Browsing by Subject "Lukuklaani"

Sort by: Order: Results:

Now showing items 1-10 of 10
  • Männikkö, Maria (Helsingin yliopisto, 2020)
    Kansainvälisten lukutaitotutkimusten tuloksissa on jo vuosia näkynyt suomalaislasten ja -nuorten heikentynyt lukutaito. Erityinen huoli on noussut siitä kasvavasta joukosta, jonka lukutaitotaso on heikko eikä riitä yhteiskunnassa toimimiseen. Tutkielmani tarkoituksena on selvittää, mitä heikkoja lukijoita tukevia menetelmiä tutkijat suosittelevat käytettäväksi opetuksessa ja miten näitä menetelmiä käytetään kirjallisuuden opetuksessa. Tarkoituksenani on myös selvittää, onko joitain tutkimuskirjallisuudessa esiintyviä pedagogisia menetelmiä, joiden käyttö opetuksessa on vielä vähäistä oletettuun hyötyyn nähden. Tutkielmani tarkastelee yläkoulussa annettavaa kirjallisuuden opetusta Lukuklaani-tutkimushankkeen yläkoulun kyselyaineiston pohjalta. Aineisto koostuu 1018 yläkoulun opettajan täyttämästä kyselystä. Rajasin tästä aineistosta tutkimukseni kohteeksi ensin suomen kielen ja kirjallisuuden opettajien vastaukset ja niistä kysymykset, jotka konkreettisimmin vastaavat tutkimuskysymykseeni. Tutkimusprosessini etenee aineistolähtöisen laadullisen sisällönanalyysin menetelmin. Tutkimuskirjallisuudesta nousi selvästi esiin yhteistoiminnalliset menetelmät, jotka hyödyttävät erityisesti heikkoja lukijoita. Ne lisäävät lukumotivaatiota ja tietoa sekä tukevat erilaisten taitojen kuten lukustrategioiden oppimista ja sisäistämistä. Lukustrategioiden ja tekstirakenteiden opettaminen lisää luetun ymmärtämistä erityisesti niiden oppilaiden kohdalla, joiden lukutaito on heikko. Lukuklaani-kyselyaineiston perusteella voi päätellä, että opettajat käyttävät opetuksessaan vaihtelevia opetusmenetelmiä. Yhteistoiminnallisten menetelmien osuus on kuitenkin pienempi yksilötyöskentelyyn verrattuna. Myös sopivan luettavan, kuten selko- ja äänikirjojen, saatavuus on oppilaiden tarpeisiin nähden huono. Niiden käytössä tulisi myös ottaa huomioon esitysmuodon vaatimat oheistaidot. Analysoimani aineiston perusteella voi siis todeta, että erilaisten opetusmenetelmien käyttämisen suunta on oikea, mutta opettajat saattaisivat hyötyä erilaisia menetelmiä ja niiden etuja koskevasta lisätiedosta. Myös oppilaiden yksilölliset tarpeet on tärkeä huomioida.
  • Meriläinen, Elina (Helsingin yliopisto, 2020)
    Aims. Accoring to the Self-Determination Theory all human beings have fundamental psychological needs to be competent, autonomous, and related to others. Satisfying all these basic needs is essential to motivation and also affects the psychological well-being of people. The concept of motivation can be examined also from the perspective of social psychology and cognitive science. Combining several theoretical models enables a more in-depth analysis of the phenomenon. This study focuses on reading motivation. The first research question of this thesis is, how much autonomy Finnish primary school teachers provided their pupils when choosing the latest novel to be read in class.Teachers’ arguments for using this particular way of choosing the book will be analyzed in the second research question. The aim was to find out what kind of thoughts about motivation guide teachers’ pedagogical choices when teaching literature. Additionally, the aim was to find out if all the psychological needs were mentioned equally when the term motivation was used in an answer or was one of them highlighted more than the others? Methods. This study is a part of the Lukuklaani research project and it’s data was collected by an online survey in Finnish primary schools during November-December 2017. The total number of answers was 885. This thesis is based on two questions from the questionnaire. One of the questions was closed and the other question was open. The data of this study includes only the Finnish-speaking answers from the research project schools and sample schools. The research method was theory driven analysis, which was based on the quantitative data of the first research question. As a qualitative research the corpus was wide including 583 answers. Results and conclusions. Teachers’ arguments hold a lot of understanding of motivational psychology. Also the fundamental psychological needs of The Self-Determination Theory appear widely in the whole data. Interestingly, the concept of autonomy appeared more than the other aspects of the SDT when teachers were referring to motivation in their answers. According to this study it is relevant to consider how the term motivation differs from the terms of enthusiasm or interest in teachers’ minds.
