Reading school in Vaasa

Objectives

Objectives concerning the provision of education

• Each subject in basic education takes responsibility for pupils’ reading skills.
• Schools have strong structures for reading literacy work that strengthen reading skills and multiliteracy competence.
• Pupils receive equal, sufficient and timely support for the development of reading skills regardless of, for example, gender or language or cultural group.
• School staff utilise, adapt and develop language-aware operating models in their daily work. This means, for example, that the teacher works from a language-based approach by guiding pupils to internalise subject concepts, read texts, interpret them and produce texts in their own subject.
• Plain Finnish and plain Swedish are used sufficiently in teaching so that pupils who speak Finnish or Swedish as a second language and pupils with various learning challenges can benefit from them.
• Reading literacy measures reach every pupil in basic education. In particular, different language groups and pupils who need reading support should be taken into account, for example by offering individual guidance and by training their teachers, instructors and, for example, school coaches in language-aware operating models.

Objectives concerning the pupil’s activities and learning

• The pupil becomes interested in literature.
• The pupil has positive reading experiences.
• The pupil becomes eager to listen to and read material that suits them and to develop their reading hobby.
• The pupil maintains and develops their reading skills and enthusiasm for reading.
• The pupil learns to use the library in a versatile way.
• The pupil becomes familiar with the different components of multiliteracy (e.g. visual literacy, media literacy).
• The pupil develops good strategies for reading comprehension.
• The pupil learns to develop their linguistic and cultural identity, to value different cultures and languages and to use media and cultural services.

Language-aware teacher

• understands how a second language develops
• values linguistic diversity
• includes (participates others)
• understands the importance of identity and how it is constructed through language
• understands and takes into account different registers and dimensions of language in planning
• understands the importance of interaction in learning
• offers opportunities for meaningful interaction
• supports pupils’ sense of self-efficacy

Assessment of reading literacy work

Schools are provided with objectives and structures for sustained reading literacy work. In addition to these objectives, goals and related measures can be specified annually based on needs that have emerged at the school. Pupils can be given a survey at the beginning and end of the school year to assess pupils’ reading habits and enthusiasm. The survey is conducted, for example, by class teachers in grades 1–6. In grades 7–9 the survey is administered by a person agreed at school level, for example the class tutor. The results of the survey are reviewed within the reading team or at a staff meeting. Based on the survey results, the reading team, in cooperation with other staff, selects 1–3 goals to work towards during the school year from the perspective of reading literacy. The goals are recorded in the annual plan. The assessment carried out in the spring helps the school to see whether the set goals have been achieved.

In order for the objectives set for reading literacy work to be achieved, it is important to also record the measures by which the objectives will be pursued. Measures are recorded in cooperation between the reading team and the rest of the staff. Suggested measures can be found, for example, in Vaasa’s Reading annual calendar, the School and Library Cooperation Plan, the Reading material bank or the Finnish National Agency for Education’s Lukeva koulu tool.

Pupils’ responses to the survey can also be used more specifically to support reading literacy work at class level. Based on the responses, for example, the class teacher can offer pupils precisely the support they need to develop their reading skills and reading hobby.

Actions

Reading literacy work is a shared responsibility

The whole staff and all subjects take responsibility for developing multiliteracy, encouraging reading and language awareness. Language-aware methods also play a central role in the teaching of every subject. Using language-aware methods in teaching benefits pupils regardless of their language background.

Multiliteracy should be developed systematically from the start of the school pathway. With regard to multiliteracy, attention is paid, in addition to basic reading and writing skills, to visual literacy, critical literacy, media literacy and digital literacy appropriate to the age, in accordance with the curriculum. You can find support for teaching media literacy and digital literacy in Vaasa’s Education and Teaching digital path materials.

Culture of practice and learning environments support reading literacy work

Research shows that the environment affects how pupils perceive reading. To spark enthusiasm for reading, it is therefore essential that there is a reading-oriented culture at school in which reading belongs to everyone. Through cooperation between home and school, parents receive information about the importance of reading skills and reading activities carried out at home.

