| 1. |
- Nissen, Anna, 1966-
(författare)
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Nordic Literature Instruction
- 2024
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This compilation thesis investigates and compares Nordic literature instruction in the first year of lower secondary school, with the aim of contributing to the knowledge on how lower secondary language arts teachers across the Nordic countries use literary texts in their ordinary instruction and how they promote students’ development of literary competence. Two overarching theoretical perspectives – didactics and literary competence – frame this thesis, which relies on two kinds of data and involves both quantitative and qualitative analyses. The thesis comprises four research articles. Articles 1–3 are based on video observations from 71 literature classrooms that are part of Linking Instruction and Student Achievement, a large-scale Nordic video study, while Article 4 draws on an online questionnaire that was answered by 701 teachers. This thesis shows that literature plays an important role in Nordic language arts instruction. A key finding was that teachers in all Nordic countries, especially Swedish, Icelandic and Finnish teachers, considered the development of students’ reading comprehension a major reason for using literary texts in language arts instruction. Another key finding was the lack of encouragement for literary readings, meaning that students were rarely given the opportunity to develop their literary competence. Even in cases where students were expected to learn to identify genre features and literary devices, this knowledge was not used to promote the aesthetic reading of literary texts. A third key finding was that teachers in all Nordic countries valued reading literature as a way to provide positive reading experiences. They often made student-oriented choices of literary texts and mostly had students read narrative texts, such as short stories and teenage novels. In summary, this thesis reveals that Nordic classrooms should give more space to reading literature for its own sake, not just to achieve general literacy.
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| 2. |
- Olin-Scheller, Christina, 1958-, et al.
(författare)
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Läsa mellan raderna
- 2016. - 1
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Bok (övrigt vetenskapligt/konstnärligt)
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| 3. |
- Tanner, Marie, 1965-, et al.
(författare)
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Material texts as objects in interaction : Constraints and possibilities in relation to dialogic reading instruction.
- 2017
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Ingår i: Nordic Journal of Literacy Research. - : Cappelen Damm AS - Cappelen Damm Akademisk. - 2464-1596. ; 3, s. 83-103
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Tidskriftsartikel (refereegranskat)abstract
- In this article we focus on the role of texts as material objects in the interaction between a teacher and her students in Swedish grade nine, working with critical reading of argumentative texts. With a Conversation Analysis approach, we investigate how texts are used as material objects in the organization of interaction between students and their teacher, as well as between students during group work. We also discuss what pedagogical implications the role of texts as material objects have for dialogicity in critical reading instruction. The result shows that texts as material objects are vital for the organization of interaction as they are used as resources in negotiating responsibility and primacy as well as for the distribution of turns between participants and to accomplish a representation of the answer to a reading task. A conclusion is that an intention to support dialogicity in reading instruction requires awareness of how dialogic and critical aspects of reading easily become subordinated to the aim of problem solving in classrooms as task work is organized around texts that are also material objects.
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| 4. |
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| 5. |
- Tengberg, Michael, Professor, 1978-
(författare)
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Hängning, tveksamma tester och andra goda motiv för vetenskapliga studier om läsning
- 2019
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Ingår i: Kapet (elektronisk). - Karlstad : Karlstads universitet. - 2002-3979. ; 15:2, s. 25-34
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Hur viktigt är det egentligen att lyckas på ett läsprov? Ja, det beror kanske på i vilket sammanhang provet tas. En lika relevant fråga är dock: Hur viktigt är det att provet lyckas fånga elevernas läsförmåga? Är det ena ens möjligt utan det andra? Den här sortens frågor bildade utgångspunkt för ett föredrag som jag gav i samband med min professorsinstallation den 11 oktober 2019. Avsikten var att försöka representera en del av innehållet i den forskning som jag ägnat mig åt. Den här artikeln utgör en något utvidgad version av föredraget och kretsar i första hand kring frågan om tillförlitlighet i läsprov av olika slag. Men det handlar också om hängning som straff för dåligt genomförda läsprov, om kunskapens möjliga dimensioner och om vad vetenskap egentligen är.
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| 6. |
- Tengberg, Michael, 1978-, et al.
