Study Guide

Objective

Having completed the course the student is able to explain what multiliteracies mean. S(h)e is able to distinguish between literacies and analyze the role of media education from the promoting literacies point of view. The student is able to present the importance of different kinds of literacies in learning. The student is able to justife the importance of co-operation between the school and the library. Students are able to recognize the importance of media education and multiliteracy as part of their sustainability skills.

Content

- Multiliteracies
- The role of media education from the multiliteracies point of view
- Multiliteracies and the Basic Education Curriculum Reform 2016
- The meaning of informal learning in promoting literacies
- The role of the library in promoting literacies
- examples of library's media education

Materials

Ifla Media and Information Literacy Recommendations (2011) IFLA.
Mediakasvatus kirjastossa (2009). Seppo Verho, toim. Helsinki: BTJ Finland Oy.
Merilampi, Ritva-Sini (2014). Mediakasvatuksen perusteet. Helsinki: Avain.
Sormunen, Eero & Poikela, Esa (toim.) (2008) Informaatio, informaatiolukutaito ja oppiminen.

Other materials will be announced at the beginning of the course.

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

1 to 2 = The student understands the importance of multiliteracies and media education for library work and for cooperation between libraries and schools. They know the basics of multiliteracies and the fundamentals of media education.

Assessment criteria, good (3)

3 to 4 = The student understands well the content, different areas and the importance of multiliteracies. They know well the methods of media education and are able to give examples of their utilization in library environment and in cooperation between libraries and schools. The student understands the connection between phenomenon-based learning and multiliteracies.

Assessment criteria, excellent (5)

5 = The student has an excellent understanding of the content, different areas and the importance of multiliteracies. The student is able to analyze the importance of media education in the promotion of multiliteracies. They know the share of multiliteracies in the curriculum of basic education and understands the relation between phenomenon-based learning and multiliteracies. The student is able to give reasons why cooperation between libraries and schools is important and to present and plan different forms of cooperation aimed at promoting multiliteracies.

Qualifications

No prerequisites.

Objective

Having completed the course the student is able to explain what multiliteracies mean. S(h)e is able to distinguish between literacies and analyze the role of media education from the promoting literacies point of view. The student is able to present the importance of different kinds of literacies in learning. The student is able to justife the importance of co-operation between the school and the library. Students are able to recognize the importance of media education and multiliteracy as part of their sustainability skills.

Content

- Multiliteracies
- The role of media education from the multiliteracies point of view
- Multiliteracies and the Basic Education Curriculum Reform 2016
- The meaning of informal learning in promoting literacies
- The role of the library in promoting literacies
- examples of library's media education

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

1 to 2 = The student understands the importance of multiliteracies and media education for library work and for cooperation between libraries and schools. They know the basics of multiliteracies and the fundamentals of media education.

Assessment criteria, good (3)

3 to 4 = The student understands well the content, different areas and the importance of multiliteracies. They know well the methods of media education and are able to give examples of their utilization in library environment and in cooperation between libraries and schools. The student understands the connection between phenomenon-based learning and multiliteracies.

Assessment criteria, excellent (5)

5 = The student has an excellent understanding of the content, different areas and the importance of multiliteracies. The student is able to analyze the importance of media education in the promotion of multiliteracies. They know the share of multiliteracies in the curriculum of basic education and understands the relation between phenomenon-based learning and multiliteracies. The student is able to give reasons why cooperation between libraries and schools is important and to present and plan different forms of cooperation aimed at promoting multiliteracies.

Qualifications

No prerequisites.

Objective

Having completed the course the student is able to explain what multiliteracies mean. S(h)e is able to distinguish between literacies and analyze the role of media education from the promoting literacies point of view. The student is able to present the importance of different kinds of literacies in learning. The student is able to justife the importance of co-operation between the school and the library. Students are able to recognize the importance of media education and multiliteracy as part of their sustainability skills.

Content

- Multiliteracies
- The role of media education from the multiliteracies point of view
- Multiliteracies and the Basic Education Curriculum Reform 2016
- The meaning of informal learning in promoting literacies
- The role of the library in promoting literacies
- examples of library's media education

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

1 to 2 = The student understands the importance of multiliteracies and media education for library work and for cooperation between libraries and schools. They know the basics of multiliteracies and the fundamentals of media education.

Assessment criteria, good (3)

3 to 4 = The student understands well the content, different areas and the importance of multiliteracies. They know well the methods of media education and are able to give examples of their utilization in library environment and in cooperation between libraries and schools. The student understands the connection between phenomenon-based learning and multiliteracies.

Assessment criteria, excellent (5)

5 = The student has an excellent understanding of the content, different areas and the importance of multiliteracies. The student is able to analyze the importance of media education in the promotion of multiliteracies. They know the share of multiliteracies in the curriculum of basic education and understands the relation between phenomenon-based learning and multiliteracies. The student is able to give reasons why cooperation between libraries and schools is important and to present and plan different forms of cooperation aimed at promoting multiliteracies.

Qualifications

No prerequisites.