The culture of reading is an established part of the school’s activities. Making reading literacy work visible and involving the whole school community in cooperation with stakeholders creates a reading community where pupils and staff can have positive reading experiences. Reading and reading literacy work can be highlighted, for example, through various campaigns such as reading days and reading diplomas, but also small everyday routines, such as daily or weekly reading sessions, are significant. The school can organise or offer pupils the opportunity to participate in reading-related events annually.

The school shows that all reading is acceptable. The diverse reading of pupils is monitored and made visible, for example with stamps, reading diplomas or charts. The more concretely reading literacy work is visible in everyday life, whether through the reading activity itself, posters or joint projects, the better.

It is important for the school to create inspiring learning environments that promote reading skills. The school library is kept tidy together, books are available in the classroom and perhaps the school even has cosy reading corners. Does the school perhaps even have its own magazine shared, for example, via Teams, where pupils can produce texts? By involving pupils, it is possible to engage them in reading more effectively.

You can also familiarise yourself with the Finnish National Agency for Education’s Lukeva koulu tool section on developing a reading culture and learning environments that support reading literacy.

Language-aware school culture

Everyone benefits from language-aware teaching. There is a particular need for language-aware teaching in instructional groups that are heterogeneous in terms of language skills or literacy, that is, where pupils have large differences in skills. Different subjects have their own language, such as terminology, sentence structures and genres. A language-aware teacher knows the language of their subject and understands its importance in teaching, and pays attention to their own language use. A language-aware teacher teaches multimodally and in a structured way, for example

• in writing
• orally
• with images
• with sign support
• in different languages
• by repeating
• by breaking down instructions

It is important to remember in schools that all languages are allowed at school. In terms of assessment, it is essential that tests, for example, do not assess language skills but the mastery of the subject matter.

Support for language-aware activities in the lesson includes

• Structures
• Core concepts and key words
• Visualisation and picture support
• Routines
• Repetition, clear and broken-down instructions
• Models
• Demonstration (facial expressions, gestures, pictures, objects…)
• Study strategies

In addition to language-aware pedagogy, linguistically supported instruction is also needed for pupils transferring from preparatory education to mainstream education, since after approximately one year of preparatory education the pupil will still be a language learner for many years. Linguistically supported instruction refers to language-pedagogical support targeted flexibly at learning the school’s language of instruction and subject content, either in simultaneous instruction or in separate instruction.

Multiliteracy as part of reading literacy work

Multiliteracy teaching is part of the school’s reading literacy work. Multiliteracy, which includes the ability to read, interpret and produce multimodal texts, is an essential skill not only in studies but also at work and in civic participation (National Reading Literacy Strategy 2030). In teaching multiliteracy, the descriptions of digital competence are taken into account, which describe, for example, media literacy and form the national framework for digital competence.

In Vaasa basic education’s multiliteracy work, Vaasa basic education’s ICT curriculum is utilised, which can be found on the eForum site.

In the teaching of multiliteracy, materials available on the eForum site to support media education are used. The main areas addressed from the perspective of media literacy are interpretation and evaluation of media, media production and operating in media environments.

Sufficient resources

It is important for schools to allocate sufficient resources to reading literacy work, taking into account multiliteracy learning. Discussion about the adequacy of these resources and agreement on division of labour are also central. Important resources for reading literacy work include, for example:

• Working time allocated to reading literacy work: the teacher’s own working time, the reading coordinator’s working time, time reserved for collaboration
• Aim to keep literature suitable for each grade level and plain-language material or other supportive literature available at school or from the library. Literature should be up-to-date and interesting from the perspective of children and young people.
• Aim to keep tasks suitable for each grade level and plain-language material or other support tasks for pupils who need support available
• Alternatives supporting multiliteracy in the school’s club or after-school activities (e.g. creative writing, drama club, reading circle)
• Digital environments and devices (e.g. audiobook services, accessibility features, computers, iPads)

You can also familiarise yourself with the resources section of the Finnish National Agency for Education’s Lukeva koulu tool.

Support for implementing reading literacy work can be found in the School and Library Path, the Reading annual calendar and the cultural education plan.

