| 1. |
- Andersson Varga, Pernilla, 1961, et al.
(författare)
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Att försöka få grepp om genrepedagogik(en) – exemplet Läslyftet
- 2022
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Ingår i: SMDI 15 Språk och litteratur – en omöjlig eller skön förening? Lunds universitet, 23–24 november 2022..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- I den svenska skolkontexten framställs genrepedagogik som inflytelserik och ofta använd (Bergh Nestlog, Danielsson & Krog 2018, Borsgård 2021, Hansson 2013, Kinderberg 2021, Liberg, Wiksten Folkeryd & af Geijerstam 2012, Nygård Larsson 2015, Walldén 2019). Dock är den inhemska forskningen om vad som förstås som genrepedagogisk undervisning eller hur den iscensätts relativt begränsad. Ännu mindre vet vi om i vilken utsträckning pedagogiken förekommer i svensk skola. I detta paper undersöks hur Sydneyskolans genrepedagogik uppfattas och rekontextualiseras (Bernstein 2000) i den statliga fortbildningssatsningen Läslyftet vars syfte är att stärka lärares kompetens att undervisa språk- och kunskapsutvecklande i alla ämnen och på alla stadier i svensk skola. I analysen av materialet används verktyg som hämtas från de teorier som Sydneyskolans genrepedagogik vilar på – systemisk funktionell lingvistik (Halliday 2004), genreteori (Martin 1992) och Vygotskijs sociokulturella teorier (Vygotskij 1986). Flertalet av de Läslyftsartiklar som presenterar genrepedagogiken reducerar den till arbete enligt cirkelmodellen, där pedagogiken beskrivs som ett arbetssätt uppdelat i tre eller fyra faser, närmast jämförbara de faser som skrivprocessen (Flower & Hayes 1980) inrymmer. I den mån genrepedagogiken förankras teoretisk, gäller det främst stöttning, men vad som ska stöttas förblir ofta oklart. Språkvetenskapliga teorier tas enbart upp i ett fåtal artiklar, och genrepedagogikens potential att stärka elevernas kritiska förhållningssätt till text förbigås. Den preliminära slutsatsen av studien är att rekontextualiseringen av genrepedagogiken inom Läslyftet är förenklad och ibland också förvanskad, vilket gör att den potential som inryms i Sydneyskolans ursprungliga version av genrepedagogik inte kommer i bruk.
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| 2. |
- Andersson Varga, Pernilla, 1961, et al.
(författare)
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Att försöka få grepp om genrepedagogik(en) i den svenska skolkontexen.
- 2022
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Ingår i: Skriv! Les! Nordisk forskerkonferanse om lesing, skriving, og literacy. NTNU Trondheim, 10-11 maj, 2022..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- I den svenska skolkontexten framställs genrepedagogik(en) som inflytelserik och ofta använd (Bergh Nestlog, Danielsson & Krog 2018, Borsgård 2021, Hansson 2013, Kinderberg 2021, Liberg, Wiksten Folkeryd & af Geijerstam 2012, Nygård Larsson 2015, Walldén 2019). Dock är den inhemska forskningen om vad som förstås som genrepedagogisk undervisning eller hur den iscensätts relativt begränsad. Ännu mindre vet vi om i vilken utsträckning pedagogiken förekommer i svensk skola. I detta paper undersöks hur Sydneyskolans genrepedagogik uppfattas och rekontextualiseras (Bernstein 2000) på olika nivåer i det svenska utbildningssystemet.
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| 3. |
- Andersson Varga, Pernilla, 1961, et al.
(författare)
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Getting to grips with genre pedagogy - Mapping and analysing the recontextualisation of Sydney school genre pedagogy in the Swedish educational context
- 2023
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Ingår i: Linguistics and Education. - 0898-5898. ; 78
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Tidskriftsartikel (refereegranskat)abstract
- In Sweden, genre pedagogy is repeatedly put forward as influential. However, there is little research on how it is understood and applied in practice. This article is an attempt to get to grips with how genre pedagogy has been recontextualised in the Swedish school context. This is done by discourse analyses of curriculum and syllabuses, a professional development programme on literacy and teacher guides claiming to draw on genre pedagogy. We conclude that the recontextualisation of genre pedagogy is a simplification, primarily focusing on the pedagogical know-how through a student-centred application of the Teaching and Learning Cycle, while knowledge about language and the underlying ideology aiming at redistributing educational capital is downplayed or absent.
