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Literacy Movement glossary

Transversal competence. The new curricula emphasise transversal competence. This refers to the ability to possess various types of knowledge and skills and a comprehensive ability to combine these different elements. Transversal competence includes interaction skills, learning skills and multiliteracy, for example.

Structures to promote reading. As a national operator, the Literacy Movement is able to promote literacy and reading by influencing various structures. In practice, this can mean promoting cooperation between Regional State Administrative Agencies, for example. In 2020, the Literacy Movement also plans to promote literacy in selected schools in the Literacy Movement at Schools pilot.

Literacy. Reading and literacy can be examined from various angles. The benefits of literacy are often pointed out: studies (sources) suggest that reading helps develop empathy and imagination and has an impact on social and financial success. Literacy is an effective means of learning new things. On the other hand, reading may be completely useless, a way to entertain oneself or pass the time. However, literacy is, above all else, a crucial condition of life and equality. Without literacy, it is nearly impossible to become part of society, find help when needed and be understood through putting your thoughts into words. Without literacy, you would not have been able to read this text and form your own opinion of it.

Community. A community refers to an environment, formed by home, school, residential area and peer group, that has an irreplaceable impact on the growth and development of the child or young person.

Language awareness. A language-aware school recognises the significance of language in learning, teaching, assessments and all activities. This means respecting all languages and making them a natural part of the school’s operating culture. In teaching, it covers language-aware working methods based on teacher cooperation. Language-aware teaching – language-aware school. Link: https://www.oph.fi/sites/default/files/documents/186995_kielitietoinen_opetus_verkko_2.pdf (in Finnish)

Multiliteracy. The concept of multiliteracy emphasises that reading is not limited to written texts. Text may also be auditory, kinetic or numerical. We read images and videos, situations and one another. These various forms of multiliteracy are mutually supportive. In addition to the ability to understand diverse messages, the concept of multiliteracy also includes the ability to produce text. The multiliteracy of children and young people should be supported across school subjects and as part of the operating culture of schools and educational institutions.

Multilingualism. Multilingualism is growing in Finland; more and more children speak Finnish and at least one other language as their native languages. The Finnish National Agency for Education promotes language-aware teaching where languages and language learning are mutually supportive instead of conflicting.

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