+

Current approaches

and policies in

Finnish Media Literacy

Rauna Rahja, coordinator

Finnish 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 smallchildren 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, digitalgaps, 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/OK

M13.pdf?lang=fi

+Curriculum reform 2016

Finnish trends in education

Flexibility

School-based curriculum development, networking through

steering by information and support

Emphasis on broad knowledge

Focus on broad learning objectives, equal value to all aspects

of an individual’s growth in personality, moral, creativity,

knowledge and skills

Trust through professionalism

Culture 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 welfareofficers 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 participationwithin 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 rauna.rahja@mediakasvatus.fi