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| 4. |
- Hipkiss, Anna Maria, et al.
(författare)
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Genrepedagogik(en) på mellanstadiet – försvenskad, förenklad, förvanskad(?).
- 2022
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Ingår i: SMDI 15 Språk och litteratur – en omöjlig eller skön förening? Lunds universitet, 23–24 november 2022..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- I svensk skolkontext framställs genrepedagogik(en) som inflytelserik och ofta använd (Bergh Nestlog, Danielsson & Krog 2018, Hansson 2013, Kindenberg 2021, Liberg, Wiksten Folkeryd & af Geijerstam 2012, Walldén 2019). Dock är den inhemska forskningen om vad som förstås som genrepedagogisk undervisning eller hur den iscensätts relativt begränsad. I detta paper undersöks hur Sydneyskolans genrepedagogik rekontextualiseras (Bernstein 2000) i två lärarhandledningar för mellanstadiet (ZickZack Skrivrummet och Klara svenskan) och en vanligt förekommande kursbok för grundlärarprogrammet mot 4-6 (Stärk språket, stärk lärandet av Pauline Gibbons 2018). I analysen används verktyg från de teorier som Sydneyskolans genrepedagogik vilar på – systemisk funktionell lingvistik (Halliday 2004), genreteori (Martin 1992) och Vygotskijs sociokulturella teorier (Vygotskij 1986). De två lärarhandledningarna fokuserar på genomförandet av cirkelmodellen. Här blir det tydligt att pedagogiken i olika utsträckning har rekontextualiserats till den svenska skolkontexten. Ett exempel är att delar av cirkelmodellen genomförs utan den explicita lärarstöttning som är en av grundtankarna. Istället erbjuds elever att arbeta med övningar på egen hand eller tillsammans med en klasskamrat. Stärk språket, stärk lärandet utger sig inte för att vara genrepedagogisk. Samtidigt bygger delar av innehållet på en tidig generation av genrepedagogiken, där tyngdpunkten ligger på genreskrivande. Pedagogiken för fieldbuilding genom läsning har en annan inriktning än i senare generationers genrepedagogik (se Rose & Martin 2012). Huvudtanken i Stärk språket, stärk lärandet är vikten av att lärare tillämpar en pedagogik som stöttar andraspråkslevers kunskapsutveckling genom samtal och skrivande av genretypiska texter. De lingvistiska kunskaper som krävs för att genomföra genrepedagogisk undervisning är däremot inget som tillhandahålls vare sig i Gibbons bok eller i lärarhandledningarna. Studiens preliminära slutsats är att den genrepedagogik som rekontextualiseras i såväl lärarhandledningarna som i kursboken är starkt förenklad och ofullständig. Därmed riskerar också den kompensatoriska potential som är kärnan i Sydneyskolans genrepedagogik att gå förlorad.
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| 5. |
- Hipkiss, Anna Maria, et al.
(författare)
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(Practicing and) testing pupils’ subject specific literacy in history and chemistry
- 2023
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Ingår i: WRAB 2023: Writing Research Across Borders VI, From early literacy learning to writing in professional life, 18–22 February 2023, NTNU, Trondheim, Norway.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This study is part of a collaborative project between a comprehensive school and a university in Sweden – a project funded through a government initiative to support such collaboration for the benefit of both parties. In the project, the potential of genre pedagogy for strengthening subject literacy in school subjects is explored, with special attention paid to social and natural sciences and Swedish. The school, located in an underprivileged, suburban area, has a pupil population with diverse language backgrounds. For most of the pupils, Swedish is a second language. Since pupils from this background are overrepresented among those who do not succeed in school, further efforts are needed to improve the situation, not least for reasons of equity and fairness. This proposal investigates writing assignments and tests in year 6 chemistry and history, two subjects that require different types of subject specific writing, in this instance exemplified by historical recount in history and procedural recount in chemistry. Data has been collected in a year 6 (pupils 12-13 years of age) in a Swedish primary school. Data consists of texts collected from a history unit focusing Sweden in the 1600’s and a chemistry unit focusing household chemicals. Test questions and pupil answers in history and laboratory instructions and pupil laboratory reports in chemistry along with test questions and pupil answers have been analysed. The analyses are based in genre theory (Martin & Rose, 2008) and tasks and responses have been analysed for genre, including stages and phases and prevalence of subject specific lexicogrammar. The results of text analyses are also understood in light of previous studies of lesson activities in the work units in order to be able to make connections between what has been taught as regards writing and what pupils later produce individually in writing. In history the pupils were expected to answer test questions asking them to retell and/or present reasons for or consequences of significant events from Sweden’s Great Power Era. In chemistry they were expected to produce laboratory reports, often as co-constructions with individual focus on hypothesizing. In the test they were for example expected to be able to describe and distinguish between mixtures and solutions. The analysis of the history texts (both tasks and responses) reveals