Uusia avustuksia myönnetty medialukutaidon ja mediakasvatuksen edistämiseen

Uutinen / 22.6.2021, Kuva: Brands&People

Opetus- ja kulttuuriministeriö on myöntänyt kahdeksalle hankkeelle avustuksia yhteensä 250 000€ medialukutaidon ja mediakasvatuksen edistämiseen sekä turvallisen mediaympäristön edistämiseen. Myönnettävät avustukset on tarkoitettu kansallisten mediakasvatuslinjausten mukaiseen työhön.

Avustukset on kohdennettu valtakunnallisiin hankkeisiin, jotka vahvistavat kaiken ikäisten kansalaisten ja erityisryhmien mediakasvatusta ja kriittistä medialukutaitoa.

Myönnetyt avustukset:

  • AP Haglund Oy. Elokuvakasvatuksellisen Kenen tarinoita kerrotaan -oppimateriaalin toteuttamiseen sekä työpajojen järjestämiseen
  • Eettisen kaupan puolesta ry. Tunnista viherpesu! -työpajat, oppimateriaali ja vastuullisuustyökalu yläkoulun, toisen asteen ja suuren yleisön käyttöön
  • Käsityökoulu Robotti ry. Kehitysvammaisten elektronisen taiteen ja mediataiteen perusopetus
  • Mediakasvatuskeskus Metka ry. Kulttuurisensitiivisen ylisukupolvisen mediakasvatuksen edistäminen – Tiedolla ja taidolla työpajat sekä materiaali
  • Oulun kaupunki. Koulujen elokuvaviikon ylläpitoon ja palvelumuotoiluun sekä mediakasvatuksen ja lasten medialukutaidon edistämiseen
  • Sosiaalipedagogiikan säätiö – Socialpedagogiska stiftelsen. Materiaalia inklusiiviseen mediakasvatustoimintaan (IME) aikuisten mielenterveyskuntoutujien näkökulmasta
  • Työväen Sivistysliitto TSL ry. Hanke vahvistaa yhdistystoimintaa, aikuisten mediataitoja ja rauhaa, turvallisuutta ja luottamusta yhteiskunnassa
  • Voima Kustannus Oy. Teemanumeron, oppimateriaalien esittelyliitteen, vastamainoksia hyödyntävän tehtäväpaketin ja uutiskirjeiden tekemiseen

Avustuksen tavoitteena on edistää kansalaisten kykyä toimia aktiivisesti ja hyödyntää digitaalisen yhteiskunnan tarjoamia mahdollisuuksia täysmääräisesti ja turvallisesti ja vahvistaa näin avoimuutta, yhteenkuuluvuutta ja luottamusta yhteiskunnassa.

Lisätietoa avustuksista löydät opetus- ja kulttuuriministeriön sivuilta.

New video series: Introducing Finnish media literacy policy

Cover of the national media literacy policy

Media literacy in Finland is the media literacy policy and the national media education policy document, published by the Ministry of Education and Culture. In the new video series the experts from the National audiovisual institute explore and discuss the topic of media literacy policy.

Media literacy in Finland 

Media literacy has been taught and developed in Finland for a long time. How the Finnish field of media literacy is constructed currently? 

Video: Media literacy and media education in Finland

Participatory media literacy policy development 

The field of media education in Finland is diverse, which is why the media education policy was prepared in a participatory manner. How the preparation was conducted in practice? What areas are included in the policy? 

Video: Participatory media literacy policy development 

Objective 1 – A comprehensive approach 

The media education provided in Finland is comprehensive in terms of its content, perspectives, target groups and geographic distribution. How the comprehensive media education can be understood and how it can be promoted? 

Video: A comprehensive approach

Objective 2 – High-quality media education  

Media education in Finland is of high-quality, meaningful and non-discriminatory. How the high-quality media education can be understood and how it can be promoted? 

Video: High-quality media education

Objective 3: Systematic media education

The media education offered in Finland is systematic and consistent. What topics are related to systematic media education? How the systematic media education can be promoted? 

