This chapter discusses how to nurture young children’s ecological literacy (eco-literacy) on climate change encompassing seven core skills; empathy, collaboration, communication, creativity, systems thinking, critical thinking and problem-solving. The chapter draws on the Riddle of the Spirit project designed to support children’s eco-literacy in making connections between themselves and climate issues through playful and multimodal activities embedded in a a cross-cutting narrative on Finnish myths around forest. The chapter makes visible how young children’s engagement with and learning of eco-literacy, including sustainability-oriented knowledge, skills and empathy of the natural world can be supported through novel designs informed by Multiliteracies pedagogy.
{"title":"Multiliteracies pedagogy promoting young children's ecological literacy on climate change","authors":"C. Wong, K. Kumpulainen","doi":"10.4324/9780429432668-6","DOIUrl":"https://doi.org/10.4324/9780429432668-6","url":null,"abstract":"This chapter discusses how to nurture young children’s ecological literacy (eco-literacy) on climate change encompassing seven core skills; empathy, collaboration, communication, creativity, systems thinking, critical thinking and problem-solving. The chapter draws on the Riddle of the Spirit project designed to support children’s eco-literacy in making connections between themselves and climate issues through playful and multimodal activities embedded in a a cross-cutting narrative on Finnish myths around forest. The chapter makes visible how young children’s engagement with and learning of eco-literacy, including sustainability-oriented knowledge, skills and empathy of the natural world can be supported through novel designs informed by Multiliteracies pedagogy.","PeriodicalId":359399,"journal":{"name":"Multiliteracies and Early Years Innovation","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127465021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Marsh, Alexandra Nordström, Heidi Sairanen, Minna A. I. Shkul
The Moomins are characters in a popular set of tales written by Swedishspeaking Finnish writer and artist Tove Jansson (1914–2001), first published in Finland in 1945 (Westin, 2014). The Moomin family, hippopotamus-like creatures, live in Moominvalley, and have featured in numerous movies and television programs. Jansson’s books about the Moomin family have been translated into 45 languages, and are among the most widely translated works of Finnish literature (Kurhela, 1996). A TV series of the Moomins was aired in the United Kingdom in the 1980s, but since then, English children’s main introduction to the Moomin world has been through Jansson’s books.
{"title":"Making the Moomins","authors":"J. Marsh, Alexandra Nordström, Heidi Sairanen, Minna A. I. Shkul","doi":"10.4324/9780429432668-8","DOIUrl":"https://doi.org/10.4324/9780429432668-8","url":null,"abstract":"The Moomins are characters in a popular set of tales written by Swedishspeaking Finnish writer and artist Tove Jansson (1914–2001), first published in Finland in 1945 (Westin, 2014). The Moomin family, hippopotamus-like creatures, live in Moominvalley, and have featured in numerous movies and television programs. Jansson’s books about the Moomin family have been translated into 45 languages, and are among the most widely translated works of Finnish literature (Kurhela, 1996). A TV series of the Moomins was aired in the United Kingdom in the 1980s, but since then, English children’s main introduction to the Moomin world has been through Jansson’s books.","PeriodicalId":359399,"journal":{"name":"Multiliteracies and Early Years Innovation","volume":"124 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132132387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-12DOI: 10.4324/9780429432668-10
Alexandra Nordström, K. Kumpulainen, J. Potter
This chapter focuses on the processes and conditions for the emergence of positive affect during children’s multiliteracies learning endeavours in a Finnish pre-primary school which culminated in an exhibition at a local library. It identifies three thematic categories of activity which correlated strongly with positive, affective outcomes, namely: making and producing, sharing experiences and sustaining interest. The chapter demonstrates how positive affect is evoked when children are afforded opportunities to create, make, and share different texts and interests in the course of their multimodal, multisensory and playful activities, developing skills and dispositions of competence, relatedness and agency. Introduction According to the World Happiness Report (2018), Finland is the happiest country in the world. Finland is also ranked as the world’s most literate nation with active use of public libraries (Miller & McKenna, 2016). So why are we dedicating this chapter to considering enjoyment in children’s literacy learning in a Finnish classroom? Aren’t children in Finland already happy and well supported to become literate? In the midst of flattering international news about the Finnish nation and its universal public services and accomplishments, there is a growing concern in Finland about children’s and young people’s declining interest in print-based literacy, as well as the widening variation in young people’s reading habits and multiliteracies skills (Mullis et al., 2017; PIRLS, 2016, see also the Introduction to this volume). To tackle these challenges, a National Literacy Forum
