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The first step in planning our trip was to discuss potential places of interest. My wife and I had informal conversations about where we would like to spend our holiday. After several discussions, we chose Venice for its stunning views and romantic atmosphere. Additionally, we are both fans of Agatha Christie and her book A Haunting in Venice, which made the city even more appealing to us.

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Agatha Christie (Author), Michael Green (Introduction)

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Hallowe’en Party: Filmed as A Haunting in Venice (Poirot)

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Hallowe’en Party: Filmed as A Haunting in Venice (Poirot) : Christie, Agatha, Green, Michael: Amazon.co.uk: Books

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For the Literacies for Learning (LfL) project, I choose to reflect on the literacy, numeracy, and digital literacy practices involved in planning a family trip to Venice, Italy, last year. This experience required a variety of skills and tools to ensure a successful and well-organised trip. From casual conversations about dates to detailed financial planning and digital navigation, the process highlights the often-overlooked ways in which everyday literacy practices underpin our ability to achieve personal and collaborative goals.

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The trailer of the movie: A Haunting in Venice

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The trailer of the movie: A Haunting in Venice

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A Haunting In Venice | Official Trailer | In Theaters Sept 15

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Once we had settled on Venice as our destination, the next task was to decide on our travel dates. We again engaged in casual conversations, taking into account factors such as our work commitments, our son’s school schedule, and the ideal time to visit Venice. After weighing our options through multiple discussions, we chose Easter as the best time for our trip.

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After finalising our travel dates, we marked them on both physical and digital calendars. This step involved coordinating our schedules and setting reminders for important deadlines, such as booking flights, reserving hotels, and completing visa applications.

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As Mace (2005) explains, the closer we are to a “literacy practice”, the harder it is to recognise it, as it seamlessly integrates into our daily lives. By stepping back from the practice, we can gain a clearer understanding of its nuances and significance. I value this opportunity to reflect on a personal life event and examine the literacy practices I employed to achieve a range of objectives. My reflection is structured into two sections. First, I will describe the various activities involved in planning the trip. Second, I will identify and analyse the literacy practices utilised during these activities. By distancing myself from the literacy practices, I aim to develop a deeper understanding of the specific skills required to complete each task effectively.

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The process of discussing dates and plans was highly collaborative, involving both my wife and me. Our informal conversations took place over several days, often in relaxed settings at home, as we worked together to coordinate our schedules. We considered factors such as work commitments, school calendars, and the ideal travel season. This flexible and creative decision-making process had no imposed structure, allowing us to adapt our plans as new information emerged. The power dynamic was equal, and our shared interests, like our mutual appreciation for A Haunting in Venice, influenced our approach and made the planning meaningful. This aligns with Barton’s (2007) view of literacy as a practice embedded in everyday life, where social interactions shape how literacy is used and experienced.

Our literacy practices include both social and written literacies. Social literacy included our informal conversations, while written literacy involved documenting our agreed-upon dates and plans using a calendar. The texts we created were simple, with brief reminders and color-coded entries for visual clarity. The informal language and symbols were efficient for our needs and streamlined our communication. Over time, we have become skilled at managing these planning tasks, though there is always room to refine our organisational strategies. This experience illustrates Mace’s (2005) and Barton’s (2007) concepts of literacy as an integrated and social aspect of daily life, highlighting how our interactions and tools worked together to achieve our travel planning goals.

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Because our nationality as Chinese, we required a Schengen Visa to visit Europe. Therefore, the next step for us is to complete our Schengen Visa application. We conducted thorough research on the official Italian visa website (DGIT, 2024), reading through complex visa policies and guidelines. This involved understanding the types of documents required, the application fees, and the appointment scheduling process.

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Gathering and organising documents was a meticulous task. We prepared passports, recent photographs, financial statements, travel insurance, and other proof. Attention to detail was crucial to ensure that each document met the specified requirements.

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We booked our appointment online and travelled to the visa application centre in Manchester. This step involved interacting with the staff at the visa application centre, understanding the procedures, and ensuring that we had all the necessary paperwork ready.

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We explored various airline websites such as Skyscanner, EasyJet, and KLM to compare flight times, ticket prices, and baggage allowances. This required careful analysis of multiple factors, including layovers, departure times, and overall value for money. We prioritised flights that aligned with our travel dates and offered the most convenience. Once we selected the best option, we proceeded to book our tickets online. This process included filling in passenger details, selecting seats, and choosing additional options like travel insurance. Upon completion, we received email confirmations, which we saved and organised for easy access during our trip. These confirmations served as an essential digital reference, ensuring we were prepared for check-in and any potential changes to our flight plans.

