抄録
UNESCO began to emphasize the plurality of literacy in the early 2000s. This paper
will refer to UNESCO’s use of the plurality of literacy from this period onwards as pluralistic
literacy. Its foundation is grounded in digital technology, and the digitalization of society
has had a signi cant impact on the literacy movement and policy. UNESCO’s concept
of plurality of literacies also provides opportunities and power for people with literacy
di culties to participate in civil society and to transform society.
This paper examines the concept of pluralistic literacy and its development process,
con rming the role of literacy in today’s digital age.
Next, it examines the nature of pluralistic literacy from the perspective of guaranteeing
basic education, using a case study from Nepal, a South Asian country with low
adult literacy rates and chronic poverty.
The issues of adulteducation and lifelong learning in the age of globalization are
then raised.