  • Laukkanen, Annika (Helsingin yliopisto, 2019)
    Aims. The decline in reading skills and reading habits of Finnish children and adolescents has been a concern in Finnish society. The decline in reading skills has been noticed in PISA-surveys. It is worrying that particularly the number of adolescents with poor reading skills has been increasing. Previous research has shown that reading skills correlate with reading motivation and reading habits. The aim of this study was to investigate how a classroom teacher can promote children’s reading motivation. Also the aim was to examine the ways in which reading is displayed in learning environment and in what ways does the teacher use materials received from Lukuklaani research project. This study creates an in-depth look at one classroom teacher and examines the ways how that teacher promotes children’s reading motivation. Methods. This study was conducted as a qualitative case study as part of Lukuklaani research project. The participant was a fourth-grade teacher who is experienced, thinks reading is important, is interested in motivating children to read and tries to promote reading motivation by using different methods. The data of this study was collected by interviewing and observing the teacher and taking photographs of school environment. The data was collected during two days in spring semester of 2019. Theory-based content analysis was used to analyse the data. The theoretical framework used in this study consisted of motivation studies and self-determination theory. Results and conclusions. This study showed that the teacher in this study used diverse methods to promote children’s reading motivation. The used methods satisfied basic human needs presented in self-determination theory. There were many different reading-related things displayed in school environment. Books received from Lukuklaani-project were available for students to read and teachers had also created different tasks and assignments related to those books. A guide to reading circles that was received from Lukuklaani was little used. Based on this study teacher can promote children’s reading motivation by being a model of a reader, supporting children’s reading skill development, providing children chances to make their own choices and organizing social activities related to reading.
  • Mäkikokko, Mira (Helsingin yliopisto, 2019)
    Aims. Listening to adults reading aloud has in many researches been found to have several benefits to child’s linguistic development. There are many ways to perform reading aloud such as interactive reading, dialogic reading and text-talk method which are all developed by researchers. The aim of this study is to discover new information about primary school teachers reading aloud: for what purposes teachers perform reading aloud, what are the main features of reading aloud by teachers and what attitudes teachers associate toward reading aloud. Methods. This study is based on the Lukuklaani research project data. The research project conducted an online survey to map out the literacy education of the Finnish primary schools. The survey was answered during November and December in 2017. The survey had total of 58 questions including closed and open questions. Some closed questions had the possibility to be answered with open specification. Total number of answers from teachers were 885 from which 722 answered teachers worked for the signed up research project schools and 163 for random sample schools. From the complete research project data the answers to the open questions regarding reading aloud were reviewed and then themed and furthermore categorized by answer type in line with my study. The research method in this study was data based qualitative content analysis with elements of theory driven analysis. Results and conclusions. This study showed that for some teachers reading aloud was a regular routine. Some teachers used it for calming, motivating to read or to support learning of their students. Reading aloud also had a role in other learning methods of literacy education such as book circles. Reading aloud by teachers showed aspects from many different methods such as performance reading and several researcher developed methods. Almost 90 percent of teachers participating in the Lukuklaani research project read aloud to their students. At the same time the answers showed concern about reading being in lesser role as a hobby and homes showing less support for reading. This study revealed more information of reading aloud habits of teachers. According to this study those habits play a major role in teaching yet they haven’t been studied widely in Finland.
