Literacy and Communication in the United States By Grant Lovejoy

Reading Preferences

In 2002 the average American spent more time on the Internet (about three hours a week) than reading books (about two hours a week).In 2002 the average American spent more time on the Internet (about three hours a week) than reading books (about two hours a week). The average American adult spent more money in 2002 on movies, videos, and DVDs ($166) than on books ($90).The average American adult spent more money in 2002 on movies, videos, and DVDs ($166) than on books ($90). --Albert Greco, Fordham University “10 Years of Best Sellers: How the Landscape Has Changed,” USA Today (Mar. 11, 2004), 2A

“10 Years of Best Sellers: How the Landscape Has Changed” USA Today 3/11/04, p. 2A “Despite growing competition from other parts of the entertainment industry and changes in technology, [Michael Korda, editor-in-chief of Simon and Schuster] says, ‘The book has survived and people continue to buy big best sellers. Possibly literacy itself is doomed in some kind of digitalized future, but for the moment, all we can say is that people are reading about as much as they ever did, that the big best sellers are measured in numbers significantly higher than ever before, and that the best-seller list, in one form or another, is very likely to be with us, for better or worse, for another 100 years or more.’”“Despite growing competition from other parts of the entertainment industry and changes in technology, [Michael Korda, editor-in-chief of Simon and Schuster] says, ‘The book has survived and people continue to buy big best sellers. Possibly literacy itself is doomed in some kind of digitalized future, but for the moment, all we can say is that people are reading about as much as they ever did, that the big best sellers are measured in numbers significantly higher than ever before, and that the best-seller list, in one form or another, is very likely to be with us, for better or worse, for another 100 years or more.’”

Reading at Risk Released July 2004 Sponsor: National Endowment for the Arts (2002) The U. S. Census Bureau asked more than 17,000 adults if--during the previous 12 months--they had read any novels, short stories, poetry or plays in their leisure time, that were not required for work or school.

Reading at Risk “This comprehensive survey of American literary reading presents a detailed, but bleak assessment of the decline of reading’s role in the nation’s culture. For the first time in modern history, less than half of the adult population now reads literature, and these trends reflect a larger decline in other sorts of reading.” Dana Gioia Chairman, National Endowment for the Arts

“Literary reading in America is not only declining rapidly among all groups, but the rate of decline has accelerated, especially among the young.” Dana Gioia, Chairman

Reading at Risk “The important thing now is to understand that America can no longer take active and engaged literacy for granted. Reading is not a timeless, universal capability. Advanced literacy is a specific intellectual skill and social habit that depends on a great many educational, cultural, and economic factors. As more Americans lose this capability, our nation becomes less informed, active, and independent-minded.” Dana Gioia, Chairman, Nat’l Endowment/Arts

Reading at Risk There was a decline of 10% in pleasure readers from 1982 to 2002, representing a loss of 20 million potential readers.There was a decline of 10% in pleasure readers from 1982 to 2002, representing a loss of 20 million potential readers.

The steepest rate of decline--28%--occurred in the youngest age groups (adults 18-24). The rate of decline for the youngest adults was 55% greater than that of the total adult population.

Reading at Risk Only slightly more than one-third of adult males now read literature.Only slightly more than one-third of adult males now read literature.

Reading at Risk Reacting to the Reading at Risk report, “Kevin Starr, librarian emeritus for the state of California... said that if close to 50 percent of Americans are reading literature, ‘that's not bad, actually.’"

Reading at Risk “In an age where there's no canon, where there are so many other forms of information, and where we're returning to medieval-like oral culture based on television," he said, "I think that's pretty impressive, quite frankly."

Reading at Risk Mr. Starr continued: "We should be alarmed, I suppose, but the horse has long since run out of the barn. Two distinct cultures have evolved, and by far the smaller is the one that's tied up with book and high culture.” New York Times, July 13, 2004 New York Times, July 13, 2004

Reading Skills

National Assessment of Adult Literacy (2005) Tested 19,000 adults age 16+Tested 19,000 adults age 16+ The assessment defines literacy as “using printed and written information to function in society, to achieve one’s goals, and to develop one’s knowledge and potential.”The assessment defines literacy as “using printed and written information to function in society, to achieve one’s goals, and to develop one’s knowledge and potential.”

