Can you read this?

Did you know that according to the Australian Bureau of Statistics almost half of Australians aged between 15 and 74 years have literacy skills below the minimum level required to understand and use information and fill out forms?

In Australia, literacy levels are likely to decrease with age, and levels of literacy are lower in Aboriginal and Torres Strait Islander Communities and Culturally and Linguistically Diverse Communities. People can also have other conditions or a disability that impacts their ability to read.

People with low literacy can often only read short pieces of text and understand one specific piece of information at a time. If text isn't written in clear language and presented in a simple layout, they may have trouble understanding it.



Would a person with limited English
skills be able to understand our factsheets
if they received it in the mail?



Think about the way we share information about bush fires with the community. Some of our methods include:

• websites and social media
• factsheets and brochures
• posters and signs
• events such as the NSW Rural Fire Service Open Day
• community and street meetings
• doorknocks
• property assessments
• working with community or FireWise groups.

Review this list and think about how someone would learn about bush fires through each method if they couldn't read, or could only read at a basic level. Do we use simple English, or have we used jargon and complex words that someone with only a basic understanding of English might not understand?



People with low levels of literacy may be unwilling to admit it because they are embarrassed. Often when given information they will take it and indicate they understand and are able to use the resources. Because they rely on receiving information by word-of-mouth, much of the information they receive is secondhand and less reliable. This means they may not be prepared for a bush fire.



Look for clues that people may not be able to read. They may express frustration when asked to fill out a plan or an evaluation form. Things that you could listen for might include:

• “I’ll sign us all in”
• “I left my glasses at home”
• “I need to take the comment sheet home and think about it then I’ll mail it back”
• “I want to tell you what I think”
• “Tell me how this will affect me”.

Printed information is really important but we do need to be aware of its limitations. By including photos, diagrams, graphics and videos, we can explain our message to people that may have difficulty reading. For people that can read to a basic level, the pictures and diagrams will help them understand more of the message we are trying to share. Use simple English where possible. If you are using a complex word or phrase, explain what it means the first time you use it.



Use photos, graphics and video to demonstrate key messages



Whether someone can read or not, the best and most effective way to communicate is face-to-face, and you can use radio or audio recordings as well. People may find it easier to listen than to read, so using audio resources is another option we should always consider.

This display at the Hawkesbury Show incorporates text, video, photos and diagrams to share information

Be considerate with the amount of written information you hand out. Too much can be daunting or end up in a pile that people 'intend' to read.

Don't forget: illiteracy is not an intellectual disability. A person may be illiterate because they didn't have access to education, or English may be their second language. Make an effort to know your audience, as you may find out that you need to be more creative in how you share your information with the community.