. [1]Ọmụma isi echiche ya sara mbara na-ahụ "ụzọ iche nke iche echiche na ime ihe na ide ihe" [1] n'ebumnobi isi ma ọ bụ ikwupụta echiche ma ọ bụ echiche nke ederede n'ụdị ụfọdụ eche iji. [2] N'ikwu ya n'obodo ụzọ ọzọ, ụmụ na ndị nwere ikike isi nwere usoro omume maka iri ihe odide, ha anụmanụ maka omume ndị a. [3] Ịgụ ihe, n'echiche a, na-agụ ihe mgbe niile maka ihe ụfọdụ; Ide ihe na-edere mmadụ ihe mgbe niile maka okwu ụfọdụ. [4] Nkwenye akwụkwọ ịgụ akwụkwọ, ide na uru ha bara maka ọha mmadụ na maka onye ọ àlà na- emetụta mgbe niile ka ụzọ e si agụ agụ, na eme ya
Ịgụ na ide
. [2][3]Ụfọdụ ndị na-eme agụ na-atụ aro na a mgbagwoju ikewa ọnwụ nke “agụmagụ” dị ka echiche ụzọ abụọ: oge tupu 1950, mgbe a agụ agụmagụ nkeji dị ka mmuta akwụkwọ akwụkwọ (okwu na ike); na oge mgbe 1950 ọchịchị, mgbe a na-enwe iji jawaabta na-agụ agụmagụ dị ka echiche na usoro sara mbara, ndị òtù ọha na eze na omenala nke ịgụ na ide [1] na ịgụ akwụkwọ na-arụ ọrụ
Ọdịiche dị n'etiti mmuta nke ndị NGO, ndị na-eche echiche, na ndị otu nkwado na-eji ụdị 1990 na-atụ aro na mgbanwe a na-site site na "nkà iche iche" gaa na " fluorie na eze " na-aga n'ihu na nke na-akpa mma. Nkọwa ụfọdụ ka dabara nke ọma na nwa “ikike ịgụ na ide” ọdịnala, ebe ndị ọzọ na-ele anya nke ọma:
Ntụle mba 2003 nke ọgụgụ ndị okenye (USA) gụnyere “agụmakwụkwọ quantitative” ( ọnụọgụ ) na ọgwụgwọ agụmagụ ya. Ọ kọwara agụmagụ dị ka “ikike iji ozi e biri ebi na nke edere arụ ọrụ n’ime ọha mmadụ, imezu ebumnuche mmadụ, na ịzụlite amamihe na ikike ya”. [5] Ọ gụnyere ụdị ọgụgụ nke ndị okenye atọ: prose (dịka akụkọ akụkọ), akwụkwọ (dịka usoro ụgbọ ala), na ịgụta ọnụ ọgụgụ (dịka ọmụmaatụ iji ọrụ mgbakọ na mwepụ na mgbasa ozi ngwaahịa). [6][7]
Na 2015, United Nations Statistics Division kọwara ọnụ ọgụgụ ndị ntorobịa dị ka "pasent nke ndị nọ n'afọ 15-24 bụ ndị nwere ike ịgụ na ide na ịghọta obere nkwupụta dị mfe na ndụ kwa ụbọchị". [8]
Na 2016, European Literacy Policy Network kọwara mmuta dị ka "ikike ịgụ na ide ... na mgbasa ozi niile (bipụta ma ọ bụ eletrọnịkị), gụnyere ịgụ akwụkwọ dijitalụ". [9]
Na 2018, UNESCO gụnyere "ihe e biri ebi na nke edere" na "ọnọdụ dị iche iche" na nkọwa ya nke ịgụ akwụkwọ; ntụgharị "ikike ịmata, ịghọta, ịkọwa, imepụta, nkwurịta okwu na ịgbakọ, iji ihe e biri ebi na nke edere jikọtara ya na ọnọdụ dị iche iche". [10]
Na 2019, Organisation for Economic Co-operation and Development (OECD), na nyocha nka nka ndi okenye PIAAC, gụnyere "edemede ederede" na nkọwa ya nke mmuta; ya bụ "ikike ịghọta, nyocha, iji na itinye aka na ederede ederede iji sonye na ọha mmadụ, nweta ihe mgbaru ọsọ mmadụ, na ịzụlite ihe ọmụma na ikike ya". [11][12] Ọzọkwa, ọ na-ewere ọnụọgụgụ na idozi nsogbu site na iji teknụzụ dị ka ihe dị iche iche. [13]
Na 2021, Education Scotland na National Literacy Trust na UK gụnyere nkà nkwurịta okwu ọnụ (ige ntị na ikwu okwu) n'okpuru nche anwụ nke ịgụ akwụkwọ. [14][15]
Dị ka nke 2021, International Literacy Association (Newark, Delaware, US) na-eji "ikike ịmata, ịghọta, ịkọwa, mepụta, gbakọọ, na nkwurịta okwu site na iji ihe a na-ahụ anya, nke a na-anụ, na dijitalụ n'ofe ọzụzụ na n'ọnọdụ ọ bụla". [16][17]
A na-eji okwu a bụ "ịgụ agụmagụ" bụ Ọganihu na Ọmụmụ Ịgụ Ịgụ Mba Nile (PIRLS) bụ nke nyochaala usoro mba ụwa n'ịgụ ihe na ọkwa nke anọ kemgbe 2001. [18]
Òtù ndị ọzọ nwere ike ịgụnye nkà ọnụọgụgụ na nka teknụzụ dị iche iche mana n'akụkụ nka nka agụmagụ; [19] ndị ọzọ na-ekwusi ike na ntinye aka na-abawanye nke kọmputa na teknụzụ dijitalụ ndị ọzọ na nzikọrịta ozi nke na-achọ nkà ndị ọzọ (dịka ịmekọrịta ihe nchọgharị weebụ na mmemme nhazi okwu, ịhazi na ịgbanwe nhazi faịlụ, wdg). [20]
[21]Echiche nke multiliteracies enwetala ego, akwụkwọ n'asụsụ Bekee Arts curricula, n'ihi na ịgụ "bụ okpukpe na ihe ndị, na-eme na ntọala nkà na ẹzagha na-egbu elu mgbe niile ozi bụ nke oghere, ike, na ihe ngosi (Rhodes & Robnolt)., 2009). akụkụ "".
