Research Article
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National Policies in Media and Information Literacy Education in Finland

Year 2022, Volume: 1 Issue: 1, 7 - 21, 30.05.2022
https://doi.org/10.58239/tamde.2022.01.001.x

Abstract

Nowadays, we receive most of our information through an interconnected system of media technologies. The ability to read many types of media has become an even more necessary skill, especially in the 21st century. It is possible for media and information literate youth and adults to better understand the complex messages received from television, radio, the internet, newspapers, magazines, books, billboards, video games, music and all other types of media. Media and information literacy makes it possible to apply critical thinking skills to different types of media. Therefore, all states are required to include media and information literacy skills in educational standards and develop a media and information literacy education policy.

In order to understand media and information literacy education, first of all, the field of media and information literacy is discussed in the article. What is media and information literacy and its importance are explained, developments that pave the way for the development of media and information literacy education and education curriculum are examined, and examples of good practice in media and information literacy education curriculum are presented. In this context, UNESCO Media and Information Literacy Curriculum and Competency Framework and Finland Media and Literacy Policy were examined. The UNESCO Media and Information Literacy Curriculum and Competency Framework aims to provide teacher education structures with a framework for creating a program to train media and information literate teachers and aims to develop students' media and information literacy skills. Media literacy in Finland is promoted and supported with the help of high quality, systematic and comprehensive media education. Versatile media education is planned, implemented and developed in broad-based collaboration among a variety of different actors.

References

  • Bilici, İ. E. (2014). Medya Okuryazarlığı ve Eğitimi. Nobel
  • Braesel, S. & Karg, T. (2021). Media and information literacy A practical guidebook for trainers. DW Akademie
  • Catts, R. & Lau, J. (2008). Towards Information Literacy Indicators. UNESCO
  • Center for Media Literacy (2005). https://www.medialit.org/sites/default/files/5KQ%20ClassroomGuide_1.pdf (Erişim tarihi: 27.04.2022).
  • Hobbs, R. (1998). Media education in Massachusetts. In A. Hart (Ed.), Teaching the media worldwide (pp. 127-144). Hillsdale, NJ: Erlbaum.
  • Julia Alajärvi (2022). Media Literacy Framework in Finnish Education System. Teacher Education in Digital & Media Literacy – Frameworks and strategies at National and European level semineri’ nde sunulmuştur.
  • KAVI. https://kavi.fi/en/publications-in-english/ (Erişim tarihi: 27.04.2022).
  • Kotilainen, S. & Kupiainen, R. (2014). Media and Information Literacy Policies in Finland (2013). https://www.researchgate.net/publication/262991801 (Erişim tarihi: 30.04.2022).
  • Kupiainen, R. (2010). Finnish media literacy policies and research tendencies within a European Union context. International Journal of Media and Cultural Politics 6 (3). s. 335-341.
  • Leena, R. (2011). Finnish Media Literacy Education Policies and Best Practices in Early Childhood Education and Care since 2004. Journal of Media Literacy Education, 3 (2). s. 123-133
  • Meigs, D. F. (2006). Media Education. A Kit for Teachers, Students, Parents and Professionals. UNESCO
  • Potter, W. J. (2011). Media Literacy. Sage
  • Salomaa, S. & Palsa, L. (2019). Media Literacy in Finland. National media education policy. Finlandiya: Publications of the Ministry of Education and Culture
  • Salto. https://participationpool.eu/resource-category/media-information-literacy/ (Erişim tarihi: 27.04.2022).
  • Wilson, C., Grizzle, A., Tuazon, R., Akyempong, K. & Cheung, C. (2011). Media and information literacy curriculum for teachers. The United Nations Educational, Scientific and Cultural Organization.
  • Tanrıverdi, B. & Apak, O. (2010). Analysis of Primary School Curriculum of Turkey, Finland, and Ireland in Terms of Media Literacy Education. Educational Sciences: Theory and Practice, 10 (2), s. 1187-1213
  • Tornero, J. M. P. & Tayie, S. (2012). Teacher Training in Media Education: Curriculum and International Experiences, Comunicar, 20, s. 10-14.
  • Tornero, J. M. P. & Varis, T. (2010). Media Literacy and New Humanism. UNESCO
  • Uudet Lukutaidot. (2020). https://uudetlukutaidot.fi/medialukutaito/ (Erişim tarihi: 27.04.2022).

Finlandiya'da Medya ve Bilgi Okuryazarlığı Eğitiminde Ulusal Politikalar

Year 2022, Volume: 1 Issue: 1, 7 - 21, 30.05.2022
https://doi.org/10.58239/tamde.2022.01.001.x

Abstract

Günümüzde çoğu bilgimizi, iç içe geçmiş bir medya teknolojileri sistemi aracılığıyla alıyoruz. Birçok medya türünü okuma becerisi, özellikle 21. yüzyılda daha da gerekli bir beceri haline gelmiştir. Medya ve bilgi okuryazarı genç ve yetişkinlerin, televizyon, radyo, internet, gazeteler, dergiler, kitaplar, reklam panoları, video oyunları, müzik ve diğer tüm medya türlerinden alınan karmaşık mesajları daha iyi anlayabilmeleri mümkündür. Medya ve bilgi okuryazarlığı, eleştirel düşünme becerilerini farklı medya türlerine uygulayabilmeyi olanaklı kılmaktadır. Bu nedenle tüm devletlerin, medya ve bilgi okuryazarlığı becerilerini eğitim standartlarına dâhil etmeleri ve medya ve bilgi okuryazarlığı eğitim politikası geliştirmeleri gerekmektedir.