Video: Systematic media education

Implementation of the media literacy policy  

The media literacy policy aim to support the development and planning of media education. Even the best plans are irrelevant if they do not have a practical impact. What are the key elements of policy implementation? How the implementation of the policy is supported in Finland?  

Video: Implementation of the media literacy policy  

Experts in the videos:

Julia Alajärvi, Project manager

Lauri Palsa, Senior adviser

Saara Salomaa, Senior Adviser

You can find the Finnish media literacy policy online (in PDF format).

What makes a good media education plan?

Illustrative picture about various plans in different colors

What makes a good media education plan?

This was the point of discussion between the experts from various fields in the workshops of Finnish Media Education Forum 2020.

In accordance with the Finnish media education policy, media education plans can be used to develop media education into a more systematic approach. Media education can be included into existing plans or a new plan can be prepared for it.

Based on the results of the workshop we created a new tool to support the preparation of media education plans. This tool can help you to focus some of the central aspects of media education plan and to take them into consideration.
The tool can be downloaded here.

The tool is based on guiding questions that can be discussed together in the organisation. These questions relate to five main themes, including objectives, activities, target groups, leadership and distribution of the results.

We hope these ideas help you prepare your own media education plans!

1) Defining the goals

• This topic include questions such as: What is meant by media education in our work? What areas of media literacy do we want to promote in our work? What goals of our organisation do we pursue to meet with media education in our activities?

2) Describing the activities and planning the assessment

• E.g. What kind of media education activities are we going to do? What are the goals and possible intermediate goals of each action for the planning period? Or how is the plan going to be assessed?

3) Considering the target group and operating environment

• E.g. Whose media literacy are we promoting in our work? Are our activities accessible and non-discriminatory? Or are we familiar with the latest research regarding our (media education) activities?

4) Leadership, resources and responsibilities

• E.g. is media education visible in the structures of the organisation? Who is responsible for the media education as a whole? Or what kind of expertise does our organisation have in media education?

5) Sharing and distributing the results of the activities

• E.g. How are the results of the work shared for others to use? Or what could we learn from others?

Media education plans create preconditions for activity development


National media education policy is a high-level document that creates the direction and framework for the activity development. It gives you room for developing media education plans even further in your own activities.

Cover photo of the media education plan tool

The plans support the implementation, assessment and predictability of activities. These plans make media education work easier to make visible to other actors. This helps with communication and supports the creation of cooperation opportunities.

Media education plan helps you to prioritise. The field of media education is broad and versatile, which is why it is not possible or sensible to process all aspects and topics. The plan helps to define the activities so that you can focus on your own strengths.

An important requirement for the success of the media education work is committed management that provides support for the work. The plan can help to clarify the shared vision on the role and opportunities of media education in your own organisation. Writing out operating conditions establishes peace to develop and do high-quality work.

What do you think are the most important things in media education plans?

Lauri Palsa

Saara Salomaa

National Audiovisual Institute KAVI

New study explains the role of media literacy in the Finnish policy framework: New opportunities for future directions

Picture of a empty frame. Sea shore landscape in the background

New study explains the role of media literacy in the Finnish policy framework: New opportunities for future directions

In international comparisons, Finland has often appeared as a frontrunner in promoting media literacy, especially from the perspective of national-level policies and structures.

We wanted to look into this topic more closely, so together with Saara Salomaa we conducted a study in which we looked for the policies published by the governmental ministries in Finland. We focused on the role of media literacy and media education in those documents. More specifically, we wanted to understand how the concepts of media education and media literacy have been framed in the policies.

You can download the full research article through the link but the main results are summarized as follows:

1. Media literacy have been part of the Finnish policy framework for a long time

The role of media literacy in the Finnish policy framework is twofold. On the one hand there is a specific national media literacy policy. The new updated policy Media literacy in Finland was published in December 2019 (previous published in 2013). On the other hand media literacy and media education are topics that have been included in other – often broader – policy areas as well.

