Aihearkisto: Yleinen

Professor Frau-Meigs: ”Is the school from 19th century still valid in 21st century?”

The first keynote speaker, who opened Media Education Futures 2014 conference was Professor Divina Frau-Meigs from Sorbonne University, France. She started by pointing out the necessity of transitioning Media and Information Literacy (MIL) to digital information cultures. One of the important things she mentioned was the threat of computer literacy, which is constantly pushing media literacy off. In addition, she encouraged an audience to cogitate about digital literacy. Interestingly enough, Professor Frau-Meigs cited the research, which shown that more children can open web browser (25%) than swim unaided (20%). Moreover, according to our keynote speaker Human Enhanced Technologies (HET) happen now in scientific laboratories, which means that we should tackle potential problems immediately, not in the future.

Afterwards, she spoke about Internet of Everything and the lack of Internet of Subjects. She pose a question about type of augmentation for media. The topic of increasingly popular Massive Open Online Courses (MOOCs) and learning analytics was also touched. Professor Frau-Meigs believes that pre-digital models for MIL should be convergent with digital era. She spoke about translitteracies i.e., operational, which encompassed understanding technology besides content; editorial – writing, publishing and related to these tasks skills and abilities and last but not least, organisational – organisation of our navigation through media. The interesting point she made was that schools do not teach media literacies and the education process of them happens outside of curriculum. Strangely enough, libraries tend to claim media literacies education as a part of their competencies. Professor Frau-Meigs proposed new educational domain dubbed ’forwardedness’, which is supposed to work via translitteracies in order to provide sustainable digital development.

Subsequently, Ms Frau-Meigs discussed 4 major needs sustained by digital affordances:

  • Self-actualization, which includes not only profile but also YouTube videos and utilization of other media.
  • Life-streaming, which means projecting things one does not show officially. Surprisingly, people sometimes depict them as more important than one’s work e.g. hobbies.
  • Play, which is modeling and trying different things without a risk.
  • Live agency, which refers to agents in one’s life. It is facilitated by the networks.

Thereafter our keynote shared with us her thought that ’Digital does no longer mean anything.’ Sorbonne professor believes that humanities have pushed for cultures too long and were left behind by natural sciences, which went for information. Professor Frau-Meigs pointed out that Science, Technology, Engineering and Mathematics (STEM) is a threat for MIL. She proposed the idea that we need both of them and resultantly we should not look at them as models, which exclude each other and cannot exist in peace and cooperation.

Professor Frau-Meigs posed a very important question about the possibilities of pre-digital school of delivering important competencies for 21st century. One of the examples of MIL and STEM cooperation she gave was a MOOC, which would be organised as do-it-yourself course, not purely based on lectures and delivery of information.

’Is the school from 19th century still valid in 21st century?’ she asked the audience without answering this particular question, rather as food for thought for gathered researchers and teachers.

Towards the end of her talk, she claimed that nowadays our problems arise from abundance of information and a scarcity is no longer an issue. She called for a ’civilized’ media, which as Professor Frau-Meigs believes are currently ’wild’.

In the end, our keynote speaker invited gathered researchers and teachers to Paris for UNESCO conference, which will take place from 27 to 28 May and will tackle the problem of MIL.

Fortunately, there was an opportunity to ask question for Ms Frau-Meigs, which was eagerly utilised. The query from the audience regarded India and children, who do not learn digital competencies in their every day lives and possible ways of closing the gap between them and children from countries where these kind of opportunities are provided. Professor Frau-Meigs discussed combination of low and high tech and gave an example of some countries in Africa, where questions are asked via radio and answers are found thanks to few devices with an access to the Internet. In addition, she mentioned the importance of operational skills. Without them, one is restricted from using application in different ways than one taught oneself.


Children – Digital World Citizens

Parallel session – Children, School and Media Education 8.5.2014

Jin Muranen

Children have been always the central target of protection from the media in the earlier years, still in many countries nowadays. But media educators are practicing new ways by embracing the modern media and media researchers are also developing a holistic approach to media learning.

