systems. These abilities vary in different social and cultural contexts according to need and demand. The primary sense of literacy still represents the lifelong, intellectual process of gaining meaning from a critical interpretation of the written or printed text. Key to all literacy is reading development, a progression of skills that begins with the ability to understand spoken words and decode written words, and culminates in the deep understanding of text. Reading development involves a range of complex language underpinnings including awareness of speech sounds, spelling patterns, word meaning, grammar and patterns of word formation, all of which provide a necessary platform for reading fluency and comprehension. Once these skills are acquired the reader can attain full language literacy, which includes the abilities to approach printed material with critical analysis, inference and synthesis; to write with accuracy and coherence; and to use information and insights from text as the basis for informed decisions and creative thought. The United Nations Educational, Scientific and Cultural Organization defines literacy as 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."
- Literacy is the ability to read for knowledge, write coherently, and think critically about the written word. Visual literacy includes in addition the ability to understand all forms of communication, be it body language, pictures, maps, or video. Evolving definitions of literacy often include all the symbol systems relevant to a particular community. Literacy encompasses a complex set of abilities to understand and use the dominant symbol systems of a culture for personal and community development. In a technological society, the concept of literacy is expanding to include the media and electronic text, in addition to alphabetic and number systems. These abilities vary in different social and cultural contexts according to need and demand. The primary sense of literacy still represents the lifelong, intellectual process of gaining meaning from a critical interpretation of the written or printed text. Key to all literacy is reading development, a progression of skills that begins with the ability to understand spoken words and decode written words, and culminates in the deep understanding of text. Reading development involves a range of complex language underpinnings including awareness of speech sounds, spelling patterns, word meaning, grammar and patterns of word formation, all of which provide a necessary platform for reading fluency and comprehension. Once these skills are acquired the reader can attain full language literacy, which includes the abilities to approach printed material with critical analysis, inference and synthesis; to write with accuracy and coherence; and to use information and insights from text as the basis for informed decisions and creative thought. The United Nations Educational, Scientific and Cultural Organization defines literacy as 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."
- Literacy is the ability to read for knowledge and interest, write coherently, and think critically about the written word. Visual literacy includes in addition the ability to understand all forms of communication, be it body language, pictures, maps, or video. Evolving definitions of literacy often include all the symbol systems relevant to a particular community. Literacy encompasses a complex set of abilities to understand and use the dominant symbol systems of a culture for personal and community development. In a technological society, the concept of literacy is expanding to include the media and electronic text, in addition to alphabetic and number systems. These abilities vary in different social and cultural contexts according to need and demand. The primary sense of literacy still represents the lifelong, intellectual process of gaining meaning from a critical interpretation of the written or printed text. Key to all literacy is reading development, a progression of skills that begins with the ability to understand spoken words and decode written words, and culminates in the deep understanding of text. Reading development involves a range of complex language underpinnings including awareness of speech sounds, spelling patterns, word meaning, grammar and patterns of word formation, all of which provide a necessary platform for reading fluency and comprehension. Once these skills are acquired the reader can attain full language literacy, which includes the abilities to approach printed material with critical analysis, inference and synthesis; to write with accuracy and coherence; and to use information and insights from text as the basis for informed decisions and creative thought. The United Nations Educational, Scientific and Cultural Organization defines literacy as 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."
- Literacy is the ability to read and write one's own name and further for knowledge and interest, write coherently, and think critically about the written word. Visual literacy includes in addition the ability to understand all forms of communication, be it body language, pictures, maps, or video. Evolving definitions of literacy often include all the symbol systems relevant to a particular community. Literacy encompasses a complex set of abilities to understand and use the dominant symbol systems of a culture for personal and community development. In a technological society, the concept of literacy is expanding to include the media and electronic text, in addition to alphabetic and number systems. These abilities vary in different social and cultural contexts according to need and demand. The primary sense of literacy still represents the lifelong, intellectual process of gaining meaning from a critical interpretation of the written or printed text. Key to all literacy is reading development, a progression of skills that begins with the ability to understand spoken words and decode written words, and culminates in the deep understanding of text. Reading development involves a range of complex language underpinnings including awareness of speech sounds, spelling patterns, word meaning, grammar and patterns of word formation, all of which provide a necessary platform for reading fluency and comprehension. Once these skills are acquired the reader can attain full language literacy, which includes the abilities to approach printed material with critical analysis, inference and synthesis; to write with accuracy and coherence; and to use information and insights from text as the basis for informed decisions and creative thought. The United Nations Educational, Scientific and Cultural Organization defines literacy as 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."
- Literacy is the ability to read and write one's own name and further for knowledge and interest, write coherently, and think critically about the written word. The inability to do so is called illiteracy or analphabetism. Visual literacy includes in addition the ability to understand all forms of communication, be it body language, pictures, maps, or video. Evolving definitions of literacy often include all the symbol systems relevant to a particular community. Literacy encompasses a complex set of abilities to understand and use the dominant symbol systems of a culture for personal and community development. In a technological society, the concept of literacy is expanding to include the media and electronic text, in addition to alphabetic and number systems. These abilities vary in different social and cultural contexts according to need and demand. The primary sense of literacy still represents the lifelong, intellectual process of gaining meaning from a critical interpretation of the written or printed text. Key to all literacy is reading development, a progression of skills that begins with the ability to understand spoken words and decode written words, and culminates in the deep understanding of text. Reading development involves a range of complex language underpinnings including awareness of speech sounds, spelling patterns, word meaning, grammar and patterns of word formation, all of which provide a necessary platform for reading fluency and comprehension. Once these skills are acquired the reader can attain full language literacy, which includes the abilities to approach printed material with critical analysis, inference and synthesis; to write with accuracy and coherence; and to use information and insights from text as the basis for informed decisions and creative thought. The United Nations Educational, Scientific and Cultural Organization defines literacy as 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."
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