Newspapers as a Tool for Learning

A story in a local newspaper about a class using newspapers gave me the idea about this post. While I was writing this I read a blog post by Gilberto Dimenstein in the Revitalizing Cities blog in Harward Business Review. In the post he explained how he as a schoolboy made newspapers his personal textbooks. The post is also worth reading for the background information about Open City Labs.

Newspaper week in Finnish Schools

Ruusutorppa primary school, Espoo, Finland

Ruusutorppa school, photo by Esa Helttula

Every year one week in February is the newspaper week in Finnish schools. During that week schools get free paper newspapers and free access to online papers. Every newspaper in the country is ready to provide free paper copies to schools. This year 200.000 papers were sent to schools. The program is completely free for schools. It is a community service from the newspapers to the schools and it is not restricted to one week. Schools can order free newspapers from any of the several Finnish newspaper houses at any time of the year.

During the newspaper week schoolchildren from all over Finland can submit their own stories about their schools to the biggest Finnish daily Helsingin Sanomat. Dozens of stories by these “satellite reporters” appear in the daily paper and are seen by over a million readers.

Newspaper weeks are also in other countries, so this is not unique to Finland.

A 6th grade class replaces all textbooks with newspapers

One 6th grade class in the Ruusutorppa (rose croft house) comprehensive school in Espoo, Finland has had a “permanent newspaper week” since last fall. One student fetches the daily papers from the lobby as the first thing each morning. The daily paper will then form the basis for the teaching that day.

Children like the newspapers so much more than textbooks that they made a newspaper rap for a school event.

The historical role of newspapers in education

Newspapers have been used in education as long as they have been published.

“Much has been said and written on the utility of newspapers; but one principal advantage which might be derived from these publications has been neglected; we mean that of reading them in schools, and by the children in families. Try it for one session. Do you wish your child to improve in reading solely, give him a newspaper; it furnishes a variety, some parts of which must indelibly touch his fancy. Do you wish to instruct him in geography, nothing will so indelibly fix the relative situation of different places, as the stories and events published in the papers. In time, do you wish to have him acquainted with the manners of the country or city, the mode of doing business, public or private; or do you wish him to have a smattering of every kind of science useful and amusing, give him a newspaper. Newspapers are plenty and cheap, the cheapest book that can be bought, and the more you buy the better for your children, because every part furnishes valuable information.”

That quote appeared in Portland Eastern Herald of Maine on June 8, 1795. Source: NYT: The National Newspaper as a Tool for Educational Empowerment: Origins and Rationale. Earlier examples of using newspapers in education can be found 100 years earlier in Germany and other European countries.

Newspapers were a high-tech invention and their use in education shows that teachers have always been willing to seek new ways to use the latest technology. Imagine an invention in the 17th century that had fresh content every day that you could just flip through page by page. Newspapers were the iPad and Flipboard of the 17th century. Inventions just did not spread as fast back then. After first appearing in Germany newspapers began to circulate in other European countries years and decades later.

But newspapers are still useful.

Finnish PISA research finds a link between newspaper reading habits and learning

Finnish PISA experts professor Pirjo Linnakylä and doctor Antero Malin conducted research that was based on the Finnish PISA assessment in 2003. Finland was the top country in the reading portion of the Programme for International Student Assessment (PISA) in 2000 and 2003. Finnish 9- and 14-year olds were already found to be the best readers in the World in a 1991 Reading Literacy Study by IEA.

The Finnish children who took part in the 2003 PISA assessment were also asked about their newspaper reading habits. The research aimed to answer how newspaper reading habits affected

  • reading skills and activity
  • math skills
  • natural sciences skills
  • problem solving skills
  • attitude towards learning
  • plans for further studies after elementary school

The study found that 85% of Finnish 15-olds read newpapers several times every month and only 2% did not read them at all. The more frequently students reported to read newspapers the better results they had in reading, math, natural sciences, and problem solving. The authors admitted that it is hard to know which is cause and which effect. Good students may want read more newspapers because it is so easy for them. The group that did not read newspapers at all had worse reading skills than the OECD average.

Reading fiction is also important

The students were divided into 5 groups based on their consumption of newspapers, fiction, non-fiction, and text messages/email. That division showed that reading only newspapers helped with PISA results, but reading also non-fiction litterature helped more and reading newspapers and fiction was most beneficial. Reading just short text messages and email was not beneficial.

