Behind the concepts of multiliteracies and media literacy in the renewed Finnish core curriculum: A systematic literature review of peer-reviewed research

TLDR

Finnish basic education is undergoing a major shift with the 2016 core curriculum introducing multiliteracies—a transversal competence linked to media literacy—and prior reviews have noted a lack of consensus on media literacy definitions. The review aims to map and compare media literacy and multiliteracies research, assess whether a shared understanding has emerged since 2010, and provide a framework to aid conceptualisation and future research. The authors conducted a systematic literature review of peer‑reviewed journals from 2010 to 2014, analysing the construction of knowledge and definitions of media literacy and multiliteracies. The review finds significant differences between media literacy and multiliteracies, notes that the Finnish curriculum defines multiliteracies differently from scholarly usage, rejects a universal definition, and proposes a theoretical framework based on abstraction levels.

Abstract

Finnish basic education faces a significant change with the 2016 commissioning of the renewed core curriculum, which introduces a new transversal competence, termed multiliteracies—a concept closely related to media literacy. This systematic literature review examines the research literature on media literacy and multiliteracies, analysing and comparing the nature of knowledge constructed and the varying definitions of the two concepts. Previous review articles (Marten 2010; Potter 2010) found little consensus among scholars regarding the definition of media literacy. This review examines the research literature published in international peer-reviewed academic journals between 2010 and 2014 to investigate whether a mutual understanding of the concept has since been established. The article argues that significant differences exist between the concepts of media literacy and multiliteracies and, further, that Finnish core curriculum defines multiliteracies differently than the research literature defines the term. In line with previous research, this article finds no consensus on the definition of media literacy in the research literature. Based on the multifaceted nature of the concept, this article rejects attempts to establish a universal definition of media literacy and presents a theoretical framework for conceptualising media literacies based on their abstraction levels. The article aims to facilitate understanding of the concept and its operationalisation in research and practice and discusses future opportunities for research on media literacy and multiliteracies.