Education and Information Technologies 3 1 27 - Thomas, Crow and Franklin California: Libraries Unlimited. Wilson, Gwenn Australia: Cengage Learning. Login Create Account. Theoretical and general aspects of libraries and information.
Library and information science as a field. Information use and sociology of information C. Users, literacy and reading. Depositing user: Gilu G. Downloads per month over past year. Text Gilu The globalization of economy, all the advances in the information and communications technologies, and moving towards societies of knowledge, will open new doors to opportunities for some, and might close the doors on others.
The risk of spreading inequality worldwide, gives us the opportunity to improve the means to spread literacy. The data on literacy should help us to find the answers to the following questions: 1 What is the general level of literacy skills among the population? The data on literacy can help us find out how effective the school-based programs and other programs of education are.
The data on literacy, only gives us a rough estimate, about the level of literacy, in the region and the world.
They are collected indirectly, and are carried out less than they should. Their accuracy and comparability with the other available data is questionable. In s, measures for literacy were taken directly, and the results were startling.
These results, resulted in starting debates on the education and work policies, in the majority of these countries. The time has come to spread the information and communications technologies in the developing countries. When the literacy levels are measured directly, they should reflect the literacy and basic learning skills, which are important in the culture, which is under consideration.
Limited resources and capacities, should also be kept in mind, of countries that are less developed. Assessments should be specific to the culture, be low cost and easy to carry out. To ensure that the efforts in adult literacy are sustainable, and the measures taken are not duplicated, UNESCO needs to create a mechanism to ensure that of the related institutions are mobilized worldwide, to create a measurement method, which is widely acceptable and agreeable by all of the stakeholders, at the various levels.
UN is proposing to launch a decade of learning, to create awareness about adult literacy around the world. In order to support adult literacy; programs are needed, that are targeted to the right people, teachers that are trained in a better way, innovate the ways to use technologies, sufficient resources are allocated and made available for use, to improve adult literacy.
Creating and applying the right policies and measures for adult literacy are important to push this goal further, so that we can monitor the progress made, and move towards achieving the world development goals. The concepts and definitions of literacy: 1 Worldwide context of the definitions: Definitions are limited to their context.
The criteria of literacy may be different in different regions, in different eras. It can be recognizing alphabets, ability to sign, or the ability to handle equipment by studying the instruction manuals. The focus of some definitions, lie on the abilities of perceptions and decoding. In the initial observation, the definition of literacy was limited to gaining the basic skills of reading, writing and arithmetic.
Insight is very important for the entire society, and enabling people to participate in life, in an effective way. It is a complex matter, to define literacy, but it is of paramount importance, for it has implications, that are far reaching. These definitions shine light on the importance, of teaching reading and writing as a cognitive process, being able to process information, by using the strategies of activating the background knowledge, encourage the readers to predict, and encourage the writers to organize their ideas, by making categories.
Nowadays, when the paper and the pencil is being replaced by the keyboard, calculators are used to solve mathematical problems, and the internet is one of the important sources of information, books may lose their relative value.
Information may be accessible to more people, it may slowdown the development of other skills, that are equally important. Familiarity with keyboards or other input devices could replace the pen or pencil, not as the most commonly available physical means of producing written texts, but tested in schools and other formal educational settings.
Definitions of literacy in some other countries: o Bangladesh: Being able to read and write in any language. Reading and writing of printed materials without spelling every word. Writing 80 words in 45 minutes without making many mistakes. Read four digit numbers, and writing first ten numbers, in a way that is readable. Literacy definitions in Pakistan: Definition in One who can read a clear print in any language. Definition in One who is able to read and understand a simple letter in any language.
Definition in One who is able to read and write in any language, while understanding it. Definition in One who can read a newspaper and write a letter. Definition after One who can read a newspaper and write a letter, in any language. In the last 50 years, despite the many efforts that have been done in research and practice, there has been a moderate change in the main problems and statistics on literacy worldwide.
Many countries, international and bi-lateral organizations, have increasingly shown concern on the low levels of literacy. One of the main problems, has been a low allocation of funds, for the promotion of literacy. Trends of literacy worldwide according to statistics: According to a UNESCO review, nearly million people are illiterate in the world, who are 15 years of age and above.
In the developed countries, 1. The lowest literacy level Developed countries have increased their literacy level 6. Copying the formal education model that exists, again and again, has been the main solution to the problems, which exist in basic education. National Education Corps,. Armed forces to play a role. Industrial establishments to run literacy classes for workers. Pakistan Television Literacy Program augmented. Fresh matriculates to take up literacy work for one year.
Debarring illiterates form employment. NGOs to develop and launch community based literacy programs. Integration of literacy in Rural and Urban Community Development programs. The literacy rate in Pakistan, overall, has been increasing slowly. After half a century, The current average literacy rate of growth is 3. The number of illiterate people has doubled. In , From — , the literacy rate in Punjab increased by 3. High literacy High literacy Low literacy V.
Television lectures were conducted, a teacher was also provided there, to explain and add to the television lectures. It was estimated that 2, were made literate under this program. The objective was to make 15 Million people literate ages 10 and above from — 88, Million Rupees were allocated for the plan.
