Policy and campaigning

NLT policy

The future of literacy in the digital age

1 Mar 2009

In February 2009 the National Literacy Trust hosted its third policy breakfast, The future of literacy in the digital age. The event was attended by 40 sector leaders and expert thinkers who discussed the challenges and opportunities for literacy presented by technological advances.

The event began with a presentation from Greg Dyke, chair of the British Film Institute and the Director General of the BBC from 2000-2004. Representatives from organisations including the DCMS, the BFI, Radio in Schools, BskyB and the UKLA were also present and contributed to a fascinating discussion.

Background

In the twenty-first century technology is driving rapid changes and individuals can communicate faster and in more ways than ever before. Television, the internet, and other new forms of communication are often criticised as being detrimental to young people, and a hindrance to their literacy. However, their influence is more likely to grow than decline, and they can also provide important assistance in learning.

Technological advances have revolutionised learning for many with dyslexia and other literacy difficulties, and are increasingly applied universally to support literacy education. The BFI is leading a campaign to make film an essential part of English classes in schools, and the BBC has always broadcast education shows, which are now streamed online. The pervasive nature of television and the internet in society means that traditional literacy teaching methods may have to adapt and work alongside these popular mediums.

Breaking down barriers

Throughout the discussion there was widespread agreement among attendees that it was a mistake to consider traditional and media literacy as separate skill sets. Both forms of literacy generally require the same skills, and share a common aim: effective communication.

Whether a school pupil, adult learner, or employee is writing something down on paper, speaking on the telephone or typing on a computer the aim is to ensure that the intended audience understands. This mutual understanding, or effective communication, is the first principle of literacy, regardless of the form of media or technology. Though the ability to communicate is a basic principle, it rarely forms the basis of discussions about literacy. In light of this, attendees at the policy breakfast called for a redefinition of literacy.

Rather than defining literacy as a set of skills centred on printed materials it should be defined as the capability to effectively communicate in whichever media is most appropriate. An up to date definition on literacy needs to encompass this wider definition, and moves need to be made to teach the wider skill set now required of individuals.

Digital divide

Shifts in technology and the requirements these place on literacy skills have lead to concerns about a digital divide between those who have the access and knowledge to utilise new technologies and others who do not. As both access and understanding are precursors for participation there are two distinct groups of people who are often left out.

The first are those who do not have the financial means to take part in the growing high-tech economy. This is something that government and policy makers are already trying to address. Lord Carter’s recent recommendation that every home in the UK should have a minimum level of internet connection is one of the first attempts by national government to address this issue.[1] Libraries and other informal learning settings have a central role to play in ensuring universal access to technology as they can provide free access to computers and have unique coverage of communities across Britain.

Libraries, community centres and other informal services can also help by providing not only access, but advice and support for those who are unsure how to use new technology. This is crucial in addressing the needs of the second group of people left out in a digital society, those without a clear understanding of new media who are in need of effective support. Without support, the benefits from universal access will be lost. There are multiple ways to help people with this, through both formal and informal education, and different methods will be suitable for different groups. Informal education and light touch classes may be effective for some adults, and are explored in the Government’s recent informal adult learning white paper. Others may prefer formal education. However, the majority of provision for children and young people will inevitably fall onto statutory schooling.

The school curriculum and assessment

Much of the responsibility for making children literate falls on schools, meaning that school curriculum was discussed extensively during the event. A range of different opinions were voiced. Some delegates believed that the curriculum reflected literacy in a pre-screen world and that little progress had been made in updating and making it relevant for the twenty-first century. However, examples were also given of innovative good practice in using new technology in both primary and secondary education. The current framework for primary and secondary schools to implicitly provide for a wider definition of literacy, however, teacher confidence is still a concern and the implicit framework may need to become explicit instruction.

Much of the praise for innovative practice in using new media focused on its ability to motivate young people, especially boys, in a way that books do not. Feedback from teachers using schemes such as the BFI’s reframing literacy programme, which promotes the use of film as an essential component of GCSE English, supported this.[2] A literacy teacher from Cambridge is quoted in reframing literacy as saying: ‘I found that the children were motivated, engaged and exceedingly attentive right from the beginning. Their descriptive, inferential and predictive skills were extended and they found that they were better at this than they thought because this form of media was familiar to them.’

Effective teacher training

As teacher confidence in using new technology was considered a barrier to the introduction of new media, it is axiomatic that teacher training is adjusted to fit the changing literacy landscape. If new media is incorporated into the curriculum and teachers are expected to use it regularly, they need to feel comfortable with the technology. Teachers’ confidence as writers was an issue discussed at a recent NLT breakfast on the future of writing[3], and it is also relevant in this context. Teachers are not immune from the digital divide, and it is crucial to literacy development in the UK that they are supported, and do not fall into the category of people who are unsure about using new media. Curriculum design can only be as successful as those who have to implement it.

Validation of new subjects

The final issue that was raised during the discussions is a society wide issue that afflicts education in the UK. Many delegates spoke of a firmly entrenched hierarchy of culture in UK education, which meant some subjects are valued more highly than others. Subjects focused on technology often suffer from snobbery and are consequently considered weaker than more traditional subjects. While it is difficult to enact changes in attitudes, this longstanding belief in the superiority of certain subjects needs to be challenged. As literacy skills fundamentally shift in the twenty first century, so too will skills required by employers, and more modern subjects may well be better placed to respond to these needs. Validation of these subjects by higher education establishments, the media and the general public is essential for the UK economy to effectively manage the shift into digital literacy.

Conclusion

Literacy is currently at a fascinating stage of development where traditional print makes up the bulk of book sales and curriculum tools, but understanding screen based and online reading and writing is becoming increasingly essential. Effective management of the relationship between screen and print literacy will have an enormous impact on the future economic and social wellbeing of the UK.

The recent focus on this issue in releases such as ‘Digital Britain’[4], reflect the seriousness with which government is taking the digital divide, however, in literacy terms the debate is often obscured by unnecessary distinctions between screen and print based literacy, as well as a fear and mistrust of new forms of literacy education. The issues raised during the policy breakfast addressed some of these concerns, and demonstrated that there are industries willing to give the topic the consideration it requires.

George Dugdale, policy adviser

National Literacy Trust, [March 2009]

Downloadable version of this paper: The future of literacy in the digital age [pdf].

[1] Carter (2009), Digital Britain

[2] BFI (2008), Reframing literacy

[3] NLT (2009), Writing the future

[4] Laming (2009), Digital Britain

Tags: Policy, Social inclusion