Multiliteracies in Local Curricula: Conceptual Contextualizations of Transversal Competence in the Finnish Curricular Framework

Autor/inn/en	Palsa, Lauri; Mertala, Pekka
Titel	Multiliteracies in Local Curricula: Conceptual Contextualizations of Transversal Competence in the Finnish Curricular Framework
Quelle	In: Nordic Journal of Studies in Educational Policy, 5 (2019) 2, S.114-126 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Palsa, Lauri) ORCID (Mertala, Pekka)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2002-0317
DOI	10.1080/20020317.2019.1635845
Schlagwörter	Multiple Literacies; Competency Based Education; Core Curriculum; Foreign Countries; Thinking Skills; Daily Living Skills; Cultural Awareness; Entrepreneurship; Sustainable Development; Technological Literacy; Self Expression; Job Skills; Citizen Participation; Educational Change; Curriculum Development; Elementary Secondary Education; Finland + Suchen Sie Ihr Suchwort? Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Kerncurriculum; Ausland; Denkfähigkeit; Alltagsfertigkeit; Cultural identity; Kulturelle Identität; Unternehmungsgeist; Nachhaltige Entwicklung; Technisches Wissen; Ausdruck; Produktive Fertigkeit; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Finnland
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01