Ciphers and Currencies: Literacy Dilemmas and Shifting Knowledges  

Oleh:

Kell, Catherine

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language and Education (Full Text) vol. 15 no. 2-3 (2001), page 197-211.
Fulltext: Vol. 15, No. 2&3, p 197-211.pdf (224.14KB)

Isi artikel

The proposition that has driven much recent researchis that a closer understanding of the uses of reading and writing in everyday life, gained through ethnographic study on literacyin social practice,would lead to transformedliteracypolicy and provision. The paper argues that the connection between knowledge about literacy in social practice and literacypolicy is far more attenuatedand from a South Africanperspective, there is an ever-widening gap between literacies of everyday life and the literacy provided in the adult education sector. It proposes a foregrounding of the notion of the gap, and considers ways of theorising it. It thenmoves to consider two possibilities.The first is that the task of literacypedagogy is to consciously work in the third space. Thismay be conceived as a ‘bridging’. The second possibility is that as a result of global developments in technologies of learning, literacy becomes commodified and language becomes technologised to the extent that a new version of literacy as simply exchange value, as cipher, becomes interposed between the two sides of the gap. ‘Bridging’ then becomes impossible. It suggests that this emptied-out literacy as knowledge of sets of procedures may start to replace money as the basis of a new currency in the ‘informational society’.

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