that although some pupils manage to produce texts where they use and unpack subject typical concepts, in line with the pattern introduced during the lessons, many would require more practise to be able to retell and/or explain historical events in writing. The analysis of chemistry texts has shown that the pupils are well-versed in the structure of the laboratory report as it is continually modelled by the teacher up until the aspect of hypotheses, which pupils often formulate on their own. These hypotheses vary in focus and breadth as in pupils guessing wildly what might happen or making hypotheses based on teacher introductions. As the hypotheses are individually constructed, there is also less subject specific knowledge on display. Being able to express contents through the expected genre, has been in focus for this study. In both subjects, joint reading and writing are used as tools for developing the pupil’s disciplinary literacy. The many second language pupils in this study seem to need stronger scaffolding in order to understand and be able to express historical knowledge in writing. In contrast, pupils in chemistry received strong scaffolding when preparing laboratory reports and were to the main part successful in this task. However, as the history unit does not include writing of longer subject specific texts, the next step could be to read and collect notes for joint constructing a longer, coherent text in which the teacher models and the pupils practise historical reasoning in writing. In chemistry, the next step is likely to model the construction of hypotheses and the discussions of the results of laboratory work
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| 6. |
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| 7. |
- Staf, Susanne, 1958-
(författare)
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Att lära historia i mellanstadiet : Undervisningsresurser och elevtexter i ett medeltidstema
- 2011
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to study the conditions surrounding young students’ text production in the subject of History. The study, which was performed within a class in grade 4, describes a project where the students produced individual books about the Middle Ages. The study analyzes the educational resources that the students were offered to produce a chapter on the Black Death and how nine students made use of these resources in their texts. Three resourses were analyzed: the teachers’ oral storytelling, the instructions and the designated chapter in the textbook. The material, which was collected through an ethnographic approach with participant observation and interviews, consists of field notes, films, photographs, student texts and teaching materials. The resources were analyzed through sociocultural and sociosemiotic methods. The results show that the oral communication is dominated by the teachers’ storytelling which is perceived as interesting and engaging by the students. This is especially true for the dramatized parts that seem to have a potential for providing a deep contextualization of the content. However, the students opportunities to formulate and discuss the content before producing their own texts are limited. The history textbook provides subject-specific knowledge as well as typical features of school history texts, but as the text is mainly processed individually the students are not made aware of this. The results indicate that both the students and the teacher perceive the project as an exercise in writing and that the content subsequently appears to be secondary. This is likely due to the fact that the instructions are general writing instructions rather than content-based or subject-specific. The texts produced by the students show a variation in length, number of headlines, images, and use of resources (written and oral, or just written). The instructions urge the students to retell the designated text ”in their own words" and explicitly forbid copying. The results show that the instruction is perceived in two different ways. Five students use the textbook as their main resource avoiding copying by developing various strategies such as exchanging or skipping words, summarizing paragraphs or combining chunks of existing sentences into new ones. Four students take a different approach and base their texts mainly on the oral storytelling, which might be seen as an example of retelling in one’s own words. The existence of two different strategies can be explained by the fact that the resources are part of two simultaneous but contradictory aspirations: the oral classroom practice which maximizes engagement and the pursuit of empathy and the written practice which aims at critical training where source awareness and avoidance of copying are stressed as important. Since there are few links between the two classroom practices the students are put in a position where they have to transform either the text book or the oral story into a new text. Previous research shows that learning in History is promoted by the ability to generalize and understand the connection between events, the ability to draw conclusions from multiple sources and the ability to relate to the content with historical empathy. Writing and text production in History therefore need to take account of the subject specific ways of communicating and creating knowledge. The results from this study also underline the importance of using and recognizing semiotic resources such as images and drama as an important part of young students’ learning in History.
