| 1. |
- Arvidsson, Minna, 1981-, et al.
(author)
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Step by step - moving forward : Different resources for learning at vocational education on the handicraft programme
- 2023
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In: Book of abstracts.
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Conference paper (peer-reviewed)abstract
- In the vocational education classroom settings, teaching and learning are done in interaction between teacher and students. This study is a part of a larger VR-funded project (dnr 2017-03552) which explores vocational learning in technical upper secondary vocational education. In our study we aim to shed light on how learning takes place in a vocational classroom at the handicraft programme (hair- and makeup stylist) in actual teaching situations. When studying how learning takes place in a vocational and educational training classroom, we can reach more in-depth knowledge about the teacher-student interaction in a narrower scale. The purpose is to contribute with knowledge regarding how learning takes place and can be made visible with support of the concepts critical aspects features within variation theory (cf. Marton, 2015) and how learning is done in interaction (Sahlström, 2012) between the teacher and the student(s) in the learning settings. Methods/Methodology Our empirical data consists of video material of lessons in the Handicraft programme. Conversation Analysis and Variation Theory (CAVTA) are the basis of this study described by Kilbrink and Asplund (2020). To reach a more comprehensive knowledge of the what- and the how-aspects of learning, Conversation analysis and Variation Theory are merged into one common approach (cf. Emanuelsson & Sahlström, 2008). CAVTA is used as the analytical tool when analyzing the video material. Expected outcomes In the data we can see that it takes about 3-7 rounds of interactions where the student gets guidance step by step, before the student reach the learning content regarding the whole makeup procedure. The teacher comes back to the students learning process and negotiates continuously during the lesson. Learning occurs through negotiating when using artefacts, embodied movements, mirrors and tools. References Emanuelsson, J., & Sahlström, F. (2008). The price of participation: Teacher control versus student participation in classroom interaction. Scandinavian Journal of Educational Research, 52(2), 205-223. https://doi.org/10.1080/00313830801915853Kilbrink, N., &Asplund, S.-B. (2020). “This angle that we talked about”: learning how to weld in interaction. International Journal of Technology and Design Education, 30(1), 83-100. https://doi.org/10.1007/s10798-018-9490-zMarton, F. (2015). Necessary conditions of learning. Routledge. Sahlström, F. (2012). "The truth lies in the detail": On student and teacher epistemic-stance displays in classroom interaction. In B. Kaur (Ed.), Understanding teaching and learning: Classroom research revisited. (pp. 79-90). Sense publishers.
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| 2. |
- Arvidsson, Minna, 1981-, et al.
(author)
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Using the Mirror as a Working Tool in Handicraft Education
- 2023
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In: The 40th International Pupils’ Attitudes Towards Technology Conference Proceedings 2023, 1(October). - Liverpool.
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Conference paper (peer-reviewed)abstract
- In interaction between students and vocational teachers, technical artefacts constitute an essential part for the development of vocational students’ future professional knowledge. Although vocational learning has been an under-researched area, there has been an increased interest within the vocational education research to examine the teaching and learning processes that take place when vocational students and teachers interact in vocational school settings. The presence of physical objects such as tools, machines and material in the teaching and learning processes within vocational education, which encompass a central aspect of a vocational subjects’ specific characteristics, is a dimension which is often overlooked. In the Handicraft programme (specialization hair- and makeup stylist) at Swedish upper secondary vocational education, a large part of the practical work that students are engaged in is to view their work through the mirror. Therefore, the focus in this study is what learning content is made relevant when teacher and student(s) are interacting in front of the mirror. The data for the study consists of video recorded lessons from the Handicraft Programme, and the study is based on CAVTA (Conversation Analysis and Variation Theory). Based on CAVTA, the process of learning includes what is being learned and how learning is done in interaction between the teacher and student(s) in the authentic and enacted teaching session. At the conference, we will present results from detailed analysis of sequences when the teacher and the students interact in front of the mirror and what vocational knowledge is made possible to learn in these interactions.
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| 3. |
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| 4. |
- Asplund, Stig-Börje, 1973-, et al.
