FINNISH MEDIA EDUCATION POLICIES - Mediakasvatus.fi

ContentsParticipation and Wellbeing– THE BEDROCK OF FINNISH MEDIA EDUCATION1. MEDIA LITERACY IN EDUCATIONAL AND CULTURAL POLICY 5Administrative Section of the Ministry of Education 5Collaboration between Different Administrative Sections 82. TEACHING AND LEARNING MEDIA LITERACY 9Media Education in Universities and Teacher Training 9Media Education in Early Childhood Education and Care 10Technology in Schools 10Media Education in Basic Education 113. SUPPORT FOR MEDIA EDUCATION BEYOND SCHOOL- Finnish children and young people as media consumers 15Cultural Media Education Work 16Editor:Ms Anniina Lundvall, Finnish Society on Media EducationPublished by: Finnish Society on Media EducationIn cooperation with and funded by the Ministry of Education andCulture, Division for Cultural PolicyTranslated from Finnish by: Linguatrix/Tanja-Kristiina SaarinenLay out: Nina Pennanen, MuseoDesignGraphics: Janine RewellPrinted in Painotalo Seiska, Iisalmi, Finland.ISBN: 978-952-99964-3-8 (bound)ISBN: 978-952-99964-4-5 (PDF)Finnish Society on Media EducationPohjoisranta 6, 00170 Helsinki, FinlandTelephone: +358 50 594 2275mediakasvatus@mediakasvatus.fiwww.mediaeducation.fiwww.mediaeducation.fi/seura (choose: In English)Finland has been called the promised land of organisations. Thestrength of Finnish media education stems mainly from the effortsof state and municipal backed organisations and regional municipalities.The longest running organisations concerned with mediaeducation have been active in the field for over 50 years.Today, these organisations continue to play a significant rolein media education work. Mediakasvatusseura (Finnish Societyon Media Education) was founded in 2005 in conjunction withresearchers and those working in the practical field of media education.The Society is a joint committee that produces and distributesinformation about events, research and policy, bringing forward thevoice and expertise of the media education field while also developinginternational contacts. One of the Society’s main functions isalso the development and maintenance of a web portal for Finnishmedia education (www.mediaeducation.fi).There are many interesting phases pertaining to the history of mediaeducation in Finland. The mass media education model developedin the 1970s by Finnish Broadcasting Company’s researcherSirkka Minkkinen (Head of Programmes for the Finnish BroadcastingCompany’s TV1) generated much interest within UNESCO. Minkkinenwas subsequently commissioned to create a General curricularmodel for mass media education, which was based on thevarying practices of different countries. The model was publishedin 1978.During the early 1980s, media education was taken in a differentdirection with the advent of Music Television, cable networksand video workshops, which allowed children and young peopleto get acquainted with “light”, portable video equipment and maketheir own videos and films. The annual Minun elokuvani (My Movie)–event caught the fancy of scores of filmmakers under the age of20, among them the artist now better known as Mr. Lordi, the winnerof the 2006 Eurovision Song Contest.The increasing interest in media research in Finland at the turn ofthe nineties also brought about a new perspective toward mediaeducation, moving away from the traditional mass communicationsand mass media perspective.New media, video games and the internet have, most of all,generated newfound and widespread interest in media educationsince the beginning of the 21st century. The focus of national mediaeducation guidelines is on media protection and a safe mediaenvironment. Another key measure involves promoting active andcommitted citizenship and securing sufficient media and digital literacy.The protective and empowering aspects of media educationwork go hand in hand. This is apparent, for instance, in the mediaeducation work aimed at children under school-age. An extensiveproject called Mediamuffinssi (Media Muffin), which was carriedout in Finland during 2006-2008, resulted in the production of mediaeducation support materials and guidelines consistent with theearly childhood education and care strategy.Because media education has not gained a strong foothold inthe universities, there are still deficiencies in the basic research in mediaeducation in spite of the significant advances. While there areno academic chairs the education of teachers remains incomplete,which in turn is reflected on schools. The only professorship in mediaeducation is in the University of Lapland.Media education is, however, included in research in many differentsubjects and the number of final projects written on the fieldis increasing. Changes in the media environment of children andyoung people have been acknowledged in youth work and in libraries,which has led to increased activity in the sphere of mediaeducation. Cooperation happens across boundaries between representativesof different fields and media. Functions and projects aredeveloped in both official languages, Finnish and Swedish.This publication takes a review of the recent guidelines andpractices in the media education field in Finland. The object of thispublication is to reveal those areas of media education that aresubject to development and to create a basis for more extensiveinternational cooperation.Due to rapid changes in the global media environment, thereexists a need for both protective and critical media education workwithin all groups of individuals and in wider and wider fields.Reijo KupiainenResearcher, PhDChair of Finnish Society on Media Education

