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Advances in Social Sciences Research Journal – Vol. 9, No. 7
Publication Date: July 25, 2022
DOI:10.14738/assrj.97.12645. Zua, B. (2022). Redefining Literacy: Nigeria in Perspective. Advances in Social Sciences Research Journal, 9(7). 338-346.
Services for Science and Education – United Kingdom
Redefining Literacy: Nigeria in Perspective
Biale Zua
Trevecca Nazarene University, Nashville, Tennessee
ABSTRACT
Literacy is a term that has developed a new meaning in the 21st century.
Traditionally, literacy is understood as the ability to read, write, and calculate or do
arithmetic. However, most recently, with the advent of technology and digital
media, the global definition of literacy has been expanded to include visual
expressions and a lot more. In these ever-changing phases of globalization, literacy
extends to skills and tools that enable an individual to function in society. The
acquisition of these tools and skills is mandatory for any individual to be considered
literate. Specific institutions and organizations are responsible for providing the
learning spaces and environments, whether private or public. Learners at various
levels of education should acquire the tools and skills required for that level.
Therefore, it is crucial for the institutions and organizations responsible for
providing these tools and new materials to be well-equipped and to have qualified
teachers. The administration must provide transformational literacy instruction to
meet the challenges of the individual learners to function globally.
Keywords: literacy, 21st century, technology, globalization, skills, acquisition.
INTRODUCTION
Literacy is integral to the personal development of an individual and the existence of any nation.
It is the foundation upon which an individual’s education is built. It plays a vital role in the
attainment of the Sustainable Development Goal (SDG) 4: “Ensure inclusive and quality
education for all and promote lifelong learning” (United Nations Sustainable Goal, 2016). This
goal is targeted at ensuring literacy for youth and adults irrespective of gender by the year
2030. This paper examines literacy rates in Nigeria with a view to determining the accessibility
of technology in the delivery of instruction in formal educational institutions. Access to
technology in these educational institutions will enable Nigeria to attain the SDGs and empower
Nigerian youth and adults with the necessary 21st-century skills.
The United Nations Educational, Scientific, and Cultural Organization (UNESCO) defines literacy
as the ability to identify, understand, interpret, create, communicate, and compute using
printed, written, and visual materials associated with varying contexts (UNESCO, 2016). The
International Literacy Association (ILA) further clarifies the UNESCO definition of literacy by
adding more meaning to the media of literacy as visual, audible, and digital materials across
disciplines and in any context (ILA Report, 1996). Basili (2011) suggested that the term
"literacy" has a double meaning: both the result (status) of an educational process and the
educational process in itself. This is in support of Alidou & Aitchison (2009) who stated that
literacy is a continuous process that requires regular and sustained learning in a conducive
literate environment. Literacy includes the ability to locate and select information, as well as
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Zua, B. (2022). Redefining Literacy: Nigeria in Perspective. Advances in Social Sciences Research Journal, 9(7). 338-346.
URL: http://dx.doi.org/10.14738/assrj.97.12645
creativity, collaboration, critical thinking, and evaluation. Contemporary definitions of literacy
recognize the interrelated nature of knowledge, competence, and skills, which have resulted in
different types of literacies (Alidou & Aichison, 2009). The learning environments of any
educational institution should not be underestimated. This includes formal educational settings
such as classrooms or informal settings such as libraries, museums, and childcare centers.
Literacy thrives in a conducive learning environment. However, there is a dearth of literate
environments in some Nigerian public institutions. Subsequently, not all educational systems
and institutions in Nigeria are well developed to equip learners with 21st-century skills.
Furthermore, literacy involves a sustained continuum of learning based on learners’
competence and specific pedagogical materials devoid of teacher bias which will enable
learners to achieve their goals.
As suggested by Chall (1983) literacy is dependent on instruction. This implies that quality
instruction plays a crucial role in the acquisition of literacy. Only then can literate individuals,
irrespective of gender and age, actualize their potential and be empowered to participate fully
in their community and wider society. Thus, literacy is neither a single skill, nor something that
an individual achieves, but it is a continuum of learning. As a continuum of learning, literacy is
a lifelong process. Therefore, to be literate means being able to use several skills to
comprehend, build knowledge, and communicate ideas.
