Investigating creative literacy

The results of a teachers’ survey of Finland, Estonia and Latvia

Abstract

Within the framework of multiliteracies, teachers require a broader understanding of reading and writing, as well as their pedagogy. Creative literacy approaches can extend traditional literacy by integrating imagination, collaborative meaning-making, and critical reflection into literacy practices. This study examines teachers’ perceptions of creativity in literacy education across different grade levels. It also explores, from the teachers’ perspective, the role of creative literacy practices in fostering students’ learning. The research is situated within a collaborative project involving Latvia, Estonia, and Finland, which aims to investigate the pedagogy of creative literacy and to identify best practices in this area. Data were collected through an online questionnaire completed by 250 teachers from the three countries. Quantitative data from multiple-choice and Likert-scale items were analysed using statistical methods. The results indicate that most teachers employ creative literacy methods at least occasionally and perceive them as important for developing students’ literacy skills. The most frequently reported challenges include insufficient resources, such as time, physical space, and materials. Creative literacy practices were found to be particularly effective in enhancing students’ expressive creativity and engagement. No statistically significant differences were observed between teachers who used these methods occasionally or regularly and those who did not use them. The findings suggest that strengthening teachers’ professional competence in creative literacy requires structured support to achieve meaningful impact