Types of Literacy

Content Outline

1. Introduction
2. Learning Objectives
3. Major categories of literacy
4. Literacy categorized on the basis of its Content
4.1 Basic Literacy
4.2 Functional literacy
5. Literacy categorized on the basis of Learners to be taught
5.1 Farmers‟ Functional Literacy
5.2 Women‟s literacy
5.3 Workplace literacy
5.4 Family literacy/ inter-generational literacy, community literacy
6. Literacy categorized on the basis of its Purpose
6.1 Scientific literacy
6.2 Civic literacy/ Political literacy
6.3 Developmental literacy
7. Social Concerns
7.1 Health literacy
7.2 Electoral literacy
7.3 Gender literacy
7.4 Water literacy
7.5 Financial literacy
7.5.1 Budgeting and Planning
7.5.2 Credit
8. Literacy for Knowing citizens’ Rights
8.1 Critical literacy
8.2 Legal literacy
9. Organizational aspects
9.1 Mass literacy
9.1.1 NLMA‟s literacy programme
9.1.1.1 Total Literacy Campaign
9.1.1.2 Post Literacy Programs
9.1.1.3 Continuing Education
9.2 Residual literacy/ Mopping up operation
10. Digitalization
10.1 Computer literacy
10.2 Digital literacy
10.3 Information literacy
10.4 Technology literacy

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11. Other types of literacy
11.1 Media literacy
11.2 Visual literacy
11.3 Arts literacy
11.4 Statistical literacy
11.5 Cultural literacy
12. Conclusion

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1. Introduction

Imagine you are in a village where most of the people are either illiterate, meaning
they do not have basic literacy skills or ability to read, write and do simple
arithmetic. Some of them have religious, traditional literacy where they just know
how to read, some are functionally literate or they are having electoral literacy,
scientific literacy, gender literacy and digital literacy, etc. You are unable to assess
what type of literacy they possess. Some of them do not have required motivation
to continue their education. You are sent there to create a learning society. You
then wonder how you can identify the kinds of literacy possessed by the people and
what other type of literacy you can impart to them. Hence, you first need to be
aware of various types of literacy for adults. Adults can apply literacy skills to work
during the same day or the next day, for praxis- to transform realities that surround
them and too often oppress them (Bhola H.S.; 2010). In this session we will be
discussing about various types of adult literacy.

2. Learning Objectives

After going through this module, the learner will be able to,
 Identify various categories of literacy
 List various types of literacy
 Differentiate various types of literacy
 Suggest measures to ensure that everyone becomes literate

3. Major Categories of Literacy

Different types of literacy complement each other. These can be categorized on the
basis of the following:

I. Content (basic, functional)

II. Learners (farmers, women, workplace, family/intergenerational, community)
III. Purpose (Scientific literacy, civic literacy, Political literacy,
Developmental literacy)
IV. Social Concerns (Health literacy, electoral, gender, water, Financial literacy)
V. Rights (Critical literacy, Legal literacy)
VI. Organizational aspects (Mass literacy, Residual literacy/ Mopping up
operation)
VII. Digitization (Computer literacy, digital literacy , information literacy,
Technology literacy)
VIII. Other types of literacy

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 Following diagram depicts the categories and types of literacy:

Types of
Literacy

Content Social Rights Other

Learners Purpose Organizational Digitization
Concerns

Basic Farmers Scientific Health Critical Computer Media

Mass

Functiona Women Civic Legal Visual

l Electoral Residual / Digital
Mopping Informatio Art
Workplace Political Gender
up n
operation
Family/ Water Statistical
Developmental
inter-
generatio Financial Cultural
nal

Community

4. Literacy Categorized on the Basis of its Content (Basic and functional)

4.1. Basic Literacy

In India the concept of Basic Literacy (1882-1947) evolved with the expansion of
Night Schools. Its core curriculum included rudimentary reading and writing and
deciphering. However, there were regional variations. The course was spread over
a period of two years. Contents included lessons in 3 Rs (i.e. Reading, Writing and
Arithmetic), stories of historical importance, and elementary lessons in health,
hygiene and first aid. Adult learners attended classes for 2 to 3 hours every day
between 7 P.M and 10 P.M. Basic Literacy was expected to be attained by the
learner after attending classes for a minimum of 100 days.

