EDUCATIONAL LITERACY THROUGH TIME. A concept analysis.

Abstract

Aim: The aim of this study is to explore and illuminate the evolution of the concept of literacy within educational research from 1923 to 2023. By employing a detailed Evolutionary Concept Analysis (Rodgers & Knafl, 2000), the study seeks to identify and analyse the shifts in the definitions, perceptions, and conceptualizations of literacy over the past century. This investigation is driven by the intent to understand how the changing historical and societal contexts have influenced the concept of literacy, ultimately aiming to provide a comprehensive visualization of its developmental trajectory within the academic discourse on education. Theory: This study utilizes Sartori's (1970) Ladder of Abstraction (LoA) as its central conceptual framework to analyse the concept of literacy over time. The LoA facilitates a nuanced exploration of literacy by enabling the systematic identification and categorization of its attributes at varying levels of abstraction. This approach allows for the examination of how literacy’s definitions and conceptual boundaries have expanded or contracted in response to evolving educational paradigms and societal needs. By applying the LoA, the study not only traces the historical progression of literacy concepts but also provides a structured means to evaluate their practical implications and theoretical underpinnings across different epochs. Method: The methodology of this study is Evolutionary Concept Analysis (Rodgers & Knafl, 2000), a dynamic approach tailored to examine the nuanced changes in the concept of literacy over a century. This method is used to systematically explore the attributes, boundaries, and relational dynamics of literacy, without confining the analysis to static definitions. The process involves a careful review and synthesis of literature from 1923 to 2023, where 47 articles were selected based on specific inclusion and exclusion criteria to ensure relevance and focus. Data collection followed a structured protocol, extracting essential characteristics of literacy definitions from diverse educational research articles. This method not only highlights the temporal evolution of literacy but also its contextual adaptability across different educational landscapes. Results: The evolution of literacy research over the past century reveals significant shifts in conceptualizations, methodologies, and applications within educational research over the past century. Initially focused on concrete reading and writing skills, literacy definitions have expanded to encompass broader attributes such as critical thinking, social perspectives, and communication skills reflecting shifts towards more comprehensive educational goals. This evolution reflects a paradigm shift towards a more comprehensive and abstract understanding of literacy, transcending individual abilities to include social relationships, attitudes, and ideologies. The analysis was conducted from four separate epochs, each representing a shift in literacy understanding—from the concrete concept of literacy to an abstract concept of literacy that incorporates various attributes. This evolution underscores a growing recognition of literacy as a multifaceted construct that not only enhances individual capabilities but also fosters broader societal engagement and development.