Links to the research and some articles

Other factors

When looking at Finnish research about the importance of newspapers in mastering various subjects it must be remembered that one important group is completely missing: young people who do not read newspapers but read fiction and non-fiction. Newspapers are such an important tradition in Finland that even today they are read by most young people.

Still, people in Finland and everywhere read less and less newspapers and newspaper circulation is in decline in almost every country (The Evolution of News and Internet – pdf).

First post

This was my first post for my new blog. As you can see, there is already one post before this one, but that I wrote originally for another blog, so it is rather a repost.

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Let The Children Play

American Academy of Pediatrics issued a clinical report in 2006 about the importance of play that stated that play is essential to development because it contributes to the cognitive, physical, social, and emotional well-being of children and youth. The report notes that despite the benefits several factors have reduced time available for play.

Children have less free playtime than before

Free playtime is in decline in countries all over the World. Japanese photographer Keiki Haginoya decided in 1979 to document children at play on the streets of Tokyo. He intended to make it his life’s work but he had to stop after just 17 years: there were no children playing on the streets any more.

The decline in free playtime has started decades ago. Hillary Burdette and Robert Whitaker reported in a paper published in 2005 in the Archives of Pediatrics & Adolescent Medicine that free playtime in US had decreased by 25 % between 1981 and 1997. The University of Sydney Popping the Bubblewrap project reports that the trend is similar in Australia.

The National Institute of Play divides play into different patterns, some of which are body play & movement, social play, imaginative play, creative play, and storytelling. Playing in nature has been shown to be especially beneficial to mental and physical well being. With over 50 % of the World population living in cities, children in every continent have fewer opportunities to experience nature.

Children spend less time outdoors than before

In a 2008 survey the Outdoor Foundation found out that from 2006 to 2007 there was an 11 % drop in outdoor activities among children ages 6 to 17 in US. Over 30% of children did not take part in any outdoor activities during the whole year.

In her study in 2004 Rhonda Clements asked 830 mothers how their children play outdoors compared to how the mothers themselves played outdoors when they were children. Outdoor playtime had decreased dramatically. Especially time spent in made-up imaginative game and games using child-initiated rules had halved.

According to Natural England 40 % of children played in natural places in 1970 but only 10 % do so today. The Ethiopian newspaper The Daily Monitor had an article in 2007 about the need to get children out of the house and noted that many Ethiopians will have reached adulthood far removed from outdoor experiences.

Even in Finland – where 86 % of the land is forest – nursery schools have been facing a new kind of problem. Some children have problems in the forest excursions because they have always walked on a flat surface. One nursery school built an indoor forest trail where children can practice walking before going – for the first time in their lives – to a real forest.

Creativity has been declining

Last summer Newsweek published an article titled “The Creativity Crisis”, which discussed the decline of creativity among children in United States. The article references work by Kyung-Hee Kim, an assistant professor in William & Mary’s School of Education.

Last month Encyclopædia Britannica’s Britannica Blog interviewed Kim and she gave specific figures for the decline in different subscales of the Torrace Test of Creative Thinking.  All subscales have measured declining creativity for the last 20 years with the pace of decline accelerating. The most striking decline was in Elaboration (ability to develop and elaborate upon ideas and detailed and reflective thinking and motivation to be creative). Scores in Elaboration decreased by over 36 % from 1984 to 2008.

Kim is not aware of any research study specifically addressing the topic of declining creativity. One possible explanation, according to Kim, is time spent in front of televisions and computers instead of playing outside or exploring the outside world.

In the summer I was reading the book “Play: How it Shapes the Brain, Opens the Imagination, and Invigorates the Soul” by M.D. Stuart Brown and Christopher Vaughan. The authors tell a story about Cal Tech’s Jet Propulsion Laboratory (JPL).

In the late nineties the engineers and scientists who put men on the moon and built all other major components of manned and unmanned space missions started to retire. The managers found out that top graduates from top universities, like MIT and Stanford, were generally not as good as the older generation when it came to coping with practical difficulties in complex problems. The managers started to look for explanations.

It turned out that all of the old engineers had played with their hands and built things when they were young but only some of the new engineers. Those of the new workers who had played with their hands were better at the kind of problem solving that management sought.

Why is this important?

Nothing like this has ever happened before. The amount of play has been in decline all over the World and children spend less time in nature than ever before. How can the future generations care about nature if they have never experienced it themselves?

Even more important than connecting with nature, being creative, getting along with others, or any other benefits of play is the happiness that play provides. Children are happy when they play and playtime with friends and family provided the most lasting childhood memories for us who are parents today. We should try to provide those memories also for our children.

 

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