(author)
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Approaching life story interviews as sites of interaction : Integrating conversation analysis with a life story approach
- 2019
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In: Qualitative Research Journal. - : Emerald Group Publishing Limited. - 1443-9883 .- 1448-0980. ; 20:2, s. 175-187
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Journal article (peer-reviewed)abstract
- PurposeThe purpose of this paper is to explore what conversation analysis has to offer when analysing a series of life story interviews aiming to capture how reading and texts are used in a rural working-class man’s identity construction.Design/methodology/approachThe conversation analysis methodology with its explicit focus on embodied social action, activity and conduct in interaction is integrated with a life story approach when analysing and describing the identity constructing processes that take place in life story interview settings.FindingsThrough a close and detailed analysis of the interaction between interviewer and interviewee, and by focusing and highlighting the phenomena and identities that are oriented to in the face-to-face interaction here and now (and in relation to there and then), descriptions of the complex and dynamic identity constructing processes that are set into play in the life story interview are possible.Research limitations/implicationsIt is argued that the approach has a lot to offer when approaching life story data, and thus is a method that can increase the transparency in life story interview research.Originality/valueThe paper explores the intersection of what is often seen as diametrically opposed forms of analysis: conversation analysis and narrative inquiry.
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| 5. |
- Asplund, Stig-Börje, 1973-
(author)
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Att skolas till en läsare – om den svenska skolans läsundervisning under 1990- och 2000-talet genom en ung arbetarmans berättelser : om den svenska skolans läsundervisning under 1990- och 2000-talet genom en ung arbetarmans berättelser
- 2022
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In: Pedagogisk forskning i Sverige. - : Svensk Förening för Pedagogisk Forskning. - 1401-6788 .- 2001-3345. ; 27:1, s. 36-60
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Journal article (peer-reviewed)abstract
- I artikeln uppmärksammas en ung arbetarmans berättade erfarenheter av den svenska skolans läsundervisning. Utifrån en livsberättelseansats som sätter den berättande människan och dennes erfarenheter i centrum synliggörs hur fram-växandet av en läsarhistoria är ett resultat av ett komplext samspel mellan erfaren -heter och minnen av skolans läsundervisning och de erfarenheter som gjorts utanför denna kontext över tid. Den läsarhistoria som växer fram samspelar i sin tur med den specifika lokala och historiska kontext i vilken berättelserna ägt rum och med de upplevda förväntningar som vilat på berättaren att vara pojke och man i en svensk skogsbygd. Artikeln synliggör hur läsning görs till en socialt och kulturellt accepterad praktik inom en lokalt förankrad maskulin arbetarklasskultur genom processer där läsningen kopplas till konkreta fysiska handlingar och in-förlivas i en muntlig berättartradition. Genom dessa transformationsprocesser görs läsningen inte enbart till en ”nyttig” eller ”vettig” sysselsättning, utan också till en praktik genom vilken en ung arbetarman i skogsbygden utvecklar en identi-tet som läsare. Studien riktar ljuset mot frågor som kretsar kring vem som är en läsare, och vem som inte är det, vad läsning är och vad det inte är, och på vems eller vilkas villkor. Studien illustrerar också hur de möjligheter att diskutera läsningens vad, hur och varför i skolans läsundervisning riskerar att gå förlorade i en läsdiskurs som betonar läsning av pappersburen typografisk text och som utestänger andra, alternativa sätt att läsa och skapa mening i mötet med olika typer av texter.
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| 6. |
- Asplund, Stig-Börje, 1973-, et al.
(author)
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Becoming a construction worker in the connected classroom : Opposing school work with smartphones as happy objects
- 2020
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In: Nordic Journal of Vocational Education and Training. - 2242-458X. ; 10:1, s. 65-94
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Journal article (peer-reviewed)abstract
- This article aims to fill a very specific and acute gap; in addition to the few studies on youth and digitalisation, smartphones and other mobile tools, it is very clear that the field of research concerning these issues in regards to vocational education and training is close to non-existent. By examining male Building and Construction programme students’ collective use of smartphones in interaction during classes, this study contributes to increased knowledge about some of the challenges and possibilities that arise with the digitalisation of vocational education and training. The study uses new and innovative methods regarding how students’ digital activities in the classroom could be captured and studied, and approaches video recorded data through the lens of Sara Ahmed’s ideas of happy objects (2010), and the concept of community of practice (Wenger, 1998). The analyses show how the identity constructing processes that take shape when the students orient towards the smartphone as a happy object intersect with the students’ future vocational identity as building and constructing workers, as well as explicating an anti-school culture.
