Literacy matters: empowering teenagers to be fully literate, articulate and erudite

BY PAUL JUNOR

The importance of literacy skills has been implicated in the overall development of children’s social, emotional, mental and intellectual life, that it has become a priority for government worldwide. There are many definitions of literacy that have been presented, depending on which dictionary that one consults. According to the Ministry of Education document, “Reach Every Student: Energizing Ontario: Education, 2008 on page 8, “Literacy is defined as the ability to use language and images in rich and varied forms to read, write, listen, view, represent and think critically about ideas. It involves the capacity to access, manage and evaluate information; to think imaginatively and analytically; and to communicate thoughts and ideas effectively. Literacy includes critical thinking and reasoning to solve problems and make decisions related to issues of fairness, equity and social justice. Literacy connects individuals and communities and is an essential tool for personal growth and active participation in a cohesive, democratic society”.

This all-encompassing and inclusive definition shows the breath and depth of what is involved in the multi-dimensional and intricate understating of this essential life skill.

In an article by Donald G. Jamieson in Paediatrics Child Health, 2006 Nov (11) 9, 573- 574, he summarized the results of the international tests conducted by the Organization for Economic Co-operation and Development (OECD). Literacy skills are divided into five categories from level 1 to level 5. Ellen Roseman, in an article in the September 29^th edition of the Toronto Star titled, “Illiteracy costs Canadian individuals,” identified these levels. Level 1 is associated with very poor literacy skills. Someone who is at this level may not be capable of figuring out the correct amount of medicine to give to a child from a package label. Level 2 is associated with a capacity to deal with only simple, clear material involving uncomplicated tasks. At this level, one has to resort to daily coping skills to ensure that they are able to perform tasks such as acquiring new skills. Level 3 is associated with being adequate to cope with the demands of everyday life and work in an advanced society. This is the skill level that an average Canadian would possess after finishing high school. Level 4 and 5 are associated with strong literacy skills. Level 5 is the highest level in which an individual is able to display a superior command of higher order information.

Literacy matters because as Jamieson noted, “Individuals with poor literacy skills are more likely to be at Levels 1 and 2, and are twice as likely to be unemployed for six or more months than those at/or above Level 3”. The impact of it goes beyond the formal education process. It plays a significant role in increasing the chances that one acquires social, educational and economic success not just individually, but as a community and as a nation. Furthermore, “higher skill levels facilitate the development of specific knowledge and skills which can carry economic, social and personal benefits in addition to its effects on educational achievement.” The cost to society is enormous for those who have poor literacy skills. According to Correctional Service of Canada, “More than four of every five offenders have achieved less that a grade 10 education.” This shows that every attempt should be made to improve literacy rate.