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• National Literacy Mission - A Game Changing All India Literacy Campaign
• Political Science

What is The National Literacy Mission?

The National Literacy Mission was established in the year 1988 and launched by the Government of India on May 5, 1988 with the goal of eradicating illiteracy from the country by catering to the section of the society that requires education the most and will benefit from it. Thus, the National Literacy Mission was established not with the only motive of making every individual of the country self reliant in the three R's - Reading, Writing, and Arithmetic but so by making them aware of the developmental issues that cause hurdles to the growth of the society. The target group for this mission was set between the age group of 15 to 35. This Mission worked under the administration of the National Literacy Mission Authority which was an independent wing of the Department of Education. 

Main Programmes Under The National Literacy Mission

The two flagship programmes of the National Literacy Mission (NLM) include:

Total Literacy Programmes and

Post Literacy Programme

It is through these programmes that the objectives and aims of the mission could be given shape. The Total Literacy Campaign was aimed at imparting basic literacy to all the adult non literates from the decided age range. While the later programme was initiated to reinforce the literacy skills of the neo literates. The other rung that was made part of the existing two part project included the Continuing Education Programme that was aimed at providing facilities like reading rooms, rural libraries for the neo literates and different other sections of the community. All these three campaigns together formed the Total Literacy Campaign Programmes. In addition to the bare minimum education that was being provided, focus was also given on vocation training to the neo literates and several other disadvantaged and underprivileged sections of the society with the support of Jan Shikshan Sansthans.

The National Literacy Mission (NLM) launched its first successful campaign in the Kottayam city in Kerala and then the Ernakulam district of Kerala. By the end of November 2002, 596 districts out of the total 600 districts in the nation had been covered by the National Literacy Mission (NLM) under the total literacy campaign. Out of this total literacy campaign, 191 districts were a part of the post literacy phase while 238 had already entered the continuing education phase.

Objectives Of The National Literacy Mission (NLM)

The entire National Literacy Mission was aimed to mainly ensure that each citizen of the country gets an equal opportunity of education and a chance to enhance their skill set by making the best use of education. The major National Literacy Mission objectives and aims are as follows:

The aim was to undertake a  full scale literacy campaign which would be of a sustainable threshold level touching the minimum mark of 75% of the population by the year 2007. The mission seeked to fulfill this goal by imparting functional literacy to non-literates from the age of 15 to 35.

The objective was also to make all of the citizens self-reliant but alongside identifying and getting aware of the underlying causes of deprivation of education and going forward towards the amelioration of the condition by making every citizen a part of the process of development by helping people make the most out of education.

Helping with skill enhancement to improve the general well being and economic status of the people of the country.

Helping the students imbibe values of national integration, women's equality, conservation of the environment, observance of the nuclear family norms and the like.

Catalysing the reduction in gender gap in literacy by 10%.

Helping with the reduction of gender, social, and regional disparities in the educational spheres.

Results of The National Literacy Mission

The National Literacy Mission (NLM) resulted in the following major outcomes: 

It has been able to cover 597 districts in the country under various literacy programmes. Out of this 174 districts are not in Post Literacy Programmes and 328 districts in the continuing education phase. 

All the Literacy Programmes sanctioned by the National Literacy Mission were estimated to cover approximately 150 million Neo literates out of which 125.6 Million people have already been made literate under the programmes of National Literacy Mission.

The existing gender disparity could be curtailed to a big extent as 60% of the learners during these literacy campaigns have been females while 40% of them were men. 

These literacy programmes also catered to the disadvantaged sections of the society as 23% learners were seen to belong to the Scheduled Castes while 12% belong to the Scheduled Tribes.

The cumulative number of literary volunteers who were mobilised since the launching of literary campaigns were estimated to be approximately 15 million.

With the rampant spread of this programme, the literacy rate of the country also increased from 52.21% in 1991 to 65.37% in 2001, registering one of the highest decadal growth in literacy.

Remaining Issues And How It Is Being Tackled

The National Literacy Mission has gained a lot of prominence and happens to be a huge step forward for the entire country. Yet, these two major issues have still remained. They are as follows:

Despite the significant results that these campaigns brought about, 34% of the non literates in the age group of 15 and above throughout the world belong specifically from India. 

Even though the gender, regional and social disparities have been getting lower, they have still been continuing with families and citizens focusing more on the education of Savarna class men.

To tackle these two crucial problems, the Government of India decided to go forward with an integrated approach to the literacy programmes rather than making it a step by step linear progression. With the integration of the Total Literacy Campaign with the Post Literacy Campaign under the One Literacy Project - the government wanted to implement the same approach throughout the country. This approach will be effective in tackling the existing illiteracy issue with a holistic approach. 

The National Literacy Mission has been a boon to the country as it has effectively been able to push forward education programmes in a country where there has been widespread illiteracy. This article has traced what is national literacy mission , the aims and objectives, and the results of the entire mission.

FAQs on National Literacy Mission - A Game Changing All India Literacy Campaign

1. Has the literacy campaigns under the National Literacy Mission received any recognition?

The starting of such a large-scale full fledged total literacy campaign by the National Literacy Mission had achieved widespread recognition. The UN agency called UNESCO conferred upon the National Literacy Mission the UNESCO Noma Literacy Prize in the Year of 1999 to show appreciation to how the enormous weightage of the programme have been implemented and executed properly. The National Literacy Mission had also received a lot of appreciation and praise from the jury for the production of the teaching and learning materials for all the students and for pushing forward the campaigns to bring about quality primary education for all the children right from the starting levels to ensure that the foundation of the children are set on correct lines.

2. What is the new name of the National Literacy Programme?

One of the new campaigns that have become popular and is said to be the new name of the National Literacy Programme of 1988 is the Saakshar Bharat Mission of India of 2009 that aims to nurture and promote adult learning and education reaching out to specially those who have not been able to undergo education and have completed their former years without it. This mainly focuses on vocational training, applied sciences, sports and enhancement in different kinds of other skills. Saakshar Bharat Mission is a centre sponsored nation-wide literacy campaign launched by the Indian Department for School Education and Literacy (DSEL) aimed at increasing women's literacy in India too. 

3. Who is the founder of the National Literacy Programme?

The National Literacy Programme was undertaken by the Government of India and was spearheaded by the Department of Education after it was approved by the Cabinet. Hence, the actual founder as well as the executioner of the National Literacy Programme of 1988 has been the Central Government of India. The Government of India soon also came out with newer education programmes backing the National Literacy Programme like the Shaakshar Bharat Mission and the Sarva Shiksha Abhiyan. 

Chapter 1. What is Literacy? Multiple Perspectives on Literacy

Constance Beecher

“Once you learn to read, you will be forever free.” – Frederick Douglass

Download Tar Beach – Faith Ringgold Video Transcript [DOC]

Keywords: literacy, digital literacy, critical literacy, community-based literacies

Definitions of literacy from multiple perspectives

Literacy is the cornerstone of education by any definition. Literacy refers to the ability of people to read and write (UNESCO, 2017). Reading and writing in turn are about encoding and decoding information between written symbols and sound (Resnick, 1983; Tyner, 1998). More specifically, literacy is the ability to understand the relationship between sounds and written words such that one may read, say, and understand them (UNESCO, 2004; Vlieghe, 2015). About 67 percent of children nationwide, and more than 80 percent of those from families with low incomes, are not proficient readers by the end of third grade ( The Nation Assessment for Educational Progress; NAEP 2022 ).  Children who are not reading on grade level by third grade are 4 times more likely to drop out of school than their peers who are reading on grade level. A large body of research clearly demonstrates that Americans with fewer years of education have poorer health and shorter lives. In fact, since the 1990s, life expectancy has fallen for people without a high school education. Completing more years of education creates better access to health insurance, medical care, and the resources for living a healthier life (Saha, 2006). Americans with less education face higher rates of illness, higher rates of disability, and shorter life expectancies. In the U.S., 25-year-olds without a high school diploma can expect to die 9 years sooner than college graduates. For example, by 2011, the prevalence of diabetes had reached 15% for adults without a high -school education, compared with 7% for college graduates (Zimmerman et al., 2018).

Thus, literacy is a goal of utmost importance to society. But what does it mean to be literate, or to be able to read? What counts as literacy?

