Literacies and Libraries: Literacies and Libraries: The concepts that bind usThe concepts that bind us

Ray Doiron, PhD Ray Doiron, PhD raydoiron@upei.caraydoiron@upei.caBC Libraries 20/20 BC Libraries 20/20 October 22, 2007October 22, 2007

Traditional LiteracyTraditional Literacy an individual's ability to write her/his namean individual's ability to write her/his name Movement for Canadian LiteracyMovement for Canadian Literacy: : "The "The

ability to understand and use printed material ability to understand and use printed material found at home, at work and in the community - to found at home, at work and in the community - to achieve one's goals and develop one's knowledge achieve one's goals and develop one's knowledge and potential.”and potential.”

The US Workforce Investment Act of The US Workforce Investment Act of 19981998 defines literacy as defines literacy as "an individual's ability to read, write, speak, compute and "an individual's ability to read, write, speak, compute and solve problems at levels of proficiency necessary to solve problems at levels of proficiency necessary to function on the job, in the family of the individual and in function on the job, in the family of the individual and in society.”society.”

Multiple LiteraciesMultiple Literacies

Various constituents define literacy Various constituents define literacy for their discipline or political view.for their discipline or political view.

Family literacyFamily literacy Workplace literacyWorkplace literacy The “new” LiteracyThe “new” Literacy Information LiteracyInformation Literacy

The “New” LiteraciesThe “New” Literacies The New LiteraciesThe New Literacies …. becoming fully skilled in …. becoming fully skilled in

the new literacies of information and the new literacies of information and communication technology (ICT) such as word communication technology (ICT) such as word processors, web editors, presentation software & processors, web editors, presentation software & e-mail. However, this means using these ICT’s in e-mail. However, this means using these ICT’s in new ways that involve participation, new ways that involve participation, collaboration, distributed production and collaboration, distributed production and relationships (Lankshear & Knobel, 2007).relationships (Lankshear & Knobel, 2007).• As ICT has increasingly shaped our society, the skills we As ICT has increasingly shaped our society, the skills we

need to function successfully have gone beyond reading; need to function successfully have gone beyond reading; • literacy has come to include the skills and the mindset literacy has come to include the skills and the mindset

associated with the use of ICT. (the “technical stuff” and associated with the use of ICT. (the “technical stuff” and the “ethos stuff” (Lankshear & Knobel, 2007).the “ethos stuff” (Lankshear & Knobel, 2007).

Information LiteracyInformation Literacy Information LiteracyInformation Literacy - consists of skills, strategies, - consists of skills, strategies,

and ways of thinking that are essential to success and ways of thinking that are essential to success in a knowledge-based economy. in a knowledge-based economy.

Information literacy is the ability to find and use Information literacy is the ability to find and use information with critical discrimination in order to information with critical discrimination in order to build knowledge. build knowledge.

An information literate person is a lifelong learner An information literate person is a lifelong learner expert at using complex cognitive processes with expert at using complex cognitive processes with diverse technological tools in order to solve diverse technological tools in order to solve problems in personal, social, economic, and problems in personal, social, economic, and political contexts. (National document- political contexts. (National document- CSLA/ATLC)CSLA/ATLC)

A Meta-literacyA Meta-literacy Beyond traditional and context-based literacies – higher Beyond traditional and context-based literacies – higher

order framework for understanding it.order framework for understanding it.

Learners must navigate in and out of multiple discourses in Learners must navigate in and out of multiple discourses in all aspects of life (Lankshear & Knobel, 207).all aspects of life (Lankshear & Knobel, 207).

Howard Gardner (1990) “…regardless of the discipline, one Howard Gardner (1990) “…regardless of the discipline, one must be able to read and write the symbolic forms present must be able to read and write the symbolic forms present in one’s culture.” in one’s culture.”

