My Definition of Literacy

First, I want to draw a distinction between language and literacy. These terms are often mistakenly used interchangeably (Anstey & Bull, 2004), when in reality language is merely one semiotic system ^___ a system of signs or symbols for communicating meaning (Anstey & Bull, 2004). When we talk about literacy, we are talking about the ability to decode and use a range of semiotic systems (Gee, 1992, as cited by Anstey & Bull, 2004) However, the concept of literacy has changed over time, developing from an idea where reading and writing were regarded as separate skills (Christie & Misson, 1998) to the concept of multiliteracies. Below is a video clip exploring the possibilities of multiliteracies in the 21st century:

Gee (1990) discusses discourses as “coordinated ways of being in the world,” and this is pertinent to literacies because schools value and reproduce dominant societal discourses (Bourdieu & Passeron, 1973). In this way, marginalised or minority groups, such indigenous students or students from a low socioeconomic background, with literacies differing from the literacies of these dominant discourses can be limited, while the dominant discourses are further empowered (Anstey & Bull 2004). This is where explicit literacy teaching becomes essential for equitable outcomes for all students.

From the image above, we can see different discourses each have unique associated literacies, and from this we can see literacy is a social practise (Lankshear & Lawler, 1987 as cited by Anstey & Bull, 2004).