| 1. |
- Andersson, Peter, 1974, et al.
(författare)
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Screen-based literacy practices in Swedish primary schools
- 2016
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Ingår i: Nordic Journal of Digital Literacy. - : Scandinavian University Press / Universitetsforlaget AS. - 1891-943X .- 0809-6724 .- 0809-7143. ; 10:2, s. 83-100
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Tidskriftsartikel (refereegranskat)abstract
- This paper contributes to the discussion of digital literacies in early literacy education. We focus on the nature of screen-based literacy practices in relation to print-based, paper-pen practices in the early years of schooling when pupils learn to read and write (aged 7–8). Our results show that pupils engage in several diverse screen-based practices, although they are conventional in nature. However, aspects of blogging and tweeting do approach the characteristics of “new literacies” as defined in previous research.
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| 2. |
- Lantz-Andersson, Annika, 1961
(författare)
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Embracing social media for educational linguistic activities
- 2016
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Ingår i: Digital kompetanse - Nordic journal of digital literacy. - : Scandinavian University Press / Universitetsforlaget AS. - 0809-6724 .- 0809-7143 .- 1891-943X. ; 10:1, s. 51-77
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Tidskriftsartikel (refereegranskat)abstract
- This case study explores the implications of utilising social media as part of specific linguistic activities of language learning that comprise the practice of mundane communication. As part of an international collaboration project, closed Facebook groups were formed in secondary school classes in Colombia, Finland, Sweden and Taiwan. The results imply that the interactions were framed as social connections before an audience. The students’ authorship was characterised by both educational language customs and digital vernacular derived from online communication conventions.
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| 3. |
- Tholander, Jakob, et al.
(författare)
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Three challenges when designing for children’s everyday digital literacy
- 2008
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Ingår i: Nordic Journal of Digital Literacy.. - 1891-943X .- 0809-6724 .- 0809-7143. ; 3:2, s. 130-139
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Tidskriftsartikel (refereegranskat)abstract
- We use the concept of digital literacy to refer to people’s competence of expressing themselves in computational form, and in this paper we specifically discuss the design of interactive technology aimed at letting children become digitally literate. A rarely discussed aspect of digital literacy in this respect concerns how it is supposed to take form in the context of improvised styles of use and interaction, resembling the kinds of activity commonly observed in kindergartens, school yards and centres for after-school activities. In such settings children often organize their own play activities, peers may go in and out of activities as they want, often without any necessary intervention by adult supervision. We align this kind of activity with the notion of ‘casual leisure’, and outline four basic challenges concerned with: a) a perspective on interaction, b) activity and context, c) the view of the user, and d) the character and role of the technology. We discuss these in relation to research attempting to design, evaluate, and make useful sense of children’s digital literacy in such activity. Our analysis identifies the sources of these challenges as due to expressions of tension between play and learning, between designers and users and a general striving for ‘hard fun’. The challenges and their consequences may be summarised as 1) the use of setting as allowing for spontaneous interactions, 2) the striving towards a participants’ perspective, 3) the incorporation of offline and social aspects into the design, and 4) the balancing of challenge with the easy and the accessible.
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| 4. |
- Backåberg, Sofia, 1979-, et al.
(författare)
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Video-based feedback combined with reflective enquiry : An interactive model for movement awareness among nursing students
- 2015
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Ingår i: Nordic Journal of Digital Literacy. - : Universitetsforlaget. - 1891-943X .- 0809-6724. ; 10:4, s. 246-264
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is to describe an interactive model developed for movement awareness in a practical learning situation and to explore the use of video-based digital feedback and reflective enquiry in this model among nursing students. Sixteen students participated in individual interactive video sessions with a facilitator, who encouraged the students to reflect upon their own movements. Qualitative analysis showed that movement patterns were visualized, and that movement awareness and self-analysis were gradually developed. Encountering one’s own movement and reflecting on one’s own experiences appear to support motivation for movement changes.
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| 5. |
- Hanell, Fredrik
(författare)
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What is the ‘problem’ that digital competence in Swedish teacher education is meant to solve?
- 2018
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Ingår i: Nordic Journal of Digital Literacy. - Oslo : Scandinavian University Press. - 1891-943X .- 0809-6724. ; 13:3, s. 137-151
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores how policy makers argue for the importance of digital competence in Swedish teacher education. A policy analysis of key policy documents from the government and from government-affiliated organisations from the time period 2011–2016 is conducted using Carol Bacchi’s ‘what’s the problem represented to be?’ approach. The paper critically examines underlying assumptions and particular viewpoints that underpin how the concept digital competence is formulated in key policy texts.Digital competence is found to be a part of a globalised policy discourse that conceptualises education as a necessity for a competitive work force. Policy makers describe Swedish schools as unsuccessful in providing pupils with adequate digital competence and how this may cause Sweden to fall behind in global competition. Shortcomings in schools are considered to be caused by low digital competence being developed as part of teacher education. In the studied policy documents, the ‘problem’ that digital competence in teacher education is meant to solve is consequently an issue of economic growth and global competition. The strong emphasis on economic benefits and an instrumental perspective on technology expressed in the global policy discourse on digital competence leads to the need for a renewed focus on Bildung and civic competences.
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| 6. |
- Adalberon, E., et al.
(författare)
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Informal use of social media in higher education: A case study of Facebook groups
- 2017
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Ingår i: Nordic Journal of Digital Literacy. - : Scandinavian University Press / Universitetsforlaget AS. - 0809-6724 .- 1891-943X. ; 12:4, s. 114-128
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Tidskriftsartikel (refereegranskat)abstract
- Recent research in Norway reveals significant differences between how students and educators in higher education report using social media in the context of university activities. Students seem to use such media at their own initiative and largely outside the academic agenda. This study looks further into students? use of social media by means of a case study of four, student-initiated, Facebook groups created in connection with campus-based courses. The main function of such groups appears to lie in providing an arena for managing practical and social aspects of academic life and for asking for and disseminating information. Occasionally, academic contents are addressed by students asking for clarifications or initiating discussions.
