10/09/2026
LITERACY: THE KEY TO A CONNECTED AND SENSIBLE WORLD
by Emanuel Ronquillo
Let us define literacy first.
Literacy is the "sense and ability to understand, read, write, speak, and listen" in ways that allow people to communicate effectively and make sense of the world around them.
However, the meaning of literacy has evolved. Today, literacy is no longer limited to the ability to read and write. It also refers to having the "knowledge, skills, and competence to understand, interpret, and use the language of different fields and environments" —including music, technology, digital media, ecology, health, disasters, art, and many others.
Why? Because the world does not exist through letters, numbers, and figures alone.
There are different “languages” through which we experience and understand the world. Music communicates through sound. Art communicates through images and creative expression. Technology communicates through digital systems. Nature communicates through patterns and relationships. Even disasters require a certain kind of literacy—the ability to recognize warnings, understand risks, and respond appropriately.
Therefore, literacy is not simply about what a person can read or write. "It is also about how an individual perceives, interprets, expresses, and responds to the world."
This is where we can distinguish "basic literacy" from "functional literacy". Basic literacy generally refers to the ability to read and write, while functional literacy goes beyond these basic skills. It involves applying reading, writing, numeracy, and comprehension to accomplish personal goals, participate meaningfully in society, and function effectively in everyday life.
The challenge becomes more apparent when we look at the state of education and literacy in the Philippines.
In the PISA results, the Philippines ranked "72nd in reading, 74th in mathematics, and 77th in science" among the participating education systems. Meanwhile, according to the "Philippine Statistics Authority (PSA)", while approximately 9 out of 10 Filipinos possess basic literacy, only "70.8% are functionally literate"—meaning they are able to read, write, compute, and comprehend.
These figures tell us something important: "knowing how to read and write is not necessarily enough to become truly literate."
Yet, when we think about improving literacy, many of us immediately think of one solution:
"ADVANCED ACADEMICS—ADVANCED ABC 123."
We often assume that the earlier children are introduced to letters, numbers, reading, and academic exercises, the more successful and literate they will become.
But literacy is much bigger than academic instruction.
Children do not learn only by sitting, memorizing, answering worksheets, or repeating information. They learn by "experiencing, exploring, interacting, communicating, creating, observing, and playing."
And this is where "PLAY" becomes important.
Play is not simply a form of entertainment. It is a natural learning environment where children can exercise and develop different forms of literacy in a safe, meaningful, and enjoyable way.
Through play, children can practice language by talking, listening, storytelling, and following instructions. They can develop mathematical thinking by counting, sorting, comparing, and recognizing patterns. They can develop social literacy by taking turns, negotiating, cooperating, and understanding other people's perspectives. They can develop emotional literacy by identifying feelings, expressing themselves, and responding to the emotions of others.
But beyond these skills, "play also gives children the freedom to discover what they are naturally drawn to."
One child may gravitate toward music. Another may love drawing, dancing, building, storytelling, movement, animals, numbers, nature, technology, or solving puzzles. Some children may show an early interest in leadership, communication, sports, performance, or helping others.
These interests matter.
A child's talent and interest can become a "gateway to learning". When children are given opportunities to explore what excites them, they become more engaged, curious, and willing to learn. A child who loves music can encounter language, rhythm, patterns, memory, and emotional expression through songs. A child who loves drawing can explore observation, storytelling, symbols, shapes, and communication through art. A child who enjoys building can develop spatial thinking, problem-solving, mathematics, and creativity.
In this sense, "literacy can grow through a child's interests."
We should therefore be careful not to measure a child's potential only through conventional academic performance. A child who struggles with a worksheet may demonstrate remarkable creativity through drawing. A child who is quiet during an academic activity may express extraordinary ideas through storytelling or play. Another child may demonstrate exceptional problem-solving skills while building, experimenting, or exploring.
These are not distractions from learning. "They are learning."
This is why recognizing children's talents and interests is important. Education should not simply ask, “What can this child memorize?” It should also ask, “What can this child do, create, express, explore, and become?”
And this is also where the idea of multiple intelligences becomes relevant. Human abilities are diverse. Children may demonstrate strengths in language, mathematics, music, movement, spatial thinking, social interaction, self-awareness, and their understanding of the natural world. While these different abilities should not be treated as rigid categories or labels, they remind us of an important principle:
"Children do not all learn, express themselves, or demonstrate potential in exactly the same way."
Reading should also remain an important part of this process.
Children can be introduced to books through storytelling, picture books, interactive books, audiobooks, videos, and other age-appropriate forms of media. The important thing is not simply whether a child learns through a hardbound book or through a digital screen. What matters is whether the medium helps the child "understand, engage, communicate, imagine, and make meaning."
Today, we also have access to technologies that can complement traditional learning. Moving books, audiobooks, educational videos, interactive applications, and other digital resources can provide children with different ways of encountering information. Rather than viewing technology and traditional books as opposing choices, we can use both strategically according to the child's developmental needs, interests, and learning context.
Ultimately, "literacy is not merely academic achievement."
A child may know the alphabet, recognize numbers, read words, and answer academic questions—and yet still need opportunities to develop the ability to communicate, understand emotions, interpret information, solve problems, interact with others, express creativity, discover interests, and develop talents.
This is why we should broaden our understanding of what it means to be literate.
A truly literate person does not simply know how to read a book.
"A truly literate person knows how to read the world."
