Browsing by Subject "Monilukutaito"

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  • Kangas, Karoliina (Helsingin yliopisto, 2018)
    Multiliteracies is a part of the newest Finnish national curriculum (2014). In the changing world of today, where more and more information is available in various forms, there is a need for the knowledge to work with a variety of texts. Thus, the purpose of teaching multiliteracies is to respond to these new challenges and to support children’s growth to become active members of the society. The aim of this study is to gain knowledge of teaching multiliteracies at the beginning of primary education. The idea rose from the need to understand the wide concept of multiliteracies and to improve my own knowledge and understanding of how the concept is being taught. The study gathers information on how teachers define multiliteracies at the beginning of primary education and how they improve the development of their students’ multiliteracies. There is very little prior research on this topic. This study is a qualitative research and the data was collected through semi-structured interviews, which were done in pairs. The participants comprised of three first grade and three second grade primary school teachers, who worked at schools that participated in The Joy of Learning Multiliteracies -development program, supported by the Finnish Ministry of Education and Culture. The data was analysed with Atlas.ti 8.0 program as data-driven content analysis. Four main categories rose from the data: the notion of multiliteracies, how the participants taught multiliteracies in class and the development and restrictions of teaching multiliteracies. The teachers defined multiliteracies merely as interpretation of texts. Furthermore, the emphasis of their teaching of multiliteracies focused on producing and interpreting written and spoken texts. Moreover, the concept was not a part of their overall teaching. That said, the participants’ definition of multiliteracies was narrow, which further reflected to their narrow way of teaching. Overall, the study shows that multiliteracies is a difficult concept and highlights that the education of teachers has an important role in securing high quality teaching of multiliteracies.
  • Puro, Heini (Helsingin yliopisto, 2019)
    As society change around us, the texts and reading and writing practices change as well. We need new skills to learn and to receive and produce message, text, and symbols in different areas of life. As the forms of produce, interpreting, and conveying information and developing technological communication tools evolve, new concepts need to be added to describe learning, teaching and modernize forms of communication. Multiple literacy is trying to answer this need. It relates to the interpretation, production and valuation of various texts. It is the ability to acquire, to produce, to modify, to present and to evaluate information, build identity and critical thinking and learning. At the same time, it is ethical reflection on a multicultural and culturally diverse world. According to the sociocultural perspective, learning and building knowledge is a social and cultural phenomenon in social interaction, not as an individual phenomenon. From the point of view of this framework, learning can not be considered merely as information gathering or as an individual's knowledge. The theoretical framework for this study is multiliteracy and sociocultural learning. The study aims to answer two question: 1.) What kinds of perceptions do class teachers have of multiliteracy skills? 2.) How is the multiliteracy practiced in the class? The material of the study was collected by qualitative thematic interviews, targeting teachers (n = 5) who taught and guided preparatory class pupils in classroom teaching in the spring semester 2016. Central in the data analysis was how teachers themselves produced the discourse about multiliteracy. Interviewing transcripts constituted a material that was analyzed by the method of analytical content analysis. The content analysis was used to classify the material according to themes referring to multidisciplinary literacy and picked up the sections of agency and inclusion and participation. The study showed that multiliteracy in teachers' perceptions was diverse. One of the main findings of the study was that multiliteracy skills are practiced in a diverse and goal-oriented manner in the preparatory classes, but partly unconscious. The practices and working methods of classroom teachers in multiliteracy, actors and participatory guidance are based on the pupil's need to be part of the surrounding society and to be heard. Guiding multitasking is present everywhere and all the time in preparatory education.
  • Lavikainen, Iida (Helsingin yliopisto, 2020)
    The paper studies manifestation of children's visual literacy in their speech from exercises of giving interpretation of multimodal motion and static pictures, and that adults play significant supportive roles in developing children's ability of using language to express visual objects. The paper evaluates children's ability in expressing verbally visual literacy via the making of and interpretation of multimodal pictures as well as the significance of adults' role in supporting and empowering children's ability in their acquisition literacy on speech and interpretation of visual objects. The research is based on previous research on visual literacy. In addition to research on visual literacy, research related to the production and interpretation of children’s images is examined. Material supporting the hypothesis included videotaped motion pictures in which a researcher instructed six children (aged 4-6 years) to work in pairs and complete multimodal work on a tablet computer. The video obtained via participatory observation was analysed using a data-driven approach, in which children's effort in making and giving interpretation of the images presented for their exercises are individually analysed to support holistic perspective of the hypothesis. The study concludes that for the accomplishment of creativity exercises, children's ability in expressing verbally visual literacy manifests through verbal communication and abundant use of simple visual features and creative liberty, such as verbalizing different colours. And that adults can support and empower children to express verbally their visual literacy through creativity exercises and through encouraging them to give interpretation of their visual elements of choice. The formation of children's linguistic model is supported by their accompanying adults and is continuously developed while the children carry out creativity exercises and interpret their usage of visual elements. The study eventually concludes that children must find abundant verbal support from their accompanying adults to successfully obtain their verbal visual literacy skills.