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Current approaches and policies in Finnish Media Literacy
Rauna Rahja, coordinatorFinnish Society on Media Education
+Finnish Society on Media Education
NGO founded in 2005 by researchers and practical professionals of media education
funded by Finnish Ministry of Education and Culture and our members
works in 3 languages (Finnish, Swedish and English)
promotes and develops ME and ML
provides information, training, events, seminars, networks
as strong as our members and partners
+ME in FIN - Generally speaking
Finnish ME field consist of many different actors(FSME 2012)
Development, new branches and various perspectives, multiprofessionalism
Research and higher education of ME is developing and becoming international
In Finland, Public authority on ME has existed since 2012 as Centre for Media Education and Audiovisual Media. Since 2014, the Centre has been part of National Audiovisual Institute (KAVI)
ME activities and projects often project-based and mainly targeted to small children and young people and their educators, mostly funded by the Ministry of Education and Culture (KAVI’s survey 2014)
Challenges: no comprehensive, nationwide assessment on media skills, digital gaps, polarization of skills, teacher training
What do we see as ML? Example framework for learning path in media skills
+
Development Centre Opinkirjo Learning path
CREATIVE AND AESTHETIC SKILLS
COMMUNICATION SKILLS
CRITICAL INTERPRETATION SKILLS SAFETY SKILLS
1st & 2nd GRADE
(age 7-8)
To make own stories to tell and the ability to understand the structure of the plotline. To reflect own experiences and feelings to a character in a
story
Identification and acting a role with the help of media
Empathy and emotions deliberated
To separate fact from fiction and advertisements from
other content
The use of media with the support of an adult. To
handle difficult situations. Knowledge of the age
rating of media content
3rd & 4th GRADE
(age 9-10)
To convey emotions with verbal, visual and musical
impulse. Media as a source of pleasure and joy
To understand different points of view presented by the media, and to verbally
keep one's side. Conversation skills
Knowledge of genres and narrative means. To
understand that media contents are constructions
Safe use of internet, information security and
to guard one's privacy
5th & 6th GRADE(age 11-
12)
To discern one’s own media needs and to find one’s own
media taste
Learning together and peer training. Knowledge of
freedom of speech and to understand the difference
between the private and the public sector
Knowledge of media discourses and structures.
Ability to analyse and manage information
To take others into consideration and to
behave politely on the internet
7th & 8th GRADE(age 13-
14)
Ethical reflection and to analyse messages. To mirror
values and attitudes presented in themedia
To develop one's identity with the help of media. Role play and playing by relating
to different experiences
To question messages and analyse media stereotypes
To understand that media laws are based on the
user's rights and obligations
9th GRADE(age 15-
16)
To express one’s personality and style and create different kinds of media environments. Knowledge of the copyright
To participate in and influence on civic culture
and civic society
To relate media content to former data structures.
Awareness of the contents’ commercial, political and
ideological aims
Diverse, legal and rule abiding use of media content and services
To find self-expression and using one's own voice
To participate through interaction and own activity
Critical and cultural awareness
Safe, adequate and contextual use of media
+Good Media Literacy. National Policy Guidelines 2013–2016
Published in 2013 by Ministry of Education and Culture, formed together with actors in the field
The UN Convention on the Rights of the Child as value base for ME
One strategic cultural policy priority is to strengthen the position of media education in Finland
Guidelines examine ML from various angles, especially in terms of social inclusion, active citizenship, critical thinking, creativity and self-expression
http://www.minedu.fi/export/sites/default/OPM/Julkaisut/2013/liitteet/OKM13.pdf?lang=fi
+Curriculum reform 2016Finnish trends in education
FlexibilitySchool-based curriculum development, networking through steering by information and support
Emphasis on broad knowledgeFocus on broad learning objectives, equal value to all aspects of an individual’s growth in personality, moral, creativity, knowledge and skills
Trust through professionalismCulture of trust, i.e. valuing teachers and principals’ professionalism in judging what is best for students and in reporting on progress of their learning
+Rethinking competences
Core Curriculum Draft 14.9.2014 / Finnish National Board of Education
National Goals for Basic Education and broad-based Competences- knowledge- skills- values- attitudes- will
Taking care of oneself and
others, managing daily
activities, safety
Cultural competence,
interaction and expression
Multiliteracy
ICT- competence
Competence for the world
of work, entrepreneur-
ship
Participation and influence,
building the sustainable
future
Thinking and learning to
learn
Development as a human being and as
a citizen
+Multiliteracy as a broad-base competence
Refers to the multimodal nature of learning
Range of literacies: verbal, visual, auditory, numeral, kinesthetic
Closely related to thinking skills and the ability to acquire, edit, interpret, produce, present, assess and validate information in different learning environments and situations
Includes a broad understanding of text: written, spoken, audio-visual, printed, analog or digital etc.
Communication and diverse texts that are meaningful in pupils’ everyday life are observed and used as learning material in teaching
Requires co-operation between teachers and different subjects
Other interesting aspects in the core curriculum draft: programming & BYOD
+Examples on other stakeholders
ME in Youth work
City of Helsinki’s Youth Department is renewing quidelines next year
ME will be included as a guideline in the work of city’s youth workers
Guidelines include:
Media education in youth work
Critical mindset
Use of media tools
Media as a growing environment
Citizenship in media
+ Renewing the Youth Act (due to 2016)
Other initiative sectors:
Game education, network of game educators
Libraries
Media industry
Online youth work
Early childhood education
Museums
School curators, school welfare officers and nurses
etc
+Finnish Society on Media Education presents:
Ethical principles of media educator
Key aspects: equality, well-being, active skills
acknowledging the diversity in children and young people’s media use and cultures
keeping a critical mind but seeing the good and beneficial in media
encouraging to be curious and open-minded
providing opportunities for self-expression and active participation within media
learning is omnipresent and based on dialogue
understanding one’s own personal relation to media
+Thank you!
Interested in monitoring the situation in Finland?
Click www.mediaeducation.fi
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Contact [email protected]