  • Kruus, Niina (Helsingin yliopisto, 2020)
    The aim for this study is to investigate primary school teachers’ and lower secondary school teachers’ reading habits and describe teachers’ recreational reading habits. Earlier research indicates that even thought the majority of teachers enjoy reading and they are unanimous about the importance of reading, it doesn’t necessarily mean that teachers use their leisure time to read. Teachers are important reading models to their students. By modeling they can demonstrate to students that reading is an important skill to know and a fun recreational activity. With the help of this study, information about finnish teachers as readers can be obtained. It is also possible to portray what kind of reading model teachers give to students at school. This study was conducted as a part of the Lukuklaani-project. The data was part of a survey that was sent to primary school teachers and lower secondary school teachers. Over 1800 primary school teachers, mother tongue and literature teachers from lower secondary school and other subjects’ teachers from lower secondary school answered the questions that are part of this study. The data was analyzed with quantitative methods. The majority of teachers read more than one book in a year. When compairing different teacher groups, mother tongue and literature teachers from lower secondary school read on average a little bit more than other teachers. Teachers read variety of different kinds of books, but a novel was by far the most read genre. The other subjects’ teachers from lower secondary school read more non-fiction than other teachers. Recreational reading habits were investigated also by asking about the respondents’ participation in literary circles, because increasing the use of communal reading emphasizing literary circle method in primary schools was one of the aims of the Lukuklaani-project. Most of the teachers didn’t participate in literary circles. The most popular type of literary circle, within those who took part in one, was friend group’s literary circle. The survey also investigated, what teachers had last read. Those who read a lot and those who read a little weren’t different from each other when looking at the book they last read. There were no great differences between different teacher groups’ recreational reading habits. However there were more teachers that were a part of a literary circle within the teachers that read more than within the teachers that didn’t read that much. The study indicates that teachers read quite a lot, especially fiction. Therefore they have a chance to give a good model of recreational reading to students.
  • Suorsa, Minna (Helsingin yliopisto, 2020)
    Aims. Finnish children and youth are succeeding in the international reading tests quite well but especially amount of weak readers has increased. In addition, the commitment of Finnish children and young people to reading and reading as a hobby have decreased. In particular, reading of entire books has declined. Some students read whole books in their mother tongue and literature classes, but it is not self-evident that it happens in every teachers’ class. In addition to reading the literature, the use of the library services is also one of the goals of the National Core Curriculum for Basic education. The National Core Curriculum does not define how often teachers should visit some kind of library with their students. The aim of this study is to find out what library services mother tongue and literature teachers in Basic education use in their teaching or preparation of it and how often they use those. Additionally, the aim is to find out why mother tongue and literature teachers can not use library services as often as they would like to. I will also find solutions to increase their use of library services. Methods. This study is based on the data on the Lukuklaani research project. I used the answers of 884 teachers from primary schools and 407 answers from mother tongue and literature teachers from secondary schools. In their answers to the survey, they described their use of library services in their teaching or preparation of it. The data were analyzed by qualitative content analysis and also described by quantitative methods. Results and conclusions. This study showed that teachers working in primary schools and secondary school mother tongue and literature teachers cannot use the library services as often as they would like to. The barriers to use library services are concrete and related to public libraries, book buses and school or classroom libraries. Those were also the most used library services by the teachers in this study. The barriers to use library services could be demolished by putting enough resources to both public and school libraries.
  • Emmes, Nelli (Helsingin yliopisto, 2020)
    Aims. The earlier research indicates that young people are reading less during their spare time. Due to the fact that young people are reading less on their spare time the importance of school is highlighted as a tool to increase the amount of reading. It is important that the teachers are using as inspiring methods as possible when choosing the books to be read. The aim of this study was to find out how the literature was selected in the subject of Finnish language and literature. Furthermore, how the teachers explained their criteria of choosing the book. Methods. The research was conducted as a part of the upper comprehensive school “Lukuklaani-project”. The research material was part of a survey that was directed to upper comprehensive school teachers in spring 2019. The questionnaire comprised of 54 questions, out of two questions were examined in this research. 354 Finnish language and literature teachers had answered the questions. The research was performed by using qualitative methodology and using elements of source-based content analysis. In addition, quantitative methodology was used when presenting the findings in figures. Results and conclusions. This research shows that approx. 75 % of the teachers gave at least some freedom of choice to the students to choose the book. However, almost one quarter of the teachers didn’t let the students to be part of the selection process, instead the teacher selected the book. The selection criteria was argued in many different ways. The most common selection criteria was justified by the wish to examine the book in a specific way. This argument was used by approximately one fifth of the teachers. The most common argument, but only approximately one third, was expressing the view that took into consideration increasing the students reading motivation. Furthermore, the research shows that the teacher should more often consider more thoroughly the selection criteria of books to be read, in order to support the students reading motivation in a better way.
