| 21. |
- Godhe, Anna-Lena
(författare)
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Creating multimodal texts in language education
- 2012
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- I denna licentiatuppsats undersöks gymnasieelevers skapande av digitala berättelser i svenska eller svenska som andraspråk i en skolpraktik. Analysen grundas på videoupptagningar av par eller mindre grupper under deras arbete med sina multimodala texter. I uppsatsen presenteras två par studenter och deras interaktion i två fallstudier. Paren har valts ut för att på olika sätt belysa mångfald, dels utifrån elevers olika språkliga bakgrund, dels vad gäller de olika uttryckssätt de arbetar med i sitt multimodala textskapande. Hur eleverna positionerar sig i förhållande till varandra och till den skolmiljö de befinner sig i fokuseras liksom hur berättelserna skapas i interaktionen mellan eleverna. För att relatera interaktionen till det institutionella sammanhang i vilket den är situerad används aktivitetsteori som ett analysverktyg. I den ena fallstudien är en elev andraspråkstalare av svenska, vilket visar sig påverka samarbetet då eleverna förhandlar om hur de ska uttrycka sig språkligt i sin multimodala text. Andraspråkstalaren ges inte samma möjlighet att komma med förslag på lösningar till språkliga problem och får heller ingen respons på sina förslag, även om de är språkligt korrekta. När eleverna förhandlar om sin berättelses innehåll undviker de meningsskiljaktigheter genom att återgå till det gemensamma projektet att fullfölja en skoluppgift. I den andra fallstudien skapar eleverna sin multimodala text genom att olika uttryckssätt konstrueras samtidigt och därmed tillåts påverka varandra. Då multimodala texter är vanligt förekommande i praktiker utanför skolan, kan texten ses som ett gränsöverskridande objekt, vilket bidrar till att eleverna kan använda sig av kunskaper förvärvade också utanför skolkontexten för att positionera sig som kompetenta användare av informations- och kommunikationsteknik (IKT) i skolsituationen.
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| 22. |
- Godhe, Anna-Lena, et al.
(författare)
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Creating multimodal texts in language education – an emerging practice at the boundary
- 2012
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Ingår i: Proceedings of ICCE2012.
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Konferensbidrag (refereegranskat)abstract
- In this paper the emerging practice of making multimodal texts within language education is explored, in order to illuminate a boundary in which students negotiate what to include in a digital story produced in an educational setting. The making of multimodal texts originates in contexts outside of education and, accordingly, influences from these practices are incorporated into the activity system of making texts in language education. Through excerpts from interactions between students and their teacher, what is considered to belong, or not belong, in a school context, is illuminated as the negotiations between actors establish what are considered appropriate and meaningful actions. The digital stories created by the students within the activity system of schooling become a hybrid as influences from intersecting activity systems are incorporated into the multimodal texts they create.
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| 23. |
- Godhe, Anna-Lena, et al.
(författare)
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Creating multimodal texts in language education - Negotiations at the boundary
- 2014
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Ingår i: Research and Practice in Technology Enhanced Learning. - 1793-7078. ; 9:1, s. 165-188
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Tidskriftsartikel (refereegranskat)abstract
- How students negotiate what to include, and exclude, in multimodal texts is, in this article, explored in order to find out how, and to what extent, creating multimodal texts in language education can be regarded as a literacy practice at the boundary. When students create multimodal texts in classrooms they may incorporate contextual references from domains outside of education, such as popular culture, in the multimodal texts. By incorporating contextual references from activities outside of education, the multimodal texts become boundary objects which potentially connect educational and everyday practices. Boundary objects have different meanings in different activity systems but may connect, as well as divide, the activity systems involved. By analyzing student interactions this article aims to illuminate to what extent the students relate to multimodal texts as boundary objects. The ambiguous nature of boundaries accommodates for variations which are discernible in how the students relate to, and incorporate contextual references from several literacy practices in their multimodal texts. The students someti mes utilize the multimodal text as a boundary object which connects the activity systems involved, but by excluding certain contextual references the division between the activity systems is also enacted by the students
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| 24. |
- Godhe, Anna-Lena, et al.
