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- Asplund, Stig-Börje, 1973-, et al.
(författare)
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Reading practices in transformation : Re-designing print-based literacy mindsets in the Swedish digital classroom
- 2021
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Ingår i: L1-Educational Studies in Language and Literature. - : International Association for Research (ARLE) in L1-Education, University of Amsterdam, Kluwer Academic Publishers. - 1567-6617 .- 1573-1731. ; 21:Special issue: Working with Literature in Nordic Secondary Education, s. 1-27
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Tidskriftsartikel (refereegranskat)abstract
- Various reading projects aimed at stimulating students’ reading are carried out on a regular basis in Swedish schools. Beyond L1, a common structure is also to include other subjects and teachers in these projects. By focusing on norms and values connected to the reading and teaching of literature, this article aims to deepen the knowledge about a reading practice project conducted in other subjects than L1, aiming to stimulate, develop and strengthen students’ reading. The analysis is based on ethnographic video material, where the students’ interactions and activities in the classroom are documented through video recording and screen mirroring of their computers and mobile phones. The analysis reveals challenges in relation to reading activities performed in classrooms where different digital devices are available. Results show that reading practice in the connected classroom is characterised by a print-based mindset that the students resist to varying degrees. This leads to situations where the printed book is given contradictory roles in relation to the reading activity in school, providing students with a cover behind which they can engage in alternative reading activities on their digital devices. Here, we highlight the access paradox as well as issues related to the issue of what texts, and what types of reading are sanctioned in reading activities at school, and not least what this means for male students in terms of their chances to join a reading community and identify as readers in the educational setting to which they belong.
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| 2. |
- Asplund, Stig-Börje, 1973-, et al.
(författare)
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Sharing is caring : young people’s narratives about BookTok and volitional reading
- 2024
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Ingår i: Language and Education. - : Routledge. - 0950-0782 .- 1747-7581. ; 38:4, s. 635-651
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores young people’s narratives about BookTok and volitional reading. The data consist of narrative interviews with eight students (all girls) from two different classes in year 1 and year 2 of a preparatory programme for higher education, that is, students aged 17–18 years old. Using the framework of Wenger’s notion of communities of practice and Bamberg’s theory of narrative positioning, the findings indicate that the volitional reading practices described by the participants are strongly characterised by social, physical, and emotional dimensions that are generated and made possible by the book as an artefact. The findings also show that young people use the digital media platform TikTok and its subcommunity BookTok as a resource in constructing their own volitional reading practices and as a means to strengthen their reader identities. In view of their use of BookTok, this article contributes insights into young people’s volitional reading practices and the construction of reader identities outside of school. The results also contribute to the ongoing discussion about how to support and motivate young people to read literature.
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| 3. |
- Asplund, Stig-Börje, 1973-, et al.
(författare)
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Under the teacher´s radar : Literacy practices in task-related smartphone use in the connected classroom
- 2018
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Ingår i: L1-Educational Studies in Language and Literature. - Amsterdam : International Association for Research in L1-Education, University of Amsterdam. - 1567-6617 .- 1573-1731. ; 18, s. 1-26
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we explore the role of smartphones in the classroom and how they interact with teaching. Drawing on examples of literacy events, we show how the students use the smartphone as a resource to exercise power and influence in the literacy practices in which they participate in the classroom, in relation to a teaching content. These actions take place without the teachers being aware of them, and thus theseprocesses dismantle the teacher’s authority in terms of access to, and overview of, the diversity of texts that are managed by the students in the classroom. The article concludes that it is evident that digital tools in general, and smartphones in particular, change the role of the teacher and the school, and thatthe students’ design of texts places new or altered demands on students as well as teachers.
