Dear Editor
Too many of our students are operating at the frustration level regarding reading and the acquisition of techniques needed to decipher words into meaning. A significant number of these students are enrolled in schools, yet they continue to struggle with literacy. Additionally, too many untrained teachers are coerced to give instruction in literacy and this is worrying.
Each year on International Literacy Day the global attention turns to literacy. However, after the excitement and ceremonies associated with the day those who are non-readers remain in their state of despair and frustration. International Literacy Day is observed on September 8. This year’s theme is “Promoting literacy in the digital era.”
History of International Literacy Day
International Literacy Day was first conceived at the “World Conference of Ministers of Education on the Eradication of Illiteracy” held in Tehran, Iran in 1965. The following year UNESCO took the lead and declared September 8 as International Literacy Day, with the primary purpose being “…to remind the international community of the importance of literacy for individuals, communities and societies, and the need for intensified efforts towards more literate societies.” One year later, the global community accepted the challenge of ending illiteracy by participating in the first International Literacy Day.
Literacy is a fundamental human right for all. It opens the door to the enjoyment of other human rights, greater freedoms, and global citizenship. Literacy is a foundation for people to acquire broader knowledge, skills, values, attitudes, and behaviours to foster a culture of lasting peace based on respect for equality and non-discrimination, the rule of law, solidarity, justice, diversity, and tolerance and to build harmonious relations with oneself, other people and the planet. Despite progress, at least 739 million youth and adults worldwide still lack basic literacy skills in 2024.
The United Nations Educational, Scientific and Cultural Organization (UNESCO) argues that Digitalization has been changing ways in which we learn, live, work and socialize, in both positive and negative ways, depending on how we engage with it. While digital tools can help expand learning opportunities for marginalized groups, including 739 million young people and adults who lack basic literacy skills, this digital shift also risks creating double marginalization exclusion not only from traditional literacy learning but also from the benefits of the digital age. Digitalization also raises other concerns, including privacy issues, privacy, digital surveillance, reinforced biases, ethics, the risk of passive consumption, and environmental impacts.
Amazingly, many of those students who are emerging readers are the same ones who are able to manipulate and maneuver digital tools in a precise and fast manner. This indicates that these students should be able to read once all developmental and learning disorders have been ruled out. We live in a culture of misinformation and disinformation which is synonymous of the digital era. Literacy is also central for fostering critical thinking, discerning credible information and navigating complex information environments.
Boys in particular oftentimes find reading to be problematic. Boys frequently feel ridiculed when asked to read aloud especially in a co-education setting. Educators ought to be mindful of the various issues among the sexes regarding reading. This view is often supported in a society where literacy and reading are not prerequisites for success. Success is based on material acquisitions and possessions. This oppositional viewpoint can be and is very confusing for youngsters. Do we have a reading culture? No. The question then becomes how can we all assist in fostering a culture of reading? There needs to be more targeted literacy intervention beginning at the early childhood level. More support and resources are needed at the early childhood level in order to stimulate the minds of these youngsters as well as develop their motor skills. In addition all libraries need to be revamped and made more attractive to today’s students.
The teaching of literacy needs a fresh and welcoming approach. Undoubtedly, once the foundation is student friendly then it becomes easier for students to accept and perform in a culture of reading.
The answer is rooted in a collaborative approach that must include the wider communities, parents, the entertainment industry, the church and civil society. The teaching of Literacy should be fun. Literacy should not be confined to the walls of a classroom. Literacy should be on the playfield, in the buses, in public spaces, and at church. While structure is important in the teaching and learning journey there are however times when this can be a barrier. Literacy is the bridge between fear and empowerment. The society needs to reimagine the teaching of literacy to engender a culture of inclusion and growth.
Wayne Campbell is an educator and social commentator with an interest in development policies as they affect culture and or gender issues.
waykam@yahoo.com
@WayneCamo
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