2. Media literacy has a strong cross-sectoral nature

The results suggest that media education and media literacy are addressed widely across the different administrative sectors, but most often by the Ministry of Education and Culture. Altogether the topics were included in ten different ministries’ policies, including, e.g., communications, social affairs, and health

3. Media literacy has been framed from different perspectives

There is variance in the ways in which the media literacy and media education are presented in the policies. In this study we identified eight frames of media literacy, including:

  • protectionism,
  • cultural participation,
  • future working competences,
  • inclusion,
  • broad media education,
  • democracy,
  • national security, and
  • cosmopolitanism.

The emphasis of these different frames has changed and evolved through times. Even though media education is framed most commonly from a protectionist perspective, this perspective was most evident between 2005 and 2010. After that, media education is more commonly framed, for example, from democratic and inclusion perspectives. The latest notable trend is related to the frame of national security, most evident from 2016 onward.

New opportunities for cooperation

Based on the results we highlight the opportunities for future cooperation and emphasise the importance of nuanced understanding of the meanings of media education and media literacy.

As the role of media grows in society, culture and people’s lives, new opportunities and connections open up for media literacy work. The different frames of media education identified in this study encourage strengthening the media literacy approach in, for example, democracy education, art education, and global education.

The diversity of media education that appears through the different frames highlights also the importance of deep educational reflection and discussion. Since media education can be understood from different perspectives, the question should not
be whether media education is important or not, but rather what kind of media education is important and why.

These perspectives create inspiring possibilities and directions for the future media literacy.

Lauri Palsa
Senior adviser
National Audiovisual Institute

Finnish Media Literacy Policy – Revision in a Nutshell

Hands working on media literacy guildelines.

Finnish Media Literacy Policy – Revision in a Nutshell

The Ministry of Education and Culture’s media literacy policy and the national policy document on media education, “Media literacy in Finland” was published on 16th December 2019.

Media Literacy in Finland updates and extends the previous media literacy guidelines published in 2013. For the first time, we have a national policy stating that media education in Finland should be targeted equally to all groups of people.

To sum up, the vision is that in Finland Everyone’s opportunities to develop their media literacy are improved . Media literacies that promote good, meaningful life are an important element of civic competence. Media literacy is promoted and supported with the help of high-quality, systematic and comprehensive media education.

In practice, this means more hard work for us media educators. Revising the policy is an achievement, but still just a milestone. At the national level, people cannot be expected to become media literate without strong support. It is imperative that public services, civil society, research and sompanies all play their part in promoting and practicing media education and thereby media literacy.

How, then, will media education become more comprehensive, of higher quality, and more systematic?

Based on the joint discussions, a number of proposals for action to achieve the objectives have been drawn up. You can find the proposals of action here.

We received some comments during the policy draft commenting phase, asking for more specific guidance on the type of organization that would be responsible for each objective. However, despite our primary intention, we gave up on this. The reason was practical: the end result, when taking into account the already existing media education activities, was that most of the objectives would have belonged “all” types of organisations. Organizations operating in the field are best aware of their own activities and are expected to contribute to the objectives and measures that are reasonable.

Networking, open sharing and collaboration help to avoid duplication and increase resource efficiency. One of the key messages of the policy is the importance and encouragement of cooperation.

You can always ask KAVI for help if you are interested in Finnish media education. Information about Finnish media education organisations’ activities will also be shared on this developing website.

At KAVI we will also be responsible for the follow-up of the policy. The follow-up will be carried out in connection with the national reporting of the AVMS Directive. Once we receive the directive’s reporting guidelines from the EU Commission, we can also better design a follow-up program for the new national media literacy policy.

Naturally, we will adapt our own operations in KAVI’s media education to the new guidelines and update our action plan as soon as possible. We also welcome ideas and co-operation suggestions to implement the policy.

Let’s make the 2020s a success story for media literacy!

Saara Salomaa
Deputy Director
National Audiovisual Institute

Media Literacy in Finland

Mediakasvatuslinjausasiakirjan kansikuva

Media literacy in Finland is the media literacy policy and the national media education policy document, published by the Ministry of Education and Culture in 2019. The document updates and extends the cultural policy guidelines for media literacy published in 2013.