{"title":"Positive affect in young children's multiliteracies learning endeavors","authors":"Alexandra Nordström, K. Kumpulainen, J. Potter","doi":"10.4324/9780429432668-10","DOIUrl":"https://doi.org/10.4324/9780429432668-10","url":null,"abstract":"This chapter focuses on the processes and conditions for the emergence of positive affect during children’s multiliteracies learning endeavours in a Finnish pre-primary school which culminated in an exhibition at a local library. It identifies three thematic categories of activity which correlated strongly with positive, affective outcomes, namely: making and producing, sharing experiences and sustaining interest. The chapter demonstrates how positive affect is evoked when children are afforded opportunities to create, make, and share different texts and interests in the course of their multimodal, multisensory and playful activities, developing skills and dispositions of competence, relatedness and agency. Introduction According to the World Happiness Report (2018), Finland is the happiest country in the world. Finland is also ranked as the world’s most literate nation with active use of public libraries (Miller & McKenna, 2016). So why are we dedicating this chapter to considering enjoyment in children’s literacy learning in a Finnish classroom? Aren’t children in Finland already happy and well supported to become literate? In the midst of flattering international news about the Finnish nation and its universal public services and accomplishments, there is a growing concern in Finland about children’s and young people’s declining interest in print-based literacy, as well as the widening variation in young people’s reading habits and multiliteracies skills (Mullis et al., 2017; PIRLS, 2016, see also the Introduction to this volume). To tackle these challenges, a National Literacy Forum","PeriodicalId":359399,"journal":{"name":"Multiliteracies and Early Years Innovation","volume":"472 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133670164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Early years teachers' work and play with multiliteracies","authors":"L. Kervin, B. Comber","doi":"10.4324/9780429432668-2","DOIUrl":"https://doi.org/10.4324/9780429432668-2","url":null,"abstract":"","PeriodicalId":359399,"journal":{"name":"Multiliteracies and Early Years Innovation","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127795575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"In transition to school","authors":"O. Erstad","doi":"10.4324/9780429432668-9","DOIUrl":"https://doi.org/10.4324/9780429432668-9","url":null,"abstract":"","PeriodicalId":359399,"journal":{"name":"Multiliteracies and Early Years Innovation","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123984208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Conceptualizing and recontextualizing child and teacher multiliteracy goals in digital video production","authors":"J. Pandya","doi":"10.4324/9780429432668-4","DOIUrl":"https://doi.org/10.4324/9780429432668-4","url":null,"abstract":"","PeriodicalId":359399,"journal":{"name":"Multiliteracies and Early Years Innovation","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129706937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Finding a space for a theory of multiliteracies","authors":"R. Willett","doi":"10.4324/9780429432668-7","DOIUrl":"https://doi.org/10.4324/9780429432668-7","url":null,"abstract":"","PeriodicalId":359399,"journal":{"name":"Multiliteracies and Early Years Innovation","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121586883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this chapter, we draw on Green’s (1988) three-dimensional model of literacy and propose a framework for researching and enhancing children’s engagement and learning opportunities in science from a dynamic literacy perspective. The chapter shows how early science education that draws on multiliteracies pedagogy can provide children with rich opportunities to engage in operative, cultural and critical dimensions of scientific literacy embedded in children’s life-worlds. The chapter demonstrates how young children benefit from understanding how they can actively participate in the existing scientific culture as it occurs in children’s life-worlds. Regarding scientific literacy in the framework of dynamic literacy has the potential to offer cross-disciplinary viewpoints on science education.
{"title":"Promoting young children's scientific literacy as a dynamic practice","authors":"Jenni Vartiainen, K. Kumpulainen","doi":"10.4324/9780429432668-5","DOIUrl":"https://doi.org/10.4324/9780429432668-5","url":null,"abstract":"In this chapter, we draw on Green’s (1988) three-dimensional model of literacy and propose a framework for researching and enhancing children’s engagement and learning opportunities in science from a dynamic literacy perspective. The chapter shows how early science education that draws on multiliteracies pedagogy can provide children with rich opportunities to engage in operative, cultural and critical dimensions of scientific literacy embedded in children’s life-worlds. The chapter demonstrates how young children benefit from understanding how they can actively participate in the existing scientific culture as it occurs in children’s life-worlds. Regarding scientific literacy in the framework of dynamic literacy has the potential to offer cross-disciplinary viewpoints on science education.","PeriodicalId":359399,"journal":{"name":"Multiliteracies and Early Years Innovation","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132641407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this chapter we explore how Finnish early years teachers use and make sense of the materials developed by the MOI program for promoting young children’s multiliteracies. In specific, the chapter focuses on the teachers’ use of Whisper of the Spirit which consist of open source, open ended, and non-prescriptive activity cards. All of the four teachers were chosen for this study because of their interest in development of multiliteracies pedagogy. In our chapter, we ask how do these teachers promote children’s multiliteracy learning through versatile play, digital production and multimodal practices through the MOI-material and how is the use of the MOI-material adapted by teachers in local contexts. In this respect, we hence look into the teachers’ agency in designing and conducting multiliteracy pedagogy, which we consider to be connected to autonomy, one of the four key elements of the Finnish teacher profession, and through that in transformative agency which emerged in the teachers’ narrations. The chapter is structured around four teachers’ semi-structured interviews and shows how the teachers made sense of the MOI-material in their efforts to promote young children’s multiliteracies, and how they applied the materials in their teaching in local contexts. Opportunities and challenges will be identified and discussed.
