Thesis (MEdPsych)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: This study highlights focal issues of literacy and lifelong learning within the context of
the formal schooling system. Problems and issues pertaining to policy and practice
are examined within the broad framework of a selected set of perspectives on
literacy. The nature of the problem of literacy worldwide, and in South Africa in
particular, provides sufficient scope to investigate literacy in terms of research,
theory and practice. The synergy between curriculum change and social
transformation in South Africa which lies embedded within Outcomes-based
Education (OBE), creates possibilities for developing functionally literate citizens who
are able to negotiate their lives successfully and independently.
The qualitative and interpretative nature of this literature study entails a process of
researching and comparing the different levels of literacy within a framework of
multiple perspectives. These different perspectives on literacy also highlight
contrasting conceptualisations, and consequent definitions of literacy emphasise the
importance of both context and content. What being literate means, thus, lies
embedded within these conceptualisations. Finding new ways of seeing and doing
literacy, in order to improve literacy policies and practices, is at the heart of this
research endeavour. The "golden thread" running through the different perspectives
signifies the functional role of literacy and suggests a stronger emphasis on viewing
literacy as a functional and social practice underlying lifelong learning in the broadest
possible sense. Teachers have a cardinal role to play in building capacity in and
adding value to the South African citizenry and in supporting learners to develop the
necessary functional and critical literacy skills to express themselves adequately on
a written and and spoken level.
The objective of this study is to offer a broader conceptualisation of literacy which
embraces it as a lifelong endeavour, honed through use and purpose. The significant
differences between the traditional and the more modern approaches to literacy
development underscore the emphasis on its functionality and potential for human
resource development. All these issues have implications for literacy policy and practice. Acquiring literacy
skills entails taking into consideration that: different levels and standards of literacy
skills are possible, subject matter differs and different purposes for literacy exist.
Only when people are equipped with the personal knowledge, skills, attitudes and
values that enable them to live as productive and self-sufficient citizens, able to
make informed decisions and responsible choices, can sustainable, social
transformation become a reality. / AFRIKAANSE OPSOMMING: Hierdie studie beklemtoon hoofsaaklik geletterdheid en lewenslange leer binne die
konteks van die formele skoolsisteem. Probleme en geskilpunte aangaande beleid
en die praktyk word binne die breë raamwerk van 'n geselekteerde stel perspektiewe
oor geletterdheid ondersoek. Die aard en omvang van die probleem van
geletterdheid, wêreldwyd en in die besonder Suid-Afrika, bied voldoende
geleenthede om geletterdheidsbeleid, -teorie en -praktyke te bestudeer. Die sinergie
tussen kurrikulumvernuwing en sosiale tranformasie in Suid-Afrika, wat ten
grondslag van Uitkomsgebaseerde Onderwys (UGO) lê, skep moontlikhede vir die
ontwikkeling van funksioneel geletterde burgers wat in staat is om hul lewens
suksesvol en onafhanklik te bestuur.
Die kwalitatiewe en verklarende aard van die literatuurstudie behels 'n vergelykende
navorsingsproses wat geletterdheid op verskillende vlakke ondersoek, binne 'n
raamwerk van veelvoudige perspektiewe. Hierdie verskillende perspektiewe oor
geletterdheid huldig verskillende opvattings, met die gevolg dat definisies van
geletterdheid uiteenlopend van aard is terwyl raakpunte ten opsigte van die
belangrikheid van konteks en inhoud sterk na vore gekom het. Wat dit beteken om
geletterd te wees is gegrond op hierdie sienswyse. Die ontdekking van nuwe
benaderings tot geletterdheid wat mik na die verbetering van geletterdheidsbeleid en
-praktyke vorm die kern van hierdie navorsingsproses. Die "goue draad" wat deur
die onderskeie perspektiewe loop, dui op die funksionele rol van geletterdheid en
beklemtoon geletterdheid as In funksionele en sosiale praktyk, wat lewenslange
leer ten grondslag lê. Onderwysers het In belangrike rol om te speel in die opbou
van kapasiteit en toevoeging van waarde tot die burgerskap binne die Suid-
Afrikaanse konteks, verder ook in die ondersteuning van leerders om die nodige
funksionele en kritiese geletterdheidsvaardighede te ontwikkel om te verseker dat
hulle hulself toereikend op 'n gesproke en geskrewe vlak kan uitdruk.
Die doel van hierdie studie is om 'n meer uitgebreide beskouing ten opsigte van
geletterdheid as 'n lewenslange strewe wat deur gebruik en funksie vasgelê word (op
beide gesproke en geskrewe vlakke), daar te stel. Die beduidende verskille tussen
die tradisionele en die meer moderne benaderings tot geletterdheidsontwikkeling beklemtoon funksionaliteit en die potensiaal wat dit inhou vir die ontwikkeling van
menslike hulpbronontwikkeling.
AI hierdie aangeleenthede het implikasies vir geletterdheidsbeleid en -praktyk. Die
aanleer van geletterdheidsvaardighede noodsaak dat die volgende aspekte in
aanmerking geneem word: dat verskillende geletterheidsvaardigheidvlakke en
standaarde moontlik is, dat vakinhoude kan verskil en dat verskeie uitkomstes vir
geletterdheid bestaan. Slegs wanneer mense met die nodige persoonlike kennis,
vaardighede, houdings en waardes toegerus word - wat hulle in staat sal stelom
ingeligte besluite en verantwoordelike keuse te maak, kan volgehoue sosiale
transformasie 'n realiteit word.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/52996 |
| Date | 12 1900 |
| Creators | Forrester. A. T. A. E |
| Contributors | Rossouw, W., Hall, R., Stellenbosch University. Faculty of Education . Dept. of Educational Psychology. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 102 p. |
| Rights | Stellenbosch University |
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