Medya ve bilgi okuryazarlığı eğitimini anlayabilmek için makalede öncelikle medya ve bilgi okuryazarlığı alanı ele alınmıştır. Medya ve bilgi okuryazarlığının ne olduğu ve önemi açıklanmış, medya ve bilgi okuryazarlığı eğitiminin ve eğitim müfredatının gelişimine zemin hazırlayan gelişmeler irdelenmiş, medya ve bilgi okuryazarlığı eğitimi müfredatı konusunda iyi uygulama örnekleri sunulmuştur. Bu bağlamda UNESCO Medya ve Bilgi Okuryazarlığı Müfredat ve Yeterlilik Çerçevesi ile Finlandiya Medya ve Okuryazarlığı Politikası irdelenmiştir. UNESCO Medya ve Bilgi Okuryazarlığı Müfredat ve Yeterlilik Çerçevesi, öğretmen eğitim yapılarına, medya ve bilgi okuryazarı öğretmenleri yetiştirmek için bir program oluşturmaya yönelik bir çerçeve sağlamayı amaçlamakta ve öğrencilerin medya ve bilgi okuryazarlığı becerilerini geliştirmeyi hedeflemektedir. Finlandiya'da medya okuryazarlığı, yüksek kaliteli, sistematik ve kapsamlı medya eğitimi yardımıyla teşvik edilir ve desteklenir. Çok yönlü medya eğitimi, çeşitli farklı aktörler arasında geniş tabanlı bir işbirliği içinde planlanmakta, uygulanmakta ve geliştirilmektedir.

References

  • Bilici, İ. E. (2014). Medya Okuryazarlığı ve Eğitimi. Nobel
  • Braesel, S. & Karg, T. (2021). Media and information literacy A practical guidebook for trainers. DW Akademie
  • Catts, R. & Lau, J. (2008). Towards Information Literacy Indicators. UNESCO
  • Center for Media Literacy (2005). https://www.medialit.org/sites/default/files/5KQ%20ClassroomGuide_1.pdf (Erişim tarihi: 27.04.2022).
  • Hobbs, R. (1998). Media education in Massachusetts. In A. Hart (Ed.), Teaching the media worldwide (pp. 127-144). Hillsdale, NJ: Erlbaum.
  • Julia Alajärvi (2022). Media Literacy Framework in Finnish Education System. Teacher Education in Digital & Media Literacy – Frameworks and strategies at National and European level semineri’ nde sunulmuştur.
  • KAVI. https://kavi.fi/en/publications-in-english/ (Erişim tarihi: 27.04.2022).
  • Kotilainen, S. & Kupiainen, R. (2014). Media and Information Literacy Policies in Finland (2013). https://www.researchgate.net/publication/262991801 (Erişim tarihi: 30.04.2022).
  • Kupiainen, R. (2010). Finnish media literacy policies and research tendencies within a European Union context. International Journal of Media and Cultural Politics 6 (3). s. 335-341.
  • Leena, R. (2011). Finnish Media Literacy Education Policies and Best Practices in Early Childhood Education and Care since 2004. Journal of Media Literacy Education, 3 (2). s. 123-133
  • Meigs, D. F. (2006). Media Education. A Kit for Teachers, Students, Parents and Professionals. UNESCO
  • Potter, W. J. (2011). Media Literacy. Sage
  • Salomaa, S. & Palsa, L. (2019). Media Literacy in Finland. National media education policy. Finlandiya: Publications of the Ministry of Education and Culture
  • Salto. https://participationpool.eu/resource-category/media-information-literacy/ (Erişim tarihi: 27.04.2022).
  • Wilson, C., Grizzle, A., Tuazon, R., Akyempong, K. & Cheung, C. (2011). Media and information literacy curriculum for teachers. The United Nations Educational, Scientific and Cultural Organization.
  • Tanrıverdi, B. & Apak, O. (2010). Analysis of Primary School Curriculum of Turkey, Finland, and Ireland in Terms of Media Literacy Education. Educational Sciences: Theory and Practice, 10 (2), s. 1187-1213
  • Tornero, J. M. P. & Tayie, S. (2012). Teacher Training in Media Education: Curriculum and International Experiences, Comunicar, 20, s. 10-14.
  • Tornero, J. M. P. & Varis, T. (2010). Media Literacy and New Humanism. UNESCO
  • Uudet Lukutaidot. (2020). https://uudetlukutaidot.fi/medialukutaito/ (Erişim tarihi: 27.04.2022).
There are 19 citations in total.

Details

Primary Language Turkish
Journal Section Research Articles
Authors

Meltem Ozel 0000-0002-4037-7393

Publication Date May 30, 2022
Submission Date April 22, 2022
Published in Issue Year 2022 Volume: 1 Issue: 1

Cite

APA Ozel, M. (2022). Finlandiya’da Medya ve Bilgi Okuryazarlığı Eğitiminde Ulusal Politikalar. TAM Akademi Dergisi, 1(1), 7-21. https://doi.org/10.58239/tamde.2022.01.001.x

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