CRITICAL project – Flash 04 2023

20 June 2023 | 15:00 - 15:45 EEST | Auditorium A3 |
Consolidated programme 2023 overview / Flash 4

Session teaser

Our research and interaction activities aim at supporting children’s and adolescents’ (aged 10–17) critical reading skills. We aim at support the important work of families, teachers, teacher educators, and librarians in supporting the critical reading skills of the younger generation. We will develop innovative learning solutions to enhance critical reading skills of children and adolescents. Our research supports curriculum developers, educators, and policy makers to make decisions that provide equal opportunities to all adolescents to reach adequate critical reading skills for their future.

Session description

In the session, we will introduce the findings of our research, where we study children's and adolescents' (aged 10–17) critical online reading and develop learning solutions to enhance critical reading skills.

About the CRITICAL project, see our web page [1]

Further reading

• Critical web page [2]

Some articles published in the project:

• Koskinen, A., McMullen, J., Ninaus, M., & Kiili, K. (2022). Does the emotional design of scaffolds enhance learning and motivational outcomes in game‐based learning?. Journal of Computer Assisted Learning, 39(1), 77-93. [3]
• Forzani, E., Corrigan, J., & Kiili, C. (2022). What does more and less effective internet evaluation entail?: Investigating readers’ credibility judgments across content, source, and context. Computers in Human Behavior 135, Article 107359.[4]
• Kupiainen, R. (2022). Young Children and the Need for Critical Literacy and Epistemic Cognition Skills in the Post-Truth Era. Media Education Research Journal 11(1). [5]
• More articles you can find here [6]

People

• Reijo Kupiainen, Tampere University, Faculty of Education and Culture (On-site)

  Reijo Kupiainen, PhD, works as a University Lecturer at the Faculty of Education and Culture, Tampere University Finland, and as a Professor II at the Department of Education and Lifelong Learning, Norwegian University of Science and Technology NTNU. His research explores media education, media literacy, multiliteracies, critical literacy, and media and young people. Currently, in the CRITICAL project, his study focuses on adolescents’ evaluation of the credibility of multimodal Instagram posts. He is a member of the Paneuropean network EU Kids Online and has been involved in developing media literacy education and research in various organisations in Finland.

• Laura Kanniainen, Tampere University, Faculty of Education and Culture (On-site)

  Laura Kanniainen, PhD, works as a Postdoctoral Research Fellow at the Faculty of Education and Culture, Tampere University, Finland. Her research explores reading for learning on the Internet, and how students with learning-related difficulties manage in web-based reading environments. More specifically, her study focuses on online research and comprehension skills of children with reading difficulties and attentional problems, and the underlying cognitive skills. Currently, she is studying students’ critical online reading processes and developing instructional practices for educating critical online readers. Prior to her career as a researcher, she worked as a Special Education Teacher among children and adolescents with learning disabilities.

Video record

https://youtu.be/oWNzGkn6tCk