(författare)
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Critical literacy practices in digitalized classrooms
- 2017
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Ingår i: The 11th conference on International Association for Research in L1 Education (ARLE), 15-17 June 2017, Tallinn, Estonia.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The rapid development of digital technologies has expanded the traditional notion of text and what it means to read and write. Apart from traditional reading- and writing skills, one must master an extensive amount of texts of many different modalities. This increases the need to take a critical stance towards texts, i.e. critical literacy, which becomes an important challenge for schools. In ongoing ethnographic, qualitative studies, Swedish lower secondary students’ use of tablets is observed and video recorded. The focus of the studies is students’ activities and their opportunities to engage in cross curriculum critical literacy practices. The students’ activities are framed and categorized in relation to Janks’ Interdependent model of critical literacy (2010), and uses the four interdependent conceptual critical dimensions described in the model: power, access, diversity and design/redesign as analytical tools. Freebody & Luke’s (2003) Four Resources Model is also used in order to categorize the reading and writing practices that the students engage in. The findings from the first part of the study suggest that digital technologies may contribute to critical literacy work in classrooms, e.g. extended access to texts, diverse perspectives and multiple opportunities to design and redesign texts. This becomes particularly obvious when the students’ experiences become resources in the activities. However, since tasks and end products designed by the teachers in this study, rarely explicitly focus on critical aspects, students’ critical literacy remains largely invisible and limits the potential for engaging in critical literacy work. A conclusion is that the design of tasks and end products explicitly need to address critical literacy aspects in order to develop critical literacy perspectives in the classroom. By drawing on previous results, a further study will involve an intervention where the classroom task has an explicit focus on critical literacy. Tentative findings of the data from this study, conducted during the spring 2017, will be addressed in the presentation.
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| 25. |
- Godhe, Anna-Lena, et al.
(författare)
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Digital competence and multimodality in Swedish curricula : possibilities, challenges and tensions
- 2018
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Ingår i: 9iCOM: Multimodality – moving the theory forward, August 15-17, 2018, University of Southern Denmark..
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Konferensbidrag (populärvet., debatt m.m.)abstract
- The presentation focuses on recent changes in the Swedish curricula for compulsory school and explores to what extent and how multimodal meaning-making is conceptualized. The changes are supposed to adjust education to a digitalized society and support students’ in their development of “adequate digital competence”. Digitalization potentially facilitates multimodal meaning-making, providing students with a wide range of opportunities through modes and media. Meanings are shaped in new and hybrid formats, and acknowledgement and understanding of the semiotic choices and intentions of students, as well as and the potential of multimodal design (Serafini, 2012), becomes an equity issue (Sofkova Hashemi, 2017; Bezemer & Kress, 2016).. Previous studies of multimodality in teaching and assessment show that teachers do not have enough, or accurate, competences to teach or assess multimodal meaning-making on a modal specialized level. Even if teaching encourages the use of several modalities and multimodal meaning-making, most attention is given to the verbal written text in the assessment of students’ work (cf. Oldham, 2005; Matre et al., 2011; Godhe, 2014; Silseth &Gilje, 2017). We present an analysis of if, and how, the recent changes in the Swedish curricula for compulsory school relate to and support multimodal meaning-making. Content analysis was used to categorize the changes as additions, changes or deletions (Boyatis, 1998; Braun & Clarke, 2006). The analysis show some support for the inclusion of multimodal meaning-making, implicitly pointing to other modalities than the verbal and to a redefinition of the concept of ‘text’. However, the majority of the changes address the ‘use of digital tools’ as a technical skill. Based on the analysis, questions concerning the implications for teaching, teacher education and possibilities for redefining knowledge and learning (cf. Lankshear & Knobel, 2009; Kalantzis & Cope, 2012), are raised and discussed.
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| 26. |
- Godhe, Anna-Lena, et al.
(författare)
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Digital kompetens i skolan – begreppets innebörd i styrdokument och forskning
- 2019
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Ingår i: Digital kompetens för lärare. Anna-Lena Godhe, Sylvana Sofkova Hashemi (red.). - Malmö : Gleerups. - 9789151101057 ; , s. 67-79
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Digitalisering av samhället och utbildningen ställer nya krav på kompetenser för såväl lärare som elever. Vilka dessa kompetenser är, hur de relaterar till olika kunskapsfält och vad de innebär för utbildningssystemet i olika länder är ett område som diskuteras och väcker frågor globalt. Den snabba tekniska utvecklingen gör det svårt att definiera kunskaper eller kompetenser ur ett längre tidsperspektiv. Krav kommer från arbetslivet på att leverera arbetskraft med utbildning som motsvarar arbetsmarknadens framtida behov och skolan som samhällsinstitution har ett uppdrag att utbilda morgondagens medborgare. Detta uppdrag har som mål att medborgare ska kunna ta del av samhällslivet och ha möjlighet att delta i sociala, ekonomiska och politiska aktiviteter, vilket också är av betydelse för sysselsättningsmöjligheter. Skolans styrdokument ställer också krav på att utbildningen ska bygga på en värdegrund med mänskliga rättigheter och människors lika värde i centrum. Digital kompetens som en demokratifråga lyfts i den nationella strategin för digitalisering i skolan med målet att elever och all personal i skolan ska utveckla en adekvat digital kompetens. På vilket sätt påverkas medborgarskapet och värdegrunden av digitaliseringen? Vad innebär det att vara medborgare i ett digitaliserat samhälle och vilka kompetenser krävs för att aktivt kunna delta? Vad definierar en adekvat digital kompetens? I detta kapitel diskuteras digital kompetens som begrepp och hur det relaterar till digital literacy samt kompetensbegreppet generellt. Vidare reder vi ut hur begreppen definieras så väl i svenska läroplaner, internationella dokument och forskning.