Elliot Eisner (1991) “ … the ability to encode and decode Elliot Eisner (1991) “ … the ability to encode and decode meaning in any of the forms used in culture to represent meaning in any of the forms used in culture to represent meaning” Such as… print, visual signage and symbols or meaning” Such as… print, visual signage and symbols or icons, oral traditions icons, oral traditions music, art, dance, natural rhythms (the music, art, dance, natural rhythms (the tides, the seasons, the weather)tides, the seasons, the weather)

Key Points from the DefinitionsKey Points from the Definitions A Continuum of understanding – where do A Continuum of understanding – where do

you sit?you sit? All definitions assume some skills with All definitions assume some skills with

reading and writing tasks.reading and writing tasks. Some define literacy as static or absoluteSome define literacy as static or absolute We are moving quickly to an We are moving quickly to an

understanding of literacy as dynamic, understanding of literacy as dynamic, relative and contextual.relative and contextual.

Critical thinking, creative problem-solving Critical thinking, creative problem-solving and knowledge-building more central to and knowledge-building more central to our literacy.our literacy.

Remember . . .Remember . . .

Any Any definition of literacy reflects definition of literacy reflects • the values of the people defining it, and the values of the people defining it, and • the purposes they have in defining it. the purposes they have in defining it.

Libraries – Two Literacy Libraries – Two Literacy PerspectivesPerspectives

““High” literacyHigh” literacy ““New” literacyNew” literacy

““High” Literacy View of LibrariesHigh” Literacy View of Libraries

This is an ordered view.This is an ordered view. Information is organized/ structured and Information is organized/ structured and

placed into a framework that makes it placed into a framework that makes it retrievable and accessible. retrievable and accessible.

Set of skills for accessSet of skills for access Librarian controls the access.Librarian controls the access. User waits for retrieval, returns, ILLUser waits for retrieval, returns, ILL Authority and credibility given to items in Authority and credibility given to items in

the collection.the collection. Read, make notes, cite sources.Read, make notes, cite sources.

““New” Literacy View of LibrariesNew” Literacy View of Libraries

WWW – not organized in prescribed way.WWW – not organized in prescribed way. I control the access.I control the access. We cut and paste, download, print, burn, We cut and paste, download, print, burn,

bookmarkbookmark We build our own ‘desktop-library’ of We build our own ‘desktop-library’ of

frequently used resources.frequently used resources. No waiting – if not available, forget it.No waiting – if not available, forget it. Learners – construct their own learning Learners – construct their own learning

environment, find the resources that work environment, find the resources that work for them and create new knowledge.for them and create new knowledge.

Trends in the ChangeTrends in the Change

From “we-they” to “we-me”.From “we-they” to “we-me”. Control of access has changed.Control of access has changed. What is knowledge?What is knowledge? Connected view of libraries.Connected view of libraries. Access and retrieval/ sifting and sortingAccess and retrieval/ sifting and sorting Authority of the text/ critique of the textAuthority of the text/ critique of the text Library skills / information literacy Library skills / information literacy

Libraries and Literacy TomorrowLibraries and Literacy Tomorrow

Libraries as “community access points” Libraries as “community access points” both in school and in our communities.both in school and in our communities.

Integrate even more critical literacy.Integrate even more critical literacy. Life-long libraries for life-long, life-wide Life-long libraries for life-long, life-wide

learning.learning. Develop collaborative community Develop collaborative community

partnerships.partnerships. Build collaborative teaching connections to Build collaborative teaching connections to

classrooms and student learning.classrooms and student learning.

The Change in LibrariesThe Change in Libraries

What is the result as these multiple What is the result as these multiple views of literacy interact with views of literacy interact with traditional and emerging roles of traditional and emerging roles of libraries?libraries?

We find ourselves helping children We find ourselves helping children develop literacy in two areas:develop literacy in two areas:• ‘‘real world’ contextsreal world’ contexts• Personal contextsPersonal contexts

Contexts for LiteraciesContexts for Literacies Real-World Real-World

ContextsContexts• Learning How to Learning How to

LearnLearn• Critical LiteracyCritical Literacy• InquiryInquiry

Personal ContextsPersonal Contexts• Reading Motivation Reading Motivation

& Promotion& Promotion• Accessing Accessing

ResourcesResources• Diversity, Equity & Diversity, Equity &

FreedomFreedom• Student Student

InvolvementInvolvement