Tuula Nygård, Noora Hirvonen, Sari Räisänen & Riitta-Liisa Korkeamäki (2021) Health Education Teachers’ Contributions to Students’ Multiliteracy Learning, Literacy Research and Instruction, DOI: 10.1080/19388071.2021.2008556
Health education teachers’ contributions to students’ multiliteracy learning
|Author:||Nygård, Tuula1; Hirvonen, Noora2; Räisänen, Sari3;|
1Faculty of Education, University of Oulu, P.O.Box 2000 FI-90014 University of Oulu, Oulu, Finland
2Information Studies, University of Oulu, P.O.Box 2000 FI-90014 University of Oulu, Oulu, Finland
3Oulu University Teacher Training School, Faculty of Education, University of Oulu, P.O.Box 2000 FI-90014 University of Oulu, Oulu, Finland
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe2021120358853
|Publish Date:|| 2023-05-28
This article describes how Finnish health education teachers reflect on their views of multiliteracy and the instructional practices they used to implement it. Narrative interviews were conducted among eight junior high school and high school teachers. Nexus analysis was used to guide the analysis on the teachers’ views and practices. The results indicate that the study participants considered the promotion of multiliteracy to be part of their work as a health education teacher and they implemented multiliteracy instruction in diverse ways, such as assigning information-seeking and production tasks, or by creating role-playing games. However, the study revealed tensions between need-based literacy teaching and curriculum-steered multiliteracy promotion as well as common and novel teaching practices. At its best, reflecting on these tensions can serve as a steppingstone toward professional change and development.
Literacy research and instruction
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
516 Educational sciences
The study was funded by the Academy of Finland (Grant No. 299112) and Jenny and
Antti Wihuri Foundation.
|Academy of Finland Grant Number:||
299112 (Academy of Finland Funding decision)
© 2021 Informa UK Limited, trading as Taylor & Francis Group. This is an Accepted Manuscript of an article published by Taylor & Francis in Literacy Research and Instruction on 28 Nov 2021, available online: https://doi.org/10.1080/19388071.2021.2008556.