Literacy is defined by dictionaries as the state of being able to read and write.

The word
<literacy= stems from the word < literate= , which first appeared in the 15th century and is in turn
derived from the Latin word litteratus, meaning a person marked with letters that is, <distinguished or
identified by letters= and it carried with it the idea that such a person was cultured and educated.

Since the subject of the time (e.g. grammar, logic, arithmetic, geometry. etc.) all had written
text (which were composed of letters) that had to be studied, the ability to read and write was
therefore of prime importance, leading to the strong association of being <literate= with the ability to
read and write.

Miller (1973) divides this conventional concept of literacy into three subcategories:

1. Basic Literacy – It is the ability to correspond visual shapes to spoken sounds in order to decode
written materials and translate them into oral language. It is the ability to recognize letters and words,
the sequence of letters even without understanding what it means.

2. Comprehension Literacy – It is the ability to understand the meaning of what is being read.
(content or message).

3. Functional or Practical Literacy – It is the ability to read (i.e., decode and comprehend) written
materials needed to perform everyday vocational tasks. This is the equivalent of reading the text and
being able to understand the meaning of the words.

Based on the conventional view of literacy, there are two things consider for reading to exist (1) a text
(consisting of symbols and grammar) to be read: and (2) a meaning or message being communicated
by the text for the reader to extract.. Without a text, there would be nothing to read; without meaning,
the text is reduced to series of incomprehensible doodles.

 In 2004,UNESCO formally defined literacy as <the ability to identify, understand, interpret,

create, communicate, and compute, using printed and written materials associated with
varying contexts.
 Mkandawire (2018) posits that Literacy is < a form of knowledge, competence, and skills in a
particular field or area, < being supported by UNESCO (2006), WHILE Barton (2007),
Mudenda & Cheelo (2017) acknowledged that- as we have just pointed out – modern views
appear to equate literacy with knowledge.

Literacy in the 21st Century

When viewed from the perspective of conventional/traditional literacy, the concept of <new=
literacies is a bit misnomer, as even these new literacies of the 21st century make generous use of
being able to read and write, rather than supplant them as skills necessary for survival. However,
when viewed from the perspective of literacy as knowledge, the new literacies begin to make sense
as they are the <skills and bodies of knowledge= that are necessary for survival and productivity in
the information age.

These so – called <new= literacies arose from the increasing availability of communication
technologies that were once unavailable to the average individual. Technologies like blogging, social
networking, and even text messaging change and expand both the extend and the form of our
communication – blending text, sound, and images in ways unforeseen and unprecedented
(Richardson, 2014).
Three things which are critical in the rise of the new literacies:

1. Increased Reach - we are communicating with more people, from more diverse cultures, across
vaster distances than ever before.

2. Increased Means of communication – We are communicating in more ways and at faster speeds
than ever before.

3. Increased Breadth of Content – We are communicating about more things than ever before.

Globalization , Cultural and Multicultural literacy

 According to Joseph E. Stiglitz (2002), globalization is the closer integration of the countries
and people of the world brought about by the enormous reduction of costs of transportation and
communication, and the breaking down of artificial barriers to the flows of goods, services, capital,
knowledge, and people across borders. Globalization as a phenomenon is not new. Nation and
cultures have been interacting and integrating with one another for millennia.
 Held, et al. (1999) defined that globalization captures elements of a widespread perception that
there is a broadening, deepening and speeding up of world-wide interconnectedness in all aspects of
life, from the cultural to the political, the financial to the environmental.
 Cole (2018) shared that according to sociologists, globalization is an ongoing process that
involves interconnectedness changes in the economic, cultural, social and political spheres of society.
 Beck (2000), defined globalization as a process through which transnational actors undermine
sovereign national states with varying prospect if power, direction, identities and network.
 Globalization is the process of interaction and integration between people, business entities,
governments, and cultures from other nations, driven by international trade and investment and
supported by information technology (Levin Institute, 2017).

Cultural Literacy

Cultural literacy referring to the ability to understand the signs and symbols of a given culture
and being able to participate in its activities and customs as opposed to simply being a passive (and
outside) observer. The signs and symbols of a culture include both its formal and informal languages,
its idioms and forms of expression, entertainment, values, customs, roles, traditions. And the like-
most of which are assumed and unstated. Thus, they are learned by being part of the culture, rather
than by any formal means.