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| 4. |
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| 5. |
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Berättelser : Vänbok till Héctor Pérez Prieto
- 2018
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Samlingsverk (redaktörskap) (populärvet., debatt m.m.)abstract
- Denna vänbok tillägnas vår kollega Héctor Pérez Prieto. Boken består av olika berättelser med anknytning till Héctors forskning och tillsammans formar bidragen en ny berättelse om hans forskarliv, en slags livsberättelse.Författarna är akademiska vänner som vid olika tidpunkter och på olika platser samarbetat med Héctor som handledare, student, doktorand och kollega.
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| 6. |
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| 7. |
- Buskqvist, Ulf, 1975-, et al.
(författare)
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Den digitaliserade skolan - etiska spänningsfält
- 2017
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Ingår i: Etiska perspektiv på skolledares arbete. - Stockholm : Studentlitteratur AB. - 9789144117027 ; , s. 29-47
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 8. |
- Buskqvist, Ulf, 1975-, et al.
(författare)
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Digitaliseringens utmaningar
- 2023
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Ingår i: Etiska perspektiv på skolledares arbete. - Lund : Studentlitteratur AB. - 9789144159935 ; , s. 57-71
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 9. |
- Carlman, Peter, et al.
(författare)
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Towards a New Logic of Sport Practice for Children : A Case Study of a “Sport for All” School Programme in Sweden
- 2013
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Ingår i: The Swedish Journal of Sport Research. - 2001-6018. ; 1, s. 4-25
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this article is to study children and engaged adults’ experiences of participating in a Sport for All Programme in school (SAP). Fifteen individual interviews were conducted with one programme manager, three schoolteachers, two sport club leaders, and nine children (five girls and four boys aged 9-10). Bourdieu’s (1990) as well as Lave and Wenger’s (1991) theoretical models were used as the analytic tools to study the SAP. The analysis reveals that the organization and the practice of the activities are noticeably related to conventionally organized sport. The analysis also shows that the SAP is a new way of organizing and practicing children’s sport – with its own logic. The absence of organized competition, the less intensive activities, the greater flexibility and variation in the SAP appear to challenge the conscious and unconscious idea of the meaning and function of competitive sport, especially in children’s sport. Thus, the SAP concept calls for a new way of approaching children’s sport, and new demands on those who organize and lead the activities.
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| 10. |
- Duek, Susanne, 1968-, et al.
(författare)
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Den tibetanska argumentationstekniken – en alternativ retorik
- 2018
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Ingår i: Kapet (elektronisk). - Karlstad : Karlstads universitet. - 2002-3979. ; 1, s. 7-19
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Tibetanska buddhistiska munkar har i tusentals år ägnat sig åt att fördjupa sitt vetande och sin visdom i sitt sökande att befria sig från oönskade tankar och handlingar. En aktivitet som de, i tät kontakt med indisk, hinduisk logik, har utvecklat under århundradena, är att, enligt ett visst mönster, föra filosofiska debatter med varandra. Denna debatt är också en del av undervisningen i skolor för tibetanska barn och unga och kan ses som ett sätt att bevara kulturella och språkliga traditioner. I vår artikel utvecklar vi aspekter av denna argumentationsteknik som har relevans för vår svenska utbildningskontext och kontrasterar den mot den antika retorik, som fått ny aktualitet i västerländsk skola och samhälle de senaste decennierna. Syftet med denna artikel är därför att belysa den tibetanska argumentationstekniken i relation till klassisk retorik och ett svenskt utbildningssammanhang. Vi diskuterar också i vilken mån den tibetanska argumentationstekniken kan inspirera i ett arbete för ökad respekt och ömsesidig förståelse – inte polarisering – i både klassrum och samhälle i dagens Sverige. Det empiriska materialet till artikeln består av observationer och intervjuer med studenter och lärare i Dharamsala, observationer i klassrum i Dharamsala, analys av läroplanen och fältanteckningar. Våra resultat pekar på att debatterna tycks engagera eleverna och en del debatter blir inte bara levande utan också känslomässigt engagerande. Resultaten visar också att debatternas avsikt är att skärpa tanken och kräver att man är kunnig, påläst på sitt ämne, och nyttjar källorna som argument.
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