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illiteracy in the world: A bibliography
182
Book Reviews
Literacy/Illiteracy in the World: A Bibliography. Compiled by JOHN HLADCZUK, WILLIAM ELLER and SHARON HLADCZUK. Westport, CT: Greenwood Press, 1989. XV + 201 pp. $39.95 (cloth).
General Issues in Literacy/Illiteracy: A Bibliography. Compiled by JOHN HLADCZU~, WILLIAM ELLER and SHARON HLADCZUK. Westport, CT: Greenwood Press, 1990. XV + 420 pp. $49.95 (cloth). LITERACY is currently
the topic of numerous articles in both the academic and popular press, as well as the subject of television specials and a recent major motion picture. Illiteracy is blamed for various social ills perhaps because it is a problem that seems to be solvable; and blaming individual - or regional - lack of literacy is easier than examining the political and economic inequities which lead to illiteracy and other social problems. And we read not only of “basic literacy” or “functional illiteracy” but of literacy” and “cultural “computer literacy”, “technological literacy”. All this discourse has not clarified what is meant by literacy, either in terms of reading and writing or in any of the broader senses in which the-term is often used. The biblioeranhies comoiled bv Hladczuk. Eller and Hladczuk reflecr the current ‘hopes *and confusions about “literacy/ illiteracy”. The two books, meant to be companion volumes, contain 6650 entries. The first, Literacylllliteracy in the World is divided by regions of the world, countries and states of the United States. There are also sections on cross-cultural research, cross-national research, literacy in the world, illiteracy and UNESCO, and literacy and the third world. The second book, General Issues in Literacy/ Illiferacy attempts broader coverage including topic areas such as computer literacy and cultural literacy. While the works are extensive and for some researchers some topic listings may be quite useful, the bibliographies seem to have been quickly assembled and do not meet the compilers’ goal of being “user-friendly”. The understanding of literacy which informed these works lacks clarity and focus. Both volumes start with a brief introduction which includes a few unfocused pages on some of the issues in the field(s) of literacy and conclude with suggestions on using the bibliography, i.e. cross-check. The compilers state that they have attempted to be comprehensive but not exhaustive. They also point out that the books “should not be assumed to deal with the subject of adult education”. They
have not explained how these bibliographies were put together, what was their rationale for “not falling into the domain” of adult education, and why they included the topics which are covered. We do not know what sources were used or what principles were used to decide what to include. While most works listed are in English there are also listings in French, Spanish, German, Italian, Portuguese and Vietnamese. The compilers do not tell us what time period is covered by the publications listed. Many of the citations are listed “NP:np” with no source for the publication. While this is not an annotated bibliography occasional entries are followed by a brief note or abstract. There is no explanation as to why these entries are annotated or the source of the notes. But the most significant problem with these bibliographies, particularly in the second volume, is the organization of topic areas. The first book is largely organized geographically. Although rationale for what is included in the other sections of the first book is not clear (for example “Scottish Literacy and the Scottish Identity” is listed under cross-cultural research) the user will find most of the listing are under whatever nation or state they deal with. The lack of clarity and explanation about what is listed is a much bigger problem in the second volume. While a few of the topics are clearly defined, notably “Job Literacy”, “Literacy and Children” and “Use of Television and Radio in Literacy”, many are vague and repetitive. The compilers have included no explanations of what a topic area covers or how to distinguish between topics, for example “Literacy Classes”, “Literacy Education” and “Literacy Instruction”. Looking at the listings within each of these topics provides little elucidation. There are over 500 listings under the topic “Literacy”, while the topic “Aliteracy” includes only five. The entry “Book ‘em: No Read, No Release”, on prison policies, is found under “Literacy Education-courses of Study”, although there is a separate topic area “Correctional Facilities and Illiteracy” where the article seems to fit. The suggestion in the introduction that the user cross-check topics and volumes is crucial. For the academic researcher on topics which include the word literacy the second volume may be useful, particularly some of the more specific topic areas. The first volume is valuable for anyone interested in exploring literacy education in particular regions or nations. One hundred and twenty-seven nations are covered individually. There are especially extensive listings for Australia, Brazil, Canada, India, Nicaragua and the United Kingdom. But most people with a general interest in literacy would probably do better to conduct a literature search on their own. MARY BETH BINGMAN
University of Tennessee, Knoxville
Book Reviews
Literacy/Illiteracy in the World: A Bibliography. Compiled by JOHN HLADCZUK, WILLIAM ELLER and SHARON HLADCZUK. Westport, CT: Greenwood Press, 1989. XV + 201 pp. $39.95 (cloth).
