+ Current approaches and policies in Finnish Media Literacy Rauna Rahja, coordinator 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 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 ) 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 ) 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 ) 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 et/OKM13.pdf?lang=fi et/OKM13.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 / 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 welfare officers 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 participation within media learning is omnipresent and based on dialogue understanding one’s own personal relation to media

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