ABSTRACT
In recent years the term “literacy” has undergone a notable transformation. In its original sense the term signified the ability to read and write—in other words, the cognitive skills associated with the use of written language. Nowadays, however, one frequently comes across references to “visual literacy,” “computer literacy,” “television literacy,” and the like. This extension of the literacy concept beyond the domain of verbal language is the result of a parallel change in conceptions of the proper scope of education. As the applications of image-based media in both homes and workplaces continue to expand, there is a growing realization that our educational system needs to do more in the way of preparing young people to deal effectively with nonverbal modes of communication—not at the expense of verbal language learning, but as a necessary complement to it. It is this broadening of educational focus that is reflected in the concept of multiple literacies.