(författare)
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Interrater reliability of constructed response items in standardized tests of reading
- 2018
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Ingår i: Nordic Studies in Education. - : Universitetsforlaget AS. - 1891-5914 .- 1891-5949. ; 38:2, s. 118-137
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Tidskriftsartikel (refereegranskat)abstract
- This article reports from a study of interrater reliability of constructed response items in standardized tests of reading. Two panels of raters (lower secondary teachers and test developers) were asked to rate student responses on 11 different items taken from the Norwegian national reading test in eighth grade. Consensus estimates and measurement estimates were combined with a qualitative analysis of difficult-to-score student responses. Based on findings about rater agreement, distribution of severity, and troublesome response characteristics, the article provides knowledge about both actual and possible levels of interrater reliability and discusses the use and development of open-ended reading test items.
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| 7. |
- Tengberg, Michael, Professor, 1978-, et al.
(författare)
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Dialogue and defamiliarization : The conceptual framing of an intervention for challenging readers and improving the quality of literature discussions
- 2023
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Ingår i: L1-Educational Studies in Language and Literature. - : International Association for Research in L1 Education (ARLE). - 1567-6617 .- 1573-1731. ; 23:2
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Tidskriftsartikel (refereegranskat)abstract
- To lead discussions about complex literary texts in a classroom of teenagers is no doubt a challenging task for many teachers. It is therefore meaningful to explore how teachers’ management of literature discussions can be supported and improved. Prior research indicates a positive relationship between certain modes of discussion and increased literary awareness. Yet observational studies underscore that open-ended, probing discussions about literature are scarce in today’s classrooms.This article elaborates the theoretical framing of an intervention designed to improve the quality of teacher-led discussions about complex literary texts. We argue that dialogic theory, appropriate for highlighting the processes of classroom interaction, needs to be supplemented by theory that offers an explanation for the role of the literary text and its impact on both readers and their interaction processes. For this purpose, we examine the conceptual matching between theory of dialogic teaching, drawing on Bakhtin’s idea of meaning making as inherently dialogic, and theories of literary reception, specifically Shklovsky’s concept defamiliarization and recent didactical analysis of Derrida’s concept undecidability. The intention of the paper is to suggest a theoretical framing of the intervention, one that allows for both analysis of the aesthetic processes of reading and talking about literature, and specific guidance of teachers’ management of those discussions.
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| 8. |
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| 9. |
- Tengberg, Michael, Professor, 1978-, et al.
(författare)
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Missed opportunities of text-based instruction: What characterizes learning of interpretation if strategies are not taught and students not challenged?
- 2022
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Ingår i: Teaching and Teacher Education. - : Elsevier. - 0742-051X .- 1879-2480. ; 115, s. 1-13
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Tidskriftsartikel (refereegranskat)abstract
- Despite robust evidence of effectiveness, many teachers struggle to implement research-based recommendations of reading instruction into everyday practice. This study examined naturally occurring textbased instruction in 237 lower secondary language arts lessons in 62 different classrooms from Norwayand Sweden. Using both quantitative and qualitative approaches, we found evidence that explicitstrategy instruction and cognitively challenging tasks were rare even in lessons that did focus on deepcomprehension of text. We also identified some of the distinct challenges (or missed opportunities) thatcharacterize comprehension-oriented instruction. These findings provide critical insight into relevantareas of future professional development for teachers.
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| 10. |
- Nissen, Anna, 1966-, et al.
(författare)
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Function and use of Literary Texts in Nordic Schools
- 2021
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Ingår i: L1-Educational Studies in Language and Literature. - : Universiteit van Amsterdam. - 1567-6617 .- 1573-1731. ; 21, s. 1-22
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Tidskriftsartikel (refereegranskat)abstract
- In this comparative study, naturally occurring literature instruction in Nordic lower secondary school is investigated in order to find out how lessons are organized, to what extent different genres are read and worked upon, and for what subject-specific functions and purposes literary texts are used. Implications for text selection by teachers are discussed. The study relies on four consecutive video-recorded language arts lessons from 102 classrooms in Finland, Iceland, Norway, and Sweden. The function and use of literary texts were investigated by means of video-analysis and statistical comparisons. The analysis clearly indicates that literature plays an important part in Nordic language arts education. In all four countries, narrative fiction texts were favored above other genres. When the aim was to give students joint reading experiences, short stories and excerpts from novels were normally used. Reading literature for the sake of developing comprehension appears to be a dominant function of using literary texts in Nordic lower secondary arts classrooms. The present study also suggests that it is important for Nordic teachers to provide their students with positive reading experiences.
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