Literacy Development
1. Core Literacy Domains
-
Fundamental (Decoding) Literacy
– Phonemic awareness, phonics, word recognition, fluency, comprehension.
– (Primary focus for learners, but also important for caregivers so they can model decoding strategies.) -
Critical Literacy
– Analysing whose voices are represented, critiquing bias, questioning assumptions.
– (Essential for teachers, officials, community leaders and older learners to foster democratic, empowered reading.) -
Digital & Media Literacy
– Navigating e-books, online repositories, evaluating web content, understanding multimedia texts.
– (Vital for everyone—teachers designing lessons, officials reviewing digital-learning policies, families accessing content on phones.) -
Information & Research Literacy
– Locating, evaluating, and ethically using information (including citation practices, fact-checking).
– (Crucial for teachers planning lessons, officials commissioning programmes, community partners sourcing local materials.) -
Cultural & Multilingual Literacy
– Appreciating diverse languages and traditions; reading across multilingual texts; translanguaging strategies.
– (Particularly important in a South African context: for teachers, learners, and community guardians to validate home languages.) -
Health & Emotional Literacy
– Recognising and expressing emotions through texts; understanding narrative as a tool for social-emotional learning.
– (Helps teachers support learner well-being, and families to use stories as safe spaces for dialogue.) -
Digital Citizenship & Ethical Literacy
– Online safety, respectful communication, intellectual property rights.
– (For learners and families navigating social media/book-sharing apps; for officials setting policy.)
ho nurtures a child’s reading journey at home.
Putting It All Together
When you map out your Reading & Literacy content and supports, consider using a matrix or table that crosses Stakeholder × Literacy Type, and then design resources (toolkits, workshops, online modules) for each cell. This will ensure nobody—whether they’re a Grade 2 learner, a district official, or a young sibling acting as a guardian—is left without the specific literacy skills they need to flourish.
🔠 CLASSIFICATIONS OF LITERACY DEVELOPMENT
1. Basic & Functional Literacies
| Literacy Type | Description | Key Stakeholders |
|---|---|---|
| Foundational Literacy | Decoding, vocabulary, fluency, comprehension | Learners, teachers, caregivers |
| Functional Literacy | Reading/writing in everyday contexts (e.g. forms, signage, instructions) | Youth, adults, caregivers |
| Print Literacy | Ability to read and interact with printed texts (books, magazines) | Learners, caregivers |
2. Critical Thinking & Analytical Literacies
| Literacy Type | Description | Key Stakeholders |
|---|---|---|
| Critical Literacy | Evaluating and questioning power, bias, and agenda in texts | Teachers, learners (intermediate+) |
| Information Literacy | Locating, evaluating, and using information effectively and ethically | Teachers, officials, older learners |
| Media Literacy | Interpreting messages in TV, film, ads, and social media | All stakeholders, especially youth and adults |
3. Digital Age Literacies
| Literacy Type | Description | Key Stakeholders |
|---|---|---|
| Digital Literacy | Using digital devices, platforms, and tools to find and create content | All stakeholders |
| ICT Literacy | Operating devices and software for communication and productivity | Teachers, officials, older learners |
| AI Literacy | Understanding, using, and questioning AI tools and systems | Teachers, officials, older learners |
| Data Literacy | Interpreting data, charts, stats and drawing conclusions | Teachers, officials, community leaders |
4. Socio-Emotional & Identity Literacies
| Literacy Type | Description | Key Stakeholders |
|---|---|---|
| Emotional Literacy | Recognizing and expressing emotions through text and interaction | All, especially caregivers and teachers |
| Social Literacy | Understanding social cues, relationships, empathy, teamwork | Learners, teachers, community leaders |
| Civic Literacy | Participating in civic life, understanding rights and responsibilities | Youth, community leaders, officials |
| Cultural Literacy | Understanding and valuing one’s own and others’ heritage, traditions | All – especially in multilingual societies |
| Gender Literacy | Recognizing gendered language, identities, and inclusive representation | Teachers, officials, learners |
5. Lifelong & Applied Literacies
| Literacy Type | Description | Key Stakeholders |
|---|---|---|
| Financial Literacy | Managing money, understanding savings, loans, budgeting | Parents, learners, youth, community leaders |
| Health Literacy | Understanding health-related texts, prescriptions, and services | Families, teachers, learners |
| Environmental Literacy | Understanding ecological issues, sustainability, climate action | All stakeholders |
| Workplace Literacy | Reading and writing for job-related tasks (CVs, safety manuals, etc.) | Youth, caregivers, job-seekers |
| Scientific Literacy | Understanding scientific concepts, inquiry, and language | Learners, teachers, STEM-focused readers |
6. Language and Communication Literacies
| Literacy Type | Description | Key Stakeholders |
|---|---|---|
| Multilingual Literacy | Reading and writing across more than one language | All stakeholders (especially in SA) |
| Translanguaging Literacy | Moving fluidly between languages to make meaning | Teachers, learners, community translators |
| Oral Literacy | Telling stories, listening, engaging in dialogue and verbal recall | Families, caregivers, learners |
| Sign Language Literacy | Communicating using South African Sign Language (SASL) | D/deaf learners, families, educators |
| Visual Literacy | Interpreting images, symbols, layout, and design | All stakeholders |
7. Specialized Educational Literacies
| Literacy Type | Description | Key Stakeholders |
|---|---|---|
| Assessment Literacy | Understanding how to measure and interpret learning outcomes | Teachers, officials |
| Pedagogical Literacy | Understanding how to teach reading and learning strategies | Teachers, district advisors |
| Policy Literacy | Reading and acting on education policies, plans, frameworks | Officials, school leaders |
🏠 Solution to the Term “Parent”
To be more inclusive and socially accurate in your context (especially where children are raised by siblings, elders, or guardians), you might choose from:
| Instead of “Parent(s)” use: | Why it works |
|---|---|
| “Caregivers & Guardians” | Covers grandparents, siblings, aunts, foster care, child-headed households |
| “Families & Supporters” | Inclusive of extended and informal family structures |
| “Home Literacy Champions” | Encourages responsibility without naming relationship |
| “Those at Home Who Care” | Compassionate and inclusive |
| “Primary Nurturers” | Focuses on the emotional/educational role, not legal status |
Putting It All Together
When you map out your Reading & Literacy content and supports, consider using a matrix or table that crosses Stakeholder × Literacy Type, and then design resources (toolkits, workshops, online modules) for each cell. This will ensure nobody—whether they’re a Grade 2 learner, a district official, or a young sibling acting as a guardian—is left without the specific literacy skills they need to flourish.