Object's details: The Phenomenon of Functional Illiteracy in the Light of Empirical Studies

Provider:Akademicka Platforma Czasopism

Description

Title:
The Phenomenon of Functional Illiteracy in the Light of Empirical Studies
Creator:
Przybylska, Ewa
Description:
The aim of the article is to throw light on the phenomenon of contemporary functional illiteracy in the countries of the prosperous West. According to the international comparative studies and the ones conducted in several Western European countries, this phenomenonaffects a great population of adults who fulfilled schooling obligation in childhood. The range of illiteracy has contributed to making literacy a significant political and educational issue and scrutinizing the problem of functional illiteracy by the scientists. The article outlinessome of the threads interesting to the illiteracy researchers in German and English language areas. These are issues connected with conceptualisation of illiteracy phenomenon, its causes and results, and the problems of learning of adult illiterates. The contemporary concepts ofliteracy and programs focused on improving literacy skills emphasize “dispersion” of literacy practices, their embedding in individuals’ localness and subjectivity. This questions all the attempts of imposing universal standards and the only right language patterns. Individuals’needs within the scope of the ability to read and write are highly particularized; they depend on life situations, needs and interests of individuals. With regard to the reasons for illiteracy, there is a conviction dominating in the scientific milieu that they are rooted mainly in social and economic poverty as well as improper socialization in family and school, although other “dysfunctional contexts” are noticed in illiterate people’s lives. What is more, the effectsof illiteracy cannot be generalized. Admittedly, functional illiteracy carries risk of social exclusion, still, it does not affect all people with low literacy skills. With regard to teaching and learning of illiterates, there is consistency concerning compliance with the principle of subjectivity and approach according to the needs and abilities of learners. The validity of using biographical methods and necessity of professionalization of educators working withilliterates are emphasized.
Object availability:
free access
Rights:
Prawa autorskie (c) 2018 Przegląd Badań Edukacyjnych
Date:
2018.01.29
Type:
info:eu-repo/semantics/article;
info:eu-repo/semantics/publishedVersion
Language:
Polish
Source:
Przegląd Badań Edukacyjnych (Educational Studies Review); Bd. 2 Nr. 25 (2017); 91-109;
Przegląd Badań Edukacyjnych (Educational Studies Review); Vol. 2 No. 25 (2017); 91-109;
Przegląd Badań Edukacyjnych; Tom 2 Nr 25 (2017); 91-109;
Przegląd Badań Edukacyjnych (Educational Studies Review); Том 2 № 25 (2017); 91-109;
2392-1544;
1895-4308
Format:
application/pdf
Publisher:
Nicolaus Copernicus University in Torun
Relation: https://apcz.umk.pl/PBE/article/view/PBE.2017.021/14088
Subject:
functional illiteracy;
literacy;
illiteracy;
literacy practices;
research
Identifier: https://apcz.umk.pl/PBE/article/view/PBE.2017.021
Data provider:
Akademicka Platforma Czasopism

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