What are forms and functions of literacy?

Forms and functions of literacy focusses on children’s growing understandings of cultural and social literacy forms and their uses, along with familiarity with stories of their own and other cultures. It also includes retelling and creating stories using a range of modes, and developing knowledge, skills, and attitudes to critically explore diverse perspectives in texts. 

Children become literate by adopting the linguistic norms and patterns of those around them. The social contexts, interactions, cultural practices, and community involvement all help shape how children develop understandings of what literacy is, how and when it is used, and why it is useful in their everyday social and cultural lives. 

Children learn by observing and imitating the literacy habits of adults and other children. Kaiako who regularly and positively engage with literacy, such as reading pūrākau, singing waiata, writing notes or lists, and playfully enjoying words and symbols, can inspire and motivate young children to engage with these literacy practices themselves.

Cultures with a rich tradition in literacy forms, such as oral storytelling, songs, dance, and the arts, introduce children to a unique set of narrative structures and vocabulary. For example, amongst Māori and Pacific peoples, a valued means of communication is the use of metaphor, and Korean origami (jong-i jeobgi) uses symbolic shapes to convey messages and emotions.  By understanding the ways in which such linguistic structures and cultural artifacts convey meaning, kaiako can foster literacy learning that is familiar, builds cultural identity and is, therefore, more likely to be motivating for learners. 

Stories and narratives are common in all cultures and are important for communicating cultural and social understandings between generations. As the author Joy Cowley states:

“We are a story-making species. Story is how we document our lives. It is our history; it is our herstory. It is how we form our identities as families, as communities, as nations. It is how we shape what we do, and it determines how we react to people with different stories. Story is communication, but it is more than that, it forms us.” (Cowley, 2018, p. 9) 

Stories can be told using many modes and combinations of modes including oral, visual, gestural, textural, and spatial, such as narration, written text, visual arts, music, dance, drama, photographs, and video. These days, almost all cultures utilise many forms and modes for story telling – often in combination – while also retaining strong traditions in particular forms (such as oral or dance). Kaiako who understand this inclusive view of storytelling possibilities are better equipped to foster children’s interests and motivation. 

An environment rich in storytelling offers opportunities to hear, retell, adapt, and create stories using various modes. Stories provide a window into different perspectives and traditions, connect children to their own identity and that of others, introduce new vocabulary and means of expression, and foster creativity, imagination, and problem-solving skills. These benefits are more likely to occur when kaiako combine a deep understanding of the learning potential of storytelling with role modelling pleasure and enjoyment.

Developing critical literacy is essential for democracy, especially in today's information-saturated age. In early childhood settings, critical literacy is all about children learning that there are multiple points of view and different versions of events. This encourages them to question assumptions and look for evidence before making decisions or drawing conclusions. Critical literacy supports children to become researchers who seek additional information instead of relying on a single source. Kaiako who foster critical literacy, support children to question stereotypes, identify the use and misuse of power, resolve conflicts by considering multiple perspectives and reach a group consensus or an agreed approach.