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| 27. |
- Godhe, Anna-Lena, et al.
(författare)
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Digital kompetens och digital literacy – förändringar i begrepp och i praktik?
- 2018
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Ingår i: Keynote #PopUpDig18: Konferens om skolans digitalisering, 19 juni 2018, Utbildningsvetenskapliga fakulteten, Göteborgs universitet.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Presentationen tar upp två studier för att belysa de revideringar som gjorts i de svenska läroplanerna 2017. I den ena studien har begreppen digital literacy och digital kompetens och hur de tas upp i internationell forskning studerats: Vilka skillnader och likheter finns mellan de olika begreppen och i vilka sammanhang används de i forskningslitteraturen. Den andra studien fokuserar på revideringen av styrdokumenten och de nya skrivningarna kring digital kompetens skärskådas: Vad innehåller den digitala kompetens som eleverna ska utveckla och vilka krav ställer det på elever, lärare och rektorer? De svenska styrdokumenten relateras till nordiska, europeiska och globala rapporter och undersökningar om vad digital kompetens kan innehålla. I förhållande till dessa läggs det i de svenska styrdokumenten större vikt vid vissa områden medan andra får en nedtonad roll eller saknas. I europeiska ramverk för digital kompetens finns specificerat olika nivåer medan det i förändringarna i våra läroplaner i stort sett saknas förändringar i kunskapskraven. Vad betyder detta för vår förståelse av den digitala kompetensen som eleverna ska utveckla? Och vilka samband finns mellan digitala verktyg och ökad måluppfyllelse?
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| 28. |
- Godhe, Anna-Lena, et al.
(författare)
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Digital literacies – a changing, or disappearing, concept?
- 2018
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Ingår i: Symposium: Research on digital literacies in Nordic education: Policy, practices and future directions. NERA 2018 - 46th CONGRESS Educational Research: Boundaries, Breaches and Bridges, 8-10 March 2018, University of Oslo, Norway..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The definition of literacy has changed, both historically and in relation to educational contexts. Before the 1970s, the term literacy was predominantly used in relation to adult, non-formal education, which offered illiterate adults basic skills in reading and writing (e.g. Lankshear & Knobel, 2008; Street, 2009). An expansion of the concept of literacy was in the late 20th century largely argued for based on a perception of literacy as social practice (e.g. Barton & Hamilton, 1998; Street, 1998) but also in relation to aspects of multiplicity in contemporary societies (e.g. Cope & Kalantzis, 2000) and a multimodal perspective on texts (e.g. Jewitt & Kress, 2004). Common to these different arguments for expanding the notion of literacy and what it means to be able to read and write, is that they focus on how meaning is made in a diverse and rapidly changing society. The concept of literacy has also been used in relation to practices that involve the use of digital technology. In this approach, a ‘new’ mind-set, which is considered to be more collaborative and participatory than the conventional one, is in focus and questions around how technology may facilitate changes in practice is explored (Lankshear & Knobel, 2008). When the concept of digital literacy emerges around the turn of the century it is related to ‘new’ technology at that time, such as the internet. Gilster (1997) identifies four digital literacy competences; assembling knowledge, evaluating information, searching the internet and navigating hypertext. The literacy competences he suggests differ from earlier conceptions of literacy in that mastering the digital technology is highlighted, whilst aspects relating to understanding and making meaning are downplayed. Based on this short retrospective passage, we argue that the shift in concepts needs to be taken into consideration in both research and policymaking. Literacy refers to meaning making and the understanding of texts and has been expanded to include digital and multimodal texts. Competence on the other hand tends to refer to wider issues of the digitalization of society and education. Recent changes in Swedish national curricula will be discussed in the presentation to exemplify to what extent and how they relate to the concept of digital literacy and competence.
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| 29. |
- Godhe, Anna-Lena
(författare)
-
Digital Literacies or Digital Competence : Conceptualizations in Nordic Curricula
- 2019
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Ingår i: Media and Communication. - : Cogitatio. - 2183-2439. ; 7:2, s. 25-35
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Tidskriftsartikel (refereegranskat)abstract
- This article examines how the concepts of digital literacies and digital competence are conceptualized in curricula for compulsory education within the Nordic countries. In 2006, the European Union defined digital competence as one of eight key competences for lifelong learning. The terms digital literacies and digital competence have since been used interchangeably, particularly in policy documents concerning education and the digitalization of educational systems and teaching. However, whether these concepts carry similar meanings, and are understood in a similar way, across languages and cultures is not self-evident. By taking the curricula in Sweden, Denmark, Finland, and Norway as examples, this article attempts to clarify similarities and differences in how the concepts are interpreted, as well as what implications this has for the digitalization of education. The analyses reveal that different terms are used in the curricula in the different countries, which are connected to themes or interdisciplinary issues to be incorporated into school subjects. The conceptualizations of the terms share a common emphasis on societal issues and a critical approach, highlighting a particular Nordic interpretation of digital literacies and digital competence.
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| 30. |
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