FUNDAMENTACION TEORICA
INTRODUCCION AL APRENDIZAJE DE LA NATACIÓN.
The following section discusses the similarities and differences in the CC2004 and CC2014.
Differences
First of all, there were changes in the form of language used in the two consecutive curricula. The CC2004 text accentuates the learning of the pupil. The approach is pupil-centred, e.g., learning goals listed in the following manner:
- The pupil will develop his/her communication preparedness - The pupil becomes accustomed to ….
- The pupil becomes encouraged to bring out views…
- The pupil learns basic information about the Finnish language…. - The pupil acquires additional experiences through drama.
In comparison, the CC2014 sets a different tone to the text. Instead of listing what the pupil ought to become or become knowledgeable of, the CC2014 formulates similar issues in the following way:
- The pupils are guided into expanding their skills… - To offer pupils versatile possibilities…
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- Encourage pupils to express their ideas in writing and in speech… - Train pupils to strengthen their skills in information management…
- To encourage / to motivate the pupils to expand their knowledge of the language…. The difference between the two consecutive core curricula is clear in the use of language. Empowerment and support are accentuated instead of the skills to be learnt. This refers to learning styles where pupils are given room to develop according to their own potential in a supportive environment and not merely emphasise what the pupils will become or what level of learning objectives they will reach.
Concerning the contents, more or less the same issues were mentioned in both core curricula, but in different proportions. The most significant difference was in the Reflection section, concerning Working with Information and Communicating the Information with 15 occurrences in CC2004 and 45 occurrences in CC2014. This is the most notable difference in these two curricula. The findings measured in occurrences were much smaller in number in CC2004 (N=46) than in CC2014 (N=78). This suggests that information literacy issues play a more significant role in the CC2014 compared to its predecessor. The comparison is feasible, since the two documents are similar, with a similar purpose, even if they have 10 years between them.
The term multiliteracy was not mentioned in CC2004, neither did the issues of life- long learning or enquiry emerge from the text. Multiliteracy issues were found, but these reside under the thematic unit of ‘multiple media’, which refers to a broad variety of media-related platforms, actions and tools. Multiple media and media culture have a significant role in the CC2004 text. Media played a substantial role in the CC2004 text. The term media is referred to as one-way mass media communication, a text, a tool for personal expression and as a means of influence and empowerment.
However, media issues are not as visible in the 2014 transversal competencies as they are in the CC2004 themes where ‘media skills and communication’ is used as a theme. However, media-related issues, media literacy and media culture in CC2014 reside largely under several transversal competency headings:
The goals of the cross–curricular theme media skills and communication are to improve skills in expression and interaction, to advance understanding of the media’s position and importance, and to improve skills in using media. With respect to communication skills, emphasis is given to participatory, interactive, and community communication. (Finnish National Board of Education, 2004b, p. 37)
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In the CC2014, multiliteracy more or less replaces media literacy and information literacy issues. This is why media is nearly non-existent as a single term. Even if media skills do not have their own section in transversal competencies, they exist. The challenge here is whether all the actors understand the contents of multiliteracy as it is presented in the CC2014. It is a new term in the core curriculum context and does consist of more issues than the traditional definition of multiliteracy (see Section 2.2.).
One differentiating feature in the text was the rather large number of occurrences of the word message. In addition to messages, there is the theme of producing texts. Compared to the text extracted for the information literacy conception in the CC2014, the CC2004 had a number of instances implying the production of a text in the form of a message:
The pupils are to practice media skills as both producers and recipients of messages. (Finnish National Board of Education, 2004b, p. 37) (Core contents) analysis and interpretation of the contents and purpose of messages, change in the communication environment, and multimedia communication. (Finnish National Board of Education, 2004b, p. 38)
The difference compared to the CC2014 is that the terminology is more directed toward producing texts and knowledge. Furthermore, the problematic use of the Finnish word ‘tieto’, which can point to information or just as likely to knowledge, is extremely visible in the following sentence:
Producing, interpreting, and communicating information are practiced in ways characteristic of different subjects and in cooperation between subjects. (Finnish National Board of Education, 2016, p. 303)
Similarities
In spite of the ten years’ difference between the two core curricula, there were several similarities found in the comparison. Two themes in particular call for special attention: cross-curricular themes and multimodality (for multimodality, see Section 2.2).