Learning Objectives

• Describe two or more definitions of literacy and the differences between them.
• Define digital and critical literacy.
• Distinguish between digital literacy, critical literacy, and community-based literacies.
• Explain multiple perspectives on literacy.

Here are some definitions to consider:

“Literacy is 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.” – United Nations Educational, Scientific, and Cultural Organization (UNESCO)

“The ability to understand, use, and respond appropriately to written texts.” – National Center for Education Statistics (NCES), citing the Program for the International Assessment of Adult Competencies (PIAAC)

“An individual’s ability to read, write, and speak in English, compute, and solve problems, at levels of proficiency necessary to function on the job, in the family of the individual, and in society.” – Workforce Innovation and Opportunity Act (WIOA), Section 203

“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.” – Organization for Economic Co-operation and Development’s (OECD) Program for the International Assessment of Adult Competencies (PIAAC), as cited by the American Library Association’s Committee on Literacy

“Using printed and written information to function in society, to achieve one’s goals, and to develop one’s knowledge and potential.” – Kutner, Greenberg, Jin, Boyle, Hsu, & Dunleavy (2007). Literacy in Everyday Life: Results from the 2003 National Assessment of Adult Literacy (NCES 2007-480)

Which one of these above definitions resonates with you? Why?

New literacy practices as meaning-making practices

In the 21 st century, literacy increasingly includes understanding the roles of digital media and technology in literacy. In 1996, the New London Group coined the term “multiliteracies” or “new literacies” to describe a modern view of literacy that reflected multiple communication forms and contexts of cultural and linguistic diversity within a globalized society. They defined multiliteracies as a combination of multiple ways of communicating and making meaning, including such modes as visual, audio, spatial, behavioral, and gestural (New London Group, 1996). Most of the text’s students come across today are digital (like this textbook!). Instead of books and magazines, students are reading blogs and text messages.

For a short video on the importance of digital literacy, watch The New Media Literacies .

The National Council for Teachers of English (NCTE, 2019) makes it clear that our definitions of literacy must continue to evolve and grow ( NCTE definition of digital literacy ).

“Literacy has always been a collection of communicative and sociocultural practices shared among communities. As society and technology change, so does literacy. The world demands that a literate person possess and intentionally apply a wide range of skills, competencies, and dispositions. These literacies are interconnected, dynamic, and malleable. As in the past, they are inextricably linked with histories, narratives, life possibilities, and social trajectories of all individuals and groups. Active, successful participants in a global society must be able to:

• participate effectively and critically in a networked world.
• explore and engage critically and thoughtfully across a wide variety of inclusive texts and tools/modalities.
• consume, curate, and create actively across contexts.
• advocate for equitable access to and accessibility of texts, tools, and information.
• build and sustain intentional global and cross-cultural connections and relationships with others to pose and solve problems collaboratively and strengthen independent thought.
• promote culturally sustaining communication and recognize the bias and privilege present in the interactions.
• examine the rights, responsibilities, and ethical implications of the use and creation of information.
• determine how and to what extent texts and tools amplify one’s own and others’ narratives as well as counterproductive narratives.
• recognize and honor the multilingual literacy identities and culture experiences individuals bring to learning environments, and provide opportunities to promote, amplify, and encourage these variations of language (e.g., dialect, jargon, and register).”

In other words, literacy is not just the ability to read and write. It is also being able to effectively use digital technology to find and analyze information. Students who are digitally literate know how to do research, find reliable sources, and make judgments about what they read online and in print. Next, we will learn more about digital literacy.

• Malleable : can be changed.
• Culturally sustaining : the pedagogical preservation of the cultural and linguistic competence of young people pertaining to their communities of origin while simultaneously affording dominant-culture competence.
• Bias : a tendency to believe that some people, ideas, etc., are better than others, usually resulting in unfair treatment.
• Privilege : a right or benefit that is given to some people and not to others.
• Unproductive narrative : negative commonly held beliefs such as “all students from low-income backgrounds will struggle in school.” (Narratives are phrases or ideas that are repeated over and over and become “shared narratives.” You can spot them in common expressions and stories that almost everyone knows and holds as ingrained values or beliefs.)

Literacy in the digital age

The Iowa Core recognizes that today, literacy includes technology. The goal for students who graduate from the public education system in Iowa is:

“Each Iowa student will be empowered with the technological knowledge and skills to learn effectively and live productively. This vision, developed by the Iowa Core 21st Century Skills Committee, reflects the fact that Iowans in the 21st century live in a global environment marked by a high use of technology, giving citizens and workers the ability to collaborate and make individual contributions as never before. Iowa’s students live in a media-suffused environment, marked by access to an abundance of information and rapidly changing technological tools useful for critical thinking and problem-solving processes. Therefore, technological literacy supports preparation of students as global citizens capable of self-directed learning in preparation for an ever-changing world” (Iowa Core Standards 21 st Century Skills, n.d.).

NOTE: The essential concepts and skills of technology literacy are taken from the International Society for Technology in Education’s National Educational Technology Standards for Students: Grades K-2 | Technology Literacy Standards

Literacy in any context is defined as the ability “ to access, manage, integrate, evaluate, and create information in order to function in a knowledge society” (ICT Literacy Panel, 2002). “ When we teach only for facts (specifics)… rather than for how to go beyond facts, we teach students how to get out of date ” (Sternberg, 2008). This statement is particularly significant when applied to technology literacy. The Iowa essential concepts for technology literacy reflect broad, universal processes and skills.

Unlike the previous generations, learning in the digital age is marked using rapidly evolving technology, a deluge of information, and a highly networked global community (Dede, 2010). In such a dynamic environment, learners need skills beyond the basic cognitive ability to consume and process language. To understand the characteristics of the digital age, and what this means for how people learn in this new and changing landscape, one may turn to the evolving discussion of literacy or, as one might say now, of digital literacy. The history of literacy contextualizes digital literacy and illustrates changes in literacy over time. By looking at literacy as an evolving historical phenomenon, we can glean the fundamental characteristics of the digital age. These characteristics in turn illuminate the skills needed to take advantage of digital environments. The following discussion is an overview of digital literacy, its essential components, and why it is important for learning in the digital age.

Literacy is often considered a skill or competency. Children and adults alike can spend years developing the appropriate skills for encoding and decoding information. Over the course of thousands of years, literacy has become much more common and widespread, with a global literacy rate ranging from 81% to 90% depending on age and gender (UNESCO, 2016). From a time when literacy was the domain of an elite few, it has grown to include huge swaths of the global population. There are several reasons for this, not the least of which are some of the advantages the written word can provide. Kaestle (1985) tells us that “literacy makes it possible to preserve information as a snapshot in time, allows for recording, tracking and remembering information, and sharing information more easily across distances among others” (p. 16). In short, literacy led “to the replacement of myth by history and the replacement of magic by skepticism and science.”

If literacy involves the skills of reading and writing, digital literacy requires the ability to extend those skills to effectively take advantage of the digital world (American Library Association [ALA], 2013). More general definitions express digital literacy as the ability to read and understand information from digital sources as well as to create information in various digital formats (Bawden, 2008; Gilster, 1997; Tyner, 1998; UNESCO, 2004). Developing digital skills allows digital learners to manage a vast array of rapidly changing information and is key to both learning and working in the evolving digital landscape (Dede, 2010; Koltay, 2011; Mohammadyari & Singh, 2015). As such, it is important for people to develop certain competencies specifically for handling digital content.

ALA Digital Literacy Framework

To fully understand the many digital literacies, we will look at the American Library Association (ALA) framework. The ALA framework is laid out in terms of basic functions with enough specificity to make it easy to understand and remember but broad enough to cover a wide range of skills. The ALA framework includes the following areas:

• understanding,
• evaluating,
• creating, and
• communicating (American Library Association, 2013).

Finding information in a digital environment represents a significant departure from the way human beings have searched for information for centuries. The learner must abandon older linear or sequential approaches to finding information such as reading a book, using a card catalog, index, or table of contents, and instead use more horizontal approaches like natural language searches, hypermedia text, keywords, search engines, online databases and so on (Dede, 2010; Eshet, 2002). The shift involves developing the ability to create meaningful search limits (SCONUL, 2016). Previously, finding the information would have meant simply looking up page numbers based on an index or sorting through a card catalog. Although finding information may depend to some degree on the search tool being used (library, internet search engine, online database, etc.) the search results also depend on how well a person is able to generate appropriate keywords and construct useful Boolean searches. Failure in these two areas could easily return too many results to be helpful, vague, or generic results, or potentially no useful results at all (Hangen, 2015).

