University of Jyväskylä

Dissertation: 28.1.2017 M.A. Outi Kallionpää (Faculty of Humanities, Creative Writing)

Start date: Jan 28, 2017 12:00 PM

End date: Jan 28, 2017 03:00 PM

Location: Seminaarinmäki, S212, Vanha juhlasali

M.A. Outi Kallionpää defends her doctoral dissertation in Creative Writing ”Uuden kirjoittamisen opetus – osallistavaa luovuutta verkossa”. Opponent professori Sirkku Kotilainen (University of Tampere) and custos University Researcher Risto Niemi-Pynttäri (University of Jyväskylä). The doctoral dissertation is held in Finnish.

M.A. Outi Kallionpää defends her doctoral dissertation in Creative Writing Uuden kirjoittamisen opetus – osallistavaa luovuutta verkossa. Opponent professori Sirkku Kotilainen (University of Tampere) and custos University Researcher Risto Niemi-Pynttäri (University of Jyväskylä). The doctoral dissertation is held in Finnish.

Abstract

This dissertation examines how the concept of writing skills has been expanded by sociocultural change in a digitalized society. It also deals with the teaching of those new skills, especially in a general upper secondary school context. The study consists of four separate articles. The first article frames the sociocultural change itself. It specifically focuses on the changes in communication practices caused by social media and the growing importance of writing caused by the change. This changed environment might require the mastery of new communication skills. In a society based on interaction, online communication, and creative content development, new kinds of social and creative communication skills seem to be a key. Outi Kallionpää calls these new skills new writing. Her second article defines those new writing skills, especially in the school context. She reflects on several previous studies and proposes six new, separate competence areas: technical skills, multimodal writing skills, social skills, publicity skills, multitasking and concentration skills, and creativity skills. Although the importance of writing skills – traditional as well as new – are increasing in our society, students’ writing skills and the motivation to study writing seem to be decreasing. To address this contradiction, her third article attempts to identify what would motivate students to write and to study writing. The results suggest that writing in new media environments, creative writing, and different creative and social practices can motivate students. New writing consists of all of these motivating elements. In the fourth article, based on her previous results, she develops a pedagogical model, participatory pedagogy, to teach new writing, especially in an upper secondary school. Her model uses imagination, creativity, and fiction as motivators. For participatory pedagogy, the study atmosphere should be supportive and social, and the teaching method should be based on collaborative workshops and projects. The multimodal eTexts written by students as part of participatory pedagogy can be seen as promoting social action. All four articles share the idea that creativity and social actions are the most important factor of the new writing skills that are needed for the participatory culture of new media. For this reason, she suggests that creative and collaborative eWriting might be a potential method for learning those skills and gaining the motivation to write and to study writing.

Keywords: new media, high school, social media, multiliteracies, creative writing, new literacies

The dissertation is published in SCRIPTUM Creative Writing Research Journal 1/2017. ISSN 2342-6039; ISBN 978-951-39-6948-6. http://urn.fi/URN:NBN:fi:jyu-201701121134

Further information:

Outi Kallionpää, outi.j.kallionpaa@student.jyu.fi, +358456711562

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