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- Asplund, Stig-Börje, 1973-, et al.
(författare)
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Navigating between disorder and control : Challenges and choices when teaching reading strategies in the L1 classroom
- 2016
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Ingår i: L1-Educational Studies in Language and Literature. - 1567-6617 .- 1573-1731. ; 16:Open Issue, s. 1-25
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Tidskriftsartikel (refereegranskat)abstract
- Conversations about texts are often presented in research as particularly beneficial to students’ reading development, based on the argument that the opportunity to confront, discuss and negotiate different readings in the classroom enhances students’ skills in engaging with texts. In this article, we examine in detail the interplay between a teacher and her students when they talk about argumentative texts in a Swedish ninth grade classroom setting. In the analysis we combine a Conversation Analysis ap-proach with reading theories that emphasize the dialogical encounter between reader and text. Our result indicates the dual nature of the teaching perspective which sometimes involves conflicting aims. The teacher has to choose between intervening in response to student reactions that reflect emotional and stereotypical attitudes that may hinder a critical reading, or intervening to make use of and stimu-late reactions that may lead to more critical readings. Thus, our study emphasizes that it is crucial that teachers are able to both manage the leadership in the complex classroom interaction, and to apply knowledge about reading processes and strategies that students get involved in when they discuss en-gaging texts in school.
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- Asplund, Stig-Börje, 1973-, et al.
(författare)
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Under the teacher´s radar : Literacy practices in task-related smartphone use in the connected classroom
- 2018
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Ingår i: L1-Educational Studies in Language and Literature. - Amsterdam : International Association for Research in L1-Education, University of Amsterdam. - 1567-6617 .- 1573-1731. ; 18, s. 1-26
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we explore the role of smartphones in the classroom and how they interact with teaching. Drawing on examples of literacy events, we show how the students use the smartphone as a resource to exercise power and influence in the literacy practices in which they participate in the classroom, in relation to a teaching content. These actions take place without the teachers being aware of them, and thus theseprocesses dismantle the teacher’s authority in terms of access to, and overview of, the diversity of texts that are managed by the students in the classroom. The article concludes that it is evident that digital tools in general, and smartphones in particular, change the role of the teacher and the school, and thatthe students’ design of texts places new or altered demands on students as well as teachers.
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Berättelser : Vänbok till Héctor Pérez Prieto
- 2018
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Samlingsverk (redaktörskap) (populärvet., debatt m.m.)abstract
- Denna vänbok tillägnas vår kollega Héctor Pérez Prieto. Boken består av olika berättelser med anknytning till Héctors forskning och tillsammans formar bidragen en ny berättelse om hans forskarliv, en slags livsberättelse.Författarna är akademiska vänner som vid olika tidpunkter och på olika platser samarbetat med Héctor som handledare, student, doktorand och kollega.
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- Buskqvist, Ulf, 1975-, et al.
(författare)
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Den digitaliserade skolan - etiska spänningsfält
- 2017
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Ingår i: Etiska perspektiv på skolledares arbete. - Stockholm : Studentlitteratur AB. - 9789144117027 ; , s. 29-47
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 8. |
- Juvonen, Riitta, et al.
(författare)
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‘Being stuck’. Analyzing text-planning activities in digitally rich upper secondary school classrooms
- 2019
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Ingår i: Learning, Culture and Social Interaction. - : Elsevier Ltd. - 2210-6561 .- 2210-657X. ; 21, s. 196-213
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to develop an understanding of how students use different interactional resources to manage problems that arise in their text-planning processes in digitally rich environments in Finnish and Swedish upper secondary schools. We explore both individual and collective teacher-initiated writing tasks in different subjects and during moments when text-planning seems to ‘get stuck’. Theoretically, we draw on a socio-cultural understanding of the text-planning process, and use multimodal conversation analysis to examine how students display ‘being stuck’ during their text-planning through their embodied and verbal performances, what role smartphones and laptops play in their process of becoming ‘stuck’ and ‘unstuck’, and how different interactional resources are coordinated during the students' text-planning processes. The data consist of video-recorded face-to-face interaction, students' activities on computers and/or with a pen and paper as well as simultaneous recordings of the focus students' smartphone screens. The results demonstrate that students often resort to smartphones as resources to display, negotiate and transform problems in their text-planning process. Our results challenge common claims within the contemporary debate both in relation to digital devices as the solution to pedagogical challenges and in relation to the debate on smartphones as devices that disrupt work.
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- Juvonen, Riitta, et al.
(författare)
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Students' work with literary concepts in digitally rich L1 classrooms
- 2021
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Ingår i: L1-Educational Studies in Language and Literature. - : Universiteit van Amsterdam. - 1567-6617 .- 1573-1731. ; 21:8, s. 1-31
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Tidskriftsartikel (refereegranskat)abstract
- This article explores students’ learning trajectories in digitalized classrooms as they work with literaryconcepts in first language (L1) education. Using a multimodal conversation analysis approach, weinvestigate the emerging activities and epistemic stances that students take when attempting to explainand apply the concepts. Departing from socio‐cultural understandings of learning as constituted ininteraction, we analyze how students display their understandings with a specific interest in the role ofdigital resources in the evolving learning trajectories. This research data consists of video‐recordedinteractions from Swedish and Finnish upper‐secondary school classrooms, including the students’ workon their computers and/or smartphones. We demonstrate how digital resources support students infinding suitable explanations for concepts that from a pragmatic view help them solve given tasks.However, it seems that digital resources do not help students develop their everyday understanding ofconcepts into an academic understanding, which would enable them to apply these concepts in literaryanalysis.
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- Klette, Kirsti, et al.
(författare)
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Justice through participation : Student engagement in Nordic classrooms
- 2018
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Ingår i: Education Inquiry. - : Taylor & Francis. - 2000-4508. ; 9:1, s. 57-77
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we approach large questions regarding justice and equality in the Nordic classrooms. A substantial body of previous research emphasises the importance of student engagement in teaching and learning. Drawing on video data from Norway, Sweden and Finland, we focus on whole-class teaching, i.e. situations in which the teacher addresses the class from the front of the classroom, to investigate justice trough participation. We have approached our topic through two concerns: student participation in classroom discourse and student engagement as providing access to content. Our findings seem to pose some serious challenges for the Nordic welfare society vision of classrooms as core societal hubs for justice and equality. While whole-class teaching is one of the primary tools available for attempting to achieve justice and equality for all, this interaction format seems to contain inherent constraints that do not support equitable student engagement. Further, the way the Nordic classrooms have responded so far to the massive digitisation in their societies seems to pose serious questions rather than provide comforting answers.
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