The development of media literacy should be based on research data as far as this is possible. On this page we have compiled some of the available information about media literacy in Finland. The material is mainly in Finnish and English.

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Studies, reports and statistics

Extended abstract: Promoting Media Literacy and its Management in Municipalities

Report / KAVI / 2023 / Media education, management, communities

Näkökulmia mediakasvatuksen ja medialukutaitojen yhdenvertaisuuteen

Report / KAVI / 2022 / Media education, inclusiveness, equality
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Systemaattisia toimenpiteitä tarvitaan yhdenvertaisen medialukutaidon kehittämiseksi

Review / KAVI / 2022 / Media education, inclusiveness, equality
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Aikuisten medialukutaidon edistämisen hyvät käytännöt ja kehittämistarpeet

Report / KAVI / 2021 / Media education, adults
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Best practices and areas for improvement in promoting the media literacy of adults in Finland

Extend summary / KAVI / 2021 / Media education, adults
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Systemaattisia toimenpiteitä tarvitaan aikuisten medialukutaidon kehittämiseksi

Review / KAVI / 2021 / Media education, adults
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Suomalaisten mediataidot –kysely

Survey / KAVI / 2021 / Media literacy, adults, competence
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Selvitys kuvaohjelmien ikärajatuntemuksesta

Report / Cupore ja KAVI/2020 / Age ratings, audiovisual media, media education
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Policies for the digitalisation of education and training until 2027

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Older people and eHealth service use An exploration of a complex learning and care ecosystem in the rural areas of Finnish Lapland

Dissertation / University of Lapland / 2022 / Older people, learning, eHealth service
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Developing Media Literacy Geragogy for Older People through Design-based Research

Dissertation / University of Lapland / 2021 / Media literacy, older people, teacher training
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Kouluterveyskysely: Nuorten arki

Report / THL / 2021 / Young people, wellbeing
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Harrastus- ja järjestötoiminnan merkitys nuorten elämässä

Survey / Osaamiskeskus Kentauri / 2021 / Young people, hobbies, use of time
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Lasten ja nuorten vapaa-aikatutkimus 2020

Study / Nuorisotutkimusverkosto / 2021 / Children, young people, leisure time
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Lasten ja nuorten mediapäivä

Study / Aikakausmedia / 2019 / Children, young people, use of media
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Monitoring media pluralism in the digital era (2021)

Report/ Centre for Media Pluralism and Media Freedom / 2022 / Media pluralism, freedom of speech

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Monitoring media pluralism in the digital era (2020)

Report/ Centre for Media Pluralism and Media Freedom / 2021 / Media pluralism, freedom of speech
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Media Literacy Index 2021

Statistic / Open Society Institute – Sofia / 2021 / Media literacy, disinformation, freedom of the press
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EU Kids Online 2020

Survey / Smahel, D. et. al. / 2020 /Children, young people, use of the internet
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In media literacy, the ability to read and write is extended from traditional texts to different kinds of media texts. In addition to traditional written text, media texts and content can also consist of images, videos, sound, or a combination of these. As media devices have improved and the number of different methods of publishing have increased, the boundary between media user and media producer has started to disappear. This is why media literacy also includes production skills and competence.

Media literacy can also be seen to include skills relating to media use, information retrieval, critical reading, communication and interaction, inclusion, influencing and life management. As well as media skills, media literacy also includes knowledge of different kinds of media phenomena. Both perspectives complement and support each other. Media literacy also has a strong cultural dimension.

Media education is goal-oriented interaction which aims to promote the educated person’s media literacy. Media education means educating, teaching, leading, guiding, sharing information, discussing and doing things together, and all this takes place within media culture and in relation to media. Media literacy allows teachers to aim for more extensive teaching goals. Through media education, teachers can empower individuals and groups to become active parties in their own societies, culture and communities. Media education has no age restrictions, so it can be carried out with people of all ages.

There is no right answer to the question “what should we do in media education?”. In media education, like in all education, a good result can be achieved in many different ways. The work should always be based on goal setting: what kind of media literacy do you want to promote, and which methods will support you in achieving the goals?