Part of the challenge of finding information is the ability to manage the results. Because there is so much data, changing so quickly, in so many different formats, it can be challenging to organize and store them in such a way as to be useful. SCONUL (2016) talks about this as the ability to organize, store, manage, and cite digital resources, while the Educational Testing Service also specifically mentions the skills of accessing and managing information. Some ways to accomplish these tasks is using social bookmarking tools such as Diigo, clipping and organizing software such as Evernote and OneNote, and bibliographic software. Many sites, such as YouTube, allow individuals with an account to bookmark videos, as well as create channels or collections of videos for specific topics or uses. Other websites have similar features.

Understanding

Understanding in the context of digital literacy perhaps most closely resembles traditional literacy because it is the ability to read and interpret text (Jones-Kavalier & Flannigan, 2006). In the digital age, however, the ability to read and understand extends much further than text alone. For example, searches may return results with any combination of text, video, sound, and audio, as well as still and moving pictures. As the internet has evolved, a whole host of visual languages have also evolved, such as moving images, emoticons, icons, data visualizations, videos, and combinations of all the above. Lankshear & Knoble (2008) refer to these modes of communication as “post typographic textual practice.” Understanding the variety of modes of digital material may also be referred to as multimedia literacy (Jones-Kavalier & Flannigan, 2006), visual literacy (Tyner, 1998), or digital literacy (Buckingham, 2006).

Evaluating digital media requires competencies ranging from assessing the importance of a piece of information to determining its accuracy and source. Evaluating information is not new to the digital age, but the nature of digital information can make it more difficult to understand who the source of information is and whether it can be trusted (Jenkins, 2018). When there are abundant and rapidly changing data across heavily populated networks, anyone with access can generate information online. This results in the learner needing to make decisions about its authenticity, trustworthiness, relevance, and significance. Learning evaluative digital skills means learning to ask questions about who is writing the information, why they are writing it, and who the intended audience is (Buckingham, 2006). Developing critical thinking skills is part of the literacy of evaluating and assessing the suitability for use of a specific piece of information (SCONUL, 2016).

Creating in the digital world makes the production of knowledge and ideas in digital formats explicit. While writing is a critical component of traditional literacy, it is not the only creative tool in the digital toolbox. Other tools are available and include creative activities such as podcasting, making audio-visual presentations, building data visualizations, 3D printing, and writing blogs. Tools that haven’t been thought of before are constantly appearing. In short, a digitally literate individual will want to be able to use all formats in which digital information may be conveyed in the creation of a product. A key component of creating with digital tools is understanding what constitutes fair use and what is considered plagiarism. While this is not new to the digital age, it may be more challenging these days to find the line between copying and extending someone else’s work.

In part, the reason for the increased difficulty in discerning between plagiarism and new work is the “cut and paste culture” of the Internet, referred to as “reproduction literacy” (Eshet 2002, p.4), or appropriation in Jenkins’ New Media Literacies (Jenkins, 2018). The question is, what kind and how much change is required to avoid the accusation of plagiarism? This skill requires the ability to think critically, evaluate a work, and make appropriate decisions. There are tools and information to help understand and find those answers, such as the Creative Commons. Learning about such resources and how to use them is part of digital literacy.

Communicating

Communicating is the final category of digital skills in the ALA digital framework. The capacity to connect with individuals all over the world creates unique opportunities for learning and sharing information, for which developing digital communication skills is vital. Some of the skills required for communicating in the digital environment include digital citizenship, collaboration, and cultural awareness. This is not to say that one does not need to develop communication skills outside of the digital environment, but that the skills required for digital communication go beyond what is required in a non-digital environment. Most of us are adept at personal, face- to-face communication, but digital communication needs the ability to engage in asynchronous environments such as email, online forums, blogs, social media, and learning platforms where what is written may not be deleted and may be misinterpreted. Add that to an environment where people number in the millions and the opportunities for misunderstanding and cultural miscues are likely.

The communication category of digital literacies covers an extensive array of skills above and beyond what one might need for face-to-face interactions. It is comprised of competencies around ethical and moral behavior, responsible communication for engagement in social and civic activities (Adam Becker et al., 2017), an awareness of audience, and an ability to evaluate the potential impact of one’s online actions. It also includes skills for handling privacy and security in online environments. These activities fall into two main categories: digital citizenship and collaboration.

Digital citizenship refers to one’s ability to interact effectively in the digital world. Part of this skill is good manners, often referred to as “netiquette.” There is a level of context which is often missing in digital communication due to physical distance, lack of personal familiarity with the people online, and the sheer volume of the people who may encounter our words. People who know us well may understand exactly what we mean when we say something sarcastic or ironic, but people online do not know us, and vocal and facial cues are missing in most digital communication, making it more likely we will be misunderstood. Furthermore, we are more likely to misunderstand or be misunderstood if we are unaware of cultural differences. So, digital citizenship includes an awareness of who we are, what we intend to say, and how it might be perceived by other people we do not know (Buckingham, 2006). It is also a process of learning to communicate clearly in ways that help others understand what we mean.

Another key digital skill is collaboration, and it is essential for effective participation in digital projects via the Internet. The Internet allows people to engage with others they may never see in person and work towards common goals, be they social, civic, or business oriented. Creating a community and working together requires a degree of trust and familiarity that can be difficult to build when there is physical distance between the participants. Greater effort must be made to be inclusive , and to overcome perceived or actual distance and disconnectedness. So, while the potential of digital technology for connecting people is impressive, it is not automatic or effortless, and it requires new skills.

Literacy narratives are stories about reading or composing a message in any form or context. They often include poignant memories that involve a personal experience with literacy. Digital literacy narratives can sometimes be categorized as ones that focus on how the writer came to understand the importance of technology in their life or pedagogy. More often, they are simply narratives that use a medium beyond the print-based essay to tell the story:

Create your own literacy narrative that tells of a significant experience you had with digital literacy. Use a multi-modal tool that includes audio and images or video. Share it with your classmates and discuss the most important ideas you notice in each other’s narratives.

Critical literacy

Literacy scholars recognize that although literacy is a cognitive skill, it is also a set of practices that communities and people participate in. Next, we turn to another perspective on literacy – critical literacy. “Critical” here is not meant as having a negative point of view, but rather using an analytic lens that detects power, privilege, and representation to understand different ways of looking at texts. For example, when groups or individuals stage a protest, do the media refer to them as “protesters” or “rioters?” What is the reason for choosing the label they do, and what are the consequences? 

Critical literacy does not have a set definition or typical history of use, but the following key tenets have been described in the literature, which will vary in their application based on the individual social context (Vasquez, 2019). Table 1 presents some key aspects of critical literacy, but this area of literacy research is growing and evolving rapidly, so this is not an exhaustive list.

An important component of critical literacy is the adoption of culturally responsive and sustaining pedagogy. One definition comes from Dr. Django Paris (2012), who stated that Culturally Responsive-Sustaining (CR-S) education recognizes that cultural differences (including racial, ethnic, linguistic, gender, sexuality, and ability ones) should be treated as assets for teaching and learning. Culturally sustaining pedagogy requires teachers to support multilingualism and multiculturalism in their practice. That is, culturally sustaining pedagogy seeks to perpetuate and foster—to sustain—linguistic, literary, and cultural pluralism as part of the democratic project of schooling.

For more, see the Culturally Responsive and Sustaining F ramework . The framework helps educators to think about how to create student-centered learning environments that uphold racial, linguistic, and cultural identities. It prepares students for rigorous independent learning, develops their abilities to connect across lines of difference, elevates historically marginalized voices, and empowers them as agents of social change. CR-S education explores the relationships between historical and contemporary conditions of inequality and the ideas that shape access, participation, and outcomes for learners.

• What can you do to learn more about your students’ cultures?
• How can you build and sustain relationships with your students?
• How do the instructional materials you use affirm your students’ identities?

