The Concept of Literacy
The term of “literacy” is referred to the tool incorporated with the meaningful engagement which has a sense of its own. The process of literacy helps in the ability for the usage of the contextual symbols in order to make as well as communicate a meaningful act, as per the opinion and claims of Lutnæs, (2021). In other words, the concept of literacy helps in the enhancement of the capability to read as well as write the different social and contextual symbol of meaningful scenarios. The definition of literacy is considered to be dynamic, reflective, evolving as well as enriching in its forms that incorporate the continual changes in the process of learning. The teachers of the literacy are acknowledged to be the flag bearer of the propagation of literacy that helps the society to be literate, according to the view of Spante et al., (2018). Literacy is used for expanding the information as well as communication in a society in order to make rational decisions. Literacy helps as well as encourages the students for accessing the background knowledge of the contextual dynamic learning. It helps to give the students the purpose as well as motivation for studying to get the contextual meaning of knowledge. It also introduces the students to new technical terminology of construction to help in meeting the challenges of new ideas that approaches the students before starting off with the learning process, as per what Sebetci, (2019) had outlined. It also enables the students for moving around as well as participates in the discussion with the other learners for the purpose of better understanding. In addition to this, it helps in close reading of the texts in details for better understanding, as per the opinion of Walgermo, Frijters and Solheim, (2018).
The basic concept of literacy is referred to the ability of constructing, communicating as well as interpreting the meanings for purposes and contexts of ranges which extends up to infinity. The literacy is considered to be achieved through the development of speaking, learning, going through a learning process which is significantly necessary, as per the opinion and claims made by Mirra and Garcia, (2021). The literacy of the construction like in the plumbing sector can only be achieved when such learning programmes are set in order to enhance as well as achieve the quality of life and their understanding of the construction work like plumbing, the machinery usage, development and the risk factors for the people who have the potential to work in the zone of the construction area, as per what Sjöström and Eilks, (2018) had claimed. There are certain objectives and goals for making use of the learning programmes for the people in order to assure them of achieving their goals as well as aims in the field of construction like that of plumbing works.
- It helps in increasing the ability to read, write as well as get hold of numeracy skills. The learning of the literacy programmes also help in enabling the betterment of the knowledge regarding the recognition of the safety instructions that helps in improving the safety guidance for the learners by helping in reducing the chances of accidents due to careless safety measures (Fedorov and Levitskaya, 2018)
- Achieving literacy through the learning processes helps in encouraging as well as motivating the learners of the field of construction like plumbing in order to help them in continuing with the formal educational processes (Fedorov and Levitskaya, 2018)
- It also can be considered for helping in the reduction of the obstacles in the course of the work through the process with the help of effective exercises related to the civic rights as well as duties (Fedorov and Levitskaya, 2018)
- The learning processes are also acknowledged to be helpful in increasing the self-esteem as well as self-efficacy of the learners for the purpose of the future when they will be working in field of construction works like that of plumbing.
The strong foundation of the literacy through various literacy programmes makes the learners to be able to create a concrete base of learning of the vast subject matter. The development in the literacy of acquiring the skills does not stop even when a learner is successful in achieving the targeted goals of achieving the basic skills of literacy, as per the opinion made by Lyngstad and Sæther, (2021).
Importance of Literacy in Learning
The constraint skills theory has been conceptualised for the purpose of the reading developments which is considered to be a significantly important as well as essential implications for all the practices taking place in the classroom, and also in almost all the curricula as well as assessments that requires attentions by the learners involved in the learning practices. The theory helps in discriminating in between the constrained as well as the unconstrained abilities of reading practices, as per the opinion of Molepo and Bopape, (2018). The skills can be constrained conceptually, developmentally as well as with the proper measurements. The theory has suggested that there are many continuum of skills such as the knowledge of the learning contents, the ability of decoding. The phonological awareness as well as the oral reading ability in the most fluent way can be considered as tightly constrained whereas the parts related to the vocabulary and the ability to comprehend are considered to least constrained. The constrained skills are required to be taught and inculcated in the levels of automaticity as these are significantly necessary, however, insufficient in the path of developing the more sophisticated as well as complex abilities of the reading processes, as Valtonen et al., (2019) had claimed. The teachers who are involved with the purpose of teaching the learners in the path of achieving the literacy are significantly required to keep in mind such theory of the literacy methods so that they can perform their job of the teaching processes in a significant manner to help the learners learn with effective learning processes.