Reading team

Each school has a reading team. The reading team includes, for example, the principal, the person responsible for the library, teachers from different subjects, special education teachers, pupil representatives and representatives from the parents’ association. The reading team is formed at the beginning of the school year. The team’s tasks include:

• Select and record in the annual plan 1–3 key goals from the reading literacy strategy for the school for the school year, towards which systematic work is carried out during the school year. The goals are chosen, for example, based on a survey given to pupils. Goals may change annually or be long-term goals.
• Record concrete actions by which the goals can be achieved
• Assess the effectiveness of actions and the adequacy of resources and modify activities based on the results of the assessment. The assessment method is agreed at school level. Assessment can be, for example, a discussion or a survey.
• Act as a link between the school and the Lukeva kunta network
• Act as a link between the school and the library
• Participate in Lukeva koulu model webinars and share information and skills within their own working community
• Encourage their school to participate in reading-themed days, weeks and events (see Reading annual calendar)
• Encourage and guide teachers in implementing the School and Library Path and the School and Library Cooperation model programme
• Orient staff to the use of the Lukeva koulu model

Planned cooperation with the library

Schools cooperate with libraries in a planned and regular manner. The Vaasa city Library Path, which is part of the cultural education plan, serves as a guideline for this cooperation. The cooperation modes marked in the Library Path are implemented annually.

The school’s reading team acts as a link between the library and the school and is responsible for developing library cooperation. Cooperation with the library can be recorded in the annual plan.

The model for cooperation between the basic education school and the library is based on the Library Path, the curriculum and the Reading Literacy Strategy 2030. The model for school and library cooperation serves as a tool for the teacher in planning and implementing library cooperation. The model indicates age-appropriate cooperation methods for each grade that are used in reading literacy work. The grade-specific cooperation methods of the school and library cooperation model are implemented as far as possible.

Updated 2025

The school and library cooperation model combines the library and the school. School and library cooperation complements the Library Path, which is part of the cultural education plan. The goals and contents of the cooperation are based on the basic education curriculum. The contents of the Library Path are prioritised in the services offered to schools.

Responsibilities in school and library cooperation are divided between library staff and the teacher. The library is committed to implementing annually the items marked with the text Library Path. Other elements of school and library cooperation are implemented whenever possible.

Grade 1  

Objectives

• The pupil becomes enthusiastic about listening to and reading children’s literature, choosing reading material that interests them and developing their reading hobby. 
• The pupil becomes interested in children’s literature. 
• The pupil has positive reading experiences.  
• The pupil becomes familiar with library services and practises finding suitable reading material for themselves.  
• The pupil becomes familiar with different aspects of multiliteracy (e.g. visual literacy). 

Contents 

• Obtaining a library card: Pupils get their own cards in cooperation with their families. A group can have its own library card. The card is valid for one year at a time and should be updated at the beginning of the school year, including contact details. Organised by: Teacher and guardians 
• Library guidance (Library Path): What happens at the library? How do you get a library card? How does the loan machine work? The guidance covers the basics of library use and includes a read-aloud story. With the library bus, guidance can also be adapted for schools located far from the city library branch. Guidance is carried out in the classroom, after which pupils can familiarise themselves with the library bus. Organised by: Library. Book: Teacher books the library educator 
• Lulu reading package: You can order a material package for your group in advance and collect it from the library unit of your choice. The material package is ordered via the library’s form. The delivery time for a material package is at least one week. Organised by: Teacher. Elämysten Vaasa: Experiences from literature, which tales and stories are related to Vaasa? Organised by: Teacher, can be combined with ordering the Lulu reading package 

Grade 2  

Objectives

• The pupil maintains and develops their reading skills and enthusiasm for reading.  
• The pupil becomes interested in children’s literature.  
• The pupil is able to read a book appropriate for their level and tell others about it.  
• The pupil becomes familiar with library services and knows how to use them.  