Community-based literacies

You may have noticed that communities are a big part of critical literacy – we understand that our environment and culture impact what we read and how we understand the world. Now think about the possible differences among three Iowa communities: a neighborhood in the middle of Des Moines, the rural community of New Hartford, and Coralville, a suburb of Iowa City:

You may not have thought about how living in a certain community might contribute to or take away from a child’s ability to learn to read. Dr. Susan Neuman (2001) did. She and her team investigated the differences between two neighborhoods regarding how much access to books and other reading materials children in those neighborhoods had. One middle-to-upper class neighborhood in Philadelphia had large bookstores, toy stores with educational materials, and well-resourced libraries. The other, a low-income neighborhood, had no bookstores or toy stores. There was a library, but it had fewer resources and served a larger number of patrons. In fact, the team found that even the signs on the businesses were harder to read, and there was less environmental printed word. Their findings showed that each child in the middle-class neighborhood had 13 books on average, while in the lower-class neighborhood there was one book per 300 children .

Dr. Neuman and her team (2019) recently revisited this question. This time, they looked at low-income neighborhoods – those where 60% or more of the people are living in poverty . They compared these to borderline neighborhoods – those with 20-40% in poverty – in three cities, Washington, D.C., Detroit, and Los Angeles. Again, they found significantly fewer books in the very low-income areas. The chart represents the preschool books available for sale in each neighborhood. Note that in the lower-income neighborhood of Washington D.C., there were no books for young children to be found at all!

Now watch this video from Campaign for Grade Level Reading. Access to books is one way that children can have new experiences, but it is not the only way!

What is the “summer slide,” and how does it contribute to the differences in children’s reading abilities?

The importance of being literate and how to get there

“Literacy is a bridge from misery to hope” – Kofi Annan, former United Nations Secretary-General.

Our economy is enhanced when citizens have higher literacy levels. Effective literacy skills open the doors to more educational and employment opportunities so that people can lift themselves out of poverty and chronic underemployment. In our increasingly complex and rapidly changing technological world, it is essential that individuals continuously expand their knowledge and learn new skills to keep up with the pace of change. The goal of our public school system in the United States is to “ensure that all students graduate from high school with the skills and knowledge necessary to succeed in college, career, and life, regardless of where they live.” This is the basis of the Common Core Standards, developed by the Council of Chief State School Officers (CCSSO) and the National Governors Association Center for Best Practices (NGA Center). These groups felt that education was too inconsistent across the different states, and today’s students are preparing to enter a world in which colleges and businesses are demanding more than ever before. To ensure that all students are ready for success after high school, the Common Core State Standards established clear universal guidelines for what every student should know and be able to do in math and English language arts from kindergarten through 12th grade: “The Common Core State Standards do not tell teachers how to teach, but they do help teachers figure out the knowledge and skills their students should have” (Common Core State Standards Initiative, 2012).

Explore the Core!

Go to iowacore.gov and click on Literacy Standards. Spend some time looking at the K-3 standards. Notice how consistent they are across the grade levels. Each has specific requirements within the categories:

• Reading Standards for Literature
• Reading Standards for Informational Text
• Reading Standards for Foundational Skills
• Writing Standards
• Speaking and Listening Standards
• Language Standards

Download the Iowa Core K-12 Literacy Manual . You will use it as a reference when you are creating lessons.

Next, explore the Subject Area pages and resources. What tools does the state provide to teachers to support their use of the Core?

Describe a resource you found on the website. How will you use this when you are a teacher?

Watch this video about the Iowa Literacy Core Standards:

• Literacy is typically defined as the ability to ingest, understand, and communicate information.
• Literacy has multiple definitions, each with a different point of focus.
• “New literacies,” or multiliteracies, are a combination of multiple ways of communicating and making meaning, including visual, audio, spatial, behavioral, and gestural communication.
• As online communication has become more prevalent, digital literacy has become more important for learners to engage with the wealth of information available online.
• Critical literacy develops learners’ critical thinking by asking them to use an analytic lens that detects power, privilege, and representation to understand different ways of looking at information.
• The Common Core State Standards were established to set clear, universal guidelines for what every student should know after completing high school.

Resources for teacher educators

• Culturally Responsive-Sustaining Education Framework [PDF]
• Common Core State Standards
• Iowa Core Instructional Resources in Literacy

Gonzalez, N., Moll, L. C., & Amanti, C. (Eds.). (2006). Funds of knowledge: Theorizing practices in households, communities, and classrooms . New York, NY: Routledge.

Lau, S. M. C. (2012). Reconceptualizing critical literacy teaching in ESL classrooms. The Reading Teacher, 65 , 325–329.

Literacy. (2018, March 19). Retrieved March 2, 2020, from  https://en.unesco.org/themes/literacy

Neuman, S. B., & Celano, D. (2001). Access to print in low‐income and middle‐income communities: An ecological study of four neighborhoods. Reading Research Quarterly, 36 (1), 8-26.

Neuman, S. B., & Moland, N. (2019). Book deserts: The consequences of income segregation on children’s access to print.  Urban education, 54 (1), 126-147.

New London Group (1996). A Pedagogy of multiliteracies: Designing social futures.  Harvard Educational Review, 66 (1), 60-92.

O’Brien, J. (2001). Children reading critically: A local history. In B. Comber & A. Simpson (Eds.), Negotiating critical literacies in classrooms (pp. 41–60). Mahwah, NJ: Lawrence Erlbaum.

Ordoñez-Jasis, R., & Ortiz, R. W. (2006). Reading their worlds: Working with diverse families to enhance children’s early literacy development. Y C Young Children, 61 (1), 42.

Saha S. (2006). Improving literacy as a means to reducing health disparities. J Gen Intern Med. 21 (8):893-895. doi:10.1111/j.1525-1497.2006.00546.x

UNESCO. (2017). Literacy rates continue to rise from one generation to the next global literacy trends today. Retrieved from http://on.unesco.org/literacy-map.

Vasquez, V.M., Janks, H. & Comber, B. (2019). Critical Literacy as a Way of Being and Doing. Language Arts, 96 (5), 300-311.

Vlieghe, J. (2015). Traditional and digital literacy. The literacy hypothesis, technologies of reading and writing, and the ‘grammatized’ body. Ethics and Education, 10 (2), 209-226.

Zimmerman, E. B., Woolf, S. H., Blackburn, S. M., Kimmel, A. D., Barnes, A. J., & Bono, R. S. (2018). The case for considering education and health. Urban Education, 53 (6), 744-773.U.S. Department of Education. Institute of Education Sciences.

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Methods of Teaching Early Literacy Copyright © 2023 by Constance Beecher is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

The Importance of Literacy Essay (Critical Writing)

How can literacy affect one’s life essay introduction.

Literacy is a skill that is never late to acquire because it is essential for education, employment, belonging to the community, and ability to help one’s children. Those people, who cannot read, are deprived of many opportunities for professional or personal growth. Unwillingness to become literate can be partly explained by lack of resources and sometimes shame; yet, these obstacles can and should be overcome.

How Can Literacy Affect One’s Life? Essay Main Body

First, one can say that literacy is crucial for every person who wants to understand the life of a society. It is also essential for ability to critically evaluate the world and other people. In his book, Frederick Douglass describes his experiences of learning to read. Being a slave, he had very few opportunities for education.

Moreover, planters were unwilling to teach their slaves any reading skills because they believed that literacy would lead to free thinking and slaves’ aspirations for freedom (Douglass, 96). Overall, they were quite right in their assumption because literacy gives people access to information, and they understand that they can achieve much more than they have. This can be one of the reasons for learning to read.

Yet, literary is essential for many other areas of life, for example, employment. Statistical data show that low-literate adults remain unemployed for approximately six months of the year (Fisher, 211). This problem becomes particularly serious during the time when economy is in the state of recession. It is particularly difficult for such people to retain their jobs especially when businesses try to cut their expenses on workforce.

One should take into account that modern companies try to adapt new technologies or tools, and the task of a worker is to adjust to these changes. Thus, literacy and language proficiency are important for remaining competitive. Furthermore, many companies try to provide training programs to their employees, but participation in such programs is hardly possible with basic reading skills. Thus, these skills enable a person to take advantage of many opportunities.

Additionally, one has to remember that without literacy skills people cannot help their children who may struggle with their homework assignments. Moreover, ability to read enables a person to be a part of the community in which he or she lives. In his essay The Human Cost of an Illiterate Society , Jonathan Kozol eloquently describes the helplessness of illiterate people.

