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"How did he book it all?" asked the children at home, after I had a lawyer for seven days in Jakarta. This is not the first time I came home from out of town with a stack of books. Children's questions are not primarily for protesting. Maybe they thought I would bring T-shirts, clothes or shoes typical of big city of Jakarta.
I smiled. I do not need to explain at length, because they immediately drowned open new books.
The scene brings my memory to how the movement of literasi in Indonesia. My hand has been itching to write it since traveling on the train from Jakarta to Jombang. My hope, and of course hope all of us, the movement of literacy is not the angle-anget movement chicken tai.
How come? We are faced with the fact that 70% of adults in Jakarta have the ability to understand information from short posts, but find it difficult to understand information from longer and complex writings.
While 86% of adults in Jakarta can only solve arithmetic problems that require a single step, but difficulty completing calculations that require several steps.
The data is concluded from the results of the PIAAC assessment (The Program for the International Assessment of Adult Competencies), voluntary competence tests for adults aged 16 years and over.
Do not rush to be wry. The news is quite exciting is the National Social and Economic Survey (Susenas) conducted by the Central Bureau of Statistics (BPS) reported, in 2015 the tendency of television viewers increased to reach 91.5%, while newspaper readers only 13.1% in 2015. The lowest percentage as long as it has been recorded by BPS since 1984.
At that time the public has flocked, merged into the stream of consumptive modernism of television shows — complete with advertisements and the spirit of the lifestyle has to offer. As for how to reason, how to behave, how to make decisions, how to view the future, television is the main model of the role model.
In the midst of all that reality – the massive hegemony of television shows, the low access of people to get quality books, the lack of library facilities, the high price of books, the strict formalism of the education bureaucracy, the shattering of ethos and teacher passion — the literacy movement is still defined minimalist. Literacy is understood as the cognitive ability to read and write.
Instead of unraveling the tangled thread of the complexity of the literacy movement, either definitively or in the field, we are trapped in the linear literary pragmatism. Schools that do not provide a special time of about 30 minutes for students to read a book are schools that are not pro literacy movements.
The question that is worth asking is whether the literacy that we have understood and understood actually has been contextual and quite useful for social development of the wider community? Will the literacy movement take the most side of the container to the extent of reading and writing? Why is the initiative to wake the public from the caress of the dream of a television show for example, not to be nudged and based on the plurality of society itself?I imagine there is a local definition of literacy tailored to the needs of the local community. The definition definition may be different in each region, according to the plurality of local people, although it is still lived by the same spirit of literacy.
The definition of literacy may vary but remains rooted in the same empowerment movement, and should not be limited to movements to eradicate "illiteracy" and "numerical blindness".
Actually the basis of literacy movement can be removed from the complexity of the problems faced by society. My friend in the hamlet of Bajulmati Kab. Malang raise literacy movement indirectly campaigning the importance of reading books. How the villagers and children love to read if parents' awareness of education is still very low.
My friend then pioneered a community school that involved villagers. The struggle began by educating citizens about the importance of education for the future of children. The wealth and potential of the abundant environment in the hamlet of Bajulmati make natural laboratory and open classroom.
From the journey my best friend pioneered the village community typical of the hamlet, the need for access to quality reading will emerge naturally. The presence of quality books as one source of information and science automatically grew by itself. Interest in reading books grows among the citizens — due to continued after my friend successfully invites the villagers and children to read the potential of their natural environment of the village.
Not only that, the literacy movement based on the contextuality of the problems in the community will grow deeply. Urban villages whose tributaries are affected by acute pollution can make the environment a central issue for building literacy awareness.
In addition to being a central issue for finding common solutions, literacy movements that depart from the roots of local issues can awaken individual and collective consciousness to navigate the more holistic and universal meaning of consciousness.
In summary, the notion of literacy is not always and should not be minimalist as it has been for so long been buzzed. The provinces are not so well summed up that they are not easily misunderstood.
Finally, literacy is the learning process itself — the life-long learning process. What is the face of literacy 2018? Will it come with a new, more friendly face? 
Failure, December 30, 2017