Developing a Framework for Quantitative Literacy: Counting on IASSIST

If there were a real question regarding the need for progress in Quantitative Literacy (QL), the 2003 International Adult Literacy Skills Survey's results on numeracy are illustrative of the answer. Of the seven participating countries, only Norway and Switzerland have a majority of their total populations able to function at a minimum level for success in everyday numeric situations. A problem in developing a QL program at the tertiary level is that it lacks a disciplinary home. While there is general agreement within the academy that it is an essential element of an overall education, no department appears willing to make QL a part of its curriculum. In contrast, standards in Information Literacy have been long-established and have gained wide acceptance. This paper will examine the processes by which these programs have become mainstream, and recommend approaches to develop a QL framework based on best practices.