Media Education in Children´s Library work (3cr)

Evaluation scale

Passed/failed

Objective

After completing the course, the student is able to explain what media literary means and interpret the role of media literacy from the perspective of multiliteracy. The student can list various forms of media literacy collaboration in early childhood and school education. They recognize the significance of media literary as part of sustainability competence. The student has the ability to apply different media literacy plans and their contents, design and create their own media literacy plan in collaboration with another student.

Content

National Core Curriculum for Early Childhood Education and Care
National Core Curriculum and Local Curricula for Basic Education
Multiliterary
Phenomenon-based learning
Media literacy plan
Media-based storytelling session
Escape games

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.

Teaching methods

Remote teaching.

Student workload

The course includes five (5) lessons. Each lesson lasts three (3) hours. Students are expected to engage in independent study: one credit corresponds to 27 hours of individual work.

Assessment criteria, approved/failed

The course is considered successfully completed when the student is able to explain the concept of media education. They can interpret the role of media education in promoting reading. The student is able to list various forms of media education collaboration within early childhood education and school partnerships. The student recognizes the significance of media education as part of sustainability competence. The student is able to apply different media education plans and their contents, and collaboratively design and construct a media education plan with another student.

Assessment criteria, approved/failed

The course is considered successfully completed when the student is able to explain the concept of media education. They can interpret the role of media education in promoting reading. The student is able to list various forms of media education collaboration within early childhood education and school partnerships. The student recognizes the significance of media education as part of sustainability competence. The student is able to apply different media education plans and their contents and collaboratively design and construct a media education plan with another student.