| 3. |
- Jusslin, Sofia, et al.
(författare)
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Meaning-making in fifth-graders' multimodal texts : Towards a vocabulary of semiotic potentials in different modes
- 2020
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Ingår i: Apples - Journal of Applied Language Studies. - : Apples - Journal of Applied Language Studies. - 1457-9863. ; 14:2, s. 47-66
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Tidskriftsartikel (refereegranskat)abstract
- Despite a growing body of research on multimodal writing, scholars still express a need for formal frameworks for discussing multimodal literacy practices and call for research on multimodality in education that develops a vocabulary to approach multimodal texts in teaching. This study answers this call by presenting an analysis that adds to the field of multimodal writing research, and thus furthers the knowledge of different semiotic potentials of modes in student-produced texts. Drawing on a social semiotic approach to multimodality, a total of 299 texts, written by fifth-grade students from three schools in Sweden and Finland, are analyzed. The aim is to explore semiotic modes used in the student-produced written texts. The guiding research questions are: (1) What modes are used in the texts, and (2) what meanings are realized through the different modes in the texts. Results showed that six different modes were used to realize meanings in five categories: create representative meaning; visualize phenomena and assignments; foreground important areas; design the text; and decorate the paper. These categories offer a vocabulary that can describe semiotic potentials of the modes and how they realize different meanings in multimodal texts. Such a vocabulary can aid teachers in cultivating, supporting, and assessing students’ multimodal writings that contain multiple modes. From these results, we suggest that acknowledging the diversity of the modes and their meanings in student texts can help raise the awareness of how students also make meaning in modes beyond writing and image.
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| 8. |
- Sturk, Erika, Fil. dr, 1971-, et al.
(författare)
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Integrating theory and practice in teaching writing across school subjects : Insights from initial teacher education
- 2024
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Conventional teacher education is often seen as predominantly theoretical, raising a challenge in effectively blending theoretical knowledge with practical application (Darling-Hammond, 2014). To equip student teachers with the skills to teach writing effectively, teacher education programs must help them grasp the essence of writing as a phenomenon and understand the practical realities of teaching writing (Bomer et al., 2019; Winzell, 2018).This presentation outlines an ongoing project titled “Skrivdidaktik i lärarutbildning och skola i Finland och Sverige” (2022–2024), a collaborative research endeavor between the Teacher Education departments at Åbo Akademi University in Finland and Umeå University in Sweden. Within this project, we conduct lectures and interactive reflective seminars on writing didactic theory (Ivanic, 2004, 2017), utilizing a reflective observation model (Sturk, 2022). This model involves linking various supportive elements in the course structure with teacher candidates' observations of writing instruction in school settings. We employ a framework that encompasses various discourses of writing and learning to write. Ivanič (2004) presents a holistic view of writing across layers: text, cognition, events, and social contexts, identifying seven key discourses: skills, creativity, thinking and learning, process, genre, social practices, and sociopolitical factors. A total of 135 student teachers participated in the project, with data collection comprising 234 questionnaires, 237 observed lessons spanning school years 1–6, 47 student teachers’ exams, 2 focus group interviews, and 3 researchers’ notes.The overarching goal of the project is to investigate how student teachers integrate theoretical concepts of writing and teaching writing into practical contexts, examining the process of recontextualizing a framework for writing and teaching writing within the context of teacher education. To achieve this, three primary research questions are posed:· How do student teachers translate theory into practice?· How do student teachers apply writing theory in practical settings?· What characterizes the interaction between researchers and student teachers during seminars on teaching writing theory and practice?Various methods have been employed to analyze the data, including deductive discourse analysis for identifying writing discourses, thematic content analysis to explore student teachers' reflections (Braun & Clarke, 2006), and a post-humanistic approach to investigate interactions during seminar discussions between students and researchers.Preliminary findings suggest both opportunities and challenges in translating theoretical insights on writing into practical teaching strategies, particularly concerning the dimensions of writing as text, cognition, and social practice. The seminars appear instrumental in fostering a deeper understanding of the intricacies involved in teaching writing. Bomer, R., Land, C. L., Rubin, J. C., & Van Dike, L. M. (2019). Constructs of Teaching Writing in Research About Literacy Teacher Education. Journal of Literacy Research, 51(2), 196–213. https://doi.org/10.1177/1086296X19833783Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. Darling-Hammond, L. (2014). Strengthening Clinical Preparation: The Holy Grail of Teacher Education. Peabody journal of education, 89(4), 547-561. Ivanic, R. (2004). Discourses of writing and learning to write. Language and Education, 18(3), 220-245.Ivanic, R. (2017). Round table on discourses of writing, and writer identity. Paper presented at the LITUM symposium, 4-5 June, Umea, Sweden.Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. Routledge.Sturk, E. (2022). Writing across the curriculum in compulsory school in Sweden [Doktorsavhandling, Umeå universitet]. Winzell, H. (2018). Lära för skrivundervisning : en studie om skrivdidaktisk kunskap i ämneslärarutbildningen och läraryrket. Diss. Linköping.
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