Benefits of Literacy
Literacy is no longer a privilege, but rather a right of citizens who want to engage in society.
The global relevance of literacy for individual empowerment and national development is well
documented in the literature. Literacy creates possibilities and opportunities for better health
and development. It opens doors to advancement and progress. Adult literacy, for example, is
integral to the overall development of any nation as it can be used to measure the Human
Development Index (HDI) such as education, life expectancy, and per capita income (Rosa,
2014). Policy analysts consider literacy as a population’s key to socio-economic development
(Prettyman, 2019)
Literacy is one of the factors used in measuring education and the effectiveness of an
educational system. A high literacy rate implies that the educational system can provide the
population with opportunities to acquire sound literacy skills. The accumulated educational
accomplishment can be used to advance intellectual growth. Educational achievement
enhances social and economic development. However, high literacy rates do not necessarily
equal high quality of education. A country with a high literacy rate may have a low quality of
education.
Literacy is associated with life expectancy through several socioeconomic factors such as
income, education, and employment (Gilbert, Teravainen, Clark, & Shaw, 2018). Meaning, that
people with poor literacy skills and the less educated are more likely to be unemployed. Gilbert
et al (2018) further stated that unemployed people are more likely to have low income and
poor health behaviors. These socio-economic factors can be linked to lower life expectancy.
Thus, literacy can be used to eradicate poverty and broaden participation in society. Literate
individuals are more likely to be employed and earn good wages, thereby reducing poverty.
Adequate wages can shift individuals from one social stratum to another and improve their
quality of life. Thus, low literacy is connected to higher unemployment (Gilbert et al, 2018). This
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is because the government and private agencies employ literate individuals which enables them
to achieve organizational goals. Illiterate individuals may be classified as unqualified, thereby
leading to unemployment. Subsequently, Lind (2008) noted that poverty is inextricably linked
to poor literacy skills and uses. Also, there is a connection between literacy and households.
The gap between poor and wealthy households is also well established in the literature.
Impoverished households and neighborhoods are reported to experience illiteracy. The poor
are empowered when they become literate.
Literacy drives sustainable development and can be used to predict the quality of the future
labor force as well as to ensure policies and life skills for men and women (UNESCO, 2020).
Literate individuals can easily access information to improve education, health, and safety.
Although a literacy gap exists between men and women, literate women are more economically
self-reliant. Literacy empowers women to play a meaningful role in society.
Literacy is a fundamental human and democratic right (Lind, 2008). Literate individuals are
more likely to know their rights and can effectively use civil liberties to defend themselves.
Conversely, the rights of illiterate individuals are likely to be violated. Their inability to read
and write can prevent them from seeing for themselves that which they are entitled to and
demand. Illiteracy is a means of control. Literacy is a step away from the ignorance and can be
used as a tool or threat. Literacy is a springboard for achieving Education for All (EFA) and a
channel for the achievement of the SDGs. As a component of basic education and a foundation
for lifelong learning, literacy is the key to enhancing human capabilities and achieving many
other rights (UNESCO, 2020).
TYPES OF LITERACY
Literacy is socially embedded, and multiple literacies are depending on the perspective and
context. Each perspective requires specific knowledge, skills, and expertise. Thus, different
terms, such as computer literacy, health literacy, media literacy, civic literacy, visual literacy,
and critical literacy are coined to embrace new literacies. Skills in each of these areas are not
mutually exclusive. For example, one may use specific computer skills to access knowledge in
the medical field. In the 21st century, computer, critical, and information literacy are imperative
for a literate citizenry.
Categories of Literacy
Computer literacy is defined as the ability to use the capabilities of computers intelligently
(Tobin, 1982). This involves knowledge of what computers are and how they work. This type
of literacy also includes an understanding of the terminology used in the computer field and an
awareness of the importance of computers in society, including their global versatility.
Critical literacy requires skills needed to become an informed, productive citizen, who can take
an active role in one’s community. Smith (2013) added that critical literacy is a thorough
evaluation of online material that allows for the appropriate conclusion to be reached on the
suitability of the material for the required investigation.
Information literacy is the set of integrated abilities that involve the reflective discovery of
information, the understanding of how information is produced and valued, and the use of
information to create new knowledge that will enable one to participate in communities of