Papers by Reijo Kupiainen
Page 1. SYNNYT/ORIGINS 2 | 2005 1 Reijo Kupiainen Elokuva ja toisin katsomisen mahdollisuus Eloku... more Page 1. SYNNYT/ORIGINS 2 | 2005 1 Reijo Kupiainen Elokuva ja toisin katsomisen mahdollisuus Elokuva opetuskoneena Elokuva-ja mediakasvatus yleensä ovat saaneet motivaationsa moraalisesta paniikista. Paniikin on ...
The Handbook of Media Education Research, 2020
This article looks at the state of media education in Finland in the autumn of 2015 by answering ... more 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? The focus is particularly on the media education in the Universities of Lapland and Tampere, and their international Master's programs and teacher education. In addition, we will be looking at the existing and the forthcoming National Core Curriculum for Basic Education (The Finnish National Board of Education (FNBE), 2014). We will look at the future of media education from the viewpoint of education in an increasingly international, multicultural and digital society. How should media education in universities respond to these challenges?
Aikuiskasvatus, 2006
Yhteistoiminnallinen lukutaito rakentuu vertaistoiminnan ja vuorovaikutuksen pohjalle. Siinä tiet... more Yhteistoiminnallinen lukutaito rakentuu vertaistoiminnan ja vuorovaikutuksen pohjalle. Siinä tieto leviää keskustelun ja tiedonvälityksen kautta. Perinteisten tiedon ryhmittelyjen sijaan on tullut hierarkkisista rakenteista riippumaton tiedon jakaminen, joka perustuu sosiaalisiin verkostoihin digitaalisessa avaruudessa sekä avoimien avainsanojen, tagien, jakamiseen. Sosiaaliset mediat tuovat esiin uudenlaisen tiedonkäsityksen. Siinä kukaan ei enää auktorisoi tietoa ja vakuuta sen oikeellisuutta. Siksi tarvitaan myös uudenlaista lukutaitoa.
Media & viestintä, 2014
Artikkelissa tarkastellaan kaupunkitilaa Michel de Certeaun taktiikka- ja Michel Foucault’n heter... more Artikkelissa tarkastellaan kaupunkitilaa Michel de Certeaun taktiikka- ja Michel Foucault’n heterotopia-käsitteiden valossa. Näkökulma kohdistuu heterotopioiden luomiseen erilaisten luovien mediakäytäntöjen avulla, jotka ovat olennainen osa erityisesti nuorten elämismaailmaa. Nuoret luovat uusia julkisuuden alueita tekemällä videoita, valokuvaamalla, kirjoittamalla blogitekstejä tai harjoittamalla muita luovia mediakäytäntöjä. Mediatuotanto yhdistyy usein ruumiilliseen rytmiin ja liikkeeseen kaupungissa, kuten parkouriin, rulla- tai jopa lumilautailuun tai pelkkään kävelyyn ja oleskeluun. Nämä toiminnan muodot luovat nuorille omia paikkoja ja tiloja ja haastavat näkemään kaupunkia ja toimimaan kaupungissa uusilla tavoilla. Heterotopiat ymmärretään artikkelissa vaihtoehtoisina sosiaalisina järjestyksinä, jotka luovat moniulotteista mediakaupunkia, jossa fyysisen ja virtuaalisen rajat hämärtyvät. Kaupunkitila näyttäytyy moninaisena inhimllisen toiminnan ja vuorovaikutuksen alueena, jo...
Language and Literacy, 2018
In the digital era, students are walking new literacy paths. For this reason, there is a need to ... more In the digital era, students are walking new literacy paths. For this reason, there is a need to explore evolving literacy practices in school pedagogy. This is often addressed by the expanding use of the concept of multiliteracies. This article reviews studies (N = 67) of multiliteracies pedagogy. The main purpose was to explore how the concept of multiliteracies has been used and understood in primary classroom research. The findings indicate that the studies often took into account both the multimodality of meaning-making and the diversity of learners. Recommendations are made for future multiliteracies studies to strengthen the pedagogical practices.
E Learning and Digital Media, Jun 1, 2008
Studia Phaenomenologica, 2005
ABSTRACT Social networking sites (SNSs) have changed the everyday life of children and young peop... more ABSTRACT Social networking sites (SNSs) have changed the everyday life of children and young people in media-rich countries. SNSs offer a range of possibilities for children to p e r f o r m , e x p r e s s i d e nt i ty a nd c o m m u n i c a te w i t h p e e rs . S o c i a l n e t wo r k i ng i s networked publics (boyd, 2014) that make structurally enforced borders of intimacy and privacy almost impossible. At schools the use of SNSs makes school boundaries more permeable and school space more public, breaks traditional social order and creates new time-space for learning. The new space where digital media and SNSs are used in schools is called unofficial school space (Kupiainen, 2013), which means alternative social ordering with connections outside of the school. Unofficial school space is a challenge for teachers. In this paper I will discuss what this means for teachers as border intellectuals, a term borrowed from critical pedagogy and which helps to study shifting borders of knowledge, power and culture at school.
Policy Futures in Education, 2013
ABSTRACT ABSTRACT Young people bring their own media and literacy practices to school as an impor... more ABSTRACT ABSTRACT Young people bring their own media and literacy practices to school as an important part of their identity, taste and social life. These practices are changing the media ecology of schools, making the physical boundaries of schools more permeable and creating new, unofficial spaces at school. During peer-based learning, the enhanced media practices of students often get incorporated into the school environment and the learning process in different ways. In this article the author especially highlights youth media production practices, which may relate to school in three different ways: they may be school community-based practices, curriculum-based practices or out-of-school practices. This study shows how these practices create a dialogue between informal and formal learning and make space-time at school more dynamic and hybrid.
Studia Phaenomenologica, 2005
Finnish is a small language area and classical philosophical translations have been largely missi... more Finnish is a small language area and classical philosophical translations have been largely missing. Translating Sein and Zeit brings forth some specific difficulties. Finnish philosophical tradition is mostly analytical and we don't have established phenomenological concepts. For example, the word "Dasein" is translated in several different ways. Following Heidegger's own method and philosophy of language a translator has to find his own path situated in the nearness of Being and language. Therefore a translation is always an act of rewriting. Heidegger's own roots in philosophical traditions of Neo-Kantianism, Aristotle and primal Christian thought must be taken into account as well.
Uploads
Papers by Reijo Kupiainen