Klaus Thestrup from Aarhus University, Denmark introduced us a marvelous project called Digital World Citizens with intention to find out how children and pedagogues can be and can become world citizens and how kindergartens can be platforms of communication. It is basically a new kind of pedagogy, which is based on common playing, experimenting and communication with the world. In that project, children and pedagogues together find ways to use and change the use of both technologies and narratives. The use of body and analogue materials are integrated part of the communication processes. Klaus said that the goal of his project was to make the children mediawise strong enough to handle this world’s complex media environment.

While it seems that all want to turn our children into rationalists towards media, Marketa Zezulkova from Bournemouth University, England throws out a different holistic perspective. Her study is based on four schools of philosophy, Carl Jung’s archetypes, Edith Stein’s Phenomenology, Hans-Geory Gadamer’s hermeneutics and Lev Vygotsky’s social constructivism.  Jung Carl saw student as a living medium who perceives the world either through emotions, senses, or intuition superiorly to rational thinking. Therefore, the current cognitive-rationalist curriculum seems insistently forcing these students to experience the world in a way that is not their own. Thus, Marketa proposes that teachers’ understanding and benefiting from the emotional and social dimensions of children’s media experience could stimulate an efficient, suitable and enjoyable way of narrating both general and media literacy knowledge and skills in primary and lower elementary schools.

When comes to the education for our children, it is always worthwhile to discuss, even argue over and over, experiment and think carefully, and develop a rather good pedagogy, if not the best, for them – the future digital world citizens.

Go Global

1st –day of MEF 8.5.2014

Jin Muranen

Today’s conference leaves me one-word impression “global”. It has gathered around 150 participants from 26 countries and they have brought ME practices and messages from all over the world. It is impressive to see how much ME has been developed in a rather short time period.

First of all, it is impressive to see how many organizations have been established to promote ME and how active they are in their own ways. The partners of this conference: NORDICOM; Finnish Society on ME; National Audiovisual Institute; and Finnish Youth Research Society are amazing. They have carried out research, published books, magazines, newsletters, designed programs and made videos. All these efforts are for one ultimate goal, promoting ME.

Second of all, it is impressive to see efforts coming from multiple levels: international like UNESCO, EU and NORDICOM; national like many countries’ national NGOs; municipal and regional like universities, institutions and schools.

Third of all, it is impressive to see how wide and far ME research has reached.  Keynote speakers Divina Frau-Meigs talked about augmented media and information literacy (MIL) as the 21st century skills and Johanna Sumiala about youth lives in the media city as the challenge for urban ethnography. ME research reaching far not only means academicwise, but also audiencewise.  16-year-old Jesse Kosonen, as a youth audience, told us from the youth’s perspectives what they like and not like about media, why they use media and what they enjoy doing with media.

All in all, Media Education by nature never meant to be limited within a region, it has to be global. Media educators are well aware of this nature and taking good use of it.

Today’s Students, Tomorrow’s Scholars

Pre-conference of MEF 7.5.2014

Jin Muranen

The pre-conference of Media Education Futures were extremely fruitful. All presenters were PhD students. Their topics and interests stretch a wide range of different fields. And it is fascinating to hear all of them. It is like taking a journey without knowing the destiny, which turns out to be exciting and wonderful. Listening to those PhD students’ presentations was definitely inspiring and making me feel that “Today’s students will be tomorrow’s scholars!” And this is encouraging.

Their topics can be as subtle and detailed as “the role of the touch screen in families with children under 3”, and “visual literacy education in pre-school education” or be as broad and abstract as “how educational consciousness in relation to ME is formed”, and “research as a discursive resource of education policy”. Their methods also vary so much. Classic ways of research can be found as well as modern and innovative ones.

What fascinates me the most both contentwise and methodwise was Kristine øygardslia’s presentation. Kristine is from Norwegian University of Science and Technology (NTNU). And her topic was “Creating computer games in the classroom as a method to promote global awareness: Digital skills in practice”. She is aiming to find out how students engage in meaning-making related to global awareness through the different stages of the game development processes: game design, storytelling, character development, concept art and animations, implementation, and play testing. Another aim is to develop theoretical and practical design principles for developing a framework for collaborative learning using computer games, with a focus on promoting global awareness and digital literacy. I believe that Kristine’s research is very meaningful and could be applied in wider fields, for example, in raising up children’s environmental awareness and making them becoming future responsible world citizens.

Media Education Futures conference is not only a gathering of professional minds, but also, probably more a discussion platform for learners to get inspirations and become futures’ professionals.