{"title":"Finnish teachers making sense of and promoting multiliteracies in early years education","authors":"Heidi Sairanen, J. Kangas, Sara Sintonen","doi":"10.4324/9780429432668-3","DOIUrl":"https://doi.org/10.4324/9780429432668-3","url":null,"abstract":"In this chapter we explore how Finnish early years teachers use and make sense of the materials developed by the MOI program for promoting young children’s multiliteracies. In specific, the chapter focuses on the teachers’ use of Whisper of the Spirit which consist of open source, open ended, and non-prescriptive activity cards. All of the four teachers were chosen for this study because of their interest in development of multiliteracies pedagogy. In our chapter, we ask how do these teachers promote children’s multiliteracy learning through versatile play, digital production and multimodal practices through the MOI-material and how is the use of the MOI-material adapted by teachers in local contexts. In this respect, we hence look into the teachers’ agency in designing and conducting multiliteracy pedagogy, which we consider to be connected to autonomy, one of the four key elements of the Finnish teacher profession, and through that in transformative agency which emerged in the teachers’ narrations. The chapter is structured around four teachers’ semi-structured interviews and shows how the teachers made sense of the MOI-material in their efforts to promote young children’s multiliteracies, and how they applied the materials in their teaching in local contexts. Opportunities and challenges will be identified and discussed.","PeriodicalId":359399,"journal":{"name":"Multiliteracies and Early Years Innovation","volume":"10 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131704076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4324/9780429432668-11
M. Dezuanni
This chapter discusses the multi literacy practices children undertake when participating in the digital game Mine craft, and through watching YouTube Let’s Play videos in which other players commentate their own game play. Peer pedagogies is introduced as a way to explain how knowledge is exchanged through these multi literacy practices. The chapter brings together three related ideas: (1) Mine craft is a digital platform for the production of content that is circulated on other digital platforms, particularly YouTube, by social media entertainers like Let’s Players; (2) the relationship between Let’s Players and their fans is one in which there is less social distance than in formal pedagogical relationships, enabling forms of peer pedagogy to emerge; and (3) peer pedagogies provide the conditions for the circulation of Mine craft designs and for redesign practices. The chapter discusses YouTube Let’s Player Grian, a mid-twenties male British You Tuber. Analysis of one of his more popular videos is presented, “5 Easy Steps to Improve Your Mine craft House”, to illustrate how Grian offers a peer pedagogic relationship to his viewers through specific forms of classification of content and through framing the interaction in a manner that remains authentic to his fans. The chapter concludes by asking if formal education systems are willing to accept the value of learning through peer pedagogies and multi literacies practices on digital platforms.
这一章讨论了儿童在参与数字游戏《Mine craft》时所进行的多元文化实践，以及通过观看YouTube上的Let’s Play视频，其他玩家在视频中评论自己的游戏。同伴教学法是一种解释知识如何通过这些多元素养实践交换的方法。这一章汇集了三个相关的想法:(1)我的工艺是一个数字平台，用于制作内容，并由Let’s Players等社交媒体娱乐公司在其他数字平台(特别是YouTube)上传播;(2) Let 's Players与粉丝之间的社交距离小于正式的教学关系，这使得同伴教学形式得以出现;(3)同行教学法为矿山工艺设计的流通和再设计实践提供了条件。这一章讨论的是YouTube Let’s Player Grian，一位25岁左右的英国男性You Tuber。本文分析了他的一个更受欢迎的视频，“5个简单的步骤来改善你的我的工艺房子”，以说明Grian如何通过特定形式的内容分类，并通过构建互动的方式，为他的粉丝提供一种同伴教育关系。本章最后询问了正规教育系统是否愿意接受通过数字平台上的同伴教学法和多元素养实践学习的价值。
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