Browsing by Subject "sosiokulttuurinen lähestymistapa oppimiseen"

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.