Computer literacy – Skill in using computers and digital technology[22][23]
Statistical literacy – Ability to understand and reason with statistics and data[24]
Critical literacy – Ability to find embedded discrimination in media[25]
Media literacy – Analyses regarding production agendas, representation, propaganda, censorship, bias[26]
Ecological literacy – Ability to understand natural systems and their interactions[27]
Social literacy – Literacy gained through social interactions[33]
Quantitative literacy aka numeracy – Ability to apply numerical concepts[7]
Visual literacy – the ability to interpret, negotiate, and make meaning from information presented in the form of an imagePages displaying wikidata descriptions as a fallback, e.g. body language, pictures, maps, and video[30]
. Echiche echiche nke akwụkwọ akwụkwọ gbasapụrụ ka ọdịiche n'etiti ndị na-eme ihe ngosi na ọnwụ ihe na- , egwuregwu, na akara ụmụ mmadụ na ọ na-eme ka ọ dị mma maka ịgụ ma ọ bụ ide ihe na-azụ. ihe ụfọdụ, ya na-ọka nhọrọ James Paul Gee na-arị ya dị ka "nanị ekwekọghị." akara ma ọ bụrụ na ọnọdụ ahụ bụ "ihe akwụkwọ"), na, mgbe enwetachara akara, oge ọ mgba nke ịgụ ma ọ bụ ide ga-abụ. maka otu akwụkwọ na emume a kapịrị ọnụ na ndị na-agụ akwụkwọ na ndị edemede n'uche. Ya mere, ịgụ na ide ekewapụ onwe ya na ihe omume ọha na eze na omenala. [2] [3] [4] [5] Otu nkwubi okwu, nke David Barton na Rosalind Ivanić mere, n'etiti ndị ọzọ, bụ na ọzụzụ uche na nke ọha mmadụ nke ịgụ akwụkwọ adị mfe, ebe ọ bụ na Brian Street kwusiri ike, "ụzọ ndị mmadụ si achọta na ide ihe gbanyere ọgwụgwọ n'onwe ha. n'echiche nke ihe,pò, na ịbụ." [6] [7] N'ihi ya, dị ka Jack Goody depụtara, agụm akwụkwọ ihe mere eme mmalite nke usoro usoro na eze na-adabere na ịgụ akwụkwọ, na ịkwụsị nke ịgụ akwụkwọ n'ime usoro ndị na- agbanwe
N'agbata afọ 3500 TOA na 3000 TOA, n'ebe ndịda Mesopotemia, ndị Sumer oge ochie chepụtara ihe odide . [34] N'oge a, mmuta bụ "ihe na-arụ ọrụ nke ukwuu, nke mere na mkpa ọ dị ijikwa ọnụọgụ ozi ọhụrụ na ụdị ọchịchị ọhụrụ nke azụmahịa na mmepụta nnukwu mmepụta ihe mere". [35] Usoro edemede mbụ pụtara dị ka usoro ndekọ nke ndị mmadụ na-eji akara nwere akara mara mma iji jikwaa azụmaahịa na mmepụta ugbo. [36] Usoro akara ahụ rụrụ ọrụ dị ka ihe mmalite nke odide cuneiform mbụ ozugbo ndị mmadụ malitere idekọ ozi na mbadamba ụrọ. Ederede Proto-Cuneiform na-egosipụta ọ bụghị naanị akara ọnụọgụ, kamakwa ideograms na-egosi ihe a na-agụ. [37] Ọ bụ ezie na echiche ọdịnala bụ na ịgụ cuneiform bụ nanị otu ndị odeakwụkwọ, ndị ọkà mmụta assyriologists gụnyere Claus Wilcke na Dominique Charpin ekwuola na ịgụ akwụkwọ na-arụ ọrụ bụ nke zuru ebe niile site na oge ochie nke Babilọn . [38][39] Ka o sina dị, ọkachamara nke ndị odeakwụkwọ ghọrọ akụkụ nke iwu, ego, ndekọ ego, gọọmentị, nchịkwa, ọgwụ, anwansi, ịgba afa, akwụkwọ, na ekpere. [40]
Réka(May 2019)."Understanding functional illiteracy from a policy, adult education, and cognition point of view: Towards a joint referent framework". Zeitschrift für Neuropsychologie30(2). DOI:10.1024/1016-264X/a000255.
Chrisomalis(2009)."The Origins and Coevolution of Literacy and Numeracy",in Olsen: The Cambridge Handbook of Literacy.Cambridge:Cambridge University Press,59–74.