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.

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.

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).

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.

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).

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.