Multiliteracies and Early Childhood Curriculum in Australia

Introduction: Literacy as a Foundational Skill

Literacy is considered a fundamental human right and is described as "essential to social and human development," used for "exchanging knowledge and ideas" (UNESCO, 2015). The development of literacy is critical to learning, particularly with respect to communication skills, critical thinking, and the ability to analyse and comprehend material (Australian Curriculum, n.d.). While basic reading and writing skills form the foundation of literacy, the concept of multiliteracies reflects the many different purposes for which students must become literate.

Literacy is not simply about learning the mechanics of a language; it is about being able to function in society. Multiliteracies recognizes this, acknowledging in particular that language is used for business, for social purposes, and for the performance of everyday tasks. The concept has emerged in response to the realization that simply being able to read and write is insufficient for a person to function in today's world. As such, there is a need for a broader concept of literacy in education, one that best prepares students for the real world.

Multiliteracies and the Case for Broader Literacy in Education

Improving literacy outcomes begins with effective curriculum. In the context of early childhood learning, it is important to build the framework for the acquisition of multiple literacies throughout a child's educational career. Hopkins, Brookes, and Green (2013) note that computers and electronic devices can change the way a child's brain develops, providing good cause to ensure that the foundations of multiliteracies are built early. A child who is exposed to multiple and varied educational styles, focusing on the development of multiple literacies, is more likely to have their brain wired in a way that supports the learning of different literacies later in life.

Developing an appropriate curriculum is the first step in this process. Curriculum reflects the lessons that students are to learn; it sets out learning objectives and the means by which these will be achieved. The curriculum is then operationalized as lesson plans that deliver the desired education to students. It is therefore important that the curriculum has the right philosophical underpinning. The Australian Curriculum and Assessment Reporting Authority (ACARA, 2013) highlights the need for curriculum that focuses on the ability to interpret and use language properly, as well as fluency in digital, visual, and oral forms of communication. The objective is to ensure that students are prepared to become successful learners, and that this knowledge should extend to the ability to function outside of school.

Curriculum and Assessment in Early Childhood Literacy

Assessment is the means by which students are evaluated, particularly in relation to established standards for learning. The curriculum sets out what students are to learn, and assessment evaluates how well they have learned it. A key similarity between curriculum and assessment is that both work as part of an integrated system to ensure that children's learning objectives are being met. The system requires both components in order to function effectively.

The two elements are also distinct in important ways. Curriculum is used as a guide for educators in developing their lessons. Assessment can serve a complementary role by informing educators about student progress. The curriculum can then be adjusted or adapted on the basis of assessment results, again with the objective of improving student learning outcomes.

The Australian government takes an active role in curriculum development. Government involvement is necessary in order to set minimum standards for what the education system should achieve. More importantly, the government needs to ensure that the country's children meet a certain standard with respect to multiple literacies upon graduation, so that they are capable of making a positive contribution to Australian society. The government recognizes the value of literacy — particularly for how it helps children interact with one another and with the world, acquire knowledge, and succeed in life. This view of literacy's importance is supported by UNESCO, which highlights both social and human development as critical factors in determining the value of literacy.

The Role of Government in Shaping Literacy Policy

It is clear to experts both within government and outside it that literacy has a beneficial effect on society, and that children who lack fundamental literacy skills will face diminished career and economic prospects, as well as a reduced ability to function in society. Connor (2011) highlights that the government has created curriculum for literacy learning with these objectives in mind, and that the early childhood years learning framework is critical to ensuring higher literacy levels as students progress through the school system.

Government can set out curriculum and assessment tools, but ultimately it cannot implement the curriculum — that task falls to educators themselves. Each state government makes its own contributions to the curriculum and to educators' ability to fulfill it. Government sees curriculum as the natural starting point for literacy development, placing students on the right path at an early age. Moreover, curriculum and subsequent performance assessment create accountability for both students and teachers in meeting their objectives. Government understands that society benefits from high levels of literacy and aims to motivate and incentivize both students and educators to achieve its goals. Government therefore perceives curriculum and assessment as important tools in the development of early childhood literacy and in helping Australians attain appropriate literacy levels.

Key policy documents illustrate how government influences literacy development. As an example, the New South Wales state government published a 41-page guide to literacy teaching, focused on younger children. This document outlines the significance of literacy learning, how literacy is developed, and argues that literacy should be a central element of curriculum. The document also highlights a number of models that can be used to help develop curriculum and teach literacy — such as the Four Literacy Resources model — as well as key teaching strategies and a discussion of teaching literacy at different levels of schooling.

Conclusion: Partnership Between Government and Educators

Overall, the role that government plays in the creation of literacy programs, curriculum, funding, and oversight is of critical importance. Education is a national-level issue, and every Australian has the basic right to education — in particular, to literacy. As such, national-level oversight is essential. It is neither practical nor efficient to leave individual schools to develop their own programs entirely; centralizing this function while leaving lesson planning and other implementation to individual schools and teachers is a more cost-effective approach.

While educators have an active stake in this issue, they serve as partners with government, both working toward the same set of objectives for the improvement of Australian education. In this way, education is well served, and literacy programs can be developed at all levels, ensuring that all Australians develop high levels of literacy and critical thinking skills so that they can make a better contribution to Australian society throughout their lives.

References

Australian Curriculum and Assessment Reporting Authority [ACARA]. (n.d.). English: Rationale. Retrieved from

Australian Institute of Teaching and School Leadership [AITSL]. (2012). Multiple literacy outcomes [video file]. Retrieved from

Meiers, M., & Department of Education and Training, Victoria. (2006). A chronological review of literacy policies and programs of the Western Australia Department of Education & Training, Victoria, 1980–2005. Retrieved from https://www.eduweb.vic.gov.au/edulibrary/public/publ/research/publ/Literacy_Chronology_Paper_9-rpt-v1.01-20060830.pdf

Connor, J. (2011). Foundation for learning: Relationships between early years learning framework and the Australian curriculum [An ECA–Australian Curriculum and Assessment Reporting Authority paper]. Early Childhood Australia: Canberra.

New South Wales Department of Education and Training and Learning and Development. (2009). An introduction to quality literacy teaching. Retrieved from https://newcastleearlycareerteachers.files.wordpress.com/2013/02/intro_qlt_v2.pdf

UNESCO. (2015). Literacy. Retrieved from http://www.unesco.org/new/en/education/themes/education-building-blocks/literacy/

New Learning. (n.d.). Multiliteracies: Expanding the scope of literacy pedagogy. Retrieved from http://newlearningonline.com/multiliteracies/

Hopkins, L., Brookes, F., & Green, J. (2013). Books, bytes and brains: The implications of new knowledge for children's early literacy learning. Australasian Journal of Early Childhood, 38(1), 23.

Australian Curriculum and Assessment Reporting Authority [ACARA]. (2013). Australian curriculum: Literacy: General capabilities. Retrieved from