Conceptualising Literacy for Policy and Practice

Fransman, Jude (2008). Conceptualising Literacy for Policy and Practice. Adult Education and Development, 71



This article aims to show how a lack of conceptual consensus weakens and confuses the adult literacy lobby with grave implications for policy and practice. By charting the different understandings of literacy and reorganising them into a pragmatic framework, a new coherence may be brought to the literacy lobby, which accommodates different approaches but shows how these approaches interact and overlap. The article concludes by critically examining the conceptualisation of literacy proposed by the benchmarks in light of the framework and suggests how it might be expanded in a more meaningful way. The author is a doctoral researcher at the Institute of Education, University of London.

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