MEDIA LITERACY IN EDUCATIONALAND CULTURAL POLICYFor several years, the Finnish government has paid attentionto media literacy and the question of safe media environment.The various administrative sections of the differentministries promote media education from different points of view,yet supportive of each other.The prerequisites for children and young people’s culturalactivities, arts education and safe media environment are to beimproved in accordance with the strategy of Matti Vanhanen’ssecond Cabinet. The government will also pay special attentionto the position of children and young people as citizens of theinformation society, aiming at a digital environment that is safe forall. In addition it is committed to the promotion of creativity, diversityof abilities and innovation from early childhood on, as wellas to supporting the development of online education and educationalinstitutions’ projects dealing with the information society.The Government Information Society Programme (2007-2011) and the Policy programme for the wellbeing of children,youth and families feature objectives and measures involved in,among others, the safety of media environments, media literacyand online services. The action plan of the Ubiquitous InformationSociety Advisory Board (2007 - 2011) also incorporatesrelated objectives.Administrative Section of the Ministry of EducationMedia education issues are dealt with by both departments ofthe Ministry of Education: the Department for Education and SciencePolicy and the Department for Cultural, Sport and YouthPolicy. The Finnish National Board of Education, the nationalagency in charge of education, plays an especially importantrole in the education sector.The 2003 Government Programme of the first Cabinet ofPrime Minister Vanhanen proposed a resolution with the aim oflimiting entertainment directed at children based on the showingof violence. In 2003 the Ministry of Education initiated awide-reaching project, the Children and Media programme, in5

CHILDREN AND MEDIA ACTION PLAN - PROJECT EXAMPLESMedia Muffin Project (2006-2007) focused on the development of media education for small childrenby producing training, materials and a national guide to media training within early childhood education.The project was coordinated by Kerhokeskus - Centre for School Clubs, Koulukino – School Cinema, andMedia Education Centre Metka.In theFinnish language,Mediakasvatus (Media Education) isan established term that stands for work performedby educators in supporting the learning of children, youngpeople and adults involving different media. This educationalwork may include both teaching about the media and throughmedia, which means that media can be involved as a learningobject or teaching tool as well as educational content itself. Theobjective of media education is an individual with media literacyskills who is able to utilize as well as produce media, tounderstand media production and expressions of media,to reflect on his personal relationship with mediaand to apply critical thinkingas well as embraceself-expression.Media Education in Public Libraries aimed at improving the media education readiness of libraryprofessionals and developing media educational models for libraries, especially as a part of children’s literaturework. The project was carried out in 2009 by the Finnish Library Association, the Helsinki City Library and StateProvincial Offices.National Media Education Portal at www.mediakasvatus.fi. The portal brings together actors in the field of media education andoffers information and materials for professional educators, librarians, workers within the social services and health care as wellas parents. The portal is coordinated by the Finnish Society on Media Education.Media Education Models in the Sámi Language and for the Sámi Culture. The aim of this undertaking is to develop mediaeducation models. The project is coordinated by the Sámi Parliament.The Effects of Media on the Development of Children and Young People – a review. To support the work in media education, alarge research review was conducted in 2007 to compile international and domestic research data on the effects of media. Thesurvey was coordinated by the Finnish Society on Media Education.order to chart the different areas and required developments inchildren’s media environment. A number of authorities were consultedin the programme. A programme assessment published in2004 identified nine separate areas from which operational conclusionswere drawn. The areas included legislation protectingchildren from harmful material and criminal content, new aspectsof media education, developing the distribution of informationand promoting research, encouraging the production of qualitycontent, the responsibilities of the media industry and supportingparents and the family.Many of the actions detailed in the programme have alreadybeen taken or are being continuously implemented. Assessmentsof the programme showed that broader implementation of mediaeducation was generally thought to be a priority. The firstproject initiated by the Ministry of Education focused on the developmentof media education for small children.Since 2005 the different focus points have come togetherin the Children and Media programme, which involves projectsdealing with children’s and educators’ media literacy as well asconsolidating the position of media education. Central themes