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French
The term littéracie, recently introduced in France, is an adaptation of the anglo-saxon concept. It is in some cases a term used to cover diverse aspects of writing instruction (Barré-deMiniac, 2003, p. 6). F. Grossman has carried out the most thorough research about littéracie in this sense. But the field of the didactique du français remains by and large unconvinced about its research benefits. Y. Reuter suggests in 2003 that the term should be adopted only if it will fill a theoretical gap (20). He does highlight, however, the ways the term allows us to reframe the activity of reading in a larger group of linguistic-cultural competencies, and to draw on a large number of fields of reference (14), including among others linguistics, sociology, psychology, and literary criticism. For others, literacy with just one “t” relates to the graphic and orthographic aspects of writing, including the scriptural practices linked to technology (see for example work by Jaffré and David).
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English
Literacy, critical literacy: The slippery word “literacy” in English includes activities of reading, writing, critical thinking as well as related historico-cultural knowledge. We can for example talk of a “scientific literacy” to evoke the domain of knowledge and know-how in science. This word is part of at least three other domains of reflection: cultural literacy (the knowledge a cultural group maintains), critical literacy (everything related to the critical consciousness of one’s own literacy and of the socio-cultural and ideological implications of this literacy), and “literacy wars” (related to questions about the (over-)valuing of writing in cognitive development—does it have primacy over other forms of communication or expression, is a culture without writing at a disadvantage and incapable of thinking in certain ways.
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