Ruckdeschel, C. (2007). Comparison of digital literacy development between children and adolescents. Retrieved December 9, 2009, from http://www.teach-nology.com/tutorials/teaching/compare/print.htm
ABSTRACT
After years and years of debate and controversy, scientific literacy has improved-just not enough to fulfill the obligation of a universally illiterate world. As educators, our ultimate goal is to somehow produce students that “after a formal course of study, continue to research curiosities that emerge in life and inquire with a spirit that not only aims at discovering the correct answer but one that searches for the foundational precepts that served to create the given subject of investigation” (Ruckdeschel, 2007, p.1).
The scope of this article addresses the development of literacy skills of students as a continuation of literacy skills, which began at home, consisting of tired understanding that follows the general order of these functions:
-
The understanding of structure and function of language to create meaning
-
To manipulate one’s own language to improve the focus of the message
Reflection on Education: A vision beyond academia
Written by bocaudazog
“Are you literate?” was the opening question thrown to Nibaran Mondal, a middle aged peasant, by a journalist in a remote village of Nadia district in West Bengal. “No…. and my sons had never gone to schools either!” was the impromptu answer. A few seconds of silence followed and then came the counter question for which the young journo was not prepared “Are you educated?”
“Yes…why?” replied the young lad with a quarter inch frown.
“Not more than me I suppose!!” Nibaran commented with a decent confidence. ” Yes I know how to grow paddy and sugar cane; I can identify thirty-six varieties of paddy seeds; I had learnt how to use water and manures without affecting the ecological balance; I manage bullocks at the field and cows at home; I can lay thatched roof…and …” It continued with a few more additions to the diversified knowledge base of Nibaran.
The journalist was a postgraduate student with proficiency in communication skill and photography. His quest to research on the status of education in a remote village incited a new query within himself – Redefining education!!
The schools of thought pioneered by Gandhi, Tagore and later experimented by many like Gijubhai Badheka et al emphasized a decentralized, holistic and life centric learning as the fundamental fibers of education. The regimentation of education, which started, with the inception of modern education system during British colonial rule in India has created a clear social divide in our society for past fifty years after independence. In many cases the current generation shunned traditional activities for a better life through better education,
which resulted in making of a disillusioned and frustrated group of socially ostracized lot. Over dependence on schools, examination, teachers and guidebooks had perpetuated a visionless education system in our country. We need schools, books, pencils, blackboard and
chalks but not before we know what, whom and how to impart education. Education in post 90s experienced a paradigm shift where ‘much is catered to a few’ and ‘ a few is left for many’. Dollar dreams lured many and education lost its relevance. Education transcended its
identity as a basic need to just another lucrative item of commodity.
On behalf of Asha Kolkata once we tried to garner medical support for the grass root NGOs and we approached medical students from various colleges for that. We were surprised to note that most of the students lacked voluntary spirit and were too busy ensuring high marks for their ensuing examinations. An entrant to a medical college qualified Biology, Physics and chemistry papers but is his/her human coefficient evaluated at any point of time? It goes same with engineering, law, management and other formal educational traits with a difference of inch or so. With respect to all the good endeavor that individuals and groups are engaged within Asha and beyond, I personally feel that somewhere the time has come for a serious self-introspection. More than money we need human touch…. more than strategic thought we need feelings, if we really aim to bring socio economic changes through education.
Originally published in Asha patrika from Asha India, Volume 1, Issue 4 - this is reproduced by permission of the author. Saswata Basu can be reached at saswata_77 at yahoo dot com
One thing we know for sure when we ask the question: “What do our children need for the world they will inherit?’ is that literacy and numeracy will be on the list. At the recent Rotary international convention I discovered a tool for early early childhood literacy that seems outstanding – outstanding because it is simple and easy to engage with.
SOUNS (written purposefully without the D because that is the way people hear the word) are big letters and will work in any language that uses the Latin based alphabet. Unlike the abstractions that are letters – these shapes (letters) are to be interpreted as their basic sound – short vowels and hard consonants only.
A project was piloted on Empowering People with Information and Communication Technology(with a seed support from ITU Bangkok) with NGOs, Schools and other institutions as its important stakeholder. The response had been absolutely amazing and our faith on participatory model grew stronger. The initial idea has grown to incorporate spreading functional literacy to target the illiterate mass using some simple methods and contents. For example developing countries like India
Read More...
Donate Now
Why Not Support Our Efforts?
Even the smallest donations help our website stay online.
Indiana Wesleyan / Kentucky
Discover ideas at the Indiana Wesleyan University Kentucky to be skilled and educated in your chosen field.
