Browsing by Author "Mörsäri, Katja"

Objectives. New multimodal ways of commucation and fast developmet of technology has brought us new ways to produce and interpret various messages and texts. These new multimodal ways of communicating have challenged the traditional literacy. Multiliteracy has been introduced as one concept to describe the various literacy skills needed in the world today. Multiliteracy is introduced the first time as a transversal competence in new Core Curriculum for Pre-primary Education. Curriculum is considered as obligatory document which is used as a base for kindergarden teacher’s work. In this research I will illustrate how multiliteracy appears in the new Core Curriculum for Pre-primary Education. The object of this research is to study what kind of references can be found from the curriculum. At the same time the idea was to broden the reserher’s own conception of the subject and the term multiliteracy. Methods. This research was qualitative research. The material of the research was Core Curriculum for Pre-primary Education (2014) and the material was gathered via internet from the pages of Finnish National Agency for Education . Material was analyzed using content analysis method. Via analysis , the intention was to find the references related to multiliteracy which were then classified and divided into different themes. Results and Conclusions. There were many references related to multiliteracy in the document. In the document, there were arisen different channels, modes and practical ways through which children in the pre-primary age can make meanings. These multiliteracy related meaning making channels and practical ways can be well considered to be used with the children in pre-primary age. Additionally, there could be found other themes related to development of multiliteracy skills, like interaction, technology and communication and different learning environments. The analysis showed that multiliteracy appears in the curriculum in many ways. In order to find the ways on how to implement multiliteracy in practise, the teacher should be well aware of the actual multiliteracy term.