| 1. |
- Hort, Sofia, 1984-
(författare)
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Skrivprocesser på högskolan : Text, plats och materialitet i uppsatsskrivandet
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this study is to explore how students in a higher education context handle the writing of their final essay. Applying a sociomaterial approach, the study offers comprehensive case studies of students’ writing processes. The thesis attempts to show how student writers handle writing challenges through different technologies and at different places. It does so by implementing the Mobile Technologies Process Logs (MTPL)-method, wherein participating students take an active role to create and gather data on their own writing processes.The results show that some students’ textual work could be described in terms of being comprehensive, and hence handled through varied writing technologies at various writing places. These students write a lot of texts to move the writing process forward. Other writers take a more product-oriented view in their writing, and hence write through fewer technologies, at a few places, and with a wish to finish their final text product directly. Many of the students make explicit how they process the literature through writing texts. The knowledge production, the analysis, which is central to academic writing, seems however more implicit and difficult for the students to handle, specifically if having a product oriented view on writing. The results also show how students mobilize different textual actions to meet challenges that writing an (digital) essay implies. This work is clearly emplaced ,at diverse or at more homogenous writing places.It is significant to make textual strategies as well as the functions of writing technologies and place visible to all students. It seems vital at times where higher education, as well as the students entering this institution, are put in front of a raft of (new) challenges. At the same time as the idea of the bad student writer is prevailing, higher education institutions seem not to teach how an academic writing process could be managed in successful ways. This thesis contributes to this field of inquiry with results on how students’ writing processes can be characterized.
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| 2. |
- Yassin Falk, Daroon, 1982-
(författare)
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Skrivundervisning i grundskolans årskurs 3
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation constitutes an illustration of how writing instruction in elementary school, year three, is conducted. At this stage of schooling, most pupils are assumed to have acquired basic reading and writing skills, and from now on, and increasingly over the years that follow, they are expected to read and write longer texts within different genres and subjects. The aim of this thesis is to study writing lessons that were conducted under the framework of four writing projects in a classroom, and the student-written texts that that resulted thereof. The writing pro-jects are characterised by focus on similar text types, which in my mate-rial includes "the fairy tale", "a letter to the editor", "instructions" and a "factual text". The focus of the study is on the relationship between the learning support offered to the pupils in the classroom and the na-ture of texts that the pupils then write.The research is inspired by ethnographic methodology, and is based on material consisting of field notes, video recordings and student texts. The theoretical framework assumes a socio-cultural view of learning and a dialogical view of text and writing. The teaching practices are studied on the basis of how they are built up by different chains of activities (reading, conversation and writing). Particular attention is paid to which text dimensions are addressed in classroom conversations: content, form or function. The pupils’ texts are analysed on the basis of their macro structure, and the analysis builds on the concept of "text activity".On an overall level, the results point to writing being a social activity, which is also closely interconnected to reading, and above all dialogue and conversation. The writing instruction offered to the students is also characterized by a broad view of what literacy is about. The study points out the value of versatile learning support, where the function, form and content of texts, in relation to the learning goals, are made explicit in the teaching. An important result is that the functional dimension of writing, in particular, favours writing development. On a more general level, the study raises the question of which literacy skills can and should be pro-moted by writing education in the early primary school years.
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| 3. |
- Ledin, Per, 1962-
(författare)
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Arbetarnes är denna tidning : textförändringar i den tidiga socialdemokratiska pressen
- 1995
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this dissertation is to describe and explain textual changes in the early social democratic press. Three social democratic newspapers and three non-socialist competitors are analyzed, sampled from the period 1892-1912. This period encompasses the breakthrough of the labour movement as well as the shaping of the modern, commercial press.After a general study of the genre system, the analyses concentrate on discours structure and style in news genres. The method involves both quantitative and qualitative analyses. The analyses draw on the tradition of critical discourse analysis. Important theoretical concepts are text and genre. A constructivist view on genre is advocated and special emphasis put on the social effects of texts.The study demonstrates that there are considerable differences between the earliest social democratic newspapers and their non-socialist competitors. Over time, howvever, there is a remarkable convergence, as the newspapers become a part of the same public sphere. It is also clear that the social democratic newspapers do not copy the non-socialist. Rather, there is a process of mutual borrowing and reshaping. In the social democratic newspapers, the textual changes are in may respects connected with a transition from a predominantly spoken to a predominantly written public sphere.
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| 4. |
- Samuelsson, Robin, 1985-
(författare)
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Play, Culture and Learning : Studies of Second-Language and Conceptual Development in Swedish Preschools
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation studies how second-language and conceptual development emerge through interactions in Swedish preschool environments. It studies how types of interaction, such as play, can scaffold children toward such developments.The studies view interaction as multimodal and embodied and it is examined how children come to use and develop their second language or understanding of abstract concepts, through a range of communicative means other than language.The data collection has been carried out in two separate periods. The first field-work followed two newcomer children developing a second language and the second field-work was conducted with a group of children during a project about spinning.The results concerning second-language development show how children can engage in play activity even before they share a common language, and that this can be afforded by the character of play activity as based on rules and tacit understanding of relevant cultural patterns. Teachers also engage in so called guided play, that affords scaffolding for children. Play activities in the preschool function as an arena for children to interact, imitate the cultural rules and patterns around them and emergingly use their second language. Moreover, the preschools are structured for children’s participation through their cultural pattern and imitable structures, and that these affordances can be used by children in their play.The results concerning conceptual development builds on the notion that children develop in relation with cultural tools and artefacts and that this is a highly perceptual and embodied process. It is exemplified how preschool’s provide environment and activities that can afford conceptual development, not least through use of digital tools, which also allows teachers to appropriate children’s play worlds to a pedagogical project. The teacher’s scaffolding interactions and use of the affordances of tools and the environment enable children to reason about the concepts in more conceptually conscious ways.The overall conclusions of the thesis point to the importance of non-verbal and environmental resources in children’s development of a second language and abstract concepts. On these grounds, the thesis suggests a novel way to view scaffolding, by including the environmental affordances to this otherwise social process.
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