The need to update the policy arose from the changes that have taken place in media culture and the broader than before target groups of media education in particular. The Program of the Government also highlights the need for media skills for all age groups, from children to seniors.

The vision of the policy is to improve everyone’s opportunities to develop their media literacy

In the 2010s, media education in Finland has become considerably more extensive than before: the need to promote media literacy has been acknowledged in an increasing number of sectors, and, in particular, a number of new initiatives in media education for adults have been launched. A large group of actors are engaged in media education or develop and support it either as their main occupation or along with their other tasks.

The Media literacy in Finland policy document aims to clarify the field of media education and describe the strengths, values and principles of media education in Finland. This document also highlights areas for improvement and the related social, cultural and technological development trends.

The Main Objectives

According to the three main objectives of the media education policy, media education in Finland is:

  • comprehensive
  • of high-quality
  • systematic

The policy document includes various proposals for action that support the objectives.

The Vision

Everyone’s opportunities to develop their media literacy are improved in Finland. Media literacies that promote good, meaningful life are an important element of civic competence.

Media literacy is promoted and supported with the help of high-quality, systematic and comprehensive media education.

Media education in Finland is topical, equal, relevant and of high professional quality. Consistent and systematic resourcing supports the accumulation of competence and knowledge, development of actions and establishment of media education. Practical media education is goal-oriented, ethical and sustainable. Versatile media education is planned, practiced and developed in broad-based collaboration between various different actors.

Proposals for Action

Nuori nainen tai tyttö pelaa tietokoneella kuulokkeet päässään

Objective 1 – Comprehensive Media Education

The media education provided in Finland is comprehensive in terms of its content, perspectives, target groups and geographic distribution.

Everyone is entitled to extensive and meaningful media literacy. The objective is that in Finland, a variety of actors provide geographically comprehensive, available and accessible media education that takes into account various target groups, subject matters and perspectives. Media educators that are confident with their strengths are able to find cooperation partners and collaborate in an goal-oriented manner. The versatility of target groups and local particularities are taken into account in the planning, development and practice of media education.

Following actions support achieving the objective:

  • Media education covers different topics extensively

Media education covers various media, their use and content creation as well as their significance in people’s lives, cultures and society, and each individual’s own rights and the rights of others in media culture extensively. Forums are created for discussion about media education. Meaningful contents of media education, and various approaches to it are identified in collaboration with citizens and experts from other sectors.

  • Media education is targeted to diverse groups

Media literacies are seen as an element of civic competence. Everyone’s opportunities for the versatile use of media and improvement of media literacies are enhanced. The diversity of the target groups and the fact that an individual may belong to various target groups simultaneously is taken into account when planning new measures or further developing existing ones.

  • Networking is improved

Networks to support media education are founded, maintained and developed. Relevant collaboration is also conducted in the networks of other sectors.

  • Digital opportunities are utilised

Opportunities that digital media offer, such as online training courses, remote access and publicly available archives and collections, are made use of in the practice and development of media education and in networking.

  • Local and regional media education work is improved

Local particularities are taken into account in practical media education. Local partnerships, strengths and sources of funding are used in a systematic manner. Actors familiarise themselves with the local media education work and, if necessary, guide people to find media education services provided by other actors.

  • Communication in the field of media education is developed

Flow of information among multidisciplinary media education professionals is improved. Awareness of media education, its signifigance and related services is strenghtened in various target groups and communities.

  • Strengths of different actors in media education are utilized

It is acknowledged that media education is provided in different organisations both as main occupation and as a part of other tasks. In addition to this, many organisations are engaged in work related to media education or work that supports it. Different actors evaluate their strengths and make them visible in order to improve media education work accordingly.

  • Results of media education are shared openly

Publicly available, Creative Commons licenced materials are favoured in media education, and proprietary media education materials are published under open licences. Media education with public funding in particular focuses on the extensive usability and accessibility of the resulting materials. Access to and communications on materials are improved.