Blog about Professor Zhang Yanqiu

Professor Zhang Yanqiu is working for the Communication University of China. She is one of thepioneer researchers in the field of media literacy in China. Her PhD dissertation was the first one on media education studies in China.Her book (in Chinese) titled “Understanding Media Literacy: Origins, Paradigms and Approaches”(2012), is the crystalized result of her 10-year work in media literacy research. She explores media literacy concept and practice with historical, comparative and critical views. In her book she examines media literacy from the perspective of media technology, media ecology, media studies, media education, media institution, media regulation, and media convergence. It is one of the few comprehensive and theoretical studies of media literacy in China.

She was a visiting scholar at London School of Economics and Political Science and University of New South Wales, Sydney. Currently she serves as the deputy dean of the faculty of Journalism and Communication and director of Africa Communication Research Center at her university. When she is asked about the ME future, she said that in China, ME has been carried out in one form or another for more than 30 years.

The research of media literacy has been widely accepted in Chinese academy in the past five years after the concept of media literacy was introduced to China in the end of 1990s from the West. With the development of new media and media convergence, media education is confronted with new challenges in China and in the world as well. Media literacy should be studied beyond the individual level. It should be considered as a workable strategy for most of the institutions in the new media age to improve their performance at different levels.

Professor Zhang believes that it is a good platform for students and researchers to revisit media education and media literacy from their own background and to share experience and learn from each other.

Jin Muranen 7.5.2014

Manisha Pathak-Shelat – a researcher of media and youth civic participation – discussing about the future of Media Education

Media Education Futures Conference 2014 includes a panel discussion about conference main topic, the futures of media education. One of the panelists, Professor Manisha Pathak-Shelat, comes from the University of Wisconsin-Madison, School of Journalism and Mass Communication. She has a long professional experience in communication practice, research and education. Pathak-Shelat describes herself as “a communication teacher-researcher a sense of social responsibility and a keen interest in creative work.” As a goal she names a socially engaged scholarship which is both global and accessible.

Manisha Pathak-Shelat is interested for example in civic engagement, young people’s media culture and media literacy and gender. She considers “Digital Youth Cultures in Small Town and Rural Gujarat” to be her most important publication. It turns the spotlight on a group which is not so common in a research: young people. It also synthesized empirical data and theory.

You can find details of the paper on her profile.

“I am very hopeful about the future of media education”, says Manisha Pathak-Shelat. The subject has sustained its interest and every year new groups of people get interested in it. Also people working with media education are very dedicated.

Besides the good points Pathak-Shelat mentioned some concern. Media education has not attained its due importance at higher education level: The number of university teachers and researchers in the area is not so high. Another worry is the situation of media education in national policy of countries. Finland is among the very few countries that have seriously addressed the issue.

When Manisha Pathak-Shelat was asked what are the benefits from attending Media Education Futures 2014 Conference, she mentioned three points: A vibrant dialogue with colleagues from all over the world, sharing strategies and ideas and finding some possibly ways to collaborate.

This blog text was based on a short interview and an abstract text.

Anne Heinonen 6.5.2014

International Minds Collision in Media Education (ME) Futures Conference, Tampere, Finland

24.4.2014 Jin Muranen

Media Education Futures Conference will be held on the 8th and 9th May 2014 in the University of Tampere, Finland.  Two-day conference will present us a variety of perspectives on the current situation and the future trends of Media Education around the world.

The keynote speakers’ and panelists’’ topics extend a wide range from kindergarten children’ to the university students’ media literacy, from individual family to the wide public and from a local school’s daily practice to the European Union’s policy making. The studies’ and experiences’ geological coverage stretches from European countries such as Finland, France, England, Spain, Croatia, Greece, Portugal, Poland, Italy, Belgium, Denmark, Norway to Israel, Russia, China, India and Brazil.

The conference will gather around 150 prestigious Media Education experts, professionals and learners around the globe. While most of our ME professionals are focusing on how to equip our youngsters with critical thinking towards current over-abundant mass information,  the distinguished Professor Li Xiguang from Tsinghua University, China, has spent the past fifteen years to practice the ancient “mind of caravanserai” on his students, which is to exercise students’ mind like a muscle of their body and allow them to look at different culture and people at a more analytical manner instead of simply accepting the stereotype created by the media.