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We began by creating a detailed budget to cover all major and minor expenses for our trip, including transportation, accommodation, meals and activities. Using a digital spreadsheet, we listed each category and calculated estimated expenses based on online research. This required comparing prices across different platforms to determine the best value options. We also built in a contingency fund for unexpected costs, ensuring we had a financial cushion. The use of spreadsheets helped us not only organise information but also utilise built-in formulas to track our total expenditure and adjust when necessary. This experience highlighted the importance of numeracy skills in real-life scenarios, as we had to accurately manage figures and anticipate potential changes.

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As we finalised bookings, we encountered fluctuating prices for flights and accommodations. This necessitated flexibility and strategic thinking. For example, when flight costs rose unexpectedly, we explored alternative routes to minimise expenses. We also reallocated our funds to prioritise essential aspects of the trip, such as comfortable accommodation and activities we were keen to experience, like riding a gondola. At the same time, we remained mindful of areas where we could cut back, such as dining out or unnecessary souvenirs. This dynamic process of adjusting our budget required continuous research and decision-making, demonstrating the practical use of numeracy in everyday life. We had to analyse current financial data and make informed choices to keep our plans aligned with our financial constraints.

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The budgeting process highlights how numeracy skills are integrated into everyday life and decision-making. Oughton (2018) explains that numeracy should be seen as a social practice, shaped by the contexts in which it is used. In our case, budgeting was a collaborative activity that required applying numeracy skills to make informed decisions based on available data. We used digital tools like spreadsheets to track expenses and manage calculations, demonstrating how numeracy intersects with technology and supports everyday decision-making.

The need to adjust our budget as flight and hotel prices fluctuated further emphasised the flexibility required in numerate practices. We researched alternative options and reallocated funds based on priorities, such as securing comfortable accommodation. This process reflects Oughton’s (2018) view that numeracy involves not only performing calculations but also interpreting information and making decisions in response to changing circumstances and external factors.

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To maximise our time in Venice, we carefully planned routes between major attractions, such as St. Mark’s Basilica, the Rialto Bridge, and the Doge’s Palace. Using mapping apps like Google Maps, we identified the most efficient paths and considered the unique layout of Venice, with its intricate network of canals and narrow pedestrian streets. This required interpreting digital maps and adjusting to Venice’s reliance on vaporetti (water buses) and gondolas instead of traditional roadways. Understanding these transport options was vital to ensuring smooth navigation.

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Selecting places to eat and visit involved extensive research on platforms like TripAdvisor and Google Reviews. We browsed through user-generated content, such as photos, ratings, and reviews, to identify highly recommended restaurants offering authentic Venetian cuisine, including seafood and local specialties like risotto al nero di sepia. Additionally, we explored cultural sites such as the Peggy Guggenheim Collection and the Gallerie dell ‘Accademia, as well as historical landmarks like St. Mark’s Basilica and the Doge’s Palace. Critical to this process was paying attention to practical details like opening hours, reservation requirements, entry fees, and accessibility, enabling us to make informed choices that optimised our experience.

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AGLI ARCHI - RISTORANTE, ENOTECA, CICCHETTI GOURMET, Venice - Cannaregio - Updated 2024 Restaurant Reviews, Menu, Prices, & Reservations - Tripadvisor

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Reserve a table at Agli Archi - Ristorante, Enoteca, Cicchetti Gourmet, Venice on Tripadvisor: See 276 unbiased reviews of Agli Archi - Ristorante, Enoteca, Cicchetti Gourmet, rated 4.0 of 5 on Tripadvisor and ranked #362 of 1,374 restaurants in Venice.

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Based on our research, we created a digital schedule using Excel. This included our flight and other transport information, hotel reservations, a to-do list for planned activities with time allocated for exploration, and our budget. The digital tools we used were easy to access for both my wife and me. We also shared the document, enabling us both to quickly edit it as needed for adjustments. Having this digital schedule not only streamlined our trip but also enhanced our ability to enjoy it without unnecessary stress.

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The process of applying for a Schengen visa involved a more formal form of communication and required a series of complex literacy practices, integrating research, document preparation, and procedural understanding. Researching visa requirements involved navigating official websites and interpreting detailed policies, a practice that required digital literacy skills and the ability to discern credible information. As Mace (2005) explains, literacy practices are context-dependent and shaped by social structures; in this case, the formal and institutional nature of the visa process dictated the structure and language used. The act of understanding the regulations and guidelines also reflects Barton’s (2007) concept of literacy as embedded in everyday life, where real-world challenges necessitate specific reading and comprehension skills.