The role of the teachers in the process of propagating literacy through the learning process can be considered as significantly enormous. It is on the part of responsibility for the teachers that they are able to encourage the learners in every way through the aspects of attempting to read, write as well as speak through achieving their goal of learning by various means, as outlined by Truman, Bischoff and Elliott, (2020). The teachers are expected to allow the learners who can be of the varying backgrounds of understanding the process of learning the optimum memorable experience of the different functions as well as motivate them for using the activities pertaining to literacy. The interactions of the teachers with that of the students who have acquired disabilities build on the knowledge of the students as they are able to develop the skills of the literacy through the process of learning (Akca and Ayaz?Alkaya, 2021).
There are enormous substantially useful methods which are used by the professional for the purpose of creating an efficient way of the process of communication with that of the learners in the field of their area of studying of construction including plumbing. Teachers help the process of communication to be smooth by creating an enthusiastic environment of asking questions, labelling the significantly useful objects as well as initiate an experience of the use of vocabulary, as well as offering the practices of the suitable actions in order to help the learners through the process of learning (Akca and Ayaz?Alkaya, 2021). The professional teachers create an effective plan of various activities for the learners with varying backgrounds so that they can use the opportunities for integrating as well as extending the literacy knowledge with the help of reading books, listening to the instruction of the teachers as well as evaluate themselves time to time by the process of giving examinations. The interactions of the learners are significantly important which the teachers are expected to note so that they can incorporate effective learning methods which will be useful for the learners who find it difficult to follow. One of the favourable methods to involve the learners into the depth of the literacy methods is to engage them for discussion, interactions and help them to form opinion of their own regarding process of generating literacy (Akca and Ayaz?Alkaya, 2021).
The environment of the classrooms is of huge importance to set the tone of learning of the subject. Effective learning in the classroom includes discussion, debates, explanation of the topics, examinations on regular basis as well as evaluation and feedback from the learners which is able to determine the flow of the learning process and helps in understanding of the teachers regarding the effectiveness and influences of their teaching processes over the concerned learners (Akca and Ayaz?Alkaya, 2021). Sharing of feedback helps the teachers to plan their teaching methods as per the needs as well as requirements of the learning process through the concept of literacy.
References
Akca, A., & Ayaz?Alkaya, S. (2021). Effectiveness of health literacy education for nursing students: A randomized controlled trial. International Journal of Nursing Practice, 27(5), e12981.
Fedorov, A., & Levitskaya, A. (2018). Mass media literacy education in modern Russia. ????????????????, (2), 6-23.
Lutnæs, E. (2021). Framing the concept design literacy for a general public.
Lyngstad, I., & Sæther, E. (2021). The concept of ‘friluftsliv literacy’in relation to physical literacy in physical education pedagogies. Sport, Education and Society, 26(5), 514-526.
Mirra, N., & Garcia, A. (2021). In search of the meaning and purpose of 21st?century literacy learning: a critical review of research and practice. Reading research quarterly, 56(3), 463-496.
Molepo, C. M., & Bopape, S. (2018). Information Literacy Education: perceptions, proficiencies and experiences of first-entering students at TUT. Mousaion, 36(3), 1-20.
Sebetci, Ö. (2019). Approach to the concept of literacy for information systems used in the business areas of and daily studies. ??letme Ara?t?rmalar? Dergisi, 11(4), 2691-2697.
Sjöström, J., & Eilks, I. (2018). Reconsidering different visions of scientific literacy and science education based on the concept of Bildung. In Cognition, metacognition, and culture in STEM education (pp. 65-88). Springer, Cham.
Spante, M., Hashemi, S. S., Lundin, M., & Algers, A. (2018). Digital competence and digital literacy in higher education research: Systematic review of concept use. Cogent Education, 5(1), 1519143.
Truman, E., Bischoff, M., & Elliott, C. (2020). Which literacy for health promotion: health, food, nutrition or media?. Health promotion international, 35(2), 432-444.
Valtonen, T., Tedre, M., Mäkitalo, K., & Vartiainen, H. (2019). Media Literacy Education in the Age of Machine Learning. Journal of Media Literacy Education, 11(2), 20-36.
Walgermo, B. R., Frijters, J. C., & Solheim, O. J. (2018). Literacy interest and reader self-concept when formal reading instruction begins. Early Childhood Research Quarterly, 44, 90-100.
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