ofthe programme include the promotion of media education in theinstruction of young children, supporting the distribution of informationand the effects of media on the development of childrenand young people. In 2009 the specific focus is on the developmentmedia education in libraries.The administrative section of the Ministry of Education alsosupports organisations promoting media education and mediaeducational projects in youth work, provides assistance for theacquisition of media equipment for municipal youth departments’media centres, and promotes web-based youth work. The sectionalso encourages the development of media-related artseducation for children and assists libraries in acquiring mediaequipment.The development of legislation for the protection of minorstowards a more accurate reflection of the current media environmentis another relevant plan of action. This could entail a reor-ganisation of the duties of The Finnish Board of Film Classificationtowards a more education-centred emphasis of activity, widerreachingawareness activities and follow-up monitoring of themarket. The current duty of the Finnish Board of Film Classificationconsists of inspecting all audiovisual content - such as films - thatis distributed in Finland and exhibited to under-18s, determiningrelevant age limits and registering all unclassified audio-visualprogrammes, such as games.In 2007 The Ministry of Education set up a committee to chartthe current state and development needs of media literacy in Finland.The result of the Committee’s work was the Proposal for anaction programme for developing media skills and knowledgeas part of the promotion of civil and knowledge society. Thecommittee proposed a number of actions designed to promotemedia literacy.The proposals of the Committee involved changes related tolaws concerning civil rights, core curricula and teacher training.The development of a national media education institute and aweb portal dedicated to the field were considered a priority,because they would provide support for charting, assemblingand promoting the production of learning materials. The Committeealso proposed establishing and funding a multidisciplinaryresearch programme in media education as well as promotinginternational cooperation.Several of the proposals in the Committee’s action plan havebeen incorporated as part of the Ministry of Educations policyguidelines. For example, according to the Education and research2007-2012 Development Plan, the Ministry of Educationwill take steps to promote the development of methods and materialsfor the advancement of media education and media literacyfor use in schools and educational institutions. Media literacywill be taken into account when developing the core curricula,and development initiatives to guarantee equal availability ofmedia education and improvement of the media education skillsof teachers will be put into place. As the agency in charge of developmentof education, the Finnish National Board of Education67

AGE LIMITSThe duties of the Finnish Board of Film Classification includeinspecting all audiovisual media content – suchas films – and determining the appropriate age limit ofeither 18, 15, 13, 11 or 7. Media content is consideredharmful to the development of children when it is likely tohave a detrimental effect on the development of childrenthrough its violent, horrific or sexual content.Interactive media content such as computer gamesfall within the Pan-European PEGI system, according towhich games are registered with recommended agecategories and content markings warning of potentiallyharmful content. Support services such as a website withinformation on the content of games are planned for theuse of parents.TV channels have signed a separate agreement ofself-regulation concerning TV programmes based onchild protection legislation. So called watershed timesare implemented in relation to TV programmes. Accordingto the watershed rules, programmes with an agelimit of 11 are only shown after 5 pm on weekdays, programmeswith an age limit of 13 only after 7 pm, programmeswith an age limit of 15 only after 9 pm, andprogrammes with an agelimit of 18 are onlyshown after 11 pm.TEACHING AND LEARNINGMEDIA EDUCATIONis responsible for designing the foundation for the core curriculaand qualifications and in its part the organisation of continuingeducation and staff training.Collaboration Between Different Administrative SectionsThe Ministry of Education has begun to contemplate the questionof national coordination of media education and the protectionof minors. Different administrative sections, predominant representativesof media, organisations for the protection of childrenand scientific authorities in the field of media education and protectionare involved in the wide-ranging discussions. Legislativework for the promotion of media literacy and a safe media environmentis carried out, with the cooperation of media producers.Media literacy and the promotion of a safe media environmentare naturally connected to different administrative sections.For instance, the minister Suvi Lindén set up a media forum forchildren and young people operating under the Ministry of Transportand Communications. The forum brings different representativesof the field together, facilitating a dialogue on current issues.Various governmental bodies, representatives of the media, localorganisations and authorities participate in the forum. A report onnational development needs in education, which took a look