  • Ylämäki, Laura (Helsingin yliopisto, 2019)
    For years there has been concern for children who are reading less in their spare time and whose reading skills are worsening. Earlier research has proven that reading groups can have positive effects for classroom climate, reading motivation and pupils to become a lifelong readers. Social interaction and pupils’ own choices support children’s reading motivation. The most common definition for reading group is that small group of students reads a book, plan timetable for their reading and discuss about the book together. In this study the aim was to find out how pupils define reading group, what they think about it and how reading group can support pupils’ reading motivation. Study gives the voice for pupils and provides valuable information about reading groups that have not been studied a lot before in Finland. This thesis is part of Lukuklaani research project which is funded by Suomen kulttuurirahasto and Kopiosto. Participants of this study included 37 pupils from fifth and sixth grade. They participated Lukuklaani’s ’Narrit’ reading group for three weeks in 2019. Data of this study was collected with online survey in the beginning and in the end of the reading group. The survey provided data about pupils’ reading habits and thoughts about different parts of reading group. Also 12 students were interviewed in groups of four. Data analysis method was qualitative content analysis. Earlier research supported results while they were analysed. The pupils in this study had positive thoughts about reading group and reading already in the beginning of the study. Students liked working with the group and choosing books by themselves. Group and book choices supported reading in the reading group. Pupils wanted to have reading group also the next time when they read a book at school because in reading group pupils got to discuss with others. They also thought that it was a nice learning method. This study shows that reading group can motivate pupils to read if the book choices are succesful and working in the group goes without problems.
  • Tyynelä, Venla (Helsingin yliopisto, 2020)
    Suomalaisten nuorten lukutaidon heikentyminen on herättänyt huolta lähiaikoina niin kouluissa kuin mediassakin. Varsinkin nuorten poikien lukutaidosta on oltu jo pidemmän aikaa huolissaan. Viimeisimmät PISA-tulokset ovatkin osoittaneet, että suomalaisten poikien ja tyttöjen lukutaidoissa on suuri ero. Myös heikkojen lukijoiden määrä on tulosten perusteella kasvanut huomattavasti. Tässä tutkielmassa tarkastellaan yläkoulun opettajien näkemyksiä siitä, millaisia haasteita yläkoululaisten kirjallisuuden lukemiseen liittyy. Haasteita tarkastellaan sekä oppilaiden lukuprosessista suoriutumiseen että opettajien kirjallisuuden hyödyntämiseen liittyvien kokemusten perusteella. Opettajien näkemykset perustuvat Lukuklaani-tutkimushankkeen vuonna 2019 kerätyn alkukartoituskyselyn vastauksiin. Tutkielman tavoitteena on vastata kysymyksiin: 1) Mitä haasteita yläkoululaisten lukemiseen liittyy? 2) Mitä haasteita yläkoululaisten luettamiseen liittyy? ja 3) Millaisilla teoilla voitaisiin lisätä kirjallisuuden osuutta opetuksessa? Tutkielman aineistona käytetyt Lukuklaani-tutkimushankkeen alkukartoituskyselyt on lähetetty hankkeen alussa kaikille suomalaisille yläkouluille, tarkoituksena selvittää yläkoulujen kirjallisuuskasvatuksen tilannetta, lukumateriaalien käyttöä ja opetuskäytäntöjä. Alkukartoituskyselyt on lähetetty kahdelle eri ryhmälle: äidinkielen opettajille sekä muiden aineiden opettajille. Kyselyihin oli mahdollista vastata joko suomeksi tai ruotsiksi, mutta tutkielmassa on keskitytty suomenkielisiin vastauksiin. Koska Lukuklaani pyrkii erityisesti tukemaan lasten ja nuorten lukuharrastusta sekä kirjallisuuskasvatusta kouluissa kannustamalla pitkien tekstien sekä kokonaisten