4.2. Functional Literacy

The World Conference of Education Ministers on „Eradication of illiteracy „, organized
by UNESCO, was held in Tehran in 1965. In the conference it was mentioned that
literacy should be regarded as a way of preparing man for a social, civic and
economic role that goes beyond the rudimentary literacy training, including the 3Rs
i.e. Reading, Writing and Arithmetic. The conference tied functional literacy directly
to economic functions. Functional literacy was conceptualized on the basis of
psychology of an adult at work. The teaching of reading skills and economic skills
have to be integrated and applied in the day-to-day life for making informed
choices. The integration was supposed to be so good that the learners could
experience the two teachings as one learning. The concept of Functional literacy was

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 thus related to empowering people not merely making them more useful to their
employer but also more functional within the economy.

Scope of functional literacy would aim at creating attitudes and interests among the
learners and ensure that the adult learners would learn to apply literacy skills in
their daily lives. According to UNESCO functional literacy aims at:

(i) Enabling the learner to perform his work role. Literacy must be work based and
create attitudes and interests and imparting skills and information, which will
help the person to do efficiently whatever work he is engaged in;
(ii) To perform his or her role as a citizen i.e. it must enable an individual to
understand the vital national problems and participate effectively in the social
and political life of the nation and;
(iii) To enable one to enhance his skills and education either on his own or through
other available avenues of informal education.

It is noteworthy to state that in India the concept of functional literacy emerged

during 1960s. Kothari Commission (1964-1966) observed, “We do not equate
literacy with mere ability to read and write; literacy, if it is to be worthwhile, must
be functional”. It was expected from functionally literate individuals that they would
have attained the 3Rs which will enable them to pursue their own ends.

5. Literacy Categorized on the Basis of Learners to be taught

(Farmers, women, workplace, family)

5.1. Farmers’ Functional Literacy

Farmers‟ Functional Literacy programme was implemented jointly by the Ministry of
Information and Broadcasting, the Ministry of Food and Agriculture and the Ministry
of Education and Culture. It was in operation during 1968-1978 and aimed at
improving the efficiency of the farmers in the implementation of the special
programme of high yielding varieties of wheat that was selected by Government of
India for enhancing agricultural production and development in the context of Green
Revolution. The project had three components, viz., (1) farmers „training
(2) Functional literacy and (3) farm broadcasting. Under each, a number of
activities were undertaken (IAEA; 2012)

5.2. Women’s Literacy

The World Conference of Women held in Mexico City in 1975 to celebrate the
International Women‟s Year Day had demanded action in their behalf. Since then,
development policies of nations have indeed been emphasizing women‟s role in
development, asserting that the path to development is through women‟s
development; and have advocated that literacy work done for women should offer
curricula that emancipate women as it reinvents their social identity and valorizes
their economic functions (Bhola H.S; 1994). As per Bhola H.S. (2010) for every

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 illiterate male there are two illiterate females but the curricula and the teaching and
learning materials, inclusive of primers, depict subservient roles that women play.

Central Social Welfare Board, India and All India Programs for women organized
Mahila Mandals in rural areas to impart functional literacy to women. The content of
women‟s literacy included attitudinal changes required to play the role as citizens,
elements of health and hygiene, food and nutrition, home management and child
care and vocational education.

5.3. Workplace Literacy

Due to industrialization and relations of power the need for Workplace literacy
emerged. By 1980‟s, workplace literacy was a part of factories in developed
countries. Its content included teaching functional literacy for reading instructions
and handling paperwork for improving quality of work and professionalization of the
worker.

5.4. Family Literacy/ Inter-generational Literacy, Community Literacy

Family literacy is also known as inter-generational literacy or community literacy.
Through family literacy both adults and children learn together. The children, their
parents and adults in the community learn together. Such learning happens at
home and their communities are outside traditional school settings.

