Current approaches and - PowerPoint Presentation

Slide1

Current approaches and policies in Finnish Media Literacy

Rauna

Rahja

,

coordinator

Finnish

Society

on Media

Education

Finnish Society on Media EducationNGO founded in 2005 by

researchers

and

practical professionals of media educationfunded by Finnish Ministry of Education and Culture and our membersworks in 3 languages (Finnish, Swedish and English)promotes and develops ME and MLprovides information, training, events, seminars, networksas strong as our members and partners

ME in FIN - Generally speakingFinnish ME field consist of

many

different actors(FSME 2012)Development, new branches and various perspectives, multiprofessionalismResearch and higher education of ME is developing and becoming internationalIn 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 the

media

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 fieldThe UN Convention on the Rights of the Child as value base for MEOne strategic cultural policy priority is to strengthen the position of media education in FinlandGuidelines 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 educationFlexibility

School-based

curriculum development, networking through steering by information and supportEmphasis 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

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 competencesCore Curriculum Draft 14.9.2014 / Finnish National Board of Education

National Goals for Basic Education and broad-based Competences

- knowledge

- skills

- values

- attitudes

- will

Development as a human being and as a citizen

Multiliteracy as a broad-base competence

Refers

to the

multimodal nature of learningRange of literacies: verbal, visual, auditory, numeral, kinestheticClosely related to thinking skills and the ability to acquire, edit, interpret, produce, present, assess and validate information in different learning environments and situationsIncludes

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 teachingRequires co-operation between teachers and different subjects Other interesting aspects in the core curriculum draft: programming & BYOD

Examples on other stakeholdersME in Youth

work

City of Helsinki’s Youth Department is renewing quidelines next yearME will be included as a guideline in the work of city’s youth workersGuidelines include: Media education in youth workCritical mindset Use of media toolsMedia as a growing

environment

Citizenship

in media

+

Renewing

the

Youth

Act (due to 2016)

Other

initiative

sectors

:Game education, network of game educators

LibrariesMedia industry

Online youth workEarly 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 skillsacknowledging the diversity in children and young people’s media use and cultureskeeping a critical mind but seeing the good and beneficial in mediaencouraging to be curious and open-mindedproviding 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.fiSubscribe to our international newsletterContact rauna.rahja@mediakasvatus.fi