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LITERACY

               kinship, the social organisation of furniture, food, and fashion have all
               been considered as examples of underlying systems.

               See also: Code, Parole, Syntagm
               Further reading: Culler (1976); Saussure (1974)


               LIFESTYLE


               As a term in cultural and media studies, lifestyle crops up in two
               contexts. The first relates to identity. Here, ‘lifestyle’ may be added to
               the list of identities covered in affinity politics, as another marker of
               difference: thus, ‘class, race, ethnicity, sexual orientation, age, lifestyle,
               etc.’. This sort of lifestyle may relate to urban subcultures or to fanship,
               music, sport and the like. The second relates to the content
               industries. Here ‘lifestyle’ refers to a genre of TV programming and
               of general interest magazines devoted to non-news journalism about
               household matters (home improvement, gardening, pets), bodily
               enhancement (fitness, health, beauty) and consumerism (shopping,
               travel, fashion). This is the fastest growing sector of journalism,
               outperforming news journalism and establishing whole new market
               sectors, for instance the ‘lad mags’ which led the boom in lifestyle
               magazines aimed at both men and women and were such a feature of
               the 1990s. In the US (and on many international cable bundles) there
               is a TV channel called Lifestyle, which targets women viewers.
               ‘Lifestyle’ in both of these senses is a kind of ‘middle-of-the-road’
               version of DIY culture.

               LITERACY


               The social institution of writing; by extension, the social institution of
               communication by any means other than speech. Literacy is not and
               never has been a personal attribute or ideologically inert ‘skill’ simply
               to be ‘acquired’ by individual persons. Nor is it a mere technology,
               although it does require a means of production both physical (a tool to
               write with and material on which to write) and social (a recognised
               notation or alphabet and a way of transmitting the knowledge required
               to manipulate it).
                  As a social institution literacy is subject to similar kinds of forces to
               do with its distribution and regulation as are other kinds of institution.
               Its early history is usually characterised by strict controls as to who had


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