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| 7. |
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| 8. |
- Asplund, Stig-Börje, 1973-
(author)
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Being a skilled reader : Reception patterns in vehicle engineering students' literature discussion
- 2012
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In: Education Inquiry. - : Taylor & Francis. - 2000-4508. ; 3:2, s. 243-257
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Journal article (peer-reviewed)abstract
- This article explores how four male vehicle engineering students at an upper secondary school in Sweden engage in literature discussion. The study combines a Conversation Analysis (CA) approach with a reception theory perspective and shows that the boys use direct reported speech (DRS) in their interaction as a technique to handle intimate and personal dimensions in the text, but also to construct themselves as skilled readers. Approaching the empirical data in this way makes it possible to go beyond the stereotyped images of (working class) boys presented in so many research papers and provide a more nuanced picture of boys' reception pattern in a school context.
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| 9. |
- Asplund, Stig-Börje, 1973-, et al.
(author)
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Between oral and written culture : An exploration of a Swedish working class man’s learning trajectory
- 2020
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Conference paper (other academic/artistic)abstract
- This presentation explores the intersection of the literacy practices of home and school, when a rural working-class man reflects on his learning trajectory from the standpoint of the present. The data consists of five life story interviews conducted with Noel, a man in his 30s who lives in a small rural town in Sweden. The analysis of Noel’s learning trajectory shows that much of the learning that is going on (whether it be through conversation or through reading) is reappropriated by the ancestral culture that surrounds Noel. This presentation will elaborate further on these processes of re-appropriation with a focus on issues on masculinity, class and schooling.
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| 10. |
- Asplund, Stig-Börje, 1973-
(author)
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Body Talk : Moving beyond speech when analysing literature discussions
- 2016
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In: Language and Literacy. - 1496-0974. ; 18:3, s. 1-15
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Journal article (peer-reviewed)abstract
- The intent of this article is to promote a methodological approach to the analysis of literature discussions by adopting a conversational analytic approach that views embodied actions (including talk) as multimodal. It is argued that this analytic approach moves beyond previous studies that focus on talk only, when analysing literature discussions, and further, that such an approach contributes to an increase in our understanding of the complex meaning-making processes that are set into play when students interact on literary texts in school.
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| 11. |
- Asplund, Stig-Börje, 1973-
(author)
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Books as happy objects : on Swedish rural masculine reader identities
- 2021
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In: Norma. - : Taylor & Francis. - 1890-2138 .- 1890-2146. ; , s. 1-20
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Journal article (peer-reviewed)abstract
- Joining the research that emphasises the importance of the social and cultural context for reading and masculinities, this article focuses on the significance of book collection for a rural working-class man’s relationship to reading. The data consists of a series of life story interviews, conducted as go-along interviews, with a Swedish rural working-class man in his 60s who collects books. Using theories of class, masculinity and place, and drawing on (Sara Ahmed’s [2010]. The promise of happiness. Duke University Press.) theory of emotions and affect, this study illuminates the intersection of reading practices, identity and masculinity while showing how a working-class man’s reading practices align with and deviate from normative conceptions of being a man within the studied context. Highlighting the practices of interacting with books on a physical level – collecting, holding, sorting, viewing covers, and so on – the article also shows how these tactile practices contribute to a rural working-class man’s development of a reader identity.
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| 12. |
- Asplund, Stig-Börje, 1973-, et al.
