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Media Education and MultiliteraciesLaajuus (5 cr)

Code: KD18BKPM02

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

Qualifications

No prerequisites.

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.

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.

Enrollment

11.11.2024 - 19.02.2025

Timing

03.03.2025 - 25.05.2025

Credits

5 op

Virtual proportion (cr)

5 op

Teaching languages
  • Finnish
Degree programmes
  • Diploma of Higher Education, Library and Information Services
Teachers
  • Laura Liikavainio
Student groups
  • KTDIPL24
    Kirjasto- ja tietopalvelualan korkeakouludiplomi

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.

Enrollment

11.11.2024 - 15.01.2025

Timing

07.01.2025 - 23.02.2025

Credits

5 op

Virtual proportion (cr)

5 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Business Administration, Library and Information Services
Teachers
  • Laura Liikavainio
Student groups
  • KITI22

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.

Enrollment

13.11.2023 - 21.02.2024

Timing

04.03.2024 - 26.05.2024

Credits

5 op

Virtual proportion (cr)

5 op

Teaching languages
  • Finnish
Degree programmes
  • Diploma of Higher Education, Library and Information Services
Teachers
  • Päivi Jokitalo
Student groups
  • KTDIPL23
    Kirjasto- ja tietopalvelualan korkeakouludiplomi

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.

Enrollment

13.11.2023 - 17.01.2024

Timing

08.01.2024 - 25.02.2024

Credits

5 op

Virtual proportion (cr)

5 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Business Administration, Library and Information Services
Teachers
  • Terhi Mustakangas
Student groups
  • KITI21

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.

Enrollment

15.10.2021 - 31.01.2022

Timing

21.03.2022 - 05.06.2022

Credits

5 op

Teaching languages
  • Finnish
Degree programmes
  • Bachelor of Business Administration, Library and Information Services
Teachers
  • Päivi Jokitalo
Student groups
  • KITI20

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.

Enrollment

15.10.2021 - 30.01.2022

Timing

01.03.2022 - 31.05.2022

Credits

5 op

Virtual proportion (cr)

5 op

Teaching languages
  • Finnish
Degree programmes
  • Diploma of Higher Education, Library and Information Services
Teachers
  • Päivi Jokitalo
Student groups
  • KTDIPL21B
  • KTDIPL21A

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.