Family literacy programs are implemented by various academic institutions of

developed countries to improve family literacy. Such literacy is also offered through
distance learning mode. Family literacy is effective in improving outcomes for
children, youth and families.

6. Literacy Categorized on the Basis of its Purpose

(Scientific literacy, Civic literacy, Political literacy, Developmental literacy)

6.1 Scientific Literacy

The neo-literates and rural youth/adults need to develop skills and acquire
knowledge which has a higher probability of producing a better understanding of
their environment and which will make possible for them an acquaintance with the
process of discovery of knowledge. The learners need to be made aware about a
practical understanding of science which is relevant to the needs of the people and
may be termed as functional scientific literacy. The emphasis will be placed on the
application of scientific knowledge to improve the living conditions and other aspects
of daily life. The learners are taught fundamentals of science suiting their
intellectual capacity, needs and interests which may be brought into the use in daily
life. The content of scientific literacy would include: Physical and mental health
which is affected by sleep, rest, fatigue, diet, exercise, posture and drugs,
understanding of home environment, state of water, sources of water, methods of

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 making potable water, chemical composition of water and how water can be made
available to all.

6.2 Civic Literacy/ Political Literacy

It was evolved during the period of 1948-67 that is the knowledge and skills needed
to actively participate in political matters. And the terminology of social education
was introduced in 1948. The social education is defined as a course of study
directed towards the production of consciousness of citizenship among the people
and promotion of social solidarity amongst them.

The five aspects of social education had core curriculum of five aspects:

1. Health & Hygiene

2. Family and community living
3. Vocations
4. Literacy and cultural activities
5. Recreational activities (Shah S. Y. 1999). It was imparted in various centers.

Civic literacy is literacy for good citizenship. Citizenship involves both duties and
rights. Some civic literacy programs emphasis duties and forget about people‟s
rights. Some may emphasis rights and not duties. A balance is of course necessary.
At a deeper level, civic literacy means a shared understanding of the approach to
life of a group of people.

6.3 Developmental Literacy

The early 1970s Paulo Freire writings on consciousness approach led to viewing
education as an element in the process of human liberation, critical reflection that
leads to action and change.
Paulo Freire‟s ideology considered literacy to be „ Not just the process of learning
the skills of reading, writing and arithmetic but a contribution of liberation of man
and to his full development. Further, the declaration clarified that “The concept of
functionality must be extended to include all its dimensions, political, economic,
social and cultural”.

So as just as development is not economic growth so literacy must aim above all to
arose in the individual a critical awareness of social reality and to enable him or her
to understand, master and transform his or her destiny.

7. Social Concerns
(Health literacy, electoral, gender, water, financial literacy)

7.1. Health Literacy

Health literacy is defined by Rootman, I (2006) as, “ The degree to which people are
able to access, understand, apprise and communicate information to engage with
the demands of different health context in order to promote and maintain good
health across the life course”.

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Health literacy is an emerging concept that requires skills in health and literacy.
Health literacy builds on the idea that both health and literacy are critical resources
for everyday living. Health literacy will make empower human beings to control
health as individuals, families and communities. The scope of health literacy can be
at three levels:

Functional health literacy: That is ability to understand the consent forms.

Conceptual health literacy: The skills and competency to seek comprehend and
use health information to make informed choices, reduce health risks and increase
quality of life.

Health literacy as empowerment: As informed consumers the ability to promote

health, prevent disease, act collectively to improve the health through political
system by exercising voting rights, advocacy or engage in social movements.

Why health literacy is important:

1 A large number of people are affected with morbidity and mortality. In most of
the developing countries with low health literacy rates all the mortality and
morbidity rates are very high.
2 Poor health outcomes: there is a clear co relation between inadequate health
literacy and high mortality rates.
3 Increased rate of chronic disease: In developed countries with high health
literacy rates communicable disease burden has come down to a large extent.
Whereas developing countries are saddled with high communicable disease
burden and lifestyle disease burden.
4 Health care cost: In a developing country like India 60 to 70% household
income is spent on treatment of major illnesses.
5 Health information demand: In developing countries the health related material
jargon and technical language is very difficult to understand for people with low
health literacy rates
6 Equity: In countries with low health literacy rates the demand and distribution of
health resources is inequitable.