In order to build up a health Media environment for the future, on one hand, the media information receivers should possess the analysis ability; on the other hand, media information providers like journalists should perform with accuracy and fairness as stated by Sandrine Boudana from Tel-Aviv University, Israel.

While it seems that the ubiquitous goal of ME is to turn everyone into rationalists towards media, Jung Carl saw student as a living medium who perceives the world either through emotions, senses, or intuition superiorly to rational thinking. Therefore, the current cognitive-rationalist curriculum seems insistently forcing these students to experience the world in a way that is not their own.  Thus, Marketa Zezulkova from Bournemouth University, England propose that teachers’ understanding and benefiting from the emotional and social dimensions of children’s media experience could stimulate an efficient, suitable and enjoyable way of narrating both general and media literacy knowledge and skills in primary and lower elementary schools.

This conference will be certainly fascinating to all stakeholders who are interested in Media Education. The timing of the conference is especially crucial for Finland since the Finnish primary school curriculum reform is in the commentary process in which the inclusion of Media Literacy will be one discussed topic among many.  The conference will be also beneficial to researchers, educators, learners and policy-makers due to its versatility of perspectives and opinions. Collision will provoke progresses and improvements. This conference will be full of mind collision indeed.

Media Education Futures Conference is co-organized by the School of Education and School of Communication, Media and Theatre (CMT), University of Tampere (UTA), where Media Education Master Program is established. For further information, please visit the conference website

and/or contact the conference Directors:
Mrs. Sirkku Kotilainen, PhD., Professor, University of Tampere,
Mr. Reijo Kupiainen PhD., Professor, University of Tampere,

Professor Aarsand studies digital media in everyday life of the youth.

Professor Pål Aarsand is a researcher from Norway, who works in Norwegian University of Science and Technology at the Department of Education. He investigates youth use of digital media in their everyday lives. The main focus of his research is on game/play, identities, the parent-child relationship and digital competences. In addition, Mr Aarsand is keen on methodological issues at the intersection between ethnography and discourse analysis.

In 2010 professor Aarsand wrote what he believes is his most important publication: ”Young Boys Playing Digital Games: From console to the playground”. It was published in electronic Nordic Journal of Digital Literacy. The article showed how the activity activity game play is integrated in children’s everyday life and how it is an activity that can ’travel’ across time and space. Moreover, it claimed that game play literacy is adjusted and made relevant beyond the screen.

Norwegian professor believes that MEF gives an outstanding opportunity to meet researches and teachers from various countries and more importantly discuss with them ongoing research. One should not forget, that it is also a place where you might establish invaluable national and international contacts.

Curiously enough, Mr Aarsand did not answer how he sees the future of media education internationally and in Norway, arguing that there is no simple answer. One might attend a conference in order to ask this question in person to this renowned professor and see what his answer might be.

Dialogue with the World’s Leading Media Education Experts

Blog on 30.4.2014—Professor Li Xiguang, Tsinghua University, China


The conference on Media Education Futures, 7.-9. May 2014 at the University of Tampere brings together the leading academic experts on media education.

Professor Li Xiguang is working primarily at the top university of China, Tsinghua University as the Director of Institute of Health Communication, the Dean of the International Center for Communication Studies and the Director of Pakistan Culture and Communication Studies. He is also functioning as the Dean of the Chinese Academy of World Agendas and Honorable Dean of the School of Global Journalism and Communication of the Southwestern University of Political Science and Law.

In addition to those academic roles he is playing above, Professor Li Xiguang is also a leading media advisor to the Minister Office of Education; faculty leader of the State Council government spokesperson training program; chief lecturer of newly-appointed ambassadors and senior diplomats of Foreign Ministry; Member of the Experts Committee for Disease Control of the Ministry of Health; Member of the Experts Committee for Crisis Handling of the Ministry of Health; Vice-Chairman of the Journalism Education Committee of the Ministry of Education.

Professor Li has received a number of significant national and international awards for his pioneering work in soft power research and health and journalism education, which include the Pakistan President’s Award, UNAIDS Awards for Outstanding Contribution to the Control of AIDS”, “China’s Best Health Educator”, “China’s Best Course of News Reporting and Writing” and “China Top 10 Educator” etc.