Document preparation was another significant literacy event, requiring organisational skills and attention to detail. The documents, including passports, financial statements, and travel insurance, had to adhere to strict formatting and content requirements. This stage involved not only understanding the written conventions of each document but also ensuring that all details matched the visa criteria. Additionally, the visa appointment itself combined face-to-face communication with administrative staff. Interacting with staff and adhering to the procedural expectations at the visa centre required understanding both verbal instructions and written protocols. These experiences stress the importance of adaptability in literacy practices, as we must be proficient in different communication modes to navigate institutional processes successfully.

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Planning routes, researching restaurants and sites, and creating a detailed schedule highlight the integration of digital literacy into travel planning. Tools like mapping apps, review platforms, and shared calendars were essential. Carrington and Robinson (2009) emphasise that digital literacy involves critical evaluation and meaningful application of digital resources. For instance, using Google Maps required interpreting Venice’s unique geography and adapting to its canal-based layout. Evaluating user-generated content on platforms like TripAdvisor demanded critical thinking to assess credibility, reflecting a participatory digital culture where individual contributions influence decisions. Creating and sharing a digital schedule in Excel demonstrated technical proficiency and collaboration, underscoring the role of digital tools in modern travel, as well as the importance of access, power, and informed decision-making, as outlined by Carrington and Robinson (2009).

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Barton, D. (2007) Literacy, lives and learning. London, Routledge.

Carrington, V. and Robinson, M. (2009). Digital Literacies: Social Learning and Classroom Practices. London: Sage.

DGIT - Directorate General for Italians Abroad and Migration Policies. (2024). Visa for Italy. Available at: https://vistoperitalia.esteri.it/home/en (Assessed: 10 November 2024).

Mace, J. (2005) ‘Literacy events, practices and values.’ In J. Mace and E. Fowler (eds) Outside the classroom: researching literacy with adult learners. Leicester: NIACE.

Oughton, H. (2018) ‘Disrupting dominant discourses: a (re)introduction to social practice theories of adult numeracy.’ Numeracy, 11 (1) article 2 Available at: https://doi.org/10.5038/1936-4660.11.1.2 (Assessed: 21 November 2024).

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In conclusion, planning our family trip to Venice highlights the seamless integration of various literacy practices that including literacy, numeracy, digital literacy, and social literacy into everyday life. From researching visa requirements and booking flights to creating a flexible schedule using digital tools, each step required critical thinking, effective communication, and practical decision-making. The process emphasised the importance of digital literacy in navigating complex information and fostering collaboration, as well as numeracy skills in budgeting and managing expenses. This reflection underscores how literacy practices extend beyond formal settings, shaping our ability to achieve personal goals through thoughtful and informed planning.

The trip itself was unforgettable. We immersed ourselves in Venice's unique charm by riding a gondola, dining by the beautiful canals, and exploring its famous attractions. The highlight was the breathtaking night view of the river, where the city’s lights reflected on the water, creating a magical atmosphere. These experiences not only deepened our appreciation of Venice's cultural and historical richness but also reinforced the value of meticulous planning in creating lasting memories.

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We used travel platforms like Booking.com and Expedia to find accommodations that met our preferences for comfort, location, and budget. This involved thoroughly analysing the amenities provided by each hotel, such as Wi-Fi availability, breakfast options, also considering proximity to key attractions in Venice. In addition, we compared customer reviews and ratings to gauge the quality of service and cleanliness. Cost was a critical factor, so we reviewed pricing across platforms to identify the best deals, paying close attention to cancellation policies and booking flexibility. After selecting a suitable hotel, we completed the booking online and received confirmation emails, which we saved alongside our other travel documents. These reservations were integral to ensuring a seamless and comfortable experience during our stay.

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Just a 5-minute walk from the Rialto Bridge, Centauro Hotel is set in a 16th century building, 1476 feet from St. Mark’s Square.

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The processes of booking flights and making hotel reservations highlight the integral role of digital literacy in modern travel planning, contrasting with the traditional approach of visiting a travel agency. According to Carrington and Robinson (2009), digital literacy extends beyond technical skills to include the ability to evaluate, select, and use digital tools effectively. In flight bookings, platforms like Skyscanner and airline websites required us to assess various options, such as flight times, prices, and baggage policies, by interpreting and comparing digital texts like drop-down menus and price matrices. Managing email confirmations also required organising digital documents for future reference.

Hotel reservations similarly involved using platforms like Booking.com and Expedia to analyse reviews, photographs, and descriptions. This process required critical digital reading skills to understand terms and conditions, cancellation policies, and customer feedback. Carrington and Robinson (2009) emphasise that digital literacy is embedded in everyday practices, supporting decision-making and information gathering. Additionally, the collaborative nature of these activities, where my wife and I jointly evaluated options and shared resources, reflects the social dimension of digital literacy, demonstrating how digital tools facilitate cooperation and shared goal achievement (Barton, 2007).