| 1. |
- Husu, Liisa, 1953-, et al.
(författare)
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Representations of women researchers in Finnish print media : top researchers, multi-talents and experts [Representaciones de mujeres investigadoras En la prensa escrita finlandesa: investigadoras de élite, multi-talentos y expertas]
- 2016
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Ingår i: Investigaciones Feministas. - Madrid, Spain : Universidad Complutense de Madrid. - 2171-6080. ; 7:2, s. 203-224
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Tidskriftsartikel (refereegranskat)abstract
- Women’s underrepresentation in the scientific community is currently on the agenda of science policy, both in Europe and internationally. The significance of media as a provider of female role models, on the one hand, and in reproducing stereotypical images of scientists, on the other hand, is often mentioned in this context. However, there is relative lack of research on how women researchers are depicted in the media, especially outside US and UK contexts. Finland provides an interesting context to study media representations of women in research, as a relatively gender equal and research intensive setting seen from a global perspective.The media representations of women researchers in Finland were explored by analyzing person interviews in Finnish printed media: newspapers, women’s magazines and magazines aimed for general public. The data consists of 107 interviews of women researchers from all fields of research, published in 1997-2014. Overwhelming majority of the interviews was written by female journalists. The analysis focuses on both social and linguistic aspects of the interviews from a gender perspective. Women researchers were found to be represented by a variation of frames, the most common of which were the Expert and the Top Researcher. Their family context was frequently mentioned, and the interviews frequently commented their appearance(e.g. hair, physique, way of moving).The fact that the interviewees’ family context was often highlighted in the interviews may serve to convey a message that it is possible and common to combine a career in research and family. One main result of the study was the diversity of representations of female researchers,compared to US and UK studies. The diversity of the media images of female researchers suggests that the media may provide important role models for young women, encouraging women to choose research as a profession.
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| 2. |
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| 3. |
- Holmberg, Per, 1964, et al.
(författare)
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On the emergence of the L1 research field : A comparative study of PhD abstracts in the Nordic countries 2000–2017
- 2019
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Ingår i: L1-Educational Studies in Language and Literature. - : Universiteit van Amsterdam. - 1567-6617 .- 1573-1731. ; 19, s. 1-27
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Tidskriftsartikel (refereegranskat)abstract
- Research of L1 education is recently established in the Nordic countries. Since the turn of the century we have seen the emergence of national and Nordic research networks, conference and publication series, research programs, and the designation of positions as professors and associate professors. Studies of Nordic L1 research have taken stock of the disciplinary sub fields, but empirical studies of the L1 school subject as a unitary field are still in demand. The aim of this study is to investigate the emergence of Nordic L1 research and its present profile(s) through PhD research. The present study examines the abstracts of Danish, Finnish, Norwegian and Swedish L1 PhD dissertations defended between 2000 and 2017. The re-sults point to a growing field. A general observation is that the research focuses on reading and writing, whereas oral and aesthetical expressions are minor topics. Another result is a set of national differences which are related to governmental policy documents and school curricula. Further, the research has be-come more internationally oriented during recent years. The L1 research is characterized as a profession-alized region (Bernstein, 2003) with strong didactization (Ongstad, 2004), and a potential for powerful disciplinary knowledge (Lambert, 2017).
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| 4. |
- Juvonen, Riitta, et al.
(författare)
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‘Being stuck’. Analyzing text-planning activities in digitally rich upper secondary school classrooms
- 2019
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Ingår i: Learning, Culture and Social Interaction. - : Elsevier Ltd. - 2210-6561 .- 2210-657X. ; 21, s. 196-213
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to develop an understanding of how students use different interactional resources to manage problems that arise in their text-planning processes in digitally rich environments in Finnish and Swedish upper secondary schools. We explore both individual and collective teacher-initiated writing tasks in different subjects and during moments when text-planning seems to ‘get stuck’. Theoretically, we draw on a socio-cultural understanding of the text-planning process, and use multimodal conversation analysis to examine how students display ‘being stuck’ during their text-planning through their embodied and verbal performances, what role smartphones and laptops play in their process of becoming ‘stuck’ and ‘unstuck’, and how different interactional resources are coordinated during the students' text-planning processes. The data consist of video-recorded face-to-face interaction, students' activities on computers and/or with a pen and paper as well as simultaneous recordings of the focus students' smartphone screens. The results demonstrate that students often resort to smartphones as resources to display, negotiate and transform problems in their text-planning process. Our results challenge common claims within the contemporary debate both in relation to digital devices as the solution to pedagogical challenges and in relation to the debate on smartphones as devices that disrupt work.
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| 5. |
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| 6. |
- Tanner, Marie, 1965-
(författare)
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Lärarens väg genom klassrummet : Lärande och skriftspråkande i bänkinteraktioner på mellanstadiet
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation takes an interest in learning and literacy in everyday interaction in the middle year classroom. It is based on a view of learning as emically construed in social interaction. Conversation Analysis (CA) and the concept of epistemic stance are used as a theoretical framing for describing in what way, and with what verbal and non-verbal resources, learning is achieved in desk interaction, i.e. when students work individually at their desks while the teacher moves around to support them. Almost without exceptions, these interactions involve the use of texts. Hence, they are viewed as situated literacy events that are part of the institutionally shaped literacy practices as described in the field of New Literacy Studies.The empirical data for this study comes from a video-ethnographic study in two middle year classrooms in grade four and five. Out of a total of 70 hours of video documentation, a selection of interrelated desk interactions was made. These were analyzed as learning trajectories and compared from two perspectives. Firstly, learning trajectories when a teacher repeatedly interacts with the same student about the same learning content were analyzed. Secondly, the changes in the teacher’s epistemic stance when interacting with different students about the same learning content in repeated desk interactions were studied.The analysis shows that the teacher’s trajectories through the classroom build infrastructures for learning, enabling differentiation between students within the constraints and possibilities of evolving routines. Learning in desk interaction mainly relies on the use of text references to index previously shared knowledge. Epistemic topicalizations and recurring semiotic fields are shown to be crucial resources for both maintaining and changing the epistemic stance of the participants towards the learning content constituted in interaction. A conclusion is that the shared experiences of teachers and students in collective literacy events serve as important resources for learning in individual desk interaction.
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