This helplessness manifests itself in a variety of ways; for example, one can mention inability to read medicine prescriptions, contracts, ballot papers, official documents, and so forth (Kozol, unpaged). While speaking about these people, Jonathan Kozol uses the expression “an uninsured existence” which means that they are unaware of their rights, and others can easily exploit them (Kozol, unpaged). To a great extent, illiterate individuals can just be treated as second-class citizens.

This is a danger that people should be aware of. To be an active member of a community, one has to have access to a variety of informational resources, especially, books, official documents, newspapers, printed announcements, and so forth. For illiterate people, these sources are inaccessible, and as a result, they do not know much about the life of a village, town, city, or even a country in which they live.

In some cases, adults are unwilling to acquire literacy skills, because they believe that it is too late for them to do it. Again, one has to remember that there should always be time for learning, especially learning to read.

Secondly, sometimes people are simply ashamed of acknowledging that they cannot read. In their opinion, such an acknowledgment will result in their stigmatization. Yet, by acting in such a way, they only further marginalize themselves. Sooner or later they will admit that ability to read is important for them, and it is better to do it sooner.

Apart from that, people should remember that there are many education programs throughout the country that are specifically intended for people with low literacy skills (Fisher, 214). Certainly, such programs can and should be improved, but they still remain a chance that illiterate adults should not miss. If these people decide to seek help with this problem, they will be assisted by professional educators who will teach them the reading skills that are considered to be mandatory for an adult person.

Although it may seem a far-fetched argument, participation in such programs can open the way to further education. As it has been said by Frederick Douglass learning can be very absorbing and learning to read is only the first step that a person may take (Douglass, 96). This is another consideration that one should not overlook.

The Importance of Literacy: Essay Conclusion

Overall, these examples demonstrate that ability to read can open up many opportunities for adults. Employment, education, and ability to uphold one’s rights are probably the main reasons why people should learn to read. Nonetheless, one should not forget that professional growth and self-development can also be very strong stimuli for acquiring or improving literacy skills. Therefore, people with poor literacy skills should actively seek help in order to have a more fulfilling life.

Works Cited

Douglass, Frederick. “Learning to Read.” Life and Times of Frederick Douglass.

Frederick Douglass. New York: Kessinger Publishing, 2004. Print.

Fisher, Nancy. “Literacy Education and the Workforce: bridging the gap.” Journal of Jewish Communal Service 82. 3 (2007): 210-215. Print.

Kozol, Jonathan. The Human Cost of an Illiterate Society. Vanderbilt Students of Nonviolence, 2008. Web.

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Promoting Literacy for More Peaceful, Just and Sustainable Societies

About the author, ulrike hanemann.

Ulrike Hanemann is an independent international literacy and education specialist.

7 September 2023

I nternational Literacy Day 2023 will be celebrated on 8 September under the theme “Promoting literacy for a world in transition: Building the foundation for sustainable and peaceful societies”. The observance offers an opportunity to highlight the essential role that literacy and numeracy play in building more peaceful, just and sustainable societies. There is a general consensus that the ambitious United Nations 2030 Agenda for Sustainable Development cannot be achieved without learning. Autonomous learning largely depends on access to text-based information and communication. Thus, continuous, independent and lifelong learning is not possible without mastering basic competencies such as literacy and numeracy, which in turn are necessary to develop other high-demand skills, including effective communication, problem-solving and (critical) information analysis. Those without a minimum level of literacy proficiency are potentially excluded from a range of opportunities in their lives. In addition to being a key component of lifelong learning, literacy is, above all, a fundamental human right.

Yet, in 2020, there were still around 763 million young people and adults lacking basic literacy and numeracy skills, the majority of whom are women. In some countries, improvement in women’s literacy has been “exceptionally fast”; in other countries, men’s literacy has shown very slow progress. About 244 million children, adolescents and young people (from 6 to 18 years of age) are not enrolled in school. Schooling, however, is no guarantee that learners will acquire the required levels of basic competences. Globally, 7 out of 10 children at 10 years of age are not able to read and understand a simple text. Many persons graduate from secondary education with insufficient literacy and numeracy skills, and this phenomenon is not exclusive to low-income countries. Results from the Programme for the International Assessment of Adult Competencies (PIAAC), conducted in 2018 in over 40 countries, indicate that 20 per cent of adults (from 16 to 55 years of age) in the workforce of Organisation for Economic Co-operation and Development countries do not achieve minimum proficiency in literacy skills.

Estimates based on available data show that if adults (from 15 years of age and above) had just two more years of schooling, nearly 60 million people would be lifted out of poverty.

Not fulfilling the right to literacy undermines progress in economic and social development, environmental sustainability, and enduring peace and stability. Putting this in positive terms, literacy is linked to various significant outcomes contributing to the achievement of the Sustainable Development Goals (SDGs), especially in a world that is experiencing persistent challenges such as poverty, hunger, inequality, health crises, natural disasters and conflicts. In a context of rapid change, which includes such factors as population growth, global warming, digitalization and automation, access to knowledge and continuous learning becomes essential for the survival of people and planet. Available evidence reveals how people empowered through literacy and other skills manage to navigate, adapt to and actively shape those changes effectively while contributing to social transformation.

For example, estimates based on available data show that if adults (from 15 years of age and above) had just two more years of schooling, nearly 60 million people would be lifted out of poverty (SDG 1: End poverty in all its forms everywhere). There is also evidence that a mother’s education level positively correlates with her children’s nutrition . Further, literacy and non-formal extension programmes can increase farmer productivity and thereby support the achievement of food security and improved nutrition, as described in SDG 2. A report by the International Commission on Financing Global Education Opportunity indicates that adult literacy and basic education can positively influence the achievement of SDG 3 (Ensure healthy lives and promote well-being for all at all ages): “A child whose mother can read is 50 per cent more likely to live past the age of five, 50 per cent more likely to be immunized, and twice as likely to attend school”. The 2023 Global Education Monitoring Report , issued by the United Nations Educational, Scientific and Cultural Organization (UNESCO), states: “A literate woman is more likely to benefit from health campaigns, be informed of modern health methods, and to have more tools to overcome detrimental gender norms”. The 3rd Global Report on Adult Learning and Education (GRALE 3) confirms that literacy programmes help develop democratic values, peaceful co-existence and community solidarity (SDG 16: Promote peaceful and inclusive societies). Similarly, GRALE 5 offers ample evidence that literacy learning correlates with positive citizenship outcomes.

An analysis of promising programmes from all world regions that link the teaching and learning of literacy and basic skills to sustainable development challenges in the areas of health, social equality, economic empowerment and environmental sustainability confirms the central role of literacy in responding to these challenges when a transformative and holistic approach is applied. The peace-building potential of literacy is mainly mobilized through programmes provided by non-governmental organizations and through community participation and ownership. Literacy programmes that respect linguistic diversity and the mother tongue of the participants help solidify communal identities and collective histories. Intergenerational and “whole family” approaches to literacy learning have proven to be effective responses to the 2030 Agenda, as they provide access to literacy and learning opportunities for both adults and children in vulnerable communities. An analysis of initiatives conducted in the context of the UNESCO Global Network of Learning Cities demonstrates how literacy can be embedded in lifelong learning opportunities for vulnerable groups towards more inclusive and sustainable cities.

To fully exploit the potential of literacy to contribute to transforming our world—the vision of the 2030 Agenda—it is imperative that we adopt a lifelong learning perspective.

In its vision statement, the 2030 Agenda aspires to “a world with universal literacy”. However, in the context of the post-COVID-19 crisis, we can observe a general trend of concentrating attention on children’s and youth literacy, mainly in the framework of formal education. While literacy and numeracy play important roles across all age groups, urgent, transformative action to effectively address global sustainability challenges cannot afford to neglect or leave aside youth and adult literacy and learning. SDG 4— Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all—dedicates target 4.6 to youth and adult literacy, namely, to “ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy”. The Education 2030 agenda , which sets out a new vision for education and lifelong learning, clarifies that rather than being perceived and treated as a stand-alone skill, literacy is “at the core of basic education and an indispensable foundation for independent learning”.

