The Importance Of Literacy Education

Literacy is the basic ability to read and write. In its basic sense, this term was first used in the 19th century, and at the time it was also regarded as a social problem for the first time. Prior to this period, formal education was not offered to the public, so it was natural that most people could not learn to read and write.

In most industrialized societies, literacy was the property of special and beneficial groups - writers, bureaucrats, and priests - who often communicated in languages that were not complex or indigenous. Therefore, literacy was a medium of social exclusion. The arrival of typography and more readable writings became important factors in the democratization process of social life and increased public participation in decision making. Today, other forms of reading and writing (such as computer literacy) are mentioned.

Interest in the ability to read and write in modern society has been an important topic of political debate periodically. Although the concern that the ability to read and write could be abused has been expressed, the idea that "we must educate our new heroes" was an important part of the movement to increase the provision of public education in the 19th century. In functionalist and neo-liberal sociology, literacy education is being carried out as universal rules on basic literacy as broadly as possible are essential essentials for the smooth functioning of the modern economy.

Literacy education is education to develop the ability to read and understand texts. Literacy education focuses not only on phonemic-based teaching, but also on the ability to effectively speak, write, and listen, and use literacy skills required in various schools and everyday life. The elements of literacy education are as follows. Daily knowledge of intensive time distribution, steady daily learning, explicit learning of new letters and sounds, scaffolding or assisted learning for detection, segmenting, blending, immediate corrective feedback, phonemic and letter- Such as daily application, daily review, and so on.

These are especially taught in WSU's English and Communication classes. They also use daily intensive time distribution for English, steady daily learning, explicit learning of presentation, learning about detection, segmenting, blending, corrective feedback, and daily application of new knowledge routinely across diverse contexts of literature. And review.

To develop literacy skills, students should be equipped with the ability to read words that are beyond the level of understanding the phonemes and sounds of certain characters. Traditional literacy means the ability to use reading and writing to construct meanings from printed texts. In modern times, basic learning competencies include reading, writing and mathematics as well as knowledge, problem solving, and life skills. Basic learning ability refers to the ability to cope with and solve independent problems independently, and from this point of view, literacy also reflects formal school-based functions as well as the ability to handle functional tasks and demands. Recently, E. Langer named high literacy, including the ability to use language, content, and reasoning to fit specific situations and principles, as well as basic reading and writing. The upper literacy involves thoughtful reading, writing, and discussion of the content presented in the classroom.

And there are awards to those who worked for such a literacy. It is the King Sejong Literacy Prize. The King Sejong Literacy Prize is a UNESCO awarded by the United Nations. It was enacted in June 1989 to encourage the spirit of King Sejong who was the king of Korea and to encourage and encourage the efforts of individuals, organizations and organizations dedicated to fighting illiteracy around the world. It is because the world acknowledges the fact that Sejong's Hangul, which was named Sejong in this name, is so easy to learn that it literally destroys the illiterate. Professor Sasse of the University of Hamburg, Germany, known as the author of Korean studies in Europe, tells the following story. "I felt that Hangul was difficult for me at first, but I was able to learn in one day because I actually learned that it was very impressive and easy to learn, especially since I learned that Hangul letters are shaped like a mouth or a pronunciation. The Korean language is written in Korean as well, so Hangul is easy to learn and can be written. "As Professor said, Korean children are less than 10 years old, so they learn it as a hobby, so Hangul is easy and scientific. Korea is one of the countries with the lowest literacy rate in the world thanks to Hangul, the world's best character. Afterwards, the UNESCO King Sejong Award was awarded to a group that has made great achievements in literacy in various parts of the world such as Ghana, India, Jordan, Tunisia, China, Saudi Arabia and the Philippines since its first grant to the Indian science popularization group in 1990 have. Winners will receive a certificate, a medal, and a prize money.

