Sylvia Scribner begins the essay “Literacy in Three Metaphors” by giving an overview of the attempts to define literacy. By claiming that if we were able to define it perhaps we would be able to fix it. She goes on to emphasize that it is not merely an academic problem because the issue has significance in the real world and that if the definitions that exist contradict each other then there is no possibility of reaching a solution. Scribner believes since literacy is not a tangible entity it is not possible to divide it into segments and study it extensively. Since it is a social issue it changes according to place and time, it must meet the needs of that society.
The fundamental proposal presented by the author revolves around the thought that the main problem of literacy is the conceptualization and formulation of a proper education plan. The problem is placed in the context to identify a single plan for execution (Scribner, 7). The author suggests that the researchers are looking for answers that are fast and effective to make others literate in a better manner. However, she agrees that the concern is far too multifarious for such an easy way out and many important features of literacy are not covered at all.
As a solution, the author classifies the questions and fundamental aspects viz. state of grace, power, and literacy as adaptation. She suggests that these elements should be investigated with greater measures to define literacy with adequacy. She pointed out that the amount of success in terms of personal education depends on psychological and social factors that are sustaining and complex. In order to prove her point, the author covers a large area of language and written scripts.
Under such parameters of literal thought process, the author puts emphasis on the satisfaction level of individual desire to learn or adopt literacy skills. She mentions that the success rate of education is directly proportional to the environment in which an individual resides. She believes that the learner must be forced by the surrounding, negatively or positively, in the process of education.
The author assumes that with more variety, it is possible to improve the architecture of the education system in theory and execution with a logical amount of recognition of these literacy differences. However, she notes that multiple levels of differences in education and implementations of the literacy systems could result in conflicts. However, she fails to deliver any suggestions in this context.
Bibliography
Scribner, Sylvia; November 1984; Literacy in Three Metaphors; v 93, n1, p. 6-21; American Journal of Education: University of Chicago.