General Issues in Literacy/Illiteracy: A Bibliography. Compiled by JOHN HLADCZU~, WILLIAM ELLER and SHARON HLADCZUK. Westport, CT: Greenwood Press, 1990. XV + 420 pp. $49.95 (cloth). LITERACY is currently
the topic of numerous articles in both the academic and popular press, as well as the subject of television specials and a recent major motion picture. Illiteracy is blamed for various social ills perhaps because it is a problem that seems to be solvable; and blaming individual - or regional - lack of literacy is easier than examining the political and economic inequities which lead to illiteracy and other social problems. And we read not only of “basic literacy” or “functional illiteracy” but of literacy” and “cultural “computer literacy”, “technological literacy”. All this discourse has not clarified what is meant by literacy, either in terms of reading and writing or in any of the broader senses in which the-term is often used. The biblioeranhies comoiled bv Hladczuk. Eller and Hladczuk reflecr the current ‘hopes *and confusions about “literacy/ illiteracy”. The two books, meant to be companion volumes, contain 6650 entries. The first, Literacylllliteracy in the World is divided by regions of the world, countries and states of the United States. There are also sections on cross-cultural research, cross-national research, literacy in the world, illiteracy and UNESCO, and literacy and the third world. The second book, General Issues in Literacy/ Illiferacy attempts broader coverage including topic areas such as computer literacy and cultural literacy. While the works are extensive and for some researchers some topic listings may be quite useful, the bibliographies seem to have been quickly assembled and do not meet the compilers’ goal of being “user-friendly”. The understanding of literacy which informed these works lacks clarity and focus. Both volumes start with a brief introduction which includes a few unfocused pages on some of the issues in the field(s) of literacy and conclude with suggestions on using the bibliography, i.e. cross-check. The compilers state that they have attempted to be comprehensive but not exhaustive. They also point out that the books “should not be assumed to deal with the subject of adult education”. They
have not explained how these bibliographies were put together, what was their rationale for “not falling into the domain” of adult education, and why they included the topics which are covered. We do not know what sources were used or what principles were used to decide what to include. While most works listed are in English there are also listings in French, Spanish, German, Italian, Portuguese and Vietnamese. The compilers do not tell us what time period is covered by the publications listed. Many of the citations are listed “NP:np” with no source for the publication. While this is not an annotated bibliography occasional entries are followed by a brief note or abstract. There is no explanation as to why these entries are annotated or the source of the notes. But the most significant problem with these bibliographies, particularly in the second volume, is the organization of topic areas. The first book is largely organized geographically. Although rationale for what is included in the other sections of the first book is not clear (for example “Scottish Literacy and the Scottish Identity” is listed under cross-cultural research) the user will find most of the listing are under whatever nation or state they deal with. The lack of clarity and explanation about what is listed is a much bigger problem in the second volume. While a few of the topics are clearly defined, notably “Job Literacy”, “Literacy and Children” and “Use of Television and Radio in Literacy”, many are vague and repetitive. The compilers have included no explanations of what a topic area covers or how to distinguish between topics, for example “Literacy Classes”, “Literacy Education” and “Literacy Instruction”. Looking at the listings within each of these topics provides little elucidation. There are over 500 listings under the topic “Literacy”, while the topic “Aliteracy” includes only five. The entry “Book ‘em: No Read, No Release”, on prison policies, is found under “Literacy Education-courses of Study”, although there is a separate topic area “Correctional Facilities and Illiteracy” where the article seems to fit. The suggestion in the introduction that the user cross-check topics and volumes is crucial. For the academic researcher on topics which include the word literacy the second volume may be useful, particularly some of the more specific topic areas. The first volume is valuable for anyone interested in exploring literacy education in particular regions or nations. One hundred and twenty-seven nations are covered individually. There are especially extensive listings for Australia, Brazil, Canada, India, Nicaragua and the United Kingdom. But most people with a general interest in literacy would probably do better to conduct a literature search on their own. MARY BETH BINGMAN
University of Tennessee, Knoxville