(author)
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Då och nu – arbetarmän på landsbygden och deras läsarhistorier
- 2018
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Conference paper (peer-reviewed)abstract
- Den här studien ansluter till ett tidigare projekt där vi genomfört livsberättelseintervjuer med unga arbetarmän som bor på landsbygden, vilkas berättade erfarenheter av läsning legat till grund för framskrivandet av dessa mäns läsarhistorier. Resultatet av detta projekt har bl.a. publicerats i en artikel i Gender & Education (Asplund & Pérez Prieto, 2017) i vilken vi visar på möjligheterna, och behovet av att studera arbetarmäns relation till, och erfarenheter av läsning utifrån en livsberättelseansats med en vidgad syn på text och läsning (se också Asplund, 2016; Asplund & Pérez Prieto, 2014, 2016). Bland annat visar vi hur de unga männens läsarhistorier har tagit form i relation till den i samhället dominerande diskursen om läsning genom vilken de unga männen i flera avseenden förminskar sig själva som läsare, men också att läsarhistorierna har formats av, och format de specifika sociala och kulturella kontexter och diskurser vilka de unga männen lever i och är en del av. Med erfarenheterna från det tidigare projektet genomförs i den här studien livsberättelseintervjuer med vuxna män med arbetarklassbakgrund, uppvuxna under olika årtionden i en glesbygdskommun i Sverige. Gemensamt för de intervjuade är att de ska ha studerat på ett traditionellt mansdominerat yrkesprogram (eller motsvarande) på gymnasiet eller yrkesskola. Motivet till detta är att vi vill ta del av berättelser och perspektiv från en f.d. elevgrupp där andelen elever med arbetarklassbakgrund är hög, och där genomströmningen till vidare studier i jämförelse med elever från teoretiska gymnasieprogram, är markant lägre. Syftet är att studera vilken betydelse läsning och texter har, har haft, och ges i dessa mäns liv, och hur de individuella läsarhistorierna samverkar med det omgivande samhällets utveckling (i termer av exempelvis ekonomiska, sociala, kulturella och teknologiska förändringar). I denna presentation kommer vi att presentera några 60-åriga mäns läsarhistorier.
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| 13. |
- Asplund, Stig-Börje, 1973-, et al.
(author)
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Ellie is the coolest' : class, masculinity and place in vehicle engineering students' talk about literature in a Swedish rural town school
- 2013
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In: Children's Geographies. - : Informa UK Limited. - 1473-3285 .- 1473-3277. ; 11:1, s. 59-73
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Journal article (peer-reviewed)abstract
- This article aims to show how boys in a vehicle engineering programme at an upper secondary school in Sweden use their reading and literature discussion in their identity construction and how the classroom is converted into a place where the boys create the social space that they are a part of. This article is written in the intersections between different disciplines, research fields, and theoretical and methodological perspectives, and it is argued that this approach makes it possible to exceed each respective limitation and present a more nuanced and far-reaching discussion about how children use literature discussions in the construction of identity and place.
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| 14. |
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| 15. |
- Asplund, Stig-Börje, 1973-, et al.
(author)
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Engaging Rural Vocational Boys in Reading. Teaching and Learning About Reader Identities
- 2023
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Conference paper (peer-reviewed)abstract
- This study reports findings from a reading project with a focus on the reader, which has been carried out in collaboration with a Swedish teacher at a vocational upper secondary school. Rural vocational boys are often described as reluctant readers, and the study is about how their narrated experiences of reading can provide knowledge about reader identities and local reading practices, and how these can be used as subject content in Swedish education. Based on a narrative research tradition that sees narratives and narration as important resources in the work of developing teaching (Goodson, et al., 2010; Goodson & Gill, 2011, 2014) the study also aims to contribute knowledge about what a reading instruction that takes its starting point in such local reading practices does to vocational students’ narratives about themselves as readers. Data consist of topical life story interviews with 19 vocational male upper secondary students. Taking an ecological perspective on literacy (Barton & Hamilton, 1998/2012; Green & Corbett, 2013) which emphasize the interaction between readers, context and reading as a social practice, the results indicate an existing gapbetween reading practices in school and the more informal reading practices the boys engage in outside school (cf. Asplund & Goodson, 2022; Scholes & Asplund, 2021). Our analysis also shows that the boys have strengthened their identities as readers when their own reading practices and stories have formed the starting point for the reading instruction they encountered. The boys’ stories open up for didactic discussions about reading as a generic and subject-specific ability which is to be taught and learned in all subjects. Therefore, knowledge about reading is also expected to be taught and learned in teacher education.
