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Transcript of Rahjamandl2014currentapproaches 141125021726-conversion-gate02
+Good Media Literacy. National PolicyGuidelines 2013–2016
Published in 2013 byMinistry of Education and Culture, formedtogetherwithactors in the field
The UN Convention on the Rights of the Child as valuebase for ME
One strategicculturalpolicypriority is to strengthen the position of media education in Finland
Guidelinesexamine ML fromvariousangles, especially in terms of social inclusion, activecitizenship, criticalthinking, creativity and self-expression
http://www.minedu.fi/export/sites/default/OPM/Julkaisut/2013/liitteet/OKM13.pdf?lang=fi
+
Currentapproachesand policies in Finnish Media Literacy
Rauna Rahja, coordinatorFinnishSociety on Media Education
Boom Beach hack
+FinnishSocietyon Media Education
NGO founded in 2005 byresearchers and practicalprofessionals of media education
fundedbyFinnishMinistry of Education and Culture and ourmembers
works in 3 languages (Finnish, Swedish and English)
promotes and develops ME and ML
providesinformation, training, events, seminars, networks
as strong as ourmembers and partners
+ME in FIN - Generallyspeaking
Finnish ME fieldconsist of manydifferentactors(FSME 2012)
Development, new branches and variousperspectives, multiprofessionalism
Research and highereducation of ME is developing and becoming international
In Finland, Public authority on ME hasexistedsince 2012 as Centre for Media Education and Audiovisual Media. Since 2014, the Centre hasbeenpart of National Audiovisual Institute (KAVI)
ME activities and projectsoftenproject-based and mainlytargeted to smallchildren and youngpeople and theireducators, mostlyfundedby the Ministry of Education and Culture (KAVI’ssurvey 2014)
Challenges: no comprehensive, nationwideassessment on media skills, digitalgaps, polarization of skills, teachertraining
Whatdowesee as ML? Exampleframework for learningpath in media skills
+
Development Centre Opinkirjo Learningpath
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
+Curriculumreform 2016Finnishtrends in education
FlexibilitySchool-basedcurriculumdevelopment, networkingthroughsteeringbyinformation and support
Emphasis on broadknowledgeFocus on broadlearningobjectives, equalvalue to allaspects of an individual’sgrowth in personality, moral, creativity, knowledge and skills
TrustthroughprofessionalismCulture of trust, i.e. valuingteachers and principals’ professionalism in judgingwhat is best for students and in reporting on progress of theirlearning
+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
+Multiliteracyas a broad-basecompetence
Refers to the multimodalnature of learning
Range of literacies: verbal, visual, auditory, numeral, kinesthetic
Closelyrelated to thinkingskills and the ability to acquire, edit, interpret, produce, present, assess and validateinformation in differentlearningenvironments and situations
Includes a broadunderstanding of text: written, spoken, audio-visual, printed, analogordigital 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
Otherinterestingaspects in the corecurriculumdraft: programming& BYOD
+Examples on otherstakeholders
ME in Youthwork
City of Helsinki’sYouth Department is renewingquidelinesnextyear
ME willbeincluded as a guideline in the work of city’syouthworkers
Guidelinesinclude:
Media education in youthwork
Criticalmindset
Use of media tools
Media as a growingenvironment
Citizenship in media
+ Renewing the Youth Act (due to 2016)
Otherinitiativesectors:
Gameeducation, network of gameeducators
Libraries
Media industry
Onlineyouthwork
Earlychildhoodeducation
Museums
Schoolcurators, schoolwelfareofficers and nurses
etc
+FinnishSociety on Media Educationpresents:
Ethicalprinciples of media educator
Key aspects: equality, well-being, activeskills
acknowledging the diversity in children and youngpeople’s media use and cultures
keeping a criticalmindbutseeing the good and beneficial in media
encouraging to becurious and open-minded
providingopportunities for self-expression and activeparticipationwithin media
learning is omnipresent and based on dialogue
understandingone’sownpersonalrelation to media
+Thankyou!
Interested in monitoring the situation in Finland?
Click www.mediaeducation.fi
Subscribe to our international newsletter
Contact [email protected]