The international trend of competency-based curricula is evident in the curricular framework in Finland. In the latest effort of curricular reform, seven transversal competencies were introduced to the Finnish educational system. In this article, we analyse the ways in which multiliteracy as a transversal competency, presented in the Core Curriculum for Basic Education in Finland (2014), has been conceptually contextualized in local curricula. The study revealed that in most local curricula, the definition of multiliteracy was not contextualized within local settings. For the curricula in which contextualizations took place, most conceptual contextualizations focused on the level of practice (85%), level of definition (63%) and level of rationale (21%). Conceptual contextualizations were made through emphases, specifications, descriptions and expansions. The article contributes by highlighting the ways in which broadly defined competencies can be contextualized to local settings, offering new knowledge among growing extant literature on competency-based curricula. In addition to the contextualization process, the present study offers new insights into the ways in which the concept of multiliteracy can be understood.

Finnish basic education faces a significant change with the 2016 commissioning of the renewed core curriculum, which introduces a new transversal competence, termed multiliteracies—a concept closely related to media literacy. This systematic literature review examines the research literature on media literacy and multiliteracies, analysing and comparing the nature of knowledge constructed and the varying definitions of the two concepts. Previous review articles (Marten 2010; Potter 2010) found little consensus among scholars regarding the definition of media literacy. This review examines the research literature published in international peer-reviewed academic journals between 2010 and 2014 to investigate whether a mutual understanding of the concept has since been established. The article argues that significant differences exist between the concepts of media literacy and multiliteracies and, further, that Finnish core curriculum defines multiliteracies differently than the research literature defines the term. In line with previous research, this article finds no consensus on the definition of media literacy in the research literature. Based on the multifaceted nature of the concept, this article rejects attempts to establish a universal definition of media literacy and presents a theoretical framework for conceptualising media literacies based on their abstraction levels. The article aims to facilitate understanding of the concept and its operationalisation in research and practice and discusses future opportunities for research on media literacy and multiliteracies.

In international comparisons, Finland has often appeared as a frontrunner in promoting media literacy, especially from the perspective of national-level policies and structures. In this study, our aim is to broaden knowledge about the meaning of media education in the Finnish ministerial-level policy framework by examining in which administrative sectors policy documents concerning media education have been published and how the concepts of media education and media literacy have been framed. The results suggest that media education and media literacy are addressed widely across the different administrative sectors in Finland, but mostly by the Ministry of Education and Culture. There is also variance in the ways in which the concepts are presented in the policies. In the article, eight identified frames of media literacy are discussed, including protectionism, cultural participation, future working competences, inclusion, broad media education, democracy, national security, and cosmopolitanism. The article highlights the importance of nuanced understanding of the meanings and limits of media education and research-based policy development.

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Tässä artikkelissa esitetään malli laaja-alaisesta ohjelmoinnin pedagogiikasta. Digitalisaation myötä algoritmit lävistävät yhä useampia elämänalueita ja sekä koulussa että sen ulkopuolella oppilaita hallitaan, ohjataan ja kontrolloidaan koodin ja algoritmien avulla. Tätä valta-asetelmaa ei kuitenkaan käsitellä perusopetuksessa vaan perusopetuksen opetussuunnitelman perusteissa ohjelmointi tarjotaan oppilaille näennäisen arvovapaina päättelyharjoituksina. Tilanne on ristiriidassa osallistumista, demokratiaa ja vaikuttamista korostavien opetussuunnitelmaperusteiden linjausten kanssa. Artikkelissa esitämme, että ohjelmoinnin moniulotteisempi käsittely onnistuu laajentamalla ymmärrystä ohjelmoinnista laajan tekstikäsityksen mukaisesti tekstitapahtumana ja koodista sosiomateriaalisena tekstinä, jolla on aina yhteiskunnallisia ja sosiaalisia seuraamuksia. Teoreettisesti artikkeli tukeutuu erityisesti monilukutaidon pedagogiikkaan, joka tarjoaa sekä pedagogisen viitekehyksen että konkreettisia välineitä siihen, miten ohjelmointiin liittyviä yhteiskunnallisia kysymyksiä kuten kriittistä toimijuutta algoritmisessa ja dataistuneessa mediaympäristössä voidaan käsitellä osana perusopetusta.