As you can see, people are striving for literacy. Among them, Cruzada Nacional de Alfabetización, can be example. Cruzada Nacional de Alfabetización, CNA is a diverse and unique collection of documents created during the massive literacy campaign in Nicaragua in 1980. This movement, called crusade, was systematized after the dictatorship of the Somoza family was overthrown. Over 60, 000 young people participated for five months, literacy was possible by teaching them how to read and write more than half of the entire poor and illiterate Nicaraguan population in Nicaragua rural areas. At that time, volunteer teachers from 16 countries, to participate in the literacy campaign in Nicaragua, sponsored professional organization and preparation of textbooks and trained young people in Nicaragua to perform their mission. The volunteer teachers are from countries and organizations in 16 countries, including Cuba, Spain, Costa Rica, the International Union of Students, Oliverio Castaneda International Brigade of IUS, Mexico, the Netherlands, the Federal Republic of Germany, the German Democratic Republic, the United States of America, the USSR, Churches, the EEC, the World Christian and Solidarity Organization.

With such a large effort, illiteracy has decreased from 50% to 12% in just five months. The Nicaraguan literacy campaign was one of Nicaragua's most brilliant educational and cultural achievements. In addition to teaching people how to read, it was a very important experience for urban youth in Nicaragua to discover the poverty-stricken homeland left by 50 years of dictatorship.

Due to its large scale, active and united nature, the literacy campaign became a unique national and international experiment, and UNESCO recognized it twice and conferred Nadezhda Krupskaya Medal twice. Currently, Cruzada Nacional de Alfabetización is a minority ethnic group in the coastal region of the Caribbean, Miskito, Sumu and Nicaragua, with books, interviews, direct statements of participants, diaries, maps, cassette tapes, books on literacy and espionage, Creole, English, Textbooks in your language, and much more. All these materials are collected and held at the Institute of History of Nicaragua and Central America, IHNCA, Nicaragua.

And the National Literacy Crusade was a unique experience in Nicaraguan history. It was also an adventure that was possible because of the situation that was created after the victory of Sandinista People's Revolution in July 1979. After winning the victory of one of the most brutal dictatorships in Latin America, this was the basis for a strong national unity that poured enormous energy into the issue of 'education', one of the most important missions at the time. I was able to. The whole of Nicaragua was in a period of change in political, economic and cultural structures.

The Governing Council of National Reconstruction, published in La Gaceta, No. 210 of the JGRN officially declared 1980 as 'Year of Literacy'. A few days later, on January 8, 1980, the Bishops' Conference of Nicaragua, together with the illiterate and farm workers, invited parents to encourage their children to participate in the literacy campaign. The bishops' councils convinced their parents that if they eliminated illiteracy, their children could become wealthy future workers who would make themselves rich. At the international level Amadou-Mahtar M'Bow, UNESCO Secretary-General, appealed for solidarity in 144 countries around the world on January 23, 1980. Illiteracy is an absolute evil that prevents all citizens from participating in the national revival movement. International cooperation was the first prerequisite for the Nicaraguan people to respect their cultural identity, keep their passion and make their way forward. John Paul II appealed to Christian educators to cooperate with this difficult task of educating one citizen and one citizen. The Nicaraguan illiteracy movement was organized and progressed in the context of these changes. This movement is the only event in history and is a unique and irreplaceable event in the history of Central America and the whole human race, so documentary records related to this movement are preserved for all mankind.

Another example is the Korean literacy campaign. The number of illiterate people in Korea has increased steadily. It is because the Japanese imperialism has established a policy of discrimination education. At the time, public schools were not only limited in capacity, but were also expensive. So, it was very hard for Korean workers, farmers and urban poor to get educational opportunities. The result was an increase in illiteracy. If the black eye, that is, the illiterate, increases, so does the capacity of our nation. According to the intention of the Japanese people, the Koreans' The Korean people who feel the crisis consciousness cause the literacy campaign. The enthusiasm of the Literacy Movement has led to the establishment of a field study in all over the country in the 1920s. These fields were strong in nationalistic colors, and the subjects taught were centered in Korean. In contrast to the public schools, any kind of night school was taught in Korean language and the Korean language was most important.

Furthermore, the school did not only teach children who could not attend school, but adults and men. It is an important place for national education. When the night school shows strong nationalistic colors, the Japanese government represses it and closes the door. We have also added one public school to each town. However, Korean children accepted here are only one-fifth of the number of children who need to go to school. When the night school is oppressed, and the Japanese countermeasures are insufficient, Korea's passion for literacy is centered around the media. At that time, most of the 20 million people were serious enough to be illiterate.

