Study Guide

Objective

The student is able to:
- justify why and when reading guidance is needed
- identify and take into account different target groups of participants of different ages for which reading guidance is useful
- define specific features related to reading guidance
- plan, implement and evaluate the reading guidance situation
- uses a number of methods in reading control
- designate collaborators with which read guidance activities are carried out
- develop reading guidance as part of libraries services

Content

Reading guidance objectives
Read guidance target groups
Steps of a single reading guidance situation and read guidance as a process
Methods of reading guidance and their testing and application
Read guidance in the library
Collaborations with which reading guidance is carried out
The course may include the reading guidance situation in the working life cooperation and environment

Materials

Dufva, H., Salmirinne, M., Turunlahti, J., Westerlund, J., & Kleemola, H. (2023). Sanataidetta on enemmän!: Sanataide hyvinvointia rakentamassa. Kustantamo Kita. ; Kansallinen lukutaitostrategia 2030. (2021). Opetushallitus, Lukuliike. https://www.oph.fi/fi/tilastot-ja-julkaisut/julkaisut/kansallinen-lukutaitostrategia-2030; Kosonen, P., Ihanus, J., & Huldén, J. (2022). Hoitava lukeminen: Teoreettisia ja käytännöllisiä näkökulmia lukemistyöhön. Vastapaino.; Lukemattomat blogi.(i.a.) Lukemattomat mahdollisuudet –hanke. https://lukemattomat.turkuamk.fi/arkisto/blogi-2/index.html ; Lukemattomat mahdollisuudet. (2021). Lukulux-verkkokäsikirja.Lukemattomat mahdollisuudet -hanke. https://www. lukulux.fi/; Mäkinen-Laitila, S., Salmela, S. (2021). Polkuja kirjastoon: Toimintakokonaisuuksia nuorten ja aikuisten lukutaitotyöhön. Seinäjoen ammattikorkeakoulu.

Teaching methods

Contact meetings, small group work, independent work, oral and written assignments. Drawing up a reading guidance plan, implementing reading guidance and peer evaluation.

Employer connections

Expert guests from working life during the course.

Exam schedules

No exam

Student workload

Total course load 135 hours. Of this, about 24 h of joint theory lectures, about 8 h of expert talks, about 10 h of work marked in the reading order in your own reading guidance group at Frami and working sparring. About 18 t of tutoring sessions in total. The remaining 70 t of course resources are both individual and group resources outside of the hours marked in the lesson plan.

Further information

Participation requires an approved completion of the tutoring skills course.

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

The student has participated in the course and completed the tasks included in the course of study approved. Students are able to define what read control means and what are its objectives. He can implement a reading guidance situation in the group using at least one method. They are able to designate some of the target groups and collaborators in reading guidance with which read guidance is implemented. He can explain what role the library plays as an executor of reading guidance.

Assessment criteria, good (3)

The student has been actively involved in teaching and has done the tasks included in the course well and has made extensive use of different sources. Students are able to define what read guidance means and what are its objectives. He knows how to implement a read-control situation independently or in a group, using several methods. They are able to designate many target groups and collaborators for reading guidance with which read guidance is implemented. They can analyze and evaluate the role that the library plays as an executor of reading guidance.

Assessment criteria, excellent (5)

The student has been actively involved in teaching and has done the tasks of the course commendably and has made extensive use of various international sources. Students are able to define what reading guidance means and what their objectives are. He knows how to implement a read-guidance situation independently or in a group, using several methods. He knows how to develop new methods of reading guidance. Students are able to distinguish many target groups for reading guidance and find new ones. They are able to designate a number of read-guidance collaborators and expand the networks of reading guidance. Students are able to analyse and evaluate the role that the library plays as an executor of reading guidance. He can propose new ways of implementing reading guidance in the library.

Assessment criteria, good (3)

The student has participated in the course and completed the tasks included in the course of study approved. Students are able to define what read control means and what are its objectives. He can implement a reading guidance situation in the group using at least one method. They are able to designate some of the target groups and collaborators in reading guidance with which read guidance is implemented. He can explain what role the library plays as an executor of reading guidance.

Assessment criteria, excellent (5)

The student has been actively involved in teaching and has done the tasks included in the course well and has made extensive use of different sources. Students are able to define what read guidance means and what are its objectives. He knows how to implement a read-control situation independently or in a group, using several methods. They are able to designate many target groups and collaborators for reading guidance with which read guidance is implemented. They can analyze and evaluate the role that the library plays as an executor of reading guidance.

Assessment criteria, approved/failed

The student has been actively involved in teaching and has done the tasks of the course commendably and has made extensive use of various international sources. Students are able to define what reading guidance means and what their objectives are. He knows how to implement a read-guidance situation independently or in a group, using several methods. He knows how to develop new methods of reading guidance. Students are able to distinguish many target groups for reading guidance and find new ones. They are able to designate a number of read-guidance collaborators and expand the networks of reading guidance. Students are able to analyse and evaluate the role that the library plays as an executor of reading guidance. He can propose new ways of implementing reading guidance in the library.