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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Towards Platform Awareness in Media Education
Dissertation / Tampere University / 2024 / Media usage, algorithms, platform awareness
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Growing Up Online: Adolescents’ Digital Media Use and Its Relationships with Individual Factors, Social Factors, and Health
Dissertation / University of Jyväskylä / 2024 / Social media, young people, user profiles
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Policies for the digitalisation of education and training until 2027
Examining and enhancing adolescents’ critical online reading skills
Dissertation / University of Jyväskylä/ 2023 / Critical reading, primary school, upper secondary school
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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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Exploring pre-service teachersʼ and comprehensive school pupilsʼ understandings of literacies in digital environments
Study / Nordic Journal of Digital Literacy / 2023 / Pre-service teacher, comprehensive school pupil, multiliteracy
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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
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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Terminology
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?