The Chosun Ilbo took the lead in promoting the letter spreading movement. With the motto "Knowing is strength, learns to live, " I was able to work on fighting illiteracy across the country with students from middle and high schools who went to my hometown during vacation. The Dong-A Ilbo launched the Enlightenment Movement, the "Vnarod Movement. " Vnarod means "into the people" in Russian. It is a slogan established in Russia when the intellectual class digs into the countryside for people's enlightenment. The Dong-A Ilbo not only used the slogan to teach literacy but also aimed at improving people's lives and enlightening their cultural life, such as elimination of superstitious deities, elimination of customary practices, and sincerity and sincerity. In this way, the Korean language society actively participated in this movement and did not hesitate to cooperate with the media when the media activities were active for literacy. The textbooks to be used for the letter spreading movement were made, and the members of the society who were mostly private school teachers initiated the Hangul class by touring all over the country.

However, the governor general ordered that large-scale touring and literacy campaigns be prohibited to prevent the spread of such movements. It was aimed at eliminating the passion for literacy, but in the end, the literacy campaign was successful, and most of the Korean people were now able to escape illiteracy. Unlike Korea at the time, WSU currently does not interfere with literacy. Rather, everyone is educated enough to read and write. But in other ways it can be called illiterate. It is digital illiteracy.

The word 'digital' would be most appropriate if we were to live and define the characteristics of the times when our students should live. In the digital era, it is illiterate, but in the digital era there is illiteracy to be eradicated, and if you eliminate such illiteracy, you can become a competitor in the digital age.

The first illiteracy is information technology illiteracy. One of the basic illiterates in the digital era is the lack of ability to use improved information technology. A decade ago, there was a time when a word processor alone was available, and only a few years ago, Internet search companies had a promising career. But now it is different. Nowadays, it requires the ability to use advanced IT technologies such as Internet, Word, Excel, PowerPoint, Database, Multimedia and so on. Many students finish college and are worried about employment. At work, however, people with improved skills are preferred to those with only basic IT skills. That is why we need to learn skills. The second illiteracy is information illiteracy. Another illiteracy we need to worry about is the lack of information analytical skills. In a digital age characterized by 'fast, complex, and integrated era', various types of decisions must be made quickly and accurately. In this process, it is essential to analyze the information that can be collected quickly, analyze accurately, and utilize it effectively. The ability to analyze information can only be improved by continuing to apply a solid knowledge of majors learned in each major field to the problems of the field on an ongoing basis. Knowledge that can’t solve the problem of reality is worthless. For example, an analyst who accurately predicts a stock price, an analyst who misrepresents stock prices, an analyst who accurately predicts stock prices, a physician who diagnoses a patient's illness correctly, a physician who misdiagnoses a patient's illness, A consultant who solves the problem, a consultant who only adds to the confusion, a designer who does the product design precisely, and a designer who does not. We know which group we belong to. The third illiteracy is knowledge illiteracy. Business is also changing very rapidly, as is the case in other areas. In the field of management information systems, which is my major field, the rate of change of knowledge is rapidly progressing so that more than half of lecture notes should be changed a year ago. In this age, it will be difficult to survive if you do not have the ability to search, utilize, and create new knowledge. Therefore, the systematic, dynamic, and stereoscopic analysis of changes in the fields in which each person belongs should be analyzed to find the necessary knowledge, to utilize it, and to create it. In this process, we need a strategic mind to find and prepare the necessary knowledge in limited time and ability.

Finally, the illiteracy that we should be interested in is culture illiteracy. There is a social and cultural system based on civilization and history, and there are political, educational, legal and economic systems on top of it. If we can’t read the social and cultural codes that we are living on, everything we have can be worthless at all. Therefore, we must endeavor to understand and analyze the society and culture in which we live and live.

But eventually these things are hard to learn in WSU's U-CORE classes. So, in the end, I would like to say that it is good to learn literary lessons at U-CORE, but I think it is more necessary for students to learn realistic literature to survive in society.

15 July 2020
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