The latest publications of Professor Li are these three books: ”Soft power and China Dream”(2010, Korean edition 2013), ”Soft power in shaping public opinions”(2013), ”Who is blinding your eyes? —All you need to know about media literacy”(2013).

When Professor Li is asked how he sees the future of Media Education, he said that “We need a slow journalism instead of the journalism that always aiming for ‘being the first in reporting a story’”.

Now we have the opportunity to have a direct dialogue with the prestigious world-leading expert at the Conference of Media Education Futures one week away from now. With Professor Li, we shall learn about the great changes he has brought to the Chinese Journalism Education over the past 15 years.

Mediakasvatuksen kehittyy Venäjällä

Vaikuttava määrä venäläisiä mediakasvatuksen eksperttejä ja/ tai aiheesta kiinnostuneita kokoontui loka-marraskuun vaihteessa Moskovassa. Mieleen tuli meidän suomalainen Mediakasvatusfoorumi Helsingissä vain muutama viikko aiemmin: kuulin, että osallistujarakenne sijoittui suunnilleen samoihin ammattikuntiin. Oli opettajia, journalisteja, kirjastoalan ammattilaisia, tutkijoita ja opiskelijoita. Ei kuitenkaan koko Venäjältä vaan enimmäkseen pääkaupungin ympäristöstä, näin varmaan myös meillä.

Ensimmäisen päivän luentoseminaariin kokoonnuttiin ainoastaan lapsille ja nuorille tarkoitettuun kirjastoon: monta kerrosta toimintoja, mukaan luettuna elokuvat ja nettipelit! Toisena päivänä pidettiin asiantuntijaseminaari Sohoklovin yliopistossa vähän pienemmällä porukalla. Minun lisäkseni muita kuin venäläisiä oli vain puolalainen tutkija, joka piti kuitenkin esityksensä venäjäksi.

Mediakasvatuksen tilanteesta maassa ei ole niin selkeää kuvaa kuin meillä, esimerkiksi Mediakasvatusseuran viime aikoina tekemien erilaisten selvitysten perusteella. Kahvipöytäkeskusteluissa alan asiantuntijat päätyivät siihen, että Venäjällä ollaan etenemässä vaiheeseen, jossa Suomi jo on. Vaihenäkökulmasta ratkaisee ainakin se, että kyseessä ovat ihan eri kokoluokan maat, ja varmasti pienemmässä on mitä tahansa uutta käytännöllisempi edistää. Tulkintani on, että kyse ei yksin ole vaiheesta vaan erilaisista kulttuureista ja politiikoista kansallisella tasolla.

Mediakasvatuksen maisteriopetusta Venäjällä löytyy, ainakin osana Sohoklovin yliopiston journalistikoulutusta ja mediapedagogiikan tutkimuskeskuksessa pedagogiikan puolelta. Maisteriopintojen tarjoajana yliopisto lienee uranuurtajan asemassa tällä kentällä. Tutkimus pyrkii laajentumaan samankaltaisissa kysymyksissä kuin meillä on: lasten ja nuorten mediankäytöt, mediakielioppi ja media pedagogisena välineenä. Vastaava professori kysyi minulta: mitä titteliä koulutuksen jälkeen olisi hyvä käyttää, mitä Suomessa käytetään? Tarkoituksena myös vahvistaa alan tietoisuutta ja asemaa yhteiskunnassa. Tätähän meillä ei kai ole mietittykään – tai ehkä ei ole tarvinnut? Päädyimme kuitenkin mediakasvatuksen asiantuntijaan, expert on media education.

Oman ymmärrykseni esteenä oli tietenkin se, että venäjän kielen taitoja ei voi sanoa olevan peruskohteliaisuuksia enempää. Key note – luentoni tulkattiin, samoin keskustelut englantia vähemmän taitamattomien asiantuntijoiden kanssa. Sain oikein kielikylvyn ja oli ne vähät sanat venäjää otettava käyttöön, jo junassa heti Tikkurilan asemalta lähtien. Kielikylpyjä voi olla luvassa muillekin, koska päädyin lopulta rehtorin kahveille yhdessä kansainvälisen yksikön johtajan kanssa. Moskova on nopea kaupunki, asiat tapahtuvat.

Sirkku Kotilainen, Moskova 1.11.13