Health habits and the skills needed when selecting health-related information are adopted in childhood and youth. Learning takes place, for example, based on an analysis of the author of the text, the institution behind it and the features of the text itself. Information can be intuitively considered credible and thus reliable. The question of the authority of people producing information on wellbeing and health among children and the young in the modern multimodal environments is complex. One must learn to interpret and utilise more and more visual and interactive content.
The focus areas of the recently adopted new Finnish curriculum include health and wellbeing, but also the concept of multiliteracy. Key elements of multiliteracy include sociocultural learning and learners being actors when producing and interpreting texts. It is based on an extensive view of texts: a “text” can be spoken or written, fictional or fact, verbal, illustrated, vocal or graphical. It can also be a combination of all of the above. The concept of new literacies is often considered a synonym for multiliteracy. New literacies are based on participation, production, and decentralised and shared authority, and they emphasise the social practices of the creation of meaning.
We are interested in studying the concept of cognitive authority, particularly from the perspective of multiliteracy and new literacies, which is an approach that has not been adopted so far in the study of literacy in the context of health and wellbeing.