By Lilian H. HIll
Over the last 18 months, we have
written about many forms of literacy, including algorithmic, assessment,
cultural, digital, emotional, financial, graphic, health, historical,
information, literacy 4.0/5.0, news, organizational health, scientific, social
media, and visual literacies. Other types of literacy still need to be tackled.
Attaching the word literacy to so many ideas raises the question of whether basic
literacy (the ability to
read, write, comprehend, and do basic math) is being distorted.
While literacy is often defined as the ability to read and write, it can also be described as competence in a specific area. In that sense, literacy is a set of skills needed to function daily. As society becomes ever more complex, the literacy skills required to navigate life are expanding rather than being distorted. Functional literacy refers to the capacity of a person to engage in all activities which requires effective functioning. UNESCO defines functional literacy as “the capacity of a person to engage in all those activities in which literacy is required for effective function of his or her group and community and also for enabling him or her to continue to use reading, writing and calculation for his or her own and the community's development” (n.d.).
Categorical Terms for Literacy
The proliferation of novel descriptors of literacy has precipitated new terms used to describe categories of literacies: metaliteracy, trans literacy, and new literacies.
Metaliteracy is an overarching framework encompassing various types of literacy, including digital, information, media, and visual literacies. It emphasizes the interconnectedness of different literacies and the importance of reflective, participatory, and ethical practices. It emphasizes the importance of understanding how to critically assess, produce, and share information in a collaborative and participatory digital environment. It goes beyond individual literacies to include metacognitive skills, encouraging learners to reflect on their learning processes and become proactive, ethical participants in collaborative online environments.
Transliteracy is the ability to read, write, and interact across various platforms, tools, and media. This concept goes beyond traditional literacy, typically focused on reading and writing in print formats, encompassing digital, visual, textual, and technological literacies. Transliteracy reflects the interconnected, multimodal nature of contemporary communication and information practices.
New literacies refer to the skills and competencies required to navigate and engage with digital and networked environments effectively. This concept focuses on the specific abilities needed to use digital tools and platforms for communication, information retrieval, and content creation. These include digital literacy, media literacy, information literacy, visual literacy, and more. They emphasize the ability to locate, evaluate, create, and communicate information using various digital tools and platforms. Each new literacy addresses specific aspects of interacting with digital media and information technologies, such as understanding visual content (visual literacy) or critically analyzing media messages (media literacy).
Distinctions Among the Three Terms
A comparative table highlighting the characteristics of metaliteracy, transliteracy, and new literacies serves to delve more deeply into the distinctions among these three terms:
|
Characteristic |
Metaliteracy |
Transliteracy |
New Literacies |
|
Scope |
Broad and inclusive, covering traditional, digital, and social media literacies. |
Broad, but focused on navigating and integrating multiple forms of media and technology. |
Narrow, focused on literacies specific to digital environments and new media. |
|
Key Components |
Critical thinking, metacognition, collaboration, and participatory learning. |
Multimodal communication, cross-platform proficiency, interconnectedness, and adaptability. |
Digital literacy, media literacy, and the ability to use and critique new technologies. |
|
Focus |
Developing self-awareness in learning processes and the ability to assess and adapt to various literacies. |
Navigating and creating content across different media and platforms. |
Using and understanding new digital tools and platforms, often in social contexts. |
|
Skills Emphasized |
Reflective learning, critical evaluation, ethical participation, and adaptability. |
Multimodal literacy, digital and media literacy, critical thinking, and adaptability. |
Navigating digital environments, creating and interpreting digital content, and critical thinking. |
|
Examples of Practice |
Collaborative research projects, critical analysis of information sources, and participatory digital citizenship. |
Creating multimedia projects, engaging in social media, and integrating various forms of media in communication. |
Blogging, social media participation, digital storytelling, and online collaboration. |
|
Educational Approach |
Encourages reflective practice, critical thinking, and the integration of various literacies. |
Promotes the integration of different media and platforms in learning and communication. |
Emphasizes the importance of digital tools and platforms in contemporary literacy practices. |
|
Challenges Addressed |
Information overload, the credibility of sources, ethical use of information, and the integration of multiple literacies. |
Navigating complex, multimodal communication landscapes and adapting to new tools and media. |
Keeping up with rapidly evolving technologies and ensuring equitable access to digital literacies. |
|
Goals |
To create self-aware, critically engaged, and adaptable learners. |
To enable individuals to communicate effectively across multiple media and platforms. |
To equip individuals with the skills needed to navigate and create in digital environments. |
All three concepts recognize the evolving landscape of information and technology and emphasize the need for diverse, adaptable skills to navigate this environment effectively. Metaliteracy is a broader, integrative framework that combines various literacies and emphasizes critical thinking and active participation in online, collaborative communities (Badke, 2019). Transliteracy involves seamlessly and effectively understanding and using multiple forms of communication, including traditional print, digital media, and other emerging technologies. On the other hand, new literacies focus more narrowly on the specific digital skills and competencies needed to engage with digital environments effectively.
References
Badke, W. E. (2019). Metaliteracy, the framework, and all those other statements. Online Searcher, 43(5), 55-57.
UNESCO Institute for Statistics. Functional literacy. https://uis.unesco.org/en/glossary-term/functional-literacy
