Abstract
Literacy instruction in the armed forces has evolved from an educational opportunity to a training requirement. With the recognition that literacy skills are needed on the job came increasing emphasis on specifying job literacy requirements. Initially this focused on the "level" of literacy skill required, reflecting the unitary concept of general literacy. However, this has changed to a recognition of the multiplicity of literacy skills and of the role of domain knowledge in effective literacy performance. These changes have occurred largely because information processing concepts and instructional systems design (ISD) principles have been applied to the analysis of literacy tasks. This article traces the evolution of the concept of literacy at the policy, instructional program, and research levels. It describes several recently developed programs that reflect trends in ISD and cognitive analysis, along with additional programs involving the innovative use of technology. Finally, it discusses requirements for the future development of literacy programs.
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