| 1. |
-
Kvalitativ (digital) kompetens : En studie av multimodalitet i svenskundervisningen på högstadiet och gymnasiet
- 2023
-
Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Vari består egentligen digital kompetens i relation till skolans undervisning? Kan en sådan definieras på en generell, ämnesövergripande nivå eller behöver begreppet nyanseras i interaktion med skolans olika ämnen? I den här boken adresserar vi didaktiska frågor som uppstår i relation till en pågående, global och till stora delar digitalt driven förändring av samhället och därmed skolan. Denna förändring påverkar om inte innebörden av, så i alla fall de praktiska uttrycken för en tänkande, kunskapsskapande individs mest grundläggande förmågor: att läsa och skriva; att kommunicera; att hantera olika typer av text i olika typer av sammanhang. Ett begrepp som inte sällan dyker upp när mötet mellan dessa förmågor och samhällets förändring diskuteras är just digital kompetens. Begreppet har ofta använts, exempelvis i olika policy-, strategi- och styrdokument (Utbildningsdepartementet, 2017) med ett kvantitativt fokus på att digitala verktyg ska tas i bruk i undervisningen, helst i alla lärares klassrum och helst så mycket som möjligt. Den implementering som skett av en mängd olika digitala verktyg i skolan har också fått till följd att digitala resurser ofta diskuteras i dikotomi med andra, analoga och redan befintliga resurser: den digitala (moderna) skolan ställs ofta mot (gårdagens) ”papper och penna-skola” (jfr Biesta, 2022). Detta, menar vi, är olyckligt då det skapar en falsk föreställning, som skymmer sikten för hur olika resurser – digitala såväl som analoga – kan fungera på olika sätt, erbjuda olika möjligheter i olika situationer, för olika personer och i relation till olika syften, såväl i som också utanför skolans värld.
|
|
| 2. |
- Martín Bylund, Anna, 1977-, et al.
(författare)
-
Closer to far away : transcending the spatial in transnational families’ online video calling
- 2022
-
Ingår i: Journal of Multilingual and Multicultural Development. - : Routledge. - 0143-4632 .- 1747-7557. ; 43:7, s. 587-599
-
Tidskriftsartikel (refereegranskat)abstract
- This paper studies how transnational children and their distantly locatedbut emotionally close family members recreate their relationship usingapplications for online video calling. The focus is on the interaction ofbodies and language, and if/how proximity of any kind is enabled. Acritical posthumanist applied linguistics is embraced and communicationis viewed as a bodily coordination ocurring in real time. This includes amaterial and dynamic view of language in constant transformation.Video captures are produced with three transnational, multilingualfamilies in China and their adult relatives residing abroad (Europe).Moment analysis informs the processing of data. The analysis includesmultipart semiotic assemblages of critical/creative moments and appliesthe Deleuzian concept of sense. The results suggest, the multi-localanalogue/digital situation in online calling transcends conventionallyimagined spatial ‘boundaries’. Furthermore, a bodily, multisensoryproximity emerge as simultaneously critical to and created by thistranscending spatiality. Multi-local communicative practices shed lighton the multiple, material and semiotic components of the humansenses, and how a rational understanding of proximity might be twisted.Proximity constantly emerges ‘in new copies’ transcending the far awayand close.
|
|
| 3. |
- Martín Bylund, Anna, 1977-, et al.
(författare)
-
The "Heart" of Reading : The Entanglement of Human Body and Mind When Involved in Reading
- 2020
-
Konferensbidrag (refereegranskat)abstract
- This study scrutinizes the emerging focus on physical activity correlated with academic achievement. The aim is to produce knowledge on the entanglement of human body and mind when involved in reading and to bridge theoretical-disciplinary gaps between cognitive and socio-cultural accounts of reading literacy. Based on a field test with 10-11-year-old primary students it engages a pragmatic problematization of the “body” in relation to reading literacy practices (Deleuze 1995). A micropolitical perspective is employed to map different articulations of ”heart”. Data indicates reading being differently experienced before/after pulse-pounding and in relation to types of reading activity. Critical/creative questions arise concerning the motoric/sensual body while in reading and the “pedestal status” of individual decoding skills, motivation/interest or an exercised brain.
|
|
| 4. |
- Stenliden, Linnéa, 1964-, et al.
(författare)
-
Lärares digitala kompetens före, under och efter covid-19.
