Media Education Today and Tomorrow


This article looks at the state of media education in Finland in the autumn of 2015 by answering the question: what is the definition of media education on the curriculum level in basic education and in the Master’s Degree programs of universities?


Heli Ruokamo

Sirkku Kotilainen

Reijo Kupiainen

Mari Maasilta



In the National Core Curriculum for Basic Education, which will come into effect in the autumn of
2016, seven fields of transversal competence areas are described, the fourth of which is multiliteracy
and the fifth is information and communication technology (ICT). Multiliteracy should be developed in
all subjects; it is both a goal and an entity that everyone should master. Competences in information
and communication technology are important for all citizens, both in isolation and as a part of
multiliteracy. These competence areas are a target and a tool of learning, and should be utilized
systematically in all age groups. (FNBE, 2014, 22–23.)

This article looks at the concepts of multiliteracy and media literacy in the context of media
education, and what these concepts mean scientifically and practically in both national and
international discourses. It is also worthwhile to discuss how these concepts and competence areas
have been taken into account in today’s Teacher Education curricula and in the know-how of future