teosten lukemiseen, keskitytään tutkielmassa nimenomaan kirjallisuuden ja pidempien tekstien lukemiseen ja luettamiseen. Aineiston perusteella yleisimpiä lukemiseen liittyviä haasteita ovat yläkoululaisten heikko lukutaito, heikko lukemiseen sitoutuminen, muun vapaa-ajan tekemisen priorisointi lukemisen edelle, epäonnistuneet kirjavalinnat ja sosioekonomisen taustan tai elämäntilanteen vaikutus lukemiseen. Kirjallisuuden luettamiseen liittyviä haasteita taas ovat aineiston perusteella opettajan asenne kirjallisuutta tai luettamista kohtaan, ajanpuute, kirjojen heikko saatavuus ja sähköisten materiaalien priorisointi. Tutkielman loppuun on kerätty muiden aineiden opettajien hyväksi kokemia käytäntöjä kirjallisuuden hyödyntämiseen opetuksessa. Selvää on, että nuorten heikentyneen lukutaidon taustalla on laaja kirjo syitä. Asenteella ja motivaatiolla on iso vaikutus sekä nuorten lukuharrastukseen että siihen kuinka paljon lukuharrastusta kotona tuetaan. Opettajilla on tärkeä tehtävä toimia lukemiseen kannustajina, jos nuoren kotoa ei syystä tai toisesta kannustusta tule. Tärkeintä olisi, että positiivisia kokemuksia syntyisi ja lukemisen merkitys ymmärrettäisiin, jolloin motivaatio sitä kohtaan nousisi. Pienilläkin teoilla pystytään tekemään paljon, kunhan kaikki ymmärtävät tekojen merkityksen. Aineiston perusteella moni nuori kokee lukemisen negatiivisena, ahdistavana asiana, ja siihen tulisi saada muutos, ennen kuin on ajankohtaista miettiä keinoja lukutaidon tason nostamiseen.
  • Linnanmäki, Eveliina (Helsingin yliopisto, 2019)
    Aims. Previous research and tests of reading achievement have shown that literacy among children and adolescents has weakened and leisure time reading has decreased especially among boys. Girls have outscored boys on tests of reading achievement and boys read less than their female peers. There has been a public concern about boys when it comes to reading; however there have been few studies made from boys’ own point of view. The main objective of this study was to find out what kind of thoughts the boys, who don’t read much on their freetime, have about reading and literature assignments and how boys are portrayed as readers in Lukuklaani research project data. The aim was also to find out if there is reason to be concerned about the situation of boys. Methods. In this study eight boys from 5th and 6th grade were interviewed. These boys identified themselves as boys who don’t read much on their freetime. This study also used the data of Lukuklaani research project that executed a survey that was answered by 885 teachers. The data (in-terviews and Lukuklaani survey) was analyzed by theory-guided content analysis and categorized to themes. The results were compared to the theoretical framework. Results and conclusions. The boys had rather positive attitudes toward reading; however there seems to be some contradiction in their perceptions. The boys found reading boring even though everyone told they had red an interesting book sometimes. It is important that one can read an interesting book: the boys liked to read books that interest them but they don’t have motivation to read boring books. It is important to find appealing books and it is profitable to introduce boys to various books at school so that they would be able find books that interest them. Relatedness was also a significant factor in this study. Conversations about literature seemed to motivate the boys. Social reading would be a beneficial method to use at school, for example in the form of literature circles. It appears that the concern about the situation of boys is not completely groundless because they seem to prefer other activities such as video games over reading. Nevertheless it is optimistic that the boys have a rather positive attitude toward reading and they like to read books that interest them.