- 2020
-
Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- This study chrono-logically investigates teachers’ professional knowledge in relation to the digitally ‘boosted’ educational landscape caused by the Covid-19-pandemic. The aim is to describe how teachers employ their competences under extreme digitizedcircumstancescompared to ordinary, to greater extent analogically organizedschooling. The study is inspired by action research where five secondary and upper secondary teachers document their work between March 19 and April 2020. Contrastive analysis highlights qualitative aspects of teachers’ (digital) competence when teaching is affected by digital “interferences” in its corporeal and material framing, a dissolved spatiality and “truncated” senses/sensuousness.Employing different dimensions of knowledge in terms of intellectusand ratio, the study argues that subjective, emotional and relational processes of teachers’ digital competence need to be prioritized in contrast to the easily measurable aspects that tend to overrun the discussions about educational digitalizationand its knowledge in society.
|
|
| 5. |
- Stenliden, Linnéa, 1964-, et al.
(författare)
-
Lärares (digitala) kompetens före, under och efter covid-19: Skärvor av förståelse från skolor i Sverige
- 2021
-
Ingår i: Utbildning och Lärande / Education and Learning. - Falun : Högskolan Dalarna. - 2001-4554. ; 15:1, s. 9-28
-
Tidskriftsartikel (refereegranskat)abstract
- This study chrono-logically investigates teachers’ professional knowledge in relation to the digitally ‘boosted’ educational landscape caused by the Covid-19-pandemic. The aim is to describe how teachers employ their competences under extreme digitized circumstances by reading these through the lens of ordinary, to greater extent analogically organized schooling. The study is inspired by action research and data is collected in schools by five secondary and upper secondary teachers between March 19 and April 2, 2020. The analysis highlights qualitative aspects of teachers’ (digital) competence when teaching is affected by digital “interferences” in its corporeal and material framing, a dissolved spatiality and “truncated” senses/sensuousness. Employing different dimensions of knowledge in terms of intellectus and ratio, the study argues that subjective, emotional and relational processes of teachers’ digital competence need to be prioritized in contrast to the easily measurable aspects that tend to overrun the discussions about educational digitalization and its knowledge in society.
|
|
| 6. |
- Wessbo, Simon, 1980-, et al.
(författare)
-
Open issue
- 2017
-
Ingår i: Confero. - Linköping : Linköping University Electronic Press. - 2001-4562. ; 5:1, s. 5-10
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- This open issue of Confero presents four essays that all relate to questions of education and power. Laila Nielsen and Ralph Leighton compare how conditions of citizenship regarding ethnicity, gender, and social class are understood, based on interviews with teachers and students in upper secondary schools in England and Sweden. The second essay is written by Rasoul Nejadmehr who gives a thorough account of the "scientific education" as the dominant educational paradigm of the present. Through a historical analysis, Nejadmehr shows how this paradigm is deeply embedded with racial, colonial, and Eurocentric biases. The third essay by Marcus Samuelsson analyzes offical and unofficial inspections of the classroom that takes place when authorities conduct audits, but also when pupils post videos on social media. In the fourth essay of this issue, Tomas Wedin discusses changes in the Swedish school during the period of 1946-2000.
|
|
| 7. |
- Zotevska, Emilia, 1991-
(författare)
-
Exploring material things in family life : Morality and intimacy in sibling- and child-parent interaction
- 2023
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study examines the everyday family life of 12 families across Sweden. The study aims to explore the ways in which material things figure in the enactment of everyday family life, that is, how family life is accomplished in interaction between children, parents and material things during everyday activities. The empirical material consists of 45 hours of video recordings of the families’ everyday lives and was produced mainly by the families themselves (40 hours) and the thesis author (five hours). The recordings contain the families’ interactions during everyday, routine activities, (e.g., mealtimes), including sibling interaction and conflicts. During these interactions, different aspects of everyday family life emerged as important to the participants, such as moral issues and practices of intimacy.This thesis takes an explorative approach to the study of family life by weaving together Studies in Social Interaction, including multimodal interaction analysis, Child Studies and themes in Science and Technology Studies. The methodological approach illuminates, through micro-focused analysis, how material things and children figure in the enactment of family morality and practices of intimacy in sibling- and child-parent interaction.The results show that serious negotiation and conflicts occurred continuously in siblingand child-parent interaction. In such negotiations and conflicts family morality was enacted which typically related to negotiating local family rules about in/appropriate behaviour with material things. Equally prevalent were family members’ engagements in practices of intimacy and care. Such practices were framed by affective, playful and joyful activities with each other and with material things, even when such activities went against the participants moral expectations of how the activities should be carried out. As such, this study demonstrates how material things are intertwined with, and are central in, the constitution of family morality and intimacy, in practice. This thesis contributes to discussions about how complexities of social phenomena can be explored and embraced through a focus on actors that have tended to fade into the background of research on family life, such as material things and children.
|
|
