Literacy, until recently, was defined as the ability to read printed text and to
understand the nuances of both the form and content of that printed text. More recently
there has been a focus on subsets of literacy – data literacy, numeracy, visual
literacy, media literacy, etc. – that recognizes the means of communicating ideas and
facts are not limited to the printed text and that there are multiple means which may be
more powerful ways of communicating in our world. In recent years, higher education has
been redefining what it means to be educated – from a focus on specific bodies of
knowledge, or disciplines, to a focus on developing and mastering skills for varying
modes of inquiry. Simultaneously, there has been a growing focus on expanding how
students and faculty communicate knowledge – what was once strictly the term paper
approach is being replaced by the oral presentation, the poster session, or the artistic
response. In a world where ideas are more readily communicated via social media such as
YouTube, Instagram, Facebook and Twitter, the ability to accurately assess additional
modes of communication is critical. This paper will explore different subsets of
literacy, describe a method for developing mastery of those literacies in higher
education, and advocate for academic library professionals to become specialists focused
on literacies as much, if not more, than on content.
Reconsidering Literacy