Librarians’ and teachers’ conceptions of multiliteracies in the context of Finnish curriculum reform

Abstract

Introduction. The aim of this study is to describe how the concept of multiliteracies is interpreted by teachers and librarians.

Method. Two qualitative research projects involving teachers’ and librarians’ interviews are combined in this study. Individual and group interviews are analysed to explore the conceptions of teachers and librarians on multiliteracies.

Analysis. Interviews are analysed using an inductive approach. Data categorisation is discussed and decided by both authors together.

Results. The results indicate that there are differences in conceptualising multiliteracies and in the confidence in defining the concept between teachers and librarians. In addition, the concept of multiliteracies is seen as both a skills set and a pedagogical tool.

Conclusions. There is a need for conceptual clarification of multiliteracies both in grassroots-level work and in the curriculum context to avoid multiple interpretations of the concept and to guide how multiliteracies could be pedagogically implemented.