Literacy is increasingly seen as a lifelong endeavour cutting across many domains of life (“life-wide”), including health, work, citizenship and digital environments. Therefore, to fully exploit the potential of literacy to contribute to transforming our world—the vision of the 2030 Agenda—it is imperative that we adopt a lifelong learning perspective . This implies that related learning opportunities need to be brought closer to people’s lives through integrated, multisectoral approaches. The United Nations system can contribute to the advancement of literacy through advocacy, policy development, resource mobilization, technical assistance, capacity development, data collection and monitoring, as well as multi-stakeholder partnerships, among other means. Putting people at the centre of the responsibility to achieve sustainable development in their communities and societies involves empowering them through literacy, education and lifelong learning opportunities to handle the challenges of today’s and tomorrow’s world autonomously, productively and creatively, thereby developing more sustainable, peaceful and just societies on a healthy planet.

The UN Chronicle  is not an official record. It is privileged to host senior United Nations officials as well as distinguished contributors from outside the United Nations system whose views are not necessarily those of the United Nations. Similarly, the boundaries and names shown, and the designations used, in maps or articles do not necessarily imply endorsement or acceptance by the United Nations. 

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Literacy and School Education

This article throws light on the very pertinent topic of literacy and school education.

The Goal of total literacy

Literacy is an integral and indispensable element of educational development. Literacy can pave way for reduction in population growth, child mortality and poverty, and facilitate in attaining gender parity, sustainable and holistic growth. It provides for nurturance of democratic values and peace among people. Literacy is all the more important to those sections of population, who have been historically neglected. Achieving universal adult literacy is a fundamental goal of adult and continuing education programmes that have been envisaged from time to time. After all, the basic literacy programmes are intended not only to enhance reading and writing capabilities, but also to develop comprehensive life skills to access all developmental resources.

Achievements during 11th Five-year plan period

The provisional results of 2011 Census have revealed that despite an impressive decadal increase of 9.2 percent points in literacy, national literacy levels have risen to no more than 74.0 percent (from 64.8 percent in 2001). Only 15 States/Union Territories, namely Kerala, Lakshadweep, Mizoram, Tripura, Goa, Daman & Diu, Pudducherry, Chandigarh, Delhi, Andaman & Nicobar Islands, Himachal Pradesh, Maharashtra, Sikkim, Tamil Nadu and Nagaland could achieve 80 percent or above literacy rate. The 2011 Census has shown that female literacy has increased much more than male literacy. While male literacy rate increased by 6.86 percent 279 points from 75.26 percent in 2001 to 82.14 in 2011, the female literacy increased by 11.79 percent points from 53.67 to 65.46 percent during the same period. The gender gap which was 21.6 percent points in 2001 has receded to 16.7. Yet the gender gap still remains much above the targeted 10 percent points. Only eight States/Union Territories, namely Chandigarh, Nagaland, Mizoram, Tripura, Meghalaya, Lakshadweep, Kerala and Andaman & Nicobar Islands have been able to reduce the gender gap to ten percent or below. Thus, by the end of the 11th Five Year Plan in 2012, the three Plan Targets would not have been achieved: overall literacy rate being short by five percent points, gender gap yet to be reduced by another 6.7 percent points and social and regional disparities still persisting.

The National Literacy Mission

The National Literacy Mission was initiated by the Government of India on 5th May 1988 with the objective of eradicating illiteracy, by imparting functional literacy among nonliterate population. It was intended to provide three R’s – Reading, Writing and Arithmetic. Further, through Total Literacy Campaign (TLC), NLM has adopted several strategies for favorable public opinion and involving people and creating awareness about development issues affecting society. Increase in literacy between 2001-2011 at National level There has been a substantial progress in literacy with the planned intervention and sustained effort from 64.83 per cent in 2001 to 74.04 per cent in 2011, an increase of 9.21

The mission has four broader objectives:

i. imparting functional literacy and numeracy to non-literates ii. acquiring equivalency to formal educational system iii. imparting relevant skill development programme iv. and promote a leaning society by providing opportunities for continuing education. Principal target of the mission i. to impart functional literacy to 70 million non-literate adults in the age group of 15 years and beyond ii. to cover 14 million SCs, 8 million STs, 12 million minorities & 36 million others iii. to have an overall coverage of 60 million women iv. and to cover 410 districts belonging to 26 States/UTs of the country that have been identified under Saakshar Bharat.

Target groups

The prime target is to impart functional literacy to adults in the age group of 15 years and beyond. The supplementary target is to cover adults under basic education programme and vocational (skill development) programme. The focus is not only on women, but also SCs, STs, Minorities, other disadvantaged groups, and adolescents in rural areas in low literacy states.

INNOVATIONS Curriculum

NLMA is mandated to develop a core curriculum framework for standardization of quality benchmarks in respect of basic literacy and continuing education programme. Accordingly, an expert committee was constituted under the chairpersonship of Dr. Santha Sinha and the committee has submitted its report in March, 2011. To have wider consultations with stakeholders, regional meetings have been organized and the report has been placed in public domain for wider consultation. On the conclusion of consultation process and submission of the final report, Government will finalize the National Curriculum Framework for Adult Education.

National Population Education Programme (NPEP)

NPEP is being implemented as a Centrally Sponsored Scheme in 30 States and Union Territories. It aims to develop awareness and positive attitude towards population and development issues leading to responsible behaviour among students and teachers and, indirectly, among parents and the community at large. Imparting authentic knowledge to learners about Adolescent Reproductive and Sexual Health (ARSH) concerns, inculcating positive attitude and developing appropriate life skills for responsible behaviour are also the objectives of NPEP. NPEP attempts to facilitate the integration of adolescent reproductive and sexual health concerns along with other population and development concerns, like sustainable development, gender equity, changing structures and role of family in the curriculum itself so that it does not become an add on activity to the curriculum. The Programme activities are planned and are being implemented in tandem with the revision and updating going on as a follow up of NCF 2005. Teachers and other educational functionaries were trained/oriented in Adolescence Education as a part of population education for facilitating the integration of adolescence education concerns reflected in the policies and programmes in the content and process of school education and teacher education.

AEP under UNFPA Support

Adolescence Education Programme (AEP) supported by UNFPA is being implemented by 6 national agencies: National Council of Educational Research and Training (NCERT), Council of Boards of School Education (COBSE), National Institute of Open Schooling (NIOS), Central Board of Secondary Education (CBSE), Kendriya Vidyalaya Sangathan (KVS) and Navodaya Vidyalaya Samiti (NVS). The AEP is the extended version of the earlier “Adolescent Reproductive and Sexual Health (ARSH) in Schools” project, launched in October 2004 primarily as an experimental Project. UNFPA is concentrating on consolidating the program in five high priority states (Rajasthan, Madhya Pradesh, Bihar, Orissa, Madhya Pradesh) where the agency has a state presence. Under the project effort are also made to ensure quality assurance by providing professional/s within each school system and establishing a system to recognize better performing schools.

THE GOALS ENVISAGED IN 12TH PLAN

During the Twelfth Plan Period, efforts are to be made to provide basic literacy to 70 million non-literates, basic education to 3 million adults, and vocational skill development training to 20 million adults. Only 127 million adults could be made literate through National Literacy 301 Mission from 1988 to 2009 at an annual average of 5 to 6 million, whereas during twelfth plan the target assumes imparting literacy at an annual average of 14 million adults. Roughly, 10 million literacy centres will be set up through Volunteer teachers to cover the 100 million non-literate adults, and ensure at least 70 million literates. In line with the seamless transition from lower to higher levels of learning continuum towards a literate society, it is aimed to provide three million adults, who may have lost the opportunity of formal schooling, adult education equivalent to V, VIII, X Standard and beyond. Vocational Skill development training would be provided through AVECs and other institutions in public, private and voluntary sector. The entire programme will be aligned with National Vocational Curriculum Framework.

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English Writing Guide

• Literacy Narrative
• Visual Analysis
• Rhetorical Analysis
• Argument Research Paper
• The Writing Handbook
• Using the Library

Attribution

This guide is adapted from the Writing Guide with Handbook by OpenStax .

What is a literacy narrative?

• The Writing Guide: Literacy Narrative Link to the online, interactive chapter on Literacy Narrative.
• Literacy Narrative Chapter 3 from The Writing Guide As a PDF for downloading or printing.