atthe then situation of media education and development needs,was drafted in 2005 as a result of The Government’s CitizenParticipation Policy Programme, coordinated by the Ministry ofJustice.In the changing media environment it is all the more importantto make media education a part of everyday life. Parents andeducators require support in their educational work. The emphasisis on informing and educating about the effects of media –both the risks and the possibilities -, the production of informationrelating to the media consumption of children and young people,and scientific research in the field. Developing the content ofteacher training is also considered a priorityMedia education is an important part of the Finnishteaching and education system. It is carried out inday-care centres, elementary schools and upper secondaryeducation. Media education is not a subject but a pointof emphasis in teaching and education. The training of people inthe education and teaching field is constantly being developedbecause of the evolution of media and the need for new mediaskills.Media education research is a recent endeavour in Finland.By nature, the research is multidisciplinary: related research isbeing done for instance in the departments of humanities, socialand educational sciences and information research. In Finland,universities emphasize the different points of view of various sciencesand media education centres, which offer studies as aminor subject or as separate courses, have originated within universities.The challenge of developing media education studymodules is the fact that they are often project-financed.Some universities of applied sciences offer media educationstudies as courses and as specialized studies programs. The HU-MAK University of Applied Sciences and the Diaconia Universityof Applied Sciences offer, for example, a functional media educationspecialized studies course of 30 academic credits that isdirected at people working in the field of media education.Media Education in Universities and Teacher TrainingTeacher training in Finland is of high quality and teaching studiesaim at a master’s degree. Although the amount of media educationin teacher training has been increased over the years, it is stillpossible to graduate without completing a course in media education.Usually the media education content can be studied asa minor subject or a stand-alone course. Many media educationcourses, most of which deal with technology teaching, are availablein post-graduate studies programmes. A study published in2007 stated that also in teacher training the emphasis is clearlyon the use of media equipment in teaching and educational89

work whereas the content-related themes are given less attention.The Teaching System:• Those studying to become subject teachers complete aMaster’s degree programme at the university. The pedagogicalstudies of a teacher can be completed alongsidethe major studies or after them. Visual arts teachers completetheir Master’s program in arts universities.• Those studying to become class teachers complete a Master’sprogramme at university. The programme includes multidisciplinarystudies in subjects that are taught in school. Amedia based class teacher programme was initiated in theUniversity of Lapland in 1997.• Those studying to become kindergarten teachers have completeda Bachelor’s degree programme since 1995.• Those studying to become guidance counsellors usuallycomplete a Master’s degree in education, which includesboth guidance and pedagogic studies.• Those studying to become vocational school teachers orpolytechnic school teachers need to complete a degreeprogramme from a respective area and possess work experiencein the field. The pedagogical studies are completedin schools of vocational teacher education that operate aspart of the universities of applied science.Media Education in Early Childhood Education and CareFinnish early childhood education and care (ECEC) covers boththe day-care arrangements offered to families and the goal-orientedearly childhood education open to children. All childrenunder the compulsory school-age (7 years) have an unconditionalright to day care. The system consists of public and privateservices. Over 90% of services are provided by municipalities.Early childhood education also includes free of charge preschooleducation for children one year before they start compulsoryeducation. Almost all children take part in pre-school educationfor six-year-olds.Media education in early childhood education has advancedconsiderably in the 21st century. It is focused on developinga child’s capacity to live within the media culture and theunderstanding of the child’s own relationship with the media, takinginto account the age and developmental stage of the child.Additionally, it furthers well-being and the child’s participationin the information society. Media education is based on events,experiences and learning as a form of playing. The results thatare generated by the activity are made available, studied anddiscussed. Media education is integrated into other early childhoodeducation, enriching and deepening its function. It can beimplemented in a goal-oriented fashion in separate activity sessionsor as a part of daily care, teaching and education. TheMinistry of Education’s Media Muffin –project, which was carriedout in 2006–2007 in co-operation with The National Institutefor Health and Welfare produced a national guideline formedia education. The guideline was published as a guide