A Critical Comparison of the Lifewide and Lifelong Literacy Practices of Two Adults

Abstract

The field of literacy studies has witnessed a paradigmatic shift over the past few decades — from a skills-based paradigm towards one shaped by socio-cultural practices. Informed by this social constructivist turn, this study critically compares and contrasts the lifelong and lifewide literacy practices of two adults (Daiyu and myself). Based on thematic analysis of data collected from a semi-structured interview, this study identified four salient themes: 1) literacy as social practices, 2) multilingualism, code-switching, and translanguaging, 3) digital literacy and multimodalities, and 4) literacy education and societal views of illiteracy. This paper found that despite numerous commonalities of our literacy practices, particularly in the school context, certain nuances still exist owing to our differing identities and life trajectories, notably concerning multilingual and multimodal practices. By analysing our lived literacy experiences through the social lens, this study brings valuable implications for policymakers and educators to interrupt the established meanings and norms of literacy education.