7.2. Electoral Literacy

India is the largest democracy in the world. In democracy each eligible individual is
expected to exercise voting right. Electoral literacy describes the importance of
voting rights and need of enrolling them as voters and casting vote properly.
Through electoral literacy the voters are made aware that about the persons above
18 years is eligible to vote and that each voter has to ensure that his/her name is
enrolled in the list of voters.

From 2013 onwards National Literacy Mission Authority along with Election
Commission of India created awareness on „Right to Vote‟ through electoral literacy.

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The aim of creating such awareness was to sensitize adult learners specially the
vulnerable, disadvantaged including women, SC, ST and minorities about their
electoral rights. Further, the voters are informed as to how to use Electronic voting
Machine through Systematic Voters Education and electoral participation (SVEEP)
programme introduced by Election commission of India.

7.3. Gender Literacy

Even though constitution has given right to education to both males and females,
the census data shows that illiteracy is more among women than men.
Sex discrimination exists in India from medieval period.

The male-female differential in literacy in India is 28.59 in 2001 and 16.25 in 2011.
The reasons of low female literacy are prejudice against females‟ education and
mobility, tradition of early marriage, practice of keeping women confined to
household and widespread poverty.

On the other hand low literacy differentials are found in along the western cost,
deltas of Krishna and Godavari rivers, coastal areas of Tamil Nadu, north eastern
states and Punjab plains which are associated with contact with overseas people
early start up education, high proportion of Christian population, more education
facilities and developed transportation. Considering these facts India‟s present
literacy programme Saakshar Bharat (Saakshar Bharat; 2011) focuses on women‟s
literacy.

7.4. Water Literacy

Water literacy is related to improving peoples‟ awareness on water conversation and
to ensure effective use of water for household, agricultural and industrial purposes,
etc. Water literacy improves learners‟ skills in using available water by using
techniques of water harvesting, bore well-recharging and irrigation.

7.5. Financial Literacy

Finance or money plays an important role in the lives of human beings. Finance is
the major reason for various social problems like un-employment, divorce, suicide,
etc. Quality of life depends on financial wellbeing. Financial literacy refers to the
knowledge and understanding of financial concepts thereby resulting in the ability to
make informed, confident and effective decisions regarding money. In a broader
perspective, financial literacy can be stated as “understanding of economics and
how economic conditions and circumstances affect household decisions”
(Worthington, 2006). A narrow definition of financial literacy focuses on “basic
money management tools such as budgeting, saving, investing and insurance”
(Natalie, Newton and Chrisann, 2010). It is the narrow view of financial literacy that
is particularly relevant to individual decisions concerning financial matters.

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 Financial literacy is regarding budgeting and planning of household, need of saving
and importance of taking credit from formal financial institutions inclusive of the
following issues related to financial literacy:

7.5.1. Budgeting and Planning

 Household income and expenditure planning
 Small savings
 Avoidable expenses reduction
 Smart spending
 Savings
 Schemes of the banks
 Types and modes of accounts
 Bank accounts operations
 Enhancing savings
 Use of savings for productive purposes
 Investment of savings

7.5.2. Credit
 Importance of taking credit from formal financial institutions
 Source of loan for BPL, SC,ST, families, types of loans and repayment
methods, types of insurance schemes, Institutions providing insurance.

8. Literacy for Knowing Citizens’ Rights

8.1. Critical Literacy

Critical literacy is also called emancipatory or transformational literacy. It is radical
literacy. Critical literacy enables individuals to become critical of what they see of
what they hear and what they get and of what they are asked to give. In other
words they become critically aware of social, political and economic relationships in
which they are caught. Critical literacy comes close to political education. Critical
literacy expects people to do something with their newly acquired skills. It aids
people to organize political action for transforming the world around them.
Paulo Freire catches the relationship between reading and doing and between
literacy work and empowering work. Thus, reading world always precede reading
the word.

