Exploring curriculum implications of multimodal literacy in a New Zealand early childhood setting

Abstract

Calls to broaden notions of 'literacy' from a focus on print-based and verbal literacies to the incorporation of a range of modes of communication and representation are increasing. This paper uses case study data from 3- and 4-year-olds in a New Zealand kindergarten to explore the affordances offered by different literacies to facilitate communication and learning, and the interplay among literacies. The focus includes verbal, visual and spatial-motoric literacy modes. Several key ideas are discussed: first, that the affordances offered by particular modes may make them better suited to some tasks than others and convey meaning in different ways; second, that use of different modes in combination enhances children's communication and learning; third, that boundaries between traditional and non-traditional literacy modes seem to be permeable; and fourth, that pedagogical discussions with parents can contribute greatly to teachers' understanding of children's favoured literacy modes. Implications include the need for early years teachers to take a broad view of literacies as modes of communication, conceptualisation and meaning-making, so that teachers can notice, support and expand children's favoured modes.