bookletthat was mailed to all day-care centres in Finland. In 2009,a guide describing the media education themes for pre-primaryand pre-school education was also published.Technology in SchoolsFinland is regarded as one of the model countries when it comesto education. The school system which guarantees all childrenand young people an equal opportunity for free of charge basiceducation near one’s home has been listed as a key factorbehind the success. Also, the high educational standard of teachers,the high authority of the individual schools and teachers inthe implementing of teaching and the significant role of the cooperationbetween home and school are all considered importantfactors that benefit the learning of students.Students in Finnish schools have ranked among the top entriesin the international PISA-study for years. PISA is an assessmentprogram coordinated by OECD. The program generates informationon the skills level of 15-year old people in areas of literacy,mathematics and natural sciences. Although the results aregood, the developers have been concerned about the varyinglevel of information technology equipment in schools and the useof information technology, as the use of technology in schoolshas decreased while home use is increasing. To further the use oftechnology, a considerable amount of both free of charge andcommercial digital teaching materials have been developed byseveral parties that specialise in developing education.National and regional development projects have been initiatedand continuing education has been increased to activatethe use of technologies in schools. In 2008, the Ministry ofTransport and Communications, the Ministry of Education andthe Finnish National Board of Education started a project to utiliseinformation and communications technology in teaching andAGE13 –167 - 120 - 7UPPER SECONDARY SCHOOLThe subject teacher can choose theappropriate tools and content of mediaeducation. Elective courses may includefor instance photography and videography.The student can complete an uppersecondary school media diplomaprogramSECONDARY BASICEDUCATIONPRIMARY BASICEDUCATIONEARLY CHILDHOODEDUCATION AND CAREstudies. The vision of the “Information and communications technologyin everyday school work”-project is that in the year 2011,schools in Finland will be equipped with innovative and creativeoperating models and practices that can be used in teachinginformation and communications technology and the utilisationof digital media.Media Education in Basic EducationIn the compulsory or upper secondary school curriculum ratifiedin 2004, media education has been integrated into one crosscurriculartheme. Cross-curricular themes are points of emphasisin teaching and education that include content which is connectedto many different subjects. They are unifying themes in teachingand education. The themes are also used to meet the contemporaryeducational challenges. When drafting school andVOCATIONAL SCHOOLING ANDAPPRENTICESHIP TRAININGThe teacher can utilise media educationcontent and tools in teaching.The subject teacher can select the appropriatetools and content of media education.The school can provide, for example,an elective media course.The class teacher can select media educationtools and content suitable for the classworking methods. The students can beoffered, for example, after school mediaclub activities.Media education is carried out via conversationand as a form of playing.COMPULSORYSCHOOLINGmunicipality-specific curricula, these themes are to be included incommon and elective subjects and they are to be visible in theoperating culture of the school.In basic education the cross-curricular subject media educationis called communications and media skills. The other crosscurricularthemes in basic education are called growing as ahuman being, cultural identity and internationality, committed citizenshipand entrepreneurship, responsibility for the environment,well-being and a sustainable future, security and traffic and manand technology.The media education content of the upper secondary schoolcurriculum is part of a cross-curricular theme called communicationand media competence. In addition to that theme, the crosscurricularthemes common to all upper secondary schools areactive citizenship and entrepreneurship, well-being and security,sustainable growth, cultural identity and cultural knowledge and1011

BASIC EDUCATIONCross-curricular theme: Communication andmedia skillsThe goal of education is to develop expressionand interaction skills, to advance theunderstanding of the status and significanceof media and to develop an operating knowledgeof the media. In communication skills,the emphasis is on committed, interactive andcommunal communications. Media skills arepracticed both as recipient and originator ofmessagesGENERAL UPPER SECONDARY EDUCATIONCross-curricular theme: Communication and mediacompetenceMedia competence in upper secondary schoolconsists of learning both skills and knowledge.Media is both a subject and a means of studying.Media education is the development of verbal,visual, additive, technical and social skills andstudying skills. It requires cooperation betweensubjects and cooperation between differentmedia and learning in authentic operatingenvironments. The different subjects in uppersecondary schools should define and constructtheir relationship towards the media and itsinternal communications, its techniques, contents,materials and the media culture created aroundit. Media competence