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| 7. |
- Bergdahl, Nina, et al.
(författare)
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The Use of Learning Technologies and Student Engagement in Learning Activities
- 2018
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Ingår i: Nordic Journal of Digital Literacy. - : Scandinavian University Press / Universitetsforlaget AS. - 1891-943X .- 0809-6724. ; 13:2, s. 113-130
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Tidskriftsartikel (refereegranskat)abstract
- As digitalisation spreads in education, it is vital to understand its relation to student engagement. We used student diaries and observation data to approach student engagement and explore the use of learning technologies on a lesson-to-lesson basis. Results show that a less thought-through use of technologies might lead to unconsidered effects. Positive indicators of the facilitation of student engagement included making the learning process accessible and visible to teachers.
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| 8. |
- Engblom, Charlotte, 1969-, et al.
(författare)
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Young students making textual changes during digital writing : Types, causes and consequences for the texts
- 2020
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Ingår i: Nordic Journal of Digital Literacy. - : Scandinavian University Press / Universitetsforlaget AS. - 1891-943X .- 0809-6724. ; 15:3, s. 190-201
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Tidskriftsartikel (refereegranskat)abstract
- In this small-scale study young students’ digital writing as it unfolds in real time via screen recordings is discussed. The students attend the first and third year of schooling in Sweden and are recorded during lessons. The aim is to describe students’ digital writing as they use computers to create texts, with a specific focus on the changes the students make. The type of change, its cause, whether the change results in correct or incorrect language use, and the semantic and syntactic consequences of the changes are analysed. The results show that changes are made locally, and that the students focus on dealing with software underlining that indicates problems with spelling or grammar. Revisions on deeper meaning-making levels, such as additions, insertions or reorganisations, are generally not performed even though such operations are easily accomplished with digital tools. Seven different strategies when dealing with underlining are identified, and how the students’ linguistic knowledge about spelling, rules for writing and digital literacy skills are used in explorative ways to avoid underlining is described. The students’ responsiveness toward following a correctness norm affects the semantic depth of the texts as misspelled words get erased or exchanged for more non-specific words. Syntactic structure is also affected resulting in non-conventional punctuation due to misunderstandings concerning the reason for software underlining. The outcomes show a close relationship between operational literacy and meaning-making as the content of the students’ texts often changes when underlining shows up on the screen. Identity formation is also at stake when a misunderstanding positions student as unaware of punctuation when the problem concerns the software’s rule of spacing after full stops. Different aspects of operational literacy and their significance for a social conception of literacy is suggested to inform teachers’ planning of text creation using digital tools in the classroom.
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| 9. |
- Engblom, Charlotte, et al.
(författare)
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Young students making textual changes during digital writing
- 2020
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Ingår i: Nordic Journal of Digital Literacy. - : Universitetsforlaget. - 1891-943X .- 0809-6724. ; 15:3, s. 190-201
-
Tidskriftsartikel (refereegranskat)abstract
- In this small-scale study young students' digital writing as it unfolds in real time via screen recordings is discussed. The students attend the first and third year of schooling in Sweden and are recorded during lessons. The aim is to describe students' digital writing as they use computers to create texts, with a specific focus on the changes the students make. The type of change, its cause, whether the change results in correct or incorrect language use, and the semantic and syntactic consequences of the changes are analysed. The results show that changes are made locally, and that the students focus on dealing with software underlining that indicates problems with spelling or grammar. Revisions on deeper meaning-making levels, such as additions, insertions or reorganisations, are generally not performed even though such operations are easily accomplished with digital tools. Seven different strategies when dealing with underlining are identified, and how the students' linguistic knowledge about spelling, rules for writing and digital literacy skills are used in explorative ways to avoid underlining is described. The students' responsiveness toward following a correctness norm affects the semantic depth of the texts as misspelled words get erased or exchanged for more non- specific words. Syntactic structure is also affected resulting in non-conventional punctuation due to misunderstandings concerning the reason for software underlining. The outcomes show a close relationship between operational literacy and meaning-making as the content of the students' texts often changes when underlining shows up on the screen. Identity formation is also at stake when a misunderstanding positions student as unaware of punctuation when the problem concerns the software's rule of spacing after full stops. Different aspects of operational literacy and their significance for a social conception of literacy is suggested to inform teachers' planning of text creation using digital tools in the classroom.
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| 10. |
- Erstad, Ola, et al.
(författare)
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Facing the challenges of 'digital competence' a Nordic agenda for curriculum development for the 21st century
- 2021
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Ingår i: Nordic Journal of Digital Literacy. - : Scandinavian University Press / Universitetsforlaget AS. - 1891-943X .- 0809-6724. ; 16:2, s. 77-87
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Tidskriftsartikel (refereegranskat)abstract
- Digital technology has become increasingly central in curriculum plans during the last decade, but there is hardly any research about the curriculum in the digital age, nor about 'digital competence' as a newdidactic area that has entered the educational field. In this article, we discuss and analyse two interrelated issues: first, on recent trends in curriculum developments in Norway, Sweden and Finland concerning digital competence; and, second, on related research initiatives of relevance for digital competence as an educational field. The article is based on a theoretically informed review of policy documents during the last decade and research initiatives in this field. The outcome of our study show that digital competence has become an increasingly complex concept, with a key emphasis in recent curricula, and is strongly linked to 21st century education. The article contributes to the ongoing debate about digital competence as part of contemporary educational strategies.
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