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| 16. |
- Asplund, Stig-Börje, 1973-, et al.
(author)
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”Har jag en toppig haka!?” Känsliga (?) situationer i hantverksklassrummet
- 2022
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Conference paper (other academic/artistic)abstract
- Ett återkommande inslag i undervisningen på Hantverksprogrammet med inriktning hår- och makeupstylist är att elever som läser programmet agerar kunder (modeller) när olika makeuptekniker ska utföras. I sådana situationer arbetar eleverna ofta parvis och de turas om att utföra makeuptekniker på varandra framför en spegel. Dessa situationer är, skulle vi vilja påstå, på många sätt unika för yrkesutbildningen i det att de kan sätta elever i undervisningssituationer där deras utseende kommenteras och bedöms utifrån estetiska förhållningssätt. I vår presentation riktar vi intresset mot sådana konkreta undervisningssituationer då lärare och elever på Hantverksprogrammet, med inriktning hår- och makeupstylist, riktar sin uppmärksamhet mot, och pratar om elevers ansikten i termer av färg och form, när elever utför olika makeuptekniker på varandra. Teoretiskt tar vi spjärn mot teorier som ser lärande som något som konstitueras i interaktion mellan människor, och mellan människor och artefakter i sina sammanhang (se exempelvis Sahlström, 2011). Genom analyser av videoinspelningar av undervisningssituationer i hantverksklassrummet visar vi vad som händer då lärare och elever hamnar i situationer då de pratar om elevers utseende.Det empiriska materialet är hämtat från ett pågående VR-projekt (ref no 2017-00052) där vi studerar lärares och elevers interaktion kring specifika lärandeinnehåll i yrkesundervisning. Studien kan närmare beskrivas som en videoetnografisk studie (se Tverbakk, 2021) där vi videofilmat den undervisning som sker när lärare och elever hanterar praktiska lärandeobjekt, och analyserat den med hjälp av CAVTA som teoretiskt ramverk (Asplund, Kilbrink & Asghari, under utgivning; Kilbrink, Asplund & Asghari, 2021). Vi har följt fyra klasser från fyra olika yrkesprogram inom teknisk gymnasial yrkesutbildning där hantverksprogrammet, med inriktning hår- och makeupstylist utgjort ett av programmen.I våra preliminära analyser av de undervisningssituationer då elevers ansikten pratas om i termer av färg och form kan vi se hur såväl lärare som elever orienterar sig mot det som det samtalas om som något potentiellt känsligt och laddat. Vi kan också se hur lärare och elever använder sig av flera olika kommunikativa resurser för att göra dessa situationer hanterbara, och hur detta sedan skapar möjligheter för lärare och elever att tillsammans och socialt etablera en gemensam förståelse för hur den specifika makeuptekniken ska utföras på den specifika elev som sitter modell.ReferencesAsplund, S-B., Kilbrink, N., & Asghari, H. (under utgivning). Teaching and Learning How to Handle Tools and Machines in Vocational Educational Workshop Sessions. Journal of Curriculum Studies.Kilbrink, N., Asplund, S. B., & Asghari, H. (2021). Introducing the object of learning in interaction: vocational teaching and learning in a plumbing workshop session. Journal of Vocational Education & Training, 1-26.Sahlström, F. (2011). Learning as social action. I J. K. Hall, J. Hellermann & S. P. Doehler (Red.), L2 interactional competence and development (ss. 43–62). Bristol: Multilingual Matters.Tverbakk, M. L. R. (2021). Metodiske og metodologiske vurderinger ved bruk av videoobservasjoner i forskning på læringskontekster. I F. Rusk (Red.), Videoforskning på ulike læringsarenaer: Mangfoldig videodata i pedagogisk forskning og utvikling (ss. 19–36). Cappelen Damm Akademisk.