NLP was implemented at both the national and district level. Literacy Centres were run by social welfare agencies, at the national level. When this plan was terminated, 4, learning centres were working, with a total of 99, students. TVs were given to CVCs for giving the tele-lessons, and a teacher was provided, to add to the lesson and teaching the students face to face. It involved every section of the society, for promoting literacy in the country.
Illiterate employees of different organizations were also involved in the program. Students of schools, colleges and universities taught in these programs.
A total of , were made literate under the ten points programs. Economic incentives were given to the volunteer teachers, for all of their efforts to create a literate person. People involved in economic activities, like people who were educated, ex-servicemen, and others were encouraged.
Safe-guards were put in place to avoid frauds of any kind. A total of 60, students attended classes under the project, 18, students passed the exams. The goal was to give 1. The course of was two years, after which the student would be able to join Class 6 of a formal school. Full time teachers were employed with special training, in school buildings in the afternoon.
Roshani Schools with , students. These centres were established in Rawalpindi, Islamabad, Attock, Abbotabad and Lahore; one centre was opened in Sind as well. Ending illiteracy from selected areas of Pakistan — 94 : This program was implemented through NGOs and other organizations instead of the government machinery. The goal of the program was to enrol , people, who were form 10 years old to 30 years old.
When this program ended, 70, illiterate were enrolled in 3, literacy centres. Why the past literacy programs failed: Literacy should be provided and promoted by the formal education system, by paving the way for the target age group of children. It can be provided to adults informally. Continuous and persistent efforts have been done, to expand Primary Education, in terms of quantity. International Agencies have been involved, both technically and financially, to help in this expansion. As a result, the rates of participation have been improving.
The government has shown concern repeatedly, about the state of adult literacy, over the years. There was a need to expand primary education along with adult literacy, to the less fortunate section of the society.
The things that contributed to the downfall of the past literacy programs are as follows: No expertise: Adult literacy is a process of complicated social engineering, it needs people who are trained for the cause of adult literacy and are driven to bring about socio-economic and geo-political development in Pakistan. Programs were created and implemented by people, who did not have the expertise and skills required for adult literacy.
Adhocism: Some random efforts have been done in the last 40 years in adult literacy. Everything was done adhocly, with neither the continuity nor the commitment, which were required. No infrastructure: Infrastructure of organizations was neither created at the provincial, regional nor the local level; to plan and manage adult literacy programs. No organizations exist, for adult literacy, despite the directions of the National Education Policy of Inconsistent and abruptly discontinued programs: Majority of the literacy programs done in the past were discontinued, without evaluating them.
Decisions regarding the inconsistent and discontinued programs were motivated politically, without any scientific reasoning, were detrimental for Pakistan. Lack of funds: Many programs were terminated, due to the lack of funds. Adult literacy programs have failed to get the attention of the political leadership.
Everyone remained indifferent to adult literacy and its importance, as a key to development. Opposition of the administration: One of the reasons, of the failure of these programs, was the opposition of the administration to any meaningful investment in adult literacy. Learning packages for the adults were inappropriate: The books used in adult literacy, were not according for the needs and psychology of adults. There was difficulty in associating the sound of the letter with the letter.
It became difficult, for the adult, to fully grasp what was taught. The training of the teacher was inadequate: The training was given only once, and was limited to the classroom itself. There was no mechanism for on the job training in place. The teachers were reluctant to attend these sessions, as the training packages were inadequate.
Challenges of paramount proportions are faced by Pakistan; poverty, illiteracy, healthcare facilities not at the required level and the epic growth of population, have been the road blocks on the road of the sustainable grass root level development, according to the requirements.
Systematic endeavours were needed to achieve any measureable success in the field of literacy. Another mandate is capacity building of both the public and private sectors, for proper and sustainable human development, in the entire country, with presence in every district of Pakistan.
A social transformation movement is needed in Pakistan, for human development. Community ownership is important, the rights of decision making is given to every stakeholder, regarding the projects of the commission.
Poverty alleviation should be achieved by the involvement of multiple sectors. The focus of every action should be to answer the needs of people, at grass root levels. Objective: The basic objective of NCHD is the assistance in filling the gaps of implementation, which exist between strategy and delivery.
HDSUs will do capacity and competencies building of government and civil society organizations working in social sectors, by giving skills to improve communication, co-ordination and knowledge sharing. Program of literacy of the NCHD: Literacy depends, and is related to, the issues of nutrition, income, life expectancy and low rates of infant and maternal mortality, and the size of the population.
Improving the standard of living and human resources quality, will pave the way to raise the level of literacy. Understanding the significance of literacy, every country and community, in the world, endeavours to increase their levels of literacy, in every possible way.
Literacy is important for getting and spreading knowledge. It is the medium of choice, which can be used, to improve the quality and the standard of living of people, and their access to knowledge. At the start, a literate person was one who could read and write in any language, and could do simple mathematical calculations. Images Donate icon An illustration of a heart shape Donate Ellipses icon An illustration of text ellipses.
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Evaluating information -- 5.
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