Contents:

• Loan visits: All groups are welcome to the library for a loan visit. A loan visit can also be organised before the library opens. Book the visit in advance, especially if you want a guided visit or a visit before opening hours. You can also reserve a regular library time for your class once a week or less often at the main library or your local library. Loan visits can also be carried out using the library bus. Organised by: Teacher 
• Lulu reading package: You can order a material package for your group in advance and collect it from the library unit of your choice. The material package is ordered via the library form. The delivery time for a material package is at least one week. Energinen Vaasa: information and narrative books related to the theme of energy (e.g. sustainable development, circular economy, nutrition and food production, energy production, energy technology, electricity, climate change). Organised by: Teacher orders, library collects 

Grade 3

Objectives:

• The pupil reads a variety of texts for children and young people.  
• The pupil learns to use the library and is encouraged to use the library actively and in a variety of ways.  
• The pupil looks for reading material that interests them and receives support for their reading hobby.  
• The pupil reads domestic and foreign literature for children and young people from contemporary works to classics and age-appropriate non-fiction.  
• The pupil practises visual literacy and ponders questions raised by literature.  
• Emphasis on a multicultural language environment: pupils are introduced to classmates’ languages and cultures.  

Contents

• Book recommendation session (Library Path): Organised by: Library Book: library educator, at least 2 weeks before the desired date. Other: When booking, state any special requests related to the recommendation (MMT/S2, plain-language books, easy-to-read books, other requests)  
• Loan visits. Organised by: Teacher 

Grade 4

Objectives 

• The pupil reads a variety of texts for children and young people.  
• The pupil searches for and reads reading material that interests them and is appropriate for their level and receives support for self-directed reading.  
• The pupil learns to use the library actively and in a variety of ways.  
• Use, for example, the book recommendation service offered by the city library and practise using a reading circle as a working method.  
• Practice multiliteracy by exploring the writings of different magazines.  
• Read domestic and foreign children and youth literature from contemporary works to classics and age-appropriate non-fiction and reflect on questions raised by literature.  

Contents

• Elämysten Vaasa: Experiences from literature, what can the library offer as a learning environment? Organised by: Teacher  
• Lulu reading package: You can order a material package for your group in advance and collect it from the library unit of your choice. The material package is ordered via the library form. The delivery time for a material package is at least one week. Organised by: Teacher orders, library compiles  
• Loan visits. Organised by: Teacher 

Grade 5

Objectives:   

• The pupil reads a variety of texts for children and young people.  
• The pupil learns to use the library.  
• The pupil learns to develop their linguistic and cultural identity, to value different cultures and languages and to use media and cultural services.  
• The pupil becomes familiar with images produced by the media.  
• The pupil produces their own newspaper or magazine article.  

Contents:   

• Instruction in information retrieval (Library Path): Video guidance and independent tasks on using the library’s website / virtual library. Organised by: Library Book: library educator, at least 2 weeks before the desired date  
• Lulu reading package: You can order a material package for your group in advance and collect it from the library unit of your choice. The material package is ordered via the library form. The delivery time for a material package is at least one week. Energinen Vaasa: information and narrative books related to the theme of energy (e.g. sustainable development, circular economy, nutrition and food production, energy production, energy technology, electricity, climate change). Organised by: Teacher orders, library compiles  
• Loan visits. Organised by: Teacher 

Grade 6

Objectives   

• The pupil reads a variety of texts for children and young people.  
• The pupil becomes familiar with journalism through newspapers and magazines  
• The pupil produces their own newspaper or magazine article.  
• Explore film genres. Specify subgenres of literature. Encourage and support the pupil’s independent cultural hobbies.  

Contents   

• Possibly remote book recommendation sessions together with other regional book recommenders. Organised by: Library  

• Loan visits. Organised by: Teacher  

• Magazine media Let’s make an article in the library – a media education learning package. Tasks are carried out under the teacher’s guidance; during the library visit pupils are guided by the teacher to familiarise themselves with newspapers and magazines. Objectives: versatile information retrieval, creating your own magazine articles. Free material, more information and ordering instructions on the Media Education website at https://www.aikakausmedia.fi/mediakasvatus/mediakasvatusmateriaalit-eri-opetusasteille/mediakasvatus-kouluissa/tehdaan-juttu-kirjastossa/   Organised by: Teacher, request guidance from the library if necessary 