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| 17. |
- Asplund, Stig-Börje, 1973-
(author)
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Konsten att parkera : Identitetskonstruktion i fordonspojkars litteratursamtal
- 2011
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In: Kapet (elektronisk). - Karlstad : Karlstad University Press. - 2002-3979. ; 1:1, s. 20-40
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Journal article (other academic/artistic)abstract
- Den här artikeln handlar om fordonspojkars litteratursamtal. I artikeln visas hur några fordonspojkar på gymnasiet engagerar sig i hur litterära karaktärer i den roman de har läst hanterar olika motorfordon, och hur pojkarna är måna om att visa upp inför varandra att de har de kunskaper och de erfarenheter som krävs för att kunna hantera olika typer av motorfordon. Att pojkarna genom sina studier på fordonsprogrammet utbildar sig till fordonsmekaniker, lastbilsförare eller grävmaskinister aktualiseras på så sätt i det litteratursamtal pojkarna är involverade i. Samtidigt är det möjligt att tala om en motsatt rörelse som iscensätts i litteratursamtalet; en rörelse som innebär att pojkarna i och med sitt handlande på samma gång konstruerar sig som just fordonselever och som kunniga yrkesmän. Dessa identitetsskapande processer äger rum inom ramen för det litteratursamtal som pojkarna på egen hand genomför utan lärarens direkta medverkan, vilket innebär att fordonspojkarna på så sätt även konstruerar sig som skötsamma elever som tar ett ansvar för sina litteraturstudier.
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| 18. |
- Asplund, Stig-Börje, 1973-, et al.
(author)
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Learning How (and How Not) to Weld : Vocational Learning in Technical Vocational Education
- 2018
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In: Scandinavian Journal of Educational Research. - : Taylor & Francis. - 0031-3831 .- 1470-1170. ; 62:1, s. 1-16
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Journal article (peer-reviewed)abstract
- This article focuses on vocational learning in technical vocational education in upper-secondary school, with a special focus on the object of learning to weld. A concrete teaching situation where the learning object to weld is the focus of the interaction between a vocational teacher and an upper-secondary student was documented by a video camera and then analysed from two different perspectives: a conversation analytical perspective and a variation theory perspective. The combination of the two perspectives allows a study of learning that deals with issues regarding both form and content, which may increase our understanding of vocational learning in technical vocational education in upper-secondary school
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| 19. |
- Asplund, Stig-Börje, 1973-, et al.
(author)
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Lessons from the welding booth : theories in practice in vocational education
- 2020
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In: Empirical Research in Vocational Education and Training. - : Springer. - 1877-6337 .- 1877-6345. ; 12:1, s. 1-23
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Journal article (peer-reviewed)abstract
- This article reports results from a Learning study in which two university based researchers collaborate with a vocational teacher at an upper secondary vocational school. During three iterative cycles, two different theories (Conversational Analysis and Variation Theory) have gradually been incorporated when teaching how to TIG-weld. Through concrete empirical examples from video recorded lessons the article explores how these theoretical perspectives (termed CAVTA) can be used together and integrated in practice when analysing the teaching and learning processes that take shape when teacher and students interact in relation to the object of learning to TIG-weld, and how these theories can be used as didactical tools. The analyses highlights concrete changes in the teacher’s teaching, and it is argued that the approach used in the study can lead to a development where we can find forms for teaching specific subject content within vocational education.
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| 20. |
- Asplund, Stig-Börje, 1973-
(author)
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Läsning som identitetsskapande handling. : Gemenskapande och utbrytningsförsök i fordonspojkars litteratursamtal.