8.2. Legal Literacy

When citizens of particularly marginalized or under- privileged groups, know what
the law has to offer them, they can recognize and challenge injustices much more
forcefully. The first step towards that knowledge of law, which can transform
people‟s lives, is legal literacy.
Legal literacy describes certain legal rights and entitlements especially for women
and girls. Through large group discussion the learners are made to identify through
the problems in exercising legal rights, the services provided by the Government to

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 the low income group to exercise the legal right. Further, the learners are informed
as to how to ascertain help of legal expert to address the identified legal problems.

9. Organizational Aspects
(Mass literacy, Residual literacy/ Mopping up operation)

9.1. Mass Literacy

India realized the importance of mass literacy for economic development rather
late. The initial inspiration for a mass approach to illiteracy emerged from the
voluntary, non-government experiences of people‟s science movements (PSM) and
in particular that of Kerala Shastra Sahitya Parishad (Saldhana; 1999).

Till 1988 it was assumed that expansion of formal education would ensure mass
literacy. Establishment of the National Literacy Mission was the first step towards
making a 100 million literate.

In 1989, Kerala Shastra Sahitya Parishad spearheaded the Ernakulum experiment of

making the whole district literate. The campaign approach needed to have, social
grass roots basis of organized social transformation, social action that was wider
than and inclusive. It set an example of making the whole district literate by using
the campaign approach. National Literacy Mission Authority (NLMA) was set up in
India in 1988 to make Indians literate.

9.1.1. NLMA’s Literacy Programme

The NLMA‟s literacy programme ran through three Phases; Total Literacy Campaign,
Post literacy and Continuing education programs. The entire programme was based
on voluntarism with no honorarium. The details of this programme are given below:

9.1.1.1. Total Literacy Campaign

Literacy programme was implemented in campaign mode viz., TLC based on the
experiment of Ernakulum. Area based, participative, time bound, cost effective and
outcome oriented approach was the major strategy of TLC. District was the unit of
operation of TLC. Duration of the programme was of 200 hours of teaching adult
learner by the volunteer/s with the help of adult education primer followed by post
literacy and continuing education programme. Literacy material for Total Literacy
Campaign inclusive of literacy standard primers was provided by the government.
The adult education classes were expected to be held at the Panchayat‟s place or
the classes were housed at either volunteer‟s house or at the house of adult
learners. According to the statistics available 60% of the learners were females
(Saakshr Bharat; 2011). TLC was followed by Post Literacy Programme (PLP).

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9.1.1.2. Post Literacy Programs
Learnt literacy need to be maintained, else the person relapses into illiteracy again.
Post Literacy programme classes were held to enhance adult learning and the adult
learners were encouraged to form collective relationships to enhance individual
empowerment and strengthen community development. Bridge primer was provided
to learners by government for PLP.

9.1.1.3. Continuing Education

Data on continuing education by various countries revealed that the countries
organized continuing education programs in different names such as post literacy,
adult education, non-formal education, etc.

At the national level National Literacy Mission supports learning needs of adult
learners and neo-literates. And at the State level State Resource Centres (SRCs)
provide techno-pedagogic support to adult education programmes. Over the years
SRCs have produced rich and varied learning material for adult learners.

Mopping up operation was done after the literacy campaign was implemented. It
was a short term rapid programme aimed to cover those who were left over from
the total literacy campaign. Through mopping up operation the residual illiterates
were given a chance to enter the world of literates. And that the learners were
made to complete prescribed levels of literacy as per NLM norms.
Accelerated Female Literacy Programme was one of such programs but it could not
cover the desired number of illiterates within the allotted time.
Further, at the Continuing Education, Centre both Prerak and Assistant Prerak were
appointed for teaching basic literacy and to carry out mopping up operation and
other continuing education programs.