Multimodality and the broad definition of text
Multimodality is a term which describes the evolution of text from simple printed text to a multitude of forms in which text, speech and messages can be presented. Multimodality refers to how people receive information in different forms and with different senses, i.e. we can listen, see, feel, taste and smell information in our
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surrounding environment. Multimodality concerns going from one sense, seeing/reading, to a multitude of different forms of communication of information. Expressions of multimodality are presented together with multiliteracy in the CC2014. Nonetheless, the broad definition of text (see page 19) was already present in the CC2004 text:
CC2004:
The subject’s foundation is a broad conception of text: texts are spoken and written, imaginative and factual, verbal, figurative, vocal and graphic – or a combination of these text types. (Finnish National Board of Education, 2004c, p. 44)
CC2014
Multiliteracy is based on a broad definition of text. In this context, text refers to knowledge presented by systems of verbal, visual, auditive, numeric and kinaesthetic symbols and their combination. For example, text may be interpreted and produced in a written, spoken, printed, audio-visual or digital form. (Finnish National Board of Education, 2016, p. 23)
As can be concluded, the broad definition of text is not a new issue. The difference lies in the broad definition of text in the CC2014 that occurs in every subject in the form of multiliteracy issues to the level of learning objectives in every subject.
Cross-curricular themes in CC2004 vs. transversal competencies in CC2014 There are two issues which function in a very similar way and are similar in meaning. Cross-curricular themes are presented as integrated issues in teaching in the CC2004. The text in the CC2004 states the following:
Cross-curricular themes represent central emphases of the educational and teaching work. Their objectives and contents are incorporated into numerous subjects; they integrate the education and instruction. This section depicts the cross-curricular themes, but they are implemented in the various subjects, from the perspectives characteristic of those subjects, and in a manner required by the pupil’s developmental phase. In formulating the curriculum, cross-curricular themes are to be included in the core and optional subjects and in joint events such as assemblies, and are to be manifested in the schools’ operational culture. (Finnish National Board of Education, 2004b, p. 36).
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Cross-curricular themes have been explained as themes, which should be included in subjects, events and other areas of the schools’ operational culture.
2014 transversal competencies
1. Growth as a person 2. Cultural identity
3. Media skills and communication
4. Participatory citizenship and entrepreneurship
5. Responsibility for the environment, well-being, and a sustainable future 6. Safety and traffic
7. Technology and the individual
In the CC2014, the transversal competencies are based on the changing world and values as well as knowledge of the surrounding society:
Transversal competence refers to an entity consisting of knowledge, skills, values, attitudes and will. […] The increased need for transversal competence arises from the changes in the surrounding world. […] Each subject builds the pupil’s competence through the contents and methods typical of its field of knowledge. […] These areas are frequently interconnected. Their joint objective is, in line with the mission of basic education and taking the pupil’s age into account, to support growth as a human being and to impart competences required for membership in a democratic society and sustainable way of living. (Finnish National Board of Education, 2016, p. 21)
The difference between these two lies in the fact that the transversal competencies in the CC2014 are implemented in all the age-specific and subject-specific curricula. This was not the case with the CC2004 where it is merely recommended that these issues be implemented in teaching.
2014 themes
1. Thinking and learning to learn
2. Cultural competence, interaction and self-expression 3. Taking care of oneself and managing daily life 4. Multiliteracy
5. ICT competence
6. Working life competence and entrepreneurship
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There are many similarities in these two lists. Both lists have a similar purpose as themes that should be implemented in learning situations. The transversal competencies in the CC2014 are present at all age levels and in all subjects. All of the aims set for teaching are bound together with a particular transversal skill. The transversal skills are, furthermore, adapted to appropriate age levels: grades 1–2, grades 3–6, and grades 7–9. This indicates that the CC2014 presents the transversal competencies better on the subject level and as a part of everyday teaching than the themes in the CC2004.
There is also a difference in how information management skills are presented within these thematic compounds. In the CC2004, issues connected to information literacy were present in the theme ‘Media skills and communication’ and, additionally, to some extent in ‘Technology and the individual’. In the CC2014, issues related to information literacy are present in three of seven themes: thinking and learning to
learn, multiliteracy, and ICT competence. It can be concluded that in this perspective
information literacy issues play a broader role in the CC2014.
7.4. Summary
Chapters 7-7.3. provide answers to first research question What information literacy
aspects can be found in the Finnish Language and Literature subject in the national comprehensive school core curricula of 2004 and 2014? The purpose of analysing these
issues here is to show that the changes between the core curricula of 2004 and that of 2014 are not that significant considering the named issues and contents. On a general level, information literacy issues are significantly more visible in the CC2014 text, and the transversal competencies from the general part of the CC2014 are tightly enclosed in the curriculum’s subject-related part.
Secondly, multiliteracy as an umbrella term has encompassed much of the media literacy and information management skills issues in the CC2014. Nevertheless, information literacy issues also occur in two other transversal competencies, which is a sign of these skills also being a part of information and communications technology, learning to learn and thinking skills.
Thirdly, the most radical changes can be found in the new terminology, which may seem confusing. Elements of multiliteracy and transversal competencies can be found already in the CC2004.
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