emphasizes visuality andthe ability to utilise multiple devices.UPPER SECONDARY SCHOOLDIPLOMA IN MEDIAThe Finnish National Board of Education has developedan upper secondary school diploma in order to allow thestudent to demonstrate their competence and participationin arts and physical education. There are eight uppersecondary school diplomas, the newest of which is theupper secondary school diploma in media. A studenttaking the diploma is required to demonstratea comprehensive grip on the media, to possessskills in message interpretation and perceiving theoperating environment as well as knowledge ofequipment control and methods of expression.The diploma thereby promotes the cooperationof different subjects in school and supports therealization of the cross-curricular themeof communications and mediacompetence.OBJECTIVESThe student will learn to• express oneself comprehensively and responsiblyand interpret the communicationsof others,• develop one’s information managementskills and compare and utilise the informationgathered,• critically view the content conveyed by themedia and to ponder the ethical and aestheticalvalues related to the content,• produce and convey messages and use themedia in a purposeful manner,• utilise the communication and media devicesin the gathering and conveying of informationand in different interactive situations.OBJECTIVESThe student will• receive sufficient skills to interpret and receivemessages: the student will learn to be critical ofthe media in his choices and the interpretationsof media texts, and learn the social knowledgeand skills necessary for a consumer,• know how to deal with ethical and aestheticalissues: the student will learn responsibility inmedia content production, utilisation and mediabehaviour,• be equipped with better interaction, communicationand influencing skills,• be able to produce media texts and diversifyone’s expressional competence when producingcontent for media texts and conveying them,• become familiar with using media as a means ofstudying and as a studying environment,• develop their skills in using media in interactivesituations related to studying and improve theirskills at gathering and conveying information,• be familiar with economic and social factors thataffect the operation of the media,• be informed about the communications field,media production and copyrights.technology and society.The media education responsibility has been divided betweenall teachers, all subjects and as a part of the entire school culture.In practice, the implementing of media education is unevenly distributedin schools. The media skills of the teachers, the state of mediaequipment and the emphasis on media education vary aroundthe country. The largest, most unified responsibility is shoulderedby Finnish language teachers and visual arts teachers who havemedia education targets set in their respective subject curricula.Each teacher plans, either as part of a team or by themselves, thecontent of instruction for their students to support the educationaltargets. In order to facilitate the media education work of schools,various innovation projects have been implemented. For instance,the Elävää Kuvaa (Living Picture) –project based in Sodankylästrives to develop a model based on film and moving pictureswhere the different subjects are taken into consideration.To support the media education work, many free and commercialmaterials have been produced for different age groups,different classes and related to different subjects. The producersinclude the Finnish National Board of Education, numerous organisationsand commercially operating parties. The media and theiroversight organisations also produce materials for teachers. TheFinnish Newspapers Association organizes ”the newspaper aspart of teaching” activities around the year and the Finnish PeriodicalPublishers’ Association hosts ”Periodical Day”, the purpose ofwhich is to increase the use of printed media as teaching materials.The club activity in schools is being developed by nationalmeasures. The aim is to develop models for school club activitywhich would allow students to familiarize themselves with the mediain clubs1213

Organisations mentioned in the brochureCentre for School Clubshttp://www.kerhokeskus.fi/enFinnish Board of Film Classificationhttp://www.vet.fi/english/Finnish Government and Ministrieshttp://valtioneuvosto.fi/ministeriot/en.jspFinnish Library Associationhttp://kirjastoseura.kaapeli.fi/etusivu/seura/international/englishThe Finnish National Board of Education (FNBE)http://www.oph.fi/english/frontpage.asp?path=447Finnish Newspaper Associationhttp://www.sanomalehdet.fi/inenglishFinnish Periodical Publishers’ Associationhttp://www.aikakauslehdet.fi/engFinnish Society on Media Educationhttp://www.mediaeducation.fiKoulukino - School Cinemahttp://www.koulukino.fiMannerheim League of Child Welfarehttp://www.mll.fi/in_english/Media Education Centre Metkahttp://www.mediametka.fiNational Audiovisual Archivehttp://www.kava.fiNational Institute for Health and Welfarehttp://www.thl.fi/en_US/web/enNetari.fi - National Youth Centre Onlinehttps://www.netari.fi/index.php?option=com_content&task=view&id=437&Itemid=99Save the Children Finlandhttp://www.pelastakaalapset.fi/en/homeFinnish Society on Media Education • Pohjoisranta 6 • 00710 Helsinkimediakasvatus@mediakasvatus.fi • tel. 358 50 5942275 • www.mediaeducation.fi/seuraTaikalamppu - Aladdin’s Lamp –networkhttp://www.taikalamppu.fiMore information online: www.mediaeducation.fi18