NAAL Three types of literacy: –Prose –Document –Quantitative

National Assessment of Adult Literacy (2005) Four literacy levels: –Below Basic –Basic –Intermediate –Proficient

Adults’ Prose Literacy Skills Below Basic (14 %)Below Basic (14 %) Basic (29%)Basic (29%) Intermediate (44%)Intermediate (44%) Proficient (13%)Proficient (13%)

Number of Adults in Each Prose Literacy Level: 2003 * Significantly different from Note: Detail may not sum to totals because of rounding. Adults are defined as people 16 years of age and older living in households or prisons. Adults who could not be interviewed due to language spoken or cognitive or mental disabilities (3 percent in 2003 and 4 percent in 1992) are excluded from this figure. Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, 1992 National Adult Literacy Survey and 2003 National Assessment of Adult Literacy.

Prose Literacy by Race/Ethnicity: 1992–2003 * Significantly different from Note: Adults are defined as people 16 years of age and older living in households or prisons. Adults who could not be interviewed due to language spoken or cognitive or mental disabilities (3 percent in 2003 and 4 percent in 1992) are excluded from this figure. In 1992, respondents were allowed to identify only one race. In 2003, respondents were allowed to identify multiple races. In 2003, 2 percent of respondents identified multiple races and are not included in the White, Black, or Asian/Pacific Islander categories in this figure. All adults of Hispanic origin are classified as Hispanic, regardless of race. The Asian/Pacific Islander category includes Native Hawaiians. Total includes White, Black, Hispanic, Asian/Pacific Islander, American Indian/Alaska Native, and Multiracial/Other. Although not reported separately, American Indians/Native Alaskans are included. Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, 1992 National Adult Literacy Survey and 2003 National Assessment of Adult Literacy.

Prose Proficiency Compared to Educational Attainment High School GraduateHigh School Graduate Vocational/Trade SchoolVocational/Trade School Some CollegeSome College Associate’s/2 yr. degreeAssociate’s/2 yr. degree College graduateCollege graduate Graduate studies/degreeGraduate studies/degree 4% 5% 11% 19% 31% 41%

Prose and Document Proficiency among College Graduates From 1992 to 2003, the percentage of college graduates scoring “proficient” in prose literacy dropped from 40% to 31%.From 1992 to 2003, the percentage of college graduates scoring “proficient” in prose literacy dropped from 40% to 31%. From 1992 to 2003, the percentage of college graduates scoring “proficient” in document literacy dropped from 37% to 25%.From 1992 to 2003, the percentage of college graduates scoring “proficient” in document literacy dropped from 37% to 25%.

Plato on Writing "If men learn this [writing], it will implant forgetfulness in their souls: they will cease to exercise memory because they will rely on what is written, calling things to remembrance no longer from within themselves, but by means of external marks; what you have discovered is a recipe not for memory, but for reminder.

Plato on Writing And it is no true wisdom that you offer your disciples, but only its semblance; for by telling them of many things without teaching them you will make them seem to know much, while for the most part they know nothing; and as men filled, not with wisdom, but with the conceit of wisdom, they will be a burden to their fellows.” Phaedrus

Dilbert on Writing

Fact, Truth, Story “Tell me a fact and I’ll learn. Tell me a truth and I’ll believe. But tell me a story and it will live in my heart forever.” Indian proverb

Corporate Storytelling From BusinessWeek Online’s article about buzzwords in the corporate world: “Storytelling: The art of creating a compelling narrative for your product and brand that connects emotionally with your customers. Think Pixar."

Storytelling in Boardrooms "Why was Solomon recognized as the wisest man in the world? Because he knew more stories (proverbs) than anyone else. Scratch the surface in a typical boardroom and we're all just cavemen with briefcases, hungry for a wise person to tell us stories.” --Alan Kay, former V. P., Walt Disney

Jesus the Storyteller “He used many such stories and illustrations to teach the people as much as they were able to understand. In fact, in his public teaching he taught only with parables, but afterward when he was alone with his disciples, he explained the meaning to them.” (Mark 4:33-34, NLT)

Storytelling is not what I do for a living - it is how I do all that I do while I am living. Storytelling is not what I do for a living - it is how I do all that I do while I am living. Donald Davis

“Our lives must find their place in a greater story in a greater story or they will find their place in a lesser story.” H. Stephen Shoemaker

Thanks for Listening