Evolution Of Literacy Research Articles

The level of literacy of the adult population of the Orenburg region according to the materials of the first Soviet census

This paper analyzes the evolution of literacy in different categories of the Orenburg region adult population according to the censuses in 1920, 1926 and 1939 as well as the influence of the educational policy of the Soviet state. The analysis of the census gives an opportunity to give literacy demographic characteristics: gender, age, nationality, social status, occupation, etc. The author notes that the proclamation of compulsory education principle for illiterate adults and the organization of universal education for school-age children gave an opportunity for education to all categories of the Soviet Russian population. Literacy level started to rise; it was reflected in the census. The censuses of 1926, 1939 showed that literacy level of certain age groups in different generations rose after the October revolution. The paper has a certain pattern: the older the generation age was, the higher the level of literacy was. Generalized materials of the first Soviet censuses allow us to conclude that the effect of positive and negative factors in the education of children and illiterate adults was different in urban and rural areas. As a rule, more women and men had a chance for education in urban areas. The results of the study allow us to conclude on the impact of the Soviet government activities to adult education.

Transletramento: operar a transição digital e o domínio das culturas da informação

É difícil dizer onde começa a educação e termina o letramento. Isso varia de cultura para cultura, para algumas o letramento é um processo que termina quando a pessoa é educada (modelo europeu continental), enquanto que em outras a educação é o que conduz a pessoa à alfabetização (modelo anglo-saxão). De toda forma, no que se refere à educação para os meios de comunicação, o fundamental é manter os dois termos em debate, e esta é uma tendência verificada na evolução da alfabetização no século XXI. Este artigo aborda o aumento desta forma de alfabetização, que tem por característica não poder prescindir de um conhecimento da informação em suas várias dimensões, sejam elas notícias, dados ou documentos.

Transletramento: operar a transição digital e o domínio das culturas da informação / Transliteracy: Operating the Digital Transition and the Field of Information Cultures

It’s hard to tell where education begins and where literacy ends. This varies from culture to culture; for some cultures literacy is a process that ends when the person is educated (continental European model), while in other cultures education is what leads a person to literacy (Anglo-Saxon model). Anyway, with regard to education for the media, the key is to keep the two terms under discussion, and this is a trend in the evolution of literacy in the 21st century. This paper discusses the increase in this form of literacy, which cannot do without a knowledge of information in its various dimensions, whether it is news, data or documents.

‘Le pays où on ne sait pas lire’: Literacy, Numeracy and Human Capital in the Commercial Hub of the Austrian Netherlands (1715–75)

Files of the local criminal court in Antwerp – the Hoogere Vierschaar – are used in this article to assess the evolution of literacy and numeracy in Antwerp. Both forms of human capital are habitually seen as strongly intertwined, yet our evidence shows that they were not always geared to one another. Literacy did not grow significantly in Antwerp during the seventeenth and eighteenth centuries, while it reached its high-water mark in other European towns. Faced by a severe economic crisis, the local government had to trim down free public education in Sunday schools, while private boarding schools ( Duytsche scholen) saw their number of pupils fall abruptly as the recession impoverished a wide swath of society. Numeracy, however, followed a different course. Despite the economic crisis, people's age awareness took a huge leap forward in the late seventeenth and early eighteenth centuries as basic arithmetic skills were bound to a more informal, everyday training. Moreover, this idea, that literacy and numeracy were not always geared to each other is buttressed by marked social and gender variations.