Topics Covered

• Identity and Expression
• Literacy Narrative Trailblazer: Tara Westover
• Glance at Genre: The Literacy Narrative
• Annotated Sample Reading: from Narrative of the Life of Frederick Douglass by Frederick Douglass
• Writing Process: Tracing the Beginnings of Literacy
• Editing Focus: Sentence Structure
• Evaluation: Self-Evaluating
• Spotlight on … The Digital Archive of Literacy Narratives (DALN)
• Portfolio: A Literacy Artifact
• Lecture Slides for Literacy Narrative As a PDF for downloading or printing.
• How to Write a Literacy Narrative Guide with exercises to assist you in writing a literacy narrative.
• Digital Archive of Literacy Narratives The DALN is an open public resource made up of stories from people just like you about their experiences learning to read, write, and generally communicate with the world around them.
• Next: Visual Analysis >>
• Last Updated: Jan 12, 2024 7:36 AM
• URL: https://library.jeffersonstate.edu/Writing-Guide-OpenStax

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• Example of a great essay | Explanations, tips & tricks

Example of a Great Essay | Explanations, Tips & Tricks

Published on February 9, 2015 by Shane Bryson . Revised on July 23, 2023 by Shona McCombes.

This example guides you through the structure of an essay. It shows how to build an effective introduction , focused paragraphs , clear transitions between ideas, and a strong conclusion .

Each paragraph addresses a single central point, introduced by a topic sentence , and each point is directly related to the thesis statement .

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Table of contents

Other interesting articles, frequently asked questions about writing an essay, an appeal to the senses: the development of the braille system in nineteenth-century france.

The invention of Braille was a major turning point in the history of disability. The writing system of raised dots used by visually impaired people was developed by Louis Braille in nineteenth-century France. In a society that did not value disabled people in general, blindness was particularly stigmatized, and lack of access to reading and writing was a significant barrier to social participation. The idea of tactile reading was not entirely new, but existing methods based on sighted systems were difficult to learn and use. As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness. This essay begins by discussing the situation of blind people in nineteenth-century Europe. It then describes the invention of Braille and the gradual process of its acceptance within blind education. Subsequently, it explores the wide-ranging effects of this invention on blind people’s social and cultural lives.

Lack of access to reading and writing put blind people at a serious disadvantage in nineteenth-century society. Text was one of the primary methods through which people engaged with culture, communicated with others, and accessed information; without a well-developed reading system that did not rely on sight, blind people were excluded from social participation (Weygand, 2009). While disabled people in general suffered from discrimination, blindness was widely viewed as the worst disability, and it was commonly believed that blind people were incapable of pursuing a profession or improving themselves through culture (Weygand, 2009). This demonstrates the importance of reading and writing to social status at the time: without access to text, it was considered impossible to fully participate in society. Blind people were excluded from the sighted world, but also entirely dependent on sighted people for information and education.

In France, debates about how to deal with disability led to the adoption of different strategies over time. While people with temporary difficulties were able to access public welfare, the most common response to people with long-term disabilities, such as hearing or vision loss, was to group them together in institutions (Tombs, 1996). At first, a joint institute for the blind and deaf was created, and although the partnership was motivated more by financial considerations than by the well-being of the residents, the institute aimed to help people develop skills valuable to society (Weygand, 2009). Eventually blind institutions were separated from deaf institutions, and the focus shifted towards education of the blind, as was the case for the Royal Institute for Blind Youth, which Louis Braille attended (Jimenez et al, 2009). The growing acknowledgement of the uniqueness of different disabilities led to more targeted education strategies, fostering an environment in which the benefits of a specifically blind education could be more widely recognized.

Several different systems of tactile reading can be seen as forerunners to the method Louis Braille developed, but these systems were all developed based on the sighted system. The Royal Institute for Blind Youth in Paris taught the students to read embossed roman letters, a method created by the school’s founder, Valentin Hauy (Jimenez et al., 2009). Reading this way proved to be a rather arduous task, as the letters were difficult to distinguish by touch. The embossed letter method was based on the reading system of sighted people, with minimal adaptation for those with vision loss. As a result, this method did not gain significant success among blind students.

Louis Braille was bound to be influenced by his school’s founder, but the most influential pre-Braille tactile reading system was Charles Barbier’s night writing. A soldier in Napoleon’s army, Barbier developed a system in 1819 that used 12 dots with a five line musical staff (Kersten, 1997). His intention was to develop a system that would allow the military to communicate at night without the need for light (Herron, 2009). The code developed by Barbier was phonetic (Jimenez et al., 2009); in other words, the code was designed for sighted people and was based on the sounds of words, not on an actual alphabet. Barbier discovered that variants of raised dots within a square were the easiest method of reading by touch (Jimenez et al., 2009). This system proved effective for the transmission of short messages between military personnel, but the symbols were too large for the fingertip, greatly reducing the speed at which a message could be read (Herron, 2009). For this reason, it was unsuitable for daily use and was not widely adopted in the blind community.

Nevertheless, Barbier’s military dot system was more efficient than Hauy’s embossed letters, and it provided the framework within which Louis Braille developed his method. Barbier’s system, with its dashes and dots, could form over 4000 combinations (Jimenez et al., 2009). Compared to the 26 letters of the Latin alphabet, this was an absurdly high number. Braille kept the raised dot form, but developed a more manageable system that would reflect the sighted alphabet. He replaced Barbier’s dashes and dots with just six dots in a rectangular configuration (Jimenez et al., 2009). The result was that the blind population in France had a tactile reading system using dots (like Barbier’s) that was based on the structure of the sighted alphabet (like Hauy’s); crucially, this system was the first developed specifically for the purposes of the blind.

While the Braille system gained immediate popularity with the blind students at the Institute in Paris, it had to gain acceptance among the sighted before its adoption throughout France. This support was necessary because sighted teachers and leaders had ultimate control over the propagation of Braille resources. Many of the teachers at the Royal Institute for Blind Youth resisted learning Braille’s system because they found the tactile method of reading difficult to learn (Bullock & Galst, 2009). This resistance was symptomatic of the prevalent attitude that the blind population had to adapt to the sighted world rather than develop their own tools and methods. Over time, however, with the increasing impetus to make social contribution possible for all, teachers began to appreciate the usefulness of Braille’s system (Bullock & Galst, 2009), realizing that access to reading could help improve the productivity and integration of people with vision loss. It took approximately 30 years, but the French government eventually approved the Braille system, and it was established throughout the country (Bullock & Galst, 2009).

Although Blind people remained marginalized throughout the nineteenth century, the Braille system granted them growing opportunities for social participation. Most obviously, Braille allowed people with vision loss to read the same alphabet used by sighted people (Bullock & Galst, 2009), allowing them to participate in certain cultural experiences previously unavailable to them. Written works, such as books and poetry, had previously been inaccessible to the blind population without the aid of a reader, limiting their autonomy. As books began to be distributed in Braille, this barrier was reduced, enabling people with vision loss to access information autonomously. The closing of the gap between the abilities of blind and the sighted contributed to a gradual shift in blind people’s status, lessening the cultural perception of the blind as essentially different and facilitating greater social integration.

The Braille system also had important cultural effects beyond the sphere of written culture. Its invention later led to the development of a music notation system for the blind, although Louis Braille did not develop this system himself (Jimenez, et al., 2009). This development helped remove a cultural obstacle that had been introduced by the popularization of written musical notation in the early 1500s. While music had previously been an arena in which the blind could participate on equal footing, the transition from memory-based performance to notation-based performance meant that blind musicians were no longer able to compete with sighted musicians (Kersten, 1997). As a result, a tactile musical notation system became necessary for professional equality between blind and sighted musicians (Kersten, 1997).

Braille paved the way for dramatic cultural changes in the way blind people were treated and the opportunities available to them. Louis Braille’s innovation was to reimagine existing reading systems from a blind perspective, and the success of this invention required sighted teachers to adapt to their students’ reality instead of the other way around. In this sense, Braille helped drive broader social changes in the status of blindness. New accessibility tools provide practical advantages to those who need them, but they can also change the perspectives and attitudes of those who do not.

Bullock, J. D., & Galst, J. M. (2009). The Story of Louis Braille. Archives of Ophthalmology , 127(11), 1532. https://​doi.org/10.1001/​archophthalmol.2009.286.

Herron, M. (2009, May 6). Blind visionary. Retrieved from https://​eandt.theiet.org/​content/​articles/2009/05/​blind-visionary/.

Jiménez, J., Olea, J., Torres, J., Alonso, I., Harder, D., & Fischer, K. (2009). Biography of Louis Braille and Invention of the Braille Alphabet. Survey of Ophthalmology , 54(1), 142–149. https://​doi.org/10.1016/​j.survophthal.2008.10.006.