Objective 2 – High-Quality Media Education

Media education in Finland is of high-quality, meaningful and non-discriminatory. The quality of media education is assessed and developed based on research.

Media literacies can best be improved with the help of high-quality media education. Media education in Finland is topical, goal-oriented and relevant. Media education is ethical, accessible, sustainable and effective. The quality of media education is improved based on self-assessment and in collaboration between sectors. The development of quality is reviewed extensively from different perspectives. High-quality media education aims to promote human rights, equality and non-discrimination and to create preconditions for sustainable development.

Following actions support achieving the objective:

  • Media education is research-based

Whenever possible, media education activities are developed, planned and practiced based on research. Domestic and international research data on media education is disseminated and made available by means of drafting publications, popularisation of and communication on research, and through tranings and other types of events.

  • Media education competences are improved

Key competence requirements related to media education in the work of professionals of different sectors are identified. Systematic and needs-based basic and in-service training as well as versatile means of developing skills are used in improving their expertise. Long-term development that is connected to everyday work tasks is emphasized in in-service training. New and innovative means of training, such as peer mentoring, are developed to meet various kinds of competence requirements.

  • Evaluation of media education is improved

Evaluation practices of media education are developed, and actions are improved based on evaluation. Self-evaluation of professional activity is promoted.

  • Media education is a collaborative activity in which those receiving education are respected

When possible people in the target groups can influence the activities, objectives, content and practical implementation of the planning, development, research and implementation of media education. The target groups of education are respected.

  • Media education involves international collaboration

The quality of media education is improved in international collaboration. International development and research in the field is followed and meaningful collaboration is conducted at Nordic, European and global levels. Finnish media education is made visible globally by means of networking, collaboration and communication.

  • Goal-orientation and methods of media education are developed

High-quality media education is goal-oriented work. The goal setting, content and methods of media education work are improved. Information on operating models and methods is shared within the media education community in networks, training events and through communications, for example. In addition to successes, failures are also seen as valuable lessons that the community can learn from.

  • The value base of media education is visible in action

The common value base of media education work is based on international human rights conventions in particular, but sector- and organisation-specific values are also taken into account in the work. The value bases of media education are discussed openly, and the significance of the values is recognised.

  • Media education is topical and relevant

Changes and trends in the world, society and culture are anticipated and followed, and they are taken into account in the action.

Objective 3 – Systematic Media Education

The media education offered in Finland is systematic and consistent.

Media education is developed into more systematic activity by means of planning, leading and allocating resources in a relevant manner. Consistent and coherent media education facilitates the accumulation of competence, development of practices and its institutionalising in society. Planning helps those involved take the themes and accessibility of media education into account and reach the target groups extensively.

Following actions support achieving the objective:

  • The knowledge base of media education is consolidated

The knowledge base of media education is consolidated using academic research and studies conducted by other organizations. The knowledge requirements are discussed with researchers, financiers, developers and those who work at a practical level.

  • The financial base of media education is consolidated and diversified.

The financing of media education is improved to support non-discriminatory, high-quality, comprehensive and consistent work. Where possible, international, national, regional and local sources of financing are used, and possible financing for media education activities are mapped on a multidisciplinary basis. Efforts are made to ensure consistent media education through sufficient resourcing in organisations.

  • Planning of media education is improved

The drafting of media education plans is piloted, developed and supported at national, regional, local and organisational levels. Media education plans can be sector-specific or cross-sectoral. The role of media education is consolidated in existing plans and when preparing new plans.

  • Leadership in media education is improved

Leadership is improved at various levels of operation in media education. Data should be gathered to support the improvement efforts.

  • Existing structures are taken into account in media education

Media education has been taking place for a long time, and the field is diverse. When planning and financing media education activities, existing structures, resources, actors and networks are taken into account and new ones are created, if necessary. Where possible, new media education activities are developed as a part of existing structures to ensure continuity.

  • Media education work is modelled

Media education work and its development and assessment are described as operating models that can be shared. Existing models of media education are used and developed further, taking the particularities of contexts and target groups into account.