Grade 7

Objectives

• Utilise the local environment and the city’s cultural and media offerings (for example library services)  
• Encourage active and versatile use of what the library offers.  
• Integrate text comprehension strategies and the development of reading skills also into texts in other subjects.  
• Observe different genres and take multiliteracy and a broad concept of text into account in teaching: investigate verbal, visual, auditory, numerical and kinesthetic texts based on gestures and facial expressions.  
• Practice knowledge of the main genres of fiction and basic concepts.  
• Use knowledge of main genres and basic concepts of fiction as tools for interpreting texts.  
• Also explore text genres that combine image and text, such as comics, in cooperation with, for example, visual arts.  
• Examine narrative techniques from the perspective of literature and, for example, film.  
• When reading complete works, focus on young adult literature.  
• The pupil can demonstrate enthusiasm for literature, for example, with a reading diploma.  
• The pupil finds reading material suited to their interests and skill level  

Contents   

• Amazing Library Race (Library Path): A functional introduction to the main library and the house’s other operators. Organised by: Library. Book: Teacher books the library educator, at least 2 weeks before the desired date  
• Loan visits. Organised by: Teacher  
• Elämysten Vaasa: Experiences from literature, databases and networks in cooperation with the library Organised by: Teacher, request advice from the library if necessary  
• Lulu reading package: You can order a material package for your group in advance and collect it from the library unit of your choice. The material package is ordered via the library form. The delivery time for a material package is at least one week. Organised by: Teacher orders, library compiles 

Grade 8

Objectives

• Utilise the local environment and the city’s cultural and media offerings (for example library services)  
• Encourage active and versatile use of what the library offers.  
• Examine literary texts from the perspective of different subgenres.  
• In the study of factual texts, observe the differences between information and opinion texts, try to name different genres and recognise typical features and target audiences.  
• Explore different ways of influencing and linguistic features as well as how to refer to another’s text, ways of giving reasons and rhetorical means.  
• Expand literary interpretation of fiction and deepen the use of narrative techniques and concepts in interpretation.  
• The pupil learns to choose, use, interpret and evaluate a variety of fiction, factual and media texts.  
• Read poetry and young adult literature and can also be introduced to adult literature and classics of different genres.  

Contents   

• Book recommendation session (Library Path): Organised by: Library Book: library educator, at least 2 weeks before the desired date. Other: When booking, state any special requests related to the recommendation (MMT, plain-language books, easy-to-read books, other requests).
• Loan visits. Organised by: Teacher  
• Lulu reading package: You can order a material package for your group in advance and collect it from the library unit of your choice. The material package is ordered via the library form. The delivery time for a material package is at least one week. Merellinen Vaasa: information and narrative books related to maritime themes. Organised by: Teacher orders, library compiles.

Grade 9

Objectives

• Encourage active and versatile use of what the library offers.  
• Emphasise the importance of multiliteracy and text comprehension in further studies and working life.  
• Pay attention to influences of different cultures in Finland and multiculturalism.  
• Utilise local culture extensively as learning material and Vaasa city’s cultural education plan.  
• Become familiar with the phases and main stylistic movements of general and Finnish literature (especially romanticism, realism, modernism and contemporary literature).  
• A literature-related project can be carried out, for example a literature portfolio, brochure or group project in which pupils’ participation is also taken into account in planning, implementation and assessment.  

Contents   

• Loan visits.   Organised by: Teacher  
• Lulu reading package: You can order a material package for your group in advance and collect it from the library unit of your choice. The material package is ordered via the library form. The delivery time for a material package is at least one week. Energinen Vaasa: information and narrative books related to the theme of energy (e.g. sustainable development, circular economy, nutrition and food production, energy production, energy technology, electricity, climate change). Organised by: Teacher orders, library compiles.  

The magic of reading in Swedish-language basic education

In our schools, the work to promote reading is visible in many different ways. Below are some examples of how schools have worked to strengthen students’ desire to read, language and interest in literature.

Borgaregatan School: The school participated very actively in Read Battle, which engaged the students in reading in an inspiring and common way.

Gerby School: Gerby School has worked with the Reading Leads Longer package, which includes book talks, book circles, silent reading, reading aloud and reading diary. The work gives the students many different approaches to reading and strengthens both reading habits and reading comprehension.