- 2010
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Doctoral thesis (other academic/artistic)abstract
- In this dissertation literature discussions which include students of Vehicle Engineering at a Swedish upper secondary school will be discussed. The students are all boys. The study is focused on these boys’ small-group literature discussions, and the aim of the study is to describe what happens when they discuss four of the novels that form an integral part in the context of their Swedish studies. Principal fields of interest are the readings and the reception that the boys give utterance to in the literature discussions, as well as the identity-constructing processes which set in when they interact in the light of what they have read.The empirical material consists of eleven video recorded small-group discussions, and a conversational analytic perspective is combined with a reception theory perspective in the dissertation.The study shows that a sense of community is vital to the core of the boys’ literature discussions, and this has an influence on the reception and the readings that come up in the discussions. The boys are anxious to come to an agreement and voices which threaten to shatter the sense of community that has been constructed in the discussions are opposed in different ways. The literature discussions are not only arenas where the boys construct themselves as readers but are also considered as a forum where various identity-constructing practices take place.As readers these boys are bound to what can be read, and what cannot be read, in literary texts, but it is possible to see a certain development in their readings towards a more complex attitude, such as they find expression in the discussions. The boys also carry out the literature discussions, and the constructed sense of community is based on the reading of the novel to be discussed in a small-group discussion. Thus the boys take on the responsibility for their own learning as well.Many of the processes in which the boys are involved during the literature discussions could be described as processes of social reproduction, but various dividing lines which could be identified in the study also show that there are openings for other directions of the discussions.
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| 23. |
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| 24. |
- Asplund, Stig-Börje, 1973-, et al.
(author)
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Maskulina läspraktiker genom tid och rum : Platsens betydelse för arbetarmäns relation till läsning
- 2020
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In: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 4, s. 33-59
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Journal article (peer-reviewed)abstract
- The interaction between the local place and reading practice is continuously emphasized in literacy research. Nevertheless, the significance of place has been neglected in research on working-class men’s relationship to reading. This study responds to this gap by examining working-class men from rural areas and their relationship to reading across a life span. Through life-story interviews with two working-class men in their 60s, living in the same rural woodland municipality, the article contributesto the understanding of the importance of reading in these men’s lives, and how their reader histories interact with distinctive features of the locality. The study shows that the men’s individual reader histories have been shaped by, and have shaped, the specific local and cultural contexts and surrounding discourses. Through their reading practices throughout their life courses, the men (re)construct rural working-class identities in which hunting, fishing, sports and cars constitute significant elements. However, other movements in the men’s reading practices related to place through which the men can pursue alternative masculine positions are also present. The study highlights the importance for educators to pay attention to place as a significant feature in understanding working-class males’ reading practices.
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| 25. |
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| 26. |
- Asplund, Stig-Börje, 1973-, et al.
(author)
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Navigating between disorder and control : Challenges and choices when teaching reading strategies in the L1 classroom
- 2016
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In: L1-Educational Studies in Language and Literature. - 1567-6617 .- 1573-1731. ; 16:Open Issue, s. 1-25
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Journal article (peer-reviewed)abstract
- Conversations about texts are often presented in research as particularly beneficial to students’ reading development, based on the argument that the opportunity to confront, discuss and negotiate different readings in the classroom enhances students’ skills in engaging with texts. In this article, we examine in detail the interplay between a teacher and her students when they talk about argumentative texts in a Swedish ninth grade classroom setting. In the analysis we combine a Conversation Analysis ap-proach with reading theories that emphasize the dialogical encounter between reader and text. Our result indicates the dual nature of the teaching perspective which sometimes involves conflicting aims. The teacher has to choose between intervening in response to student reactions that reflect emotional and stereotypical attitudes that may hinder a critical reading, or intervening to make use of and stimu-late reactions that may lead to more critical readings. Thus, our study emphasizes that it is crucial that teachers are able to both manage the leadership in the complex classroom interaction, and to apply knowledge about reading processes and strategies that students get involved in when they discuss en-gaging texts in school.
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| 27. |
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| 28. |
- Asplund, Stig-Börje, 1973-, et al.