9.2. Residual Literacy/ Mopping up Operation

In the mopping up operation all the illiterates who could not become literate during
the Total Literacy Campaign phase were enrolled as learners in the Continuing
Education Centre. Denzil Saldhana (1995) studied the literacy campaigns of India.
He analyzed literacy data and mentioned that literacy campaigns in India have
found resistance from two regions- the urban areas of relatively high literacy and
the rural areas within underdeveloped regions. He tried to understand residual
illiteracy in the context of uneven development. According to Saldhana (1995)
access to literacy will remain a monopoly of a few, non-literate persons living in the
area wherein it is difficult for them to access literacy experience specific-problems in
their access to education and require literacy interventions that are suited to the
contexts of relative development of these regions.

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10.Digitalization - Requirements of modern digitalized world:
Literacy for the educated. Adjusting to the changed world, new
technologies for communication etc.(Computer, literacy, digital literacy,
information literacy)

10.1. Computer Literacy

It is to equip self for future by displaying the ability to use a computer and software
and ability to demonstrate skills required for using MS word, MS Office, excel sheet,
developing and maintain website.

10.2. Digital Literacy

Digital literacy has entered in every one‟s life. If one has to remain with the
changing times s/he has to learn how to surf data on the internet, use camera in
the cell phone, be able to make Facebook entry, access You Tube and be able to
send and receive messages. It includes knowledge of using smart phones,
computers and its various applications. For example knowing how to use internet to
browse websites, find relevant search engines, email text, prepare blogs/
PowerPoint presentations and do video conferencing. Functional digital literacy skills
are given in some schools for students with intellectual disability.

10.3. Information Literacy

The availability of internet has altered the literacy to a large extent which had never
happened before. Information literacy involves ability to evaluate, locate, identify
and effectively use information by connecting to a single link on the screen. Now to
a large extent people have access to such information literacy.

10.4. Technology Literacy

Ability to use technology effectively in several different ways. It is an ability to
continuously adapt to the new literacies required by new technologies that rapidly
and continuously spread on the internet (Ed Coiro and others; 2013)

11.Other Types of Literacy

11.1. Media Literacy

With the emergence of internet, e-mail, mobile and computer, laptops the reading
and wring have changed hence, it is necessary to be well-versed with literacy
related to application of literacy to media. Media literacy is an ability to express
self, think critically about different types of medium to create, analyze and evaluate
own message. For example one expresses through article, poetry, books drama and
film, etc.

11.2. Visual Literacy

Ability to critically read images. It is an ability to interpret, appreciate, recognize
information presented through visual actions, objects and symbols. Through visual

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 literacy person can read tables, maps, signs, cartoons, comic books, photos, graphic
novels, story boards, etc.

11.3. Arts Literacy

Arts literacy programs exist in some places in United Nations, Mexico, etc. The arts
literacy is based on the premise that linking literacy and the arts creates powerful
learning opportunities for students. The students learn to integrate arts and literacy
practices across all disciplines.

11.4. Statistical Literacy

With the increasing use of statistical graphics and Information statistical literacy is
becoming important. The International Statistical Literacy Project is dedicated to
the promotion of statistical literacy among all members of society.

11.5. Cultural Literacy

It is about the knowledge of one‟s own culture. It was the approach used by
Christian missionaries in the West in their literacy work in the colonies. It selected
some existing cultural patterns while rejecting others. It introduced new cultural
values to promote religious conversions. Cultural literacy in today‟s days is radical;
it means pride in the learner‟s culture, active enjoyment of the culture and
continuous re-birth of indigenous cultures in the lives of people.

12. Conclusion

The module discusses types of literacy that have emerged from various categories
to literacy. Some types of literacy are overlapping but they do complement each
other. For improving literacy among people there is a need to create demand for
literacy in the minds of persons who have been deprived from educational
experiences. Establishing libraries and access to literacy are interdependent. There
is a need to strengthen public libraries and reading culture. We need to ensure that
a Jan Vachan movement works throughout the country.

This module goes beyond looking at literacy as acquiring the 3Rs. Several new types
of literacy like digital, information, technological, legal, financial, and electoral and
much other literacy have been described. Literacy is not seen as a concern of neo
literates alone, but of anybody who wishes to continue learning new skills and
acquiring new knowledge.

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