| 1. |
- Arneback, Emma, 1974-, et al.
(författare)
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Doing interdisciplinarity in teacher education : Resources for learning through writing in two educational programmes
- 2017
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Ingår i: Education Inquiry. - : Informa UK Limited. - 2000-4508. ; 8:4, s. 299-317
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Tidskriftsartikel (refereegranskat)abstract
- With a focus on resources for learning through writing, this paper compares the interdisciplinary framings of two teacher education programmes. What are the implications of these framings and resources for students’ possibilities when they write independent projects/bachelor theses? The paper presents a case study with data (interviews, texts, observations) from two different teacher education programmes. The conceptual framework stems from the Academic Literacies approach. The analysis shows that one of the programmes shapes interdisciplinarity by a “block approach” that allows students to work independently, while the other is shaped as a “bridging approach” with tight collaboration between students and tutors. The two educational programmes apply the same national regulating documents in different ways, thus creating different possibilities for students to learn and write as “independent” or “collaborative” students, respectively. The results contribute to a discussion of higher education structure and the role of writing within it.
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| 2. |
- Bendegard, Saga, 1982-
(författare)
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Begriplig EU-svenska? : Klarspråksarbetets förutsättningar inom den interinstitutionella översättningsprocessen
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis is a study of the inter-institutional translation process through which the Swedish versions of EU legislative acts are created, focusing on the conditions for plain language work within this process. These Swedish translations have long been considered incomprehensible. Complicated originals and strong demands for close correspondence to the source text have been considered the main reason. This study aims to examine the translation process, to see how institutional factors shape the scope for plain language work. The theoretical and methodological bases of the study are the sociology of translation, focusing on translation as a social activity, and ethnography, focusing on the participants’ perspective. The data analysed consist of field notes, interviews, video recordings of participants translating, and revised translations.A key factor for plain language is shown to be the demands for close correspondence to previous texts – not only the source text but also previous Swedish translations. Close correspondence is necessary due to special demands on legal translation but is also supported by other institutional factors, such as translators’ insecurity regarding legal language, short deadlines and the needs of internal readers. The use of CAT tools such as TWB further reinforces this dependence on previous texts.Other institutional factors that stand out are the relative isolation of the translation units, with limited feedback from outside the unit, and the position of the translated documents within the EU legal system. The results indicate that the difficulties for a Swedish reader are often not due to linguistic or textual formulation of the documents, but to the gap this EU position creates, between the reader’s (Swedish) and the text’s (EU) frame of reference respectively.Support for plain language is strong at the units, but the concept appears to have been partially given a local meaning, showing that the traditional understanding of plain language may not be fully applicable in this setting. This shows the necessity to identify the aspects most central to comprehensibility, for different types of texts and in different settings – a necessity not only for plain language work within the EU, but in national settings as well.
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| 3. |
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| 4. |
- Blåsjö, Mona, 1960-
(författare)
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Appropriering av fackkunskap - förutsättning för ett "godkänt" akademiskt skrivande?
- 2009
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Ingår i: Skriving i kunnskapssamfunnet. - Trondheim : Tapir Akademisk Forlag. - 9788251924993 ; , s. 143-160
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Som lärare suckar vi lätt över studenter som refererar osjälvständigt eller till och med ordagrant, trots att vi efterfrågat syntes, kritiskt förhållningssätt och diskussion. Men som akademiska skribenter kanske vi själva skriver ganska osjälvständigt när vi för en gångs skull inte skriver om vårt eget ämne, utan om något för oss nytt. Mycket av kopiering och osjälvständigt skrivande kanske beror på att kunskaperna är nya för skribenten. Måste man ha approprierat kunskaper, gjort dem till ”sina egna”, för att texten man skriver ska ge ett akademiskt, integrerat och självständigt intryck? Kräver vi för mycket, till exempel kritiskt förhållningssätt, av nybörjarstudenter? Frågorna diskuteras här med utgångspunkt i en pilotundersökning om hur oerfarna respektive erfarna akademiska skribenter skriver om nya respektive approprierade kunskaper.
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| 5. |
- Blåsjö, Mona, 1960-
(författare)
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"Att skriva avtal är att förutse problem" : Medierad diskursanalys som metod för att studera bolagsjuristers textbruk
- 2013
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Ingår i: Sakprosa. - : University of Oslo Library. - 1502-6000 .- 1891-5108. ; 5:2, s. 1-34
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Tidskriftsartikel (refereegranskat)abstract
- By applying concepts from Mediated Discourse Analysis (MDA, Scollon & Scollon 2004), this article contributes to the field of applied linguistics theoretically and empirically. The theoretical issue is the problematization raised by e.g. Karlsson (2010) on how to regard the text–“context” relationship. The empirical contribution concerns our knowledge about how texts are used in professional communication. The data consists of observations of company lawyers’ work, interviews, a focus group, a few texts and feedback from lawyers on preliminary findings. The results show that the writing of contracts is a predominant social practice (or practice of nexus, as several practices are included in this) for company lawyers; that this practice includes anticipating and avoiding problems for the company; and how this practise is locally performed together with other professional representatives. MDA is shown i.e. to include concepts for analysing actors dealing with complexity out of the immediate interaction.
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| 6. |
- Blåsjö, Mona, et al.
(författare)
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Att skriva för att lära i digital miljö
- 2014
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Ingår i: Resultatdialog 2014. - Stockholm : Vetenskapsrådet. - 9789173072472 ; , s. 109-119
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 7. |
- Blåsjö, Mona, 1960-, et al.
(författare)
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Att skriva för att lära i digitala miljöer
- 2014
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Ingår i: Resultatdialog 2014. - Stockholm : Vetenskapsrådet. - 9789173072472 ; , s. 109-119
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 8. |
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| 9. |
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| 10. |
- Blåsjö, Mona, et al.
(författare)
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Exploring the Design Space of Genre Pedagogy and Virtual Learning Environments
- 2012
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Ingår i: Designs for Learning 2012. - 9788799532803 ; , s. 75-77
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Konferensbidrag (refereegranskat)abstract
- This paper explores the design space of genre pedagogy and virtual learning environments. This is done by examining the cornerstones of genre pedagogy and the main activities they give raise to, and how the activities are transformed when they are partly or completely moved from the classroom to virtual learning environments, and what implications for interaction design they give raise to.
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