Definition of Literacy
Pamela Z. Spillane
RD651
Socio-psycholinguistics and Critical Literacy
Literacy is a sociopsycholinguistic process.
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Through social, psychological, linguistic,
and developmental processes, learners
construct meaning.
Social Process


Writing, reading, listening, speaking, and thinking are
components of literacy, which are developed through
social interactions. During literacy events, learners
construct meaning and create new knowledge. Literacy
is acquired through meaningful, authentic encounters
with text, teachers, peers, and other adults (Hayes,
2000; Rosenblatt, 1994; Ruddell & Unrau, 1994).
Home-school-community connection is essential for
literacy development. Parents, families, and community
members bring social and cultural experiences
important for literacy acquisition (Anderson, 1994;
Goodman, 1994; Halliday, 1994; Harste, Burke, &
Woodward, 1994; Moll, 1994; Ruddell & Ruddell,
1994; Ruddell & Unrau, 1994; Schickedanz, 2000).
Psychological Process


Literacy is an affective process where readers and
writers bring to literacy events their feelings and
memories of past experiences. These feelings and
memories influence the readers’ and writers’ abilities
and motivation (Dyson, 2000; Friere, 1985; Rosenblatt,
1994; Ruddell & Unrau, 1994).
Teachers must model their aesthetic and efferent stance
for reading and writing. When teachers model their
love of literacy, they influence their students’
motivation and purpose for literacy activities. By
modeling, teachers create a supportive, authentic
environment for their students (Dyson, 2000; Friere,
1985; Rosenblatt, 1994; Ruddell & Unrau, 1994).
Linguistic Process


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For new information to be constructed, students
activate their prior knowledge about language, text,
and the world in which they live (Anderson, 1994;
Goodman, 1994; Kintch, 1994).
Students need to learn the conventions of language
through rich oral language activities, wide reading,
work with words, discussions, and collaboration
(Hayes, 2000; Hodges, 2000; Johnson, 2000).
Students need a vocabulary base, knowledge of text
structures, and effective linguistic strategies to
construct meaning (Ruddell, 1994; Ruddell & Ruddell,
1994).
Developmental Process


Students construct meaning as they pass through
developmental stages of reading and writing. Students need
to learn how, when, and why to use reading and writing
strategies. They need to know how to hypothesize, question,
and self-monitor during literacy activities (Applebee, 2000;
Bransford, 1994; Brown, Palinesar & Armbruster, 1994;
Goodman, 1994; Paris, Lipson, & Wixson, 1994; Yopp &
Singer; 1994).
Teachers must consistently assess their students, plan and
implement scaffolding experiences in order to bring readers
and writers to the next level of development. Teachers
gradually release responsibility to the learner so that reading
and writing strategies become part of the learners’
repertoire for success (Applebee, 2000; Brown, Palinesar &
Armbruster, 1994; Flood & Lapp, 2000; Forman & Cazden,
1994; Goodman, 1994; Yopp & Singer, 1994).
References
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