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| 8. |
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| 9. |
- Staf, Susanne, 1958, et al.
(författare)
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Enacting genre pedagogy in history - reading and writing instruction
- 2023
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Ingår i: WRAB 2023: Writing Research Across Borders VI, From early literacy learning to writing in professional life, 18–22 February 2023, NTNU, Trondheim, Norway.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This study is part of a collaborative project between a comprehensive school and a university in Sweden – a project funded through a government initiative to support such collaboration for the benefit of both parties. In the project, the potential of genre pedagogy for strengthening subject literacy in school subjects is explored, with special attention paid to social and natural sciences and Swedish. The school, located in an underprivileged, suburban area, has a pupil population with diverse language backgrounds. For most of the pupils, Swedish is a second language. Since pupils from this background are overrepresented among those who do not succeed in school, further efforts are needed to improve the situation, not least for reasons of equity and fairness. Since good ability to interpret and write subject-relevant texts is necessary for school success, it is important for reasons of equity to investigate how the school's teaching can be developed in order to strengthen the subject literacy among these pupils. This proposal investigates a work unit in primary school history focusing teaching and learning activities related to reading and writing. By analysing the design of a work unit in history through the dimension of Semantics from Legitimation Code Theory (Maton, 2014), we will illustrate how a teacher and his pupils in year 6 surf waves of concretion and abstraction in different stages of the work unit. This study explores how pupils encounter decontextualised and contextualised content in primary school history teaching as preparation for a written exam. History in Swedish primary school aims, among other things, to give pupils the opportunities to “use a historical frame of reference that incorporates different interpretations of time periods, events, notable figures, cultural meetings and development trends” (Swedish National Agency for Education, 2011). In other words, primary school history entails a lot more than what happened in the past, as pupils should encounter different interpretations of historical events as well as become familiar with the construction and evaluation of historical knowledge. Hence, the linguistic demands are high. This presentation investigates ways of communicating the contents of a work unit in order to prepare pupils for writing – the preferred choice for testing pupils’ knowledge in many school subjects. Data consist of 11 observed and recorded lessons of year 6 primary school history (pupils aged 12 to 13). The area studied was Sweden in the Era of the Great Power and the Baltic Sea region. Data has been analysed using the dimension of Semantics from Legitimation Code Theory (Maton, 2013) in order to study how the lesson design and lesson enactment create semantic profiles. The semantic profiles, in turn, provide illustrations of knowledge building opportunities. The analysis has resulted in a heuristic semantic profile of the lesson unit as a whole, and semantic profiles of different types of interactions within the lesson unit, showing the variation of semantic profiles. Results show that the pupils engage with decontextualised content through textbooks, radio and film and participate by unpacking it to contextualised content through teacher interaction. Most of the teaching is built around shared reading of the textbook where the teacher or a pupil reads a section and identify key information or phrases through questions and responses. Sometimes one pupil writes the identified information on the whiteboard and the others in their workbooks. This is the main type of writing observed – little independent construction takes place. The semantic profiles reveal that most of the content is unpacked by the teacher or a voice from a film or a radio program as “historical authorities”. The profiles also show that most of the unpacking result in “down escalators”, where the content is unpacked rather than “repacked” into subject specific concepts. This might clash with the expected outcome in the written exam, where pupils are expected to use and explain the subject specific concepts.
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| 10. |
- Staf, Susanne, 1958, et al.
(författare)
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Geografi- och historieämnenas literacy på prov : En kritisk analys av literacyförväntningarna i två nationella prov för samhällsorienterande ämnen för årskurs 9
- 2018
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Ingår i: Kritiska text- och diskursstudier. - Huddinge : Södertörns högskola. - 9789188663344 ; , s. 217-249
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Bokkapitel (refereegranskat)abstract
- An important task for elementary school, and especially the social science subjects, is to enable young citizens to develop the advanced literacy crucial for participating in a modern society. This paper explores the literacy affordances in the Swedish national tests for geography and history. This is done through an analysis of the demands for reading, interpreting and responding to the tests. The results indicate surprisingly high demands for interpreting different types of multimodal represen- tations, while there are virtually no demands for reading and interpreting longer, coherent texts. The expectations for text production show a reverse pattern, with no demands for multimodal representations but extensive demands on writing advanced explanations and arguments. The implications of these literacy asymmetries are discussed critically, as the tests can be seen as a sanctioned model for subject-specific literacy.
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