Healthy lifestyle and the crucial competences needed when assessing and selecting health-related information are adopted in childhood and youth. Assessment of information that enhances learning is based, for example, on an analysis of the author of the text, the institution behind it and the features of the text itself. Information can also be intuitively considered credible and thus reliable. The question is complex of the authority of people producing information on wellbeing and health in the modern multimodal environments. Children and the young must learn to interpret and utilise more and more visual and interactive content.
The focus areas of the current 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. This is a novel viewpoint for studying literacy in the context of health and wellbeing.