By its definition, cultural literacy is culture-specific, but it is not limited to national cultures,
contrary to what many people assume. The culture of one workplace can be very different from
another, just as the culture of a particular school can differ widely from another school.

Global Literacy

Global literacy aims to address issues of globalization, racism, diversity and social justice
(Guo, 2014). It requires awareness and action, consistent with a broad understanding of humanity,
the planet, and the impact of human decision on both. It also aims to empower students with
knowledge and take action to make a positive impact in the world and their local community (Guo,
2014).
 According to the Ontario Ministry of Education (2015), a global citizen should possess the
following characteristics: (1) respect for humans regardless of race, gender, religion or political
perspectives; (2) respect for diversity and various perspectives; (3) promote sustainable patterns of
living, consumption, and production; (4) appreciate the natural world and demonstrate respect on the
rights of all living things.

Multicultural Literacy

Multicultural literacy consists of the skills and ability to identify the creators of knowledge and
their interests (Banks,1996) to reveal the assumptions of knowledge, to view knowledge from diverse
ethnic and cultural perspective, and to use knowledge to guide action that will create a humane and
just world (Boutte, 2008)

As cultures begin to mix and change as a result of globalization, conflicts inevitably arise over
identity, values and worldviews. This situation consequently needs for a literacy that enables us to
quickly and easily identify and resolve such conflicts, preferably before they even begin. Accordingly,
education for multicultural literacy should help students to develop the 21st century skills and
attitudes that are needed to become active citizen who will work toward achieving social justice within
communities.

Taylor and Hoechsmen (2011) shared that multicultural literacy is defined through the idea of
an inclusive and diverse education system where students of all cultural backgrounds are provided
with the respect and recognition they deserve in the classroom. It is through this literacy that we must
foster certain pedagogies concerning both social justice and social difference in the classroom.

Boutte (2008) discussed how by fostering both critical thinking and culturally sensitive
pedagogies to bring explicit attention to society-related cultural issues, in hope to positively impact
diverse learners in the classroom through giving recognition to the barriers they may face through
educational institutions.

O’Byrne and Smith (2015) stated how through the use of multicultural literacy, culturally
marginalized students feel more respected and comfortable in the classroom as they genuinely feel
their needs are being met and their voices are being heard.

Banks and Stark (2003) stated that although literacy is essential that all students acquire the
basic literacy and computational skills, this is not enough. Students should also acquire the skills,
attitudes and commitments to be reflective, moral and active citizens in a troubled global world.

We define multicultural literacy as the knowledge and skills necessary to ensure that any
communication with a culture different from our own is clear, productive, and respectful such that their
differences are celebrated and neither culture is demeaned or treated as inferior.

It is important to realize that under this definition, a “different culture” is not just limited to
“someone from another country” but could also include someone whose gender, economic
background, religious beliefs, sexual orientation, or even sense of fashion is different from our own.
Global Competence

Global competence is a multidimensional capacity. Individuals can analyze and rationalize local,
global and intercultural issues, understand and appreciate different perspective and worldviews,
interact successfully and respectfully with others, and take responsible action toward sustainability
and collective well – being. Global competence refers to skills, values and behavior that prepare
young people to thrive in a diverse, interconnected and rapidly changing world. It is the ability to
become engaged citizens and collaborative problem solvers who are ready for the workforce.

The following are the reasons why global competence is necessary.

1. To live harmoniously in multicultural communities.

2. To thrive in a changing labor market.

3. To use media platform effectively and responsibly.

4. To support the sustainable development goals.

Four Dimensions of Global Competence

1. Examine issues of local, global and cultural significance.

This dimension refers to globally competent people9s practices of effectively utilizing knowledge
about the world and critical reasoning in forming their own opinion about a global issue.

2. Understand and appreciate the perspective and world views of others.

This dimension highlights that globally competent people are willing and capable of considering other
people’s perspective and behaviors from multiple viewpoints to examine their own assumptions.

3. Engage in open, appropriate and effective interactions across cultures.

This dimension describes what globally competent individuals can do when they interact with people
from different cultures. They can flexibly adapt their behavior and communication manner through
respectful dialog even with marginalized group.

4. Take action for collective well-being and sustainable development.

This dimension focuses young people9s role as active and responsible members of society and
refers to individual9s readiness to respond to a given local, global or intercultural issue or situation.

The OECD Global Competence Framework

The framework depicts the four dimensions of

global competence encompassing the
development of knowledge, values, attitude and
skills that flow along parameters of attaining
such competency.