Browsing by Subject "Monilukutaito"

The aim of this study is to examine how much other than Finnish or Finnish as a second language subject teachers use literature education in multidisciplinary teaching and how much they collaborate with Finnish or Finnish as a second language teachers. Previous studies show that while teachers attach great importance to multidisciplinary teaching, cross-subject collaboration requires a lot of extra work from teachers. Research shows that reading literature is holistically linked to the better performance of pupils at school. This study provides information on how much teachers cooperate in literature and what kind of collaboration is. The investigation will also examine the reasons why there is no cooperation. The data of this study have been based on the Finnish and Swedish responses of the survey data sent to other subject teachers in the Lukuklaani project, which received 611 answers. Among the answers to the survey sent to other subject teachers, I looked at the questions that had been used to investigate the literary education carried out by subject teachers. With regard to the answers to closed questions, I examined qualitative indicators and open answers through qualitative content analysis. The results of my research showed that the other subject teachers use very little of literary education in their teaching. In multidisciplinary learning modules, literary education was used as an upwardly differentiated material and in deepening the knowledge of the subject through non-fiction. The reason why literature education was not utilised was that the subject taught by the subject teacher was not involved in the school's multidisciplinary teaching, or that multidisciplinary learning modules were limited. Subject teachers cooperated with Finnish or Finnish as a second language teachers most often every academic year or less often. Closer cooperation was less common. Cooperation was carried out in the teaching of multidisciplinary learning entities, the teaching and evaluation of writing and literacy, language maintenance, expressive skills and the organization of school parties. The reason for the lack of cooperation was the unwillingness of Finnish teachers and the lack of time. The study shows that subject teachers do quite a bit of multidisciplinary cooperation, but do not express a reluctance to cooperate.

As society change around us, the texts and reading and writing practices change as well. We need new skills to learn and to receive and produce message, text, and symbols in different areas of life. As the forms of produce, interpreting, and conveying information and developing technological communication tools evolve, new concepts need to be added to describe learning, teaching and modernize forms of communication. Multiple literacy is trying to answer this need. It relates to the interpretation, production and valuation of various texts. It is the ability to acquire, to produce, to modify, to present and to evaluate information, build identity and critical thinking and learning. At the same time, it is ethical reflection on a multicultural and culturally diverse world. According to the sociocultural perspective, learning and building knowledge is a social and cultural phenomenon in social interaction, not as an individual phenomenon. From the point of view of this framework, learning can not be considered merely as information gathering or as an individual's knowledge. The theoretical framework for this study is multiliteracy and sociocultural learning. The study aims to answer two question: 1.) What kinds of perceptions do class teachers have of multiliteracy skills? 2.) How is the multiliteracy practiced in the class? The material of the study was collected by qualitative thematic interviews, targeting teachers (n = 5) who taught and guided preparatory class pupils in classroom teaching in the spring semester 2016. Central in the data analysis was how teachers themselves produced the discourse about multiliteracy. Interviewing transcripts constituted a material that was analyzed by the method of analytical content analysis. The content analysis was used to classify the material according to themes referring to multidisciplinary literacy and picked up the sections of agency and inclusion and participation. The study showed that multiliteracy in teachers' perceptions was diverse. One of the main findings of the study was that multiliteracy skills are practiced in a diverse and goal-oriented manner in the preparatory classes, but partly unconscious. The practices and working methods of classroom teachers in multiliteracy, actors and participatory guidance are based on the pupil's need to be part of the surrounding society and to be heard. Guiding multitasking is present everywhere and all the time in preparatory education.