(author)
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När skogsmän läser. Situerade läspraktiker i rörelse
- 2021
-
Conference paper (peer-reviewed)abstract
- Pojkar med arbetarklassbakgrund pekas ofta ut som en grupp med ett bekymmersamt förhållande till läsning. I olika rapporter lyfts därför gruppen också återkommande fram som målgrupp för olika läsfrämjande insatser. Utgångspunkten för sådana insatser har dock varit en syn på läsning där den skönlitterära och tryckta boken utgör normen. De mer informella läspraktiker arbetarpojkar engagerar sig i utanför skolans domäner har inte uppmärksammats tillräckligt, och därför inte heller införlivats i skolans läsundervisning.Vi kommer att presentera några arbetarmän i den svenska skogsbygden och deras situerade läspraktiker. Med teoretisk och metodologisk utgångpunkt i life history (Bertaux & Thompson, 1997; Goodson, 2013) och local literacies (Barton & Hamilton, 1998/2012) visar vi hur dessa lokala läspraktiker har starka kopplingar till en muntlig berättartradition och kroppsliga aktiviteter som jakt, fiske och skogsbruk. I ljuset av våra resultat kommer vi att diskutera betydelsen av att införliva lokalt förankrade och situerade läspraktiker i en likvärdig läsundervisning som både utmanar och inkluderar.
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| 29. |
- Asplund, Stig-Börje, 1973-, et al.
(author)
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"One song away from being home" : om boksamlande, läsning och Johnny Cash. Sidospår, eller…?
- 2016
-
Conference paper (other academic/artistic)abstract
- I den här texten studeras erfarenheter av läsning och texter i relation till boksamlande. Niklas, en ung man i 25-års åldern, och hans pappa, intervjuas på plats bland alla böcker och föremål som de samlat, såväl hemma hos Niklas pappa som hemma hos Niklas. Utgångspunkten för texten är en livsberättelseansats som sätter den berättande människan i centrum.Böckerna framstår i våra samtal som först och främst artefakter med estetiska, ekonomiska och gemenskapsskapande värden. De ska sorteras och kategoriseras efter bl.a. genre för att sedan sättas upp snyggt och prydligt i bokhyllor. Detta kroppsliga hanterande av böcker är något som också sker socialt och tillsammans med andra och kan ses som handlingar genom vilka den specifika sociala och kulturella kontext i vilken de lever och verkar i bevaras och reproduceras.
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| 30. |
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| 31. |
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| 32. |
- Asplund, Stig-Börje, 1973-, et al.
(author)
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På jakt efter en läsarhistoria
- 2014
-
In: Kapet (elektronisk). - Karlstad : Karlstads universitet. - 2002-3979. ; 10:1, s. 38-57
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Journal article (other academic/artistic)abstract
- AbstractIntresset i den här artikeln riktas mot Niklas[1] - en ung, manlig grävmaskinist, boendes i en landsbygdsort i mellersta Sverige – och hans läsarhistoria. Utifrån en livsberättelseansats har Niklas berättelse och reflektioner över sina erfarenheter av läsning studerats. Utgångspunkten är ett förhållningssätt genom vilket vi lyfter fram Niklas läsarhistoria utifrån hans eget perspektiv och där vi försöker förstå hur de specifika lokala och kulturella kontexter mot vilka Niklas läsarhistoria samspelar och samverkar är verksamma.
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| 33. |
- Asplund, Stig-Börje, 1973-, et al.
(author)
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Reading practices in transformation : Re-designing print-based literacy mindsets in the Swedish digital classroom
- 2021
-
In: 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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Journal article (peer-reviewed)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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| 34. |
- Asplund, Stig-Börje, 1973-, et al.
(author)
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Rural Working-Class Males in Sweden and Reading : Processes for Re-appropriating Written Culture
- 2022
-
In: Language and Literacy. - : University of Alberta. - 1496-0974. ; 24:3, s. 68-87
-
Journal article (peer-reviewed)abstract
- This article explores the intersection of place-based reading practices of rural working-class males and reading practices in school. Life story interviews have been conducted with six men in different ages (age 19-63) living in a rural region in Sweden, focusing on their reflections on their own relation to reading across a life span from the standpoint of the present. The analysis shows that there is a unique combination of factors at work when rural working-class men culturally re-appropriate written culture in ways that are sympathetic, and socially acceptable to a manual working-class culture. These factors include the processes of oralising and manualising and are often related to things learned in specific ancestral heartlands.
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