Kersten, F.G. (1997). The history and development of Braille music methodology. The Bulletin of Historical Research in Music Education , 18(2). Retrieved from https://​www.jstor.org/​stable/40214926.

Mellor, C.M. (2006). Louis Braille: A touch of genius . Boston: National Braille Press.

Tombs, R. (1996). France: 1814-1914 . London: Pearson Education Ltd.

Weygand, Z. (2009). The blind in French society from the Middle Ages to the century of Louis Braille . Stanford: Stanford University Press.

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An essay is a focused piece of writing that explains, argues, describes, or narrates.

In high school, you may have to write many different types of essays to develop your writing skills.

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A topic sentence is a sentence that expresses the main point of a paragraph . Everything else in the paragraph should relate to the topic sentence.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

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Vision/Mission

The Literacy Project (TLP) will remove the impediment of illiteracy from the lives of our most vulnerable children with the help of teachers, volunteers, mentors and role models. We will continue to grow organically while developing new strategies, products and tools that will be saleable, verifiable, and sustainable. We will strive to foster in our children the life-long love of reading, for it is the doorway to learning and achieving the American Dream.

To eliminate the literacy gap of emerging 2nd-graders who are functionally illiterate.

GOALS OF THE LITERACY PROJECT:

The goals of The Literacy Project are to enable these children to become self-sufficient, productive and contributing members of our society. To do this, we:

• Target specific markets with low literacy rates , demographically disadvantaged youth in Title 1, “at-risk” and levels 3-5 schools of the Performance Improvement (“PI”)
• Provide a  highly cost-effective,  user-friendly and easily comprehensible  learning method  to students who are significantly below grade reading proficiency
• Increase the learning experience  using proven, scientific methods
• Provide  Master Teachers as specialized administrators  of the reading program
• Provide  pre- and post-testing  to each participant to substantiate the success rate
• Increase reading fluency and phonetic skills by an average of 3/4 a grade level
• Retain critical and basic phonic skills  for fundamental reading proficiency

What we’re doing about it…

The Literacy Project is leading the charge against growing illiteracy among school-age children.

We are  bridging the literacy gap  by serving the literacy needs of struggling second-grade readers…the critical point to prevent at-risk students from ending up illiterate and losing all hope of living productive adult lives.

How we’re doing it…

We offer a comprehensive instructional program that improves both academic and attitudinal levels of students performing well below English proficiency standards. The program is aligned with Common Core and collaborative learning methods and is administered by Master Teachers who are product-trained experts and highly credentialed as reading and language arts specialists.

The program is provided at “ no cost ” to both the school and qualified students in the second grade. Our program teaches the fundamental principles of phonics in all three learning modalities – auditory, visual, and tactile – critical to children with varying learning styles.

The Literacy Project (TLP) accesses and enhances key phonic skills among struggling readers, promotes learning in a fun, social and interactive environment, uses proven methods to maximize the learning experience and fosters self-sufficiency and economic success through academic achievement.

We give the gift of literacy…

We are giving children the chance to visualize what the world has to offer and fulfill their personal dreams. We are building their dreams into realities, creating avid readers for a lifetime…one child at a time.

• English as a Second Language
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• Tutoring Children and Youth
• Leadership Workshop
• Leadership Update
• Annual Meeting
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English as a Second Language Ministry

Ministry Overview

Many people from other countries live, work, and study in the United States and Canada. Often, they need to learn to speak English well to

• get or keep a job
• obtain medical care
• communicate with their children’s teachers
• hear the Gospel

Begin a ministry to help internationals learn English

The English as a Second Language Basic workshop equips local church volunteers to intentionally share the Gospel with new English speakers. It addresses these topics:

• English classes as an intentional missions outreach
• Organizing a local church English as a Second Language ministry
• Dealing with cultural misunderstanding
• Techniques for teaching English
• Planning class sessions
• Understanding a student’s English fluency
• Incorporating the Bible in class sessions
• Sharing the Gospel with students.

Each twelve-hour fully-live English as a Second Language Basic Workshop  is led by a trainer who has been trained through the National Literacy Missions Partnership (NLMP) and the North American Mission Board/Send Relief. Workshop leaders are also experienced  English as a Second Language ministry volunteers.

English as a Second Language Hybrid Online / Live Basic Workshop

The NLMP now offers an online/live hybrid English as a Second Language Basic Workshop. Participants learn much of the workshop content through reading the manual and going through the interactive online lessons. After the online component, participants attend a five-hour live session in which they learn practical skills needed for the ministry.   During the live portion of the workshop, participants learn practical skills of teaching English.

Before registering for the online workshop consider this information:

• Participants must have basic computer literacy skills and be self-motivated. The online portion is at the student’s own pace within the time limit of the course. Though the work is equivalent to a live workshop, the amount of time the student invests may be more or less.
• Assignments are required. They include creating a ministry organizational plan, a lesson plan, a fluency interview, and a personal salvation testimony. Assignments are checked by a course facilitator. Other checks for understanding are built into the online course. Please do not skip screens. The program will not record work you do unless you go screen-by-screen.
• State Conventions and associations are encouraged to schedule hybrid workshop. It is helpful for groups (rather than individuals) take the course at the same time and schedule a five-hour live session for the ministry.  Churches may request a class just for their ministry.
• The five-hour live session is required to receive a certificate. This portion  is scheduled after the online portion is completed.  Contact the coordinator for questions.
• Registration fees are set by the sponsoring entity,  are non-refundable and apply only to the online portion of the course.
• Participants who do not complete the  online portion  of the   course before the closing date will have to pay the registration fee to take the course in another month.

Contact the NLMP for more information.

Wondering about curriculum resources for potential ministry?

Click on the button below to download a list of potential curriculum resources. There is no “one size fits all,” so it is wise to explore options before spending money on a series.

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Swachh Bharat Abhiyan Essay

500+ words swachh bharat abhiyan essay.

Swachh Bharat Abhiyan is one of the most significant and popular missions to have taken place in India. Swachh Bharat Abhiyan translates to Clean India Mission. This drive was formulated to cover all the cities and towns of India to make them clean . This campaign was administered by the Indian government and was introduced by the Prime Minister, Narendra Modi. It was launched on 2nd October in order to honor Mahatma Gandhi’s vision of a Clean India. The cleanliness campaign of Swachh Bharat Abhiyan was run on a national level and encompassed all the towns, rural and urban. It served as a great initiative in making people aware of the importance of cleanliness.

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Objectives of Swachh Bharat Mission

Swachh Bharat Abhiyan set a lot of objectives to achieve so that India could become cleaner and better. In addition, it not only appealed the sweepers and workers but all the citizens of the country. This helped in making the message reach wider. It aims to build sanitary facilities for all households. One of the most common problems in rural areas is that of open defecation. Swachh Bharat Abhiyan aims to eliminate that.

Moreover, the Indian government intends to offer all the citizens with hand pumps, proper drainage system , bathing facility and more. This will promote cleanliness amongst citizens.

Similarly, they also wanted to make people aware of health and education through awareness programs. After that, a major objective was to teach citizens to dispose of waste mindfully.

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Why India Needs Swachh Bharat Abhiyan?

India is in dire need of a cleanliness drive like Swachh Bharat Abhiyan to eradicate dirtiness. It is important for the overall development of citizens in terms of health and well-being. As the majority of the population of India lives in rural areas, it is a big problem.

Generally, in these areas, people do not have proper toilet facilities. They go out in the fields or roads to excrete. This practice creates a lot of hygiene problems for citizens. Therefore, this Clean India mission can be of great help in enhancing the living conditions of these people.

In other words, Swachh Bharat Abhiyan will help in proper waste management as well. When we will dispose of waste properly and recycle waste, it will develop the country. As its main focus is one rural area, the quality of life of the rural citizens will be enhanced through it.

Most importantly, it enhances the public health through its objectives. India is one of the dirtiest countries in the world, and this mission can change the scenario. Therefore, India needs a cleanliness drive like Swachh Bharat Abhiyan to achieve this.

In short, Swachh Bharat Abhiyan is a great start to make India cleaner and greener. If all the citizens could come together and participate in this drive, India will soon flourish. Moreover, when the hygienic conditions of India will improve, all of us will benefit equally. India will have more tourists visiting it every year and will create a happy and clean environment for the citizens.

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