Multiliteracy in the Finnish Core Curriculum for Basic Education

introduced in the Finnish National Core Curriculum for Basic Education is termed multiliteracy—a new concept in the Finnish education system (Kupiainen, 2016;

Mertala, 2018; Palsa et al., 2019). In addition to basic education, multiliteracy crosses the curricular framework across early childhood education, pre-primary education and general upper secondary education. There are several reasons for multiliteracy to be included in the national core curriculum framework (Kupiainen, 2016; Mertala, 2018; Palsa, 2020). According to Finnish policymakers (Halinen et al., 2015), multiliteracy was integrated to address the diversified ways to mediate information. In addition, two central reasons identified for promoting multiliteracy were the noted declining tendency to read and the growing disparity between the general public’s literacy levels, which are expected to lead to exclusion and lack of participation. Policymakers state, ‘it is necessary to find new means to teach literacy and emphasise the importance of literacy in school’ (Halinen et al., 2015, p. 142).

The following broad citation² (Table 4) illustrates the comprehensive definition of the concept of multiliteracy as described in the Finnish core curriculum. Besides the rationale and definition of the concept, the core curriculum also describes ways to develop pupils’ multiliteracy (Palsa, 2020).

2 The complete defition of the concept of multiliteracy is included in the contextual background section of the dissertation to support the further understanding of the conceptual analyses.

Table 4 General Definition of MultiliteracyTable 4 General definition of multiliteracy

Definition of multiliteracy in the Finnish National Core Curriculum for Basic Education

Multiliteracy is the competence to interpret, produce and make a value judgement across a variety of different texts, which will help the pupils to understand diverse modes of cultural communication and to build their personal identity. Multiliteracy is based on a broad definition of text. In this context, the text refers to knowledge presented by systems of verbal, visual, auditive, numeric and kinaesthetic symbols and their combinations. For example, text may be interpreted and produced in a written, spoken, printed, audiovisual or digital form.

The pupils need multiliteracy in order to interpret the world around them and to perceive its cultural diversity.

Multiliteracy means abilities to obtain, combine, modify, produce, present and evaluate information in different modes, in different contexts and situations, and by using various tools.

Multiliteracy supports the development of critical thinking and learning skills. While developing it, the pupils also discuss and reflect on ethical and aesthetic questions. Multiliteracy involves many different literacies that are developed in all teaching and learning. The pupils must have opportunities to practise their skills both in traditional learning environments and in digital environments that exploit technology and media in different ways.

The pupils’ multiliteracy is developed in all school subjects, progressing from everyday language to mastering the language and presentational modes of different ways of knowing. A precondition for developing this competence is a rich textual environment, pedagogy that draws upon it, and cooperation in teaching and with other actors. The instruction offers opportunities for enjoying different types of text. In learning situations, the pupils use, interpret and produce different types of texts both alone and together. Texts with diverse modes of presentation are used as learning materials, and the pupils are supported in understanding their cultural contexts. The pupils examine authentic texts that are meaningful to them and interpretations of the world that arise from these texts. This allows the pupils to rely on their strengths and utilize contents that engage them in learning, and also draw on them for participation and involvement. (FNBoE, 2014, pp. 22–23.)

Besides the general definition of multiliteracy covering the whole of basic education, the national core curriculum includes a specific definition for different grade levels for the gradual development of the transversal competence (Halinen et al., 2015, pp. 144–145). The curriculum designers’ aim for the systematic development is illustrated in Table 5 by presenting the definition of multiliteracy specific to the lower secondary education.

Table 5 Specific Definition of Multiliteracy for Lower Secondary Education

Table 5 Specific definition of multiliteracy for lower secondary education Definition of multiliteracy for the levels of grades 7 to 9

The pupils are guided to deepen their multiliteracy by expanding the range of texts in the teaching and learning of all subjects. In this context, texts mean information expressed by systems of verbal, visual, auditive, numeric, and kinaesthetic symbols and their combinations. The emphasis is on practising the pupils’ analytical, critical, and cultural literacy. The pupils practise using all of their sensory faculties and utilising different ways of knowing diversely in their learning. Producing, interpreting, and communicating information are practised in ways characteristic of different subjects and in cooperation between subjects. The pupils are also encouraged to use their multiliteracy when participating and being involved in their own surroundings, the media, and the society. School work offers plenty of opportunities for practising these skills in a cooperative setting.

The emphasis in multiliteracy development increasingly shifts to context and situation-specific texts. The pupils’ multiliteracy is advanced by introducing them to narrative, descriptive, instructive, argumentative and reflective text genres. Cultural, ethical, and environmental literacy are supported in teaching and learning. Texts related to working life are also analysed and interpreted. The pupils develop their consumer and financial skills by familiarising themselves with texts that treat the topics in a versatile manner and by learning about the contexts in which they are used. Numeracy is advanced for example when assessing the reliability of opinion poll results or the cost-effectiveness of a commercial offer. The pupils are guided in developing their visual literacy by using different modes of image interpretation and presentation. Media literacy is developed by being involved in and working with various media. The pupils are encouraged to express their views using different means of communication and involvement. (FNBoE, 2014, p. 283.)

One important feature of multiliteracy is its transversality across the disciplines.

A common way to connect multiliteracy to the disciplines is through the concepts of language awareness and disciplinary literacies. According to Halinen et al., a linguistic paradigm shift highlights the importance of multiliteracy. Language is not only a matter of teaching and learning, but it also relates to the value basis of education and school culture in general. (Halinen et al. 2019, p. 147.) Luukka (2013) describes that teachers in different disciplines should reflect upon how the aims of multiliteracy are taken into account in everyday teaching. In different disciplines, the contents can be addressed from a language-awareness perspective by studying the specific textual practices. Luukka’s (2013) notion about the variance of disciplinary textual practices illustrates the idea that disciplines can approach the same texts and symbols, such as numbers, from different perspectives.

As multiliteracy was a new concept in the Finnish education system during the time of the publication of the core curriculum (Kupiainen, 2016), several aspects of the description of the concept raise interest and have guided this research. Most notably, multiliteracy is defined in a very broad sense, leaving a lot of room for interpretation.

The broadness of the concept relates, for example, to the variety of the texts and its role as an umbrella concept for different literacy and disciplinary variance. Firstly, when taking into account the variance of different texts and the limited resources of education, one question is related to the prioritisation of texts—what are the most important texts that should be taken into account in multiliteracy and what could be left out? Secondly, as multiliteracy is supposed to be developed in all disciplines, how should the concept be understood in different disciplinary settings, and how is the

competence supposed to be developed in practice? The third aspect of the broadness of multiliteracy relates to the variety of the literacy landscape. If multiliteracy is seen as an umbrella concept including a variety of different literacies, how are these literacies selected, defined and prioritised in education? Fourthly, the Finnish national core curriculum does not describe how multiliteracy should be defined in local curricula. Thus, there can be various ways that the concept is understood. To summarise, the broadness of the concept, curricular inconsistency and the variance of the terminological understandings and contextual differences highlight the need for and importance of the conceptual clarification of the transversal competence of multiliteracy. On one hand, to understand the concept in a more nuanced manner, the focus can be put on academic discussions to place the conceptualisation against the broader backdrop. On the other hand, it is important to take into account the diversity of the local contexts.