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- Martinsson, Bengt-Göran
(författare)
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Mellan disciplin och profession. : Litteraturdidaktikens etablering som forskningsfält i Sverige – en prequel
- 2024
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Ingår i: Acta Didactica Norden. - 2535-8219. ; 18:1
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Tidskriftsartikel (refereegranskat)abstract
- This article describes and analyzes the formation of subject didactic research through the interaction between different disciplinary starting points and the new demands for profession-oriented interdisciplinary research fields, with subject didactics serving as an example. The focus is on the early development of literature didactics in Sweden.The main research question is: How have early internal factors, such as the discipline of literary studies, and external factors, including changes in the school system, education policy, or the social climate in general, influenced or contributed to the repertoire of research questions, methods, and theories within the field now known as literature didactics?The material analyzed, from the perspective of the history and sociology of science, consists of the scientific production from two early literary didactic contributions (1960–1980).The results follow two lines. The first formulates and develops subject didactic relevant issues from interdisciplinary starting points. The second develops subject didactic research based on the practical aspects of school teaching. Both lines of development in subject didactic research are strengthened and accelerated by external research funding, which also brings them closer together in several respects.The results are discussed based on Fensham's (2003) criteria for when a subject didactic research field can be considered established, Bernstein's (2003) dichotomy between singularities and regions, and Abbot's (2001) fractal theory for the development of new disciplines and research areas. The main conclusion is that the heterogeneity of the current field, in terms of paradigmatic orientations, and its homogeneity in certain theoretical starting points and recurring questions, can be clarified through this prehistory.
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| 2. |
- 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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| 3. |
- Johansson, Maritha, Fil dr, 1972-
(författare)
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Att förstå begrepp eller förstå med begrepp [Understanding concepts or understanding through concepts] : en studie av litterär begreppsanvändning, tolkning och analys [A study of the use of literary conceptual tools, interpretation and analysis]
- 2019
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Ingår i: Forskning om undervisning och lärande. - 2000-9674 .- 2001-6131. ; 7:2, s. 50-66
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Tidskriftsartikel (refereegranskat)abstract
- Denna artikel redovisar resultat från en studie inom litteraturdidaktik med fokus på litterära begrepp. I studien används två kombinerade metoder, ett begreppsförståelsetest och ett tänka-högt-test, för att undersöka gymnasieelevers litterära begreppsanvändning och begreppsförståelse. Studien syftar till att undersöka hur eleverna förstår och använder litteraturvetenskapliga begrepp vid analys av en litterär text, i detta fall en dikt. Resultaten visar att begrepp i form av ”gloslistor” är svåra att hantera för eleverna. De kan ibland ge korrekta definitioner men de flesta ger vaga eller felaktiga svar på begreppsdefinitionstestet. Tänka-högt-testet visar att eleverna har svårt att tillämpa begreppen i en analys och att när de väl använder begrepp, leder det till ett starkt fokus på textens yta. Det innebär att eleverna främst fokuserar på att identifiera och namnge stilgrepp i texten. Att enbart beskriva texten utan att reflektera över vilken betydelse eller effekt ett visst stilgrepp har leder inte till en djupare förståelse. Studiens resultat visar att överföringen mellan en passiv begreppskunskap och en aktiv användning av begrepp, vilket skulle kunna öka förståelsen, är långt ifrån självklar.
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| 4. |
- Vuorenpää, Sari, et al.
(författare)
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Kartläggning av en nyanländ elevs litteracitet i Sverige
- 2019
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Ingår i: Nordic Journal of Literacy Research. - : Cappelen Damm Akademisk. - 2464-1596. ; 5:3, s. 49-49
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Tidskriftsartikel (refereegranskat)abstract
- Mapping of a newly arrived pupil’s literacy in Sweden The focus of this study is a newly arrived pupil’s encounter with Swedish schooling and the mapping of her literacy skills. The study is a descriptive case study inspired by ethnographic principles including video recordings of the mapping conversations. The pupil, one of her parents, an interpreter and a mapper participated in the recorded conversations. During the conversations numerous questions were asked but there was little time or scope given to developing responses or for more in-depth or follow-up questions. The pupil speaks several different languages and has had both French and Arabic as a language of instruction. She has had five years of schooling before arriving in Sweden. Her experiences of education in literacy seem to be restricted to reading aloud and copying the teachers’ text from a blackboard. This is one reason why it is difficult for her to understand the mapper’s questions connected to reading texts and text analysis. It is obvious that there are considerable differences between her previous school experiences and the school that awaits her in Sweden.
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