Multiliteracies in local curricula: conceptual contextualizations of transversal competence in the finnish curricular framework
The international trend of competency-based curricula is evident in the curricular framework in Finland. In the latest effort of curricular reform, seven transversal competencies were introduced to the Finnish educational system. In this article, we analyse the ways in which multiliteracy as a trans...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2019-05-01
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| Series: | Nordic Journal of Studies in Educational Policy |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/20020317.2019.1635845 |
| _version_ | 1818020183894130688 |
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| author | Lauri Palsa Pekka Mertala |
| author_facet | Lauri Palsa Pekka Mertala |
| author_sort | Lauri Palsa |
| collection | DOAJ |
| description | The international trend of competency-based curricula is evident in the curricular framework in Finland. In the latest effort of curricular reform, seven transversal competencies were introduced to the Finnish educational system. In this article, we analyse the ways in which multiliteracy as a transversal competency, presented in the Core Curriculum for Basic Education in Finland (2014), has been conceptually contextualized in local curricula. The study revealed that in most local curricula, the definition of multiliteracy was not contextualized within local settings. For the curricula in which contextualizations took place, most conceptual contextualizations focused on the level of practice (85%), level of definition (63%) and level of rationale (21%). Conceptual contextualizations were made through emphases, specifications, descriptions and expansions. The article contributes by highlighting the ways in which broadly defined competencies can be contextualized to local settings, offering new knowledge among growing extant literature on competency-based curricula. In addition to the contextualization process, the present study offers new insights into the ways in which the concept of multiliteracy can be understood. |
| first_indexed | 2024-04-14T08:01:38Z |
| format | Article |
| id | doaj.art-de2a5bd074264da4b5dc033911e56cdd |
| institution | Directory Open Access Journal |
| issn | 2002-0317 |
| language | English |
| last_indexed | 2024-04-14T08:01:38Z |
| publishDate | 2019-05-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Nordic Journal of Studies in Educational Policy |
| spelling | doaj.art-de2a5bd074264da4b5dc033911e56cdd2022-12-22T02:04:52ZengTaylor & Francis GroupNordic Journal of Studies in Educational Policy2002-03172019-05-015211412610.1080/20020317.2019.16358451635845Multiliteracies in local curricula: conceptual contextualizations of transversal competence in the finnish curricular frameworkLauri Palsa0Pekka Mertala1National Audiovisual InstituteUniversity of OuluThe international trend of competency-based curricula is evident in the curricular framework in Finland. In the latest effort of curricular reform, seven transversal competencies were introduced to the Finnish educational system. In this article, we analyse the ways in which multiliteracy as a transversal competency, presented in the Core Curriculum for Basic Education in Finland (2014), has been conceptually contextualized in local curricula. The study revealed that in most local curricula, the definition of multiliteracy was not contextualized within local settings. For the curricula in which contextualizations took place, most conceptual contextualizations focused on the level of practice (85%), level of definition (63%) and level of rationale (21%). Conceptual contextualizations were made through emphases, specifications, descriptions and expansions. The article contributes by highlighting the ways in which broadly defined competencies can be contextualized to local settings, offering new knowledge among growing extant literature on competency-based curricula. In addition to the contextualization process, the present study offers new insights into the ways in which the concept of multiliteracy can be understood.http://dx.doi.org/10.1080/20020317.2019.1635845Multiliteraciestransversal competencecurricular contextualisationconceptual contextualisationcurriculum |
| spellingShingle | Lauri Palsa Pekka Mertala Multiliteracies in local curricula: conceptual contextualizations of transversal competence in the finnish curricular framework Nordic Journal of Studies in Educational Policy Multiliteracies transversal competence curricular contextualisation conceptual contextualisation curriculum |
| title | Multiliteracies in local curricula: conceptual contextualizations of transversal competence in the finnish curricular framework |
| title_full | Multiliteracies in local curricula: conceptual contextualizations of transversal competence in the finnish curricular framework |
| title_fullStr | Multiliteracies in local curricula: conceptual contextualizations of transversal competence in the finnish curricular framework |
| title_full_unstemmed | Multiliteracies in local curricula: conceptual contextualizations of transversal competence in the finnish curricular framework |
| title_short | Multiliteracies in local curricula: conceptual contextualizations of transversal competence in the finnish curricular framework |
| title_sort | multiliteracies in local curricula conceptual contextualizations of transversal competence in the finnish curricular framework |
| topic | Multiliteracies transversal competence curricular contextualisation conceptual contextualisation curriculum |
| url | http://dx.doi.org/10.1080/20020317.2019.1635845 |
| work_keys_str_mv | AT lauripalsa multiliteraciesinlocalcurriculaconceptualcontextualizationsoftransversalcompetenceinthefinnishcurricularframework AT pekkamertala multiliteraciesinlocalcurriculaconceptualcontextualizationsoftransversalcompetenceinthefinnishcurricularframework |