Perspectives on Literacy in the 21st Century

Abstract

There have been controversial views on what constitutes literacy. In earlier times classical literacy was the means of attaining the skills required for operating successfully in societies. In the 21st century, conceptions on literacy are changing. Current debates identify a shift in perspective as well as a new threshold in abilities and requirements (CALR, 2019). Functional literacy is currently acknowledged by UNESCO as an indispensable skill in the 21st century, at individual as well as community level. This study engages in reviews that reveal that many countries do not meet the threshold levels required, despite the interdependence of literacy and modernity, as well as the building of nation states. OECD countries set their threshold at functional literacy levels; MENA countries keep their focus within classical literacy requirements, focusing on ability to read and write. The study traces the development of perspectives on literacy and compares the effective skills of the population of 15 year olds in the comprehension and processing of texts, after years of education in English native language context and English as EFL situation. Practitioners’ views are sought to illuminate the interpretations and chart future directions.