The authors present the theoretical basis for the measuring of functional literacy. In so doing, they draw attention to the fundamental concept of context, which is interpreted on two levels: the first relates to the individual's environment, including the working environment, while the second relates to the individual's cognitive capabilities (e.g. attention, memory, reflection). A fully articulated theory of functional context represents a developmental model of literacy and conceptualises knowledge as the processing of information. This model has three important components, which are presented in more detail: cognitive development, the concept of communication as a productive and receptive activity, and communication linked to a specific context.
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