Haga School: In Haga School, the school library is kept open and the school works every year with a reading and writing theme. Examples of themes have been Bamse in year 2 and Färgalund throughout the school. The students’ texts and art projects have also been exhibited in the school’s canteen and library, which makes the work visible and highlights the students’ creativity.

Sundom School: Sundom School has followed an annual clock where reading and writing are made visible through joint projects throughout the school year. In addition to the joint efforts, each year also carries out its own smaller projects in the area of emphasis, which means that the work is both long-term and alive in the school’s everyday life.

Vikinga school: In year 4, the students have worked with Nordic fairy tales and authors. Through the stories, the students have worked with questions of values, imagination and reflection. At the end, an appreciated cozy reading marathon was arranged where the classroom was transformed into a pleasant reading environment with blankets and soft toys.

Nummen koulu reached its goal in its one million page reading challenge ahead of time

Nummen koulu has started a reading challenge in which both students and the school’s adults have participated, and the goal of reading a total of one million pages has been reached ahead of time. Read more about the challenge in this news item on the City of Vaasa‘s website!

Support for multiliteracy teaching from News Week and Media Literacy Week

News Week and Media Literacy Week are approaching! News Week is celebrated 2–6 February and Media Literacy Week 9–15 February 2026, and they offer an excellent opportunity to strengthen pupils’ media skills and digital competence. During the weeks, schools and learning environments will delve into current media phenomena, safe online use and critical thinking. Media skills are not only technical skills – they also involve responsibility, ethics and consideration of sustainable development in the digital world. Practising media skills is also closely linked to reading literacy work through multiliteracy.

Registration instructions and teaching materials can be found on the Media Literacy Week and News Week websites. You can also order newspapers for News Week from your local newspaper.

Digital competence is a key part of pupils’ future skills. Media Literacy Week provides ready-made materials and ideas that allow a teacher to easily bring media education into everyday life and support pupils’ development of multiliteracy.

Training in language-aware methods in teaching

In October, the Lukemisen lumoissa project together with the coordinator for language and culture group teaching organised an in-service training session on language-aware teaching for Swedish-language basic education teachers in grades 1–6 in Vaasa.

During the training afternoon we went through why language-aware teaching is worthwhile and how it benefits all pupils, not only language learners. Language awareness is a key factor in inclusive school practice, as it supports pupils’ language learning across subjects and thus provides better conditions for achieving the objectives of teaching. Through language awareness pupils can be offered opportunities for success experiences and improve their view of themselves as learners.

In addition to the theoretical part, the training afternoon allowed teachers to try out exercises in which they took on the role of a pupil with another language and carried out tasks in line with language-aware methods. The afternoon included reflection on what teachers already do in their teaching and what they might next try.

The Secondary School Reading Battle started again!

During autumn 2025, for the second time, the Reading Battle for secondary school pupils allows participants to enter a raffle for great prizes by reading works of their own interest. All kinds of reading are allowed in this challenge, meaning the work can be, for example, a comic, short story, newspaper, e-book or audiobook.

For every three works read and tasks completed, you get the right to enter the raffle where tens of prizes are drawn. So the more you read, the more often you can participate!

The aim is to attract secondary school pupils to all kinds of reading. The Reading Battle is organised by the Lukemisen lumoissa basic education project in cooperation with Mannerheim League for Child Welfare’s Vaasa association and Haamu Kustannus. The project is funded by the Finnish National Agency for Education and is part of the Reading Literacy programme.

Support from reading team meetings for planning reading literacy work

At the beginning of the school year, schools updated the objectives and measures of their reading literacy work in accordance with the Vaasa Lukeva koulu model.

The implementation of the Vaasa Lukeva koulu model began in spring 2025. At the beginning of the school year, based on spring experiences, it was useful to pause and consider from the perspective of the school’s reading literacy work what in the Vaasa Lukeva koulu model currently works and what might need development during the school year.

Leaders of reading teams and a representative of the library were also able to ideate and plan activities for the school year based on the objectives of the Lukemisen lumoissa project. Ideas will be carried forward in the development of the Vaasa Lukeva koulu model, resulting in a reading literacy model tailored to the needs of Vaasa schools.