Conventional literacy

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Conventional literacy

• This is the most basic form of literacy
• This defintion requires little more than one
  being able to read and write in order to be
  considered literate.
• In the 1980s census the Census Bureau defined
  literacy as the ability to read and write a
  simple message in any language. (Tozer et al.
  1998).

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Functional literacy

• Functional literacy implies the a people are able
  to comprehend what theyread well enough to
  function in society.
• It asks for example, can one write a check or
  fill out an application?
• There is a social component to functional
  literacy

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Informational Literacy

• ability to read and absorb the kind of knowledge
  that is associated with the school and to write
  examinations and reports based on such knowledge
  (Finn, p. 124).
• This level of literacy tends not to be creative
  and encourages memorization of facts.
  Informative literacy is different from functional
  literacy in that it does encourage one to
  demonstrate their comprehension of a text, but,
  unlike critical literacy, it does not encourage
  further synthesis or inquiry of information to
  create ones own knowledge.

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Literacy for Personal growth

• This type of literacy allows one to believe they
  have special powers of self improvement (Irwin,
  1996, p. 147).
• These powers are developed through personal
  writings and through reading novels, classics,
  and philosophy.
• Literacy for personal growth is seen in many
  classrooms today. Students are encouraged to
  develop a love for literacy by being surrounded
  with many forms of writing and by becoming
  authors themselves.

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Cultural literacy

• To fully comprehend what is read the reader must
  have some cultural knowledge about the context in
  which something is written
• Language cannot be disentangled from the
  cultural knowledge and understanding that give
  language meaning. (Tozer et al., 1998).

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Critical literacy

• This perspective aims sot empower people to
  criticize and to emancipate themselves from
  oppression social or economic conditions. (Tozer
  et al., 1998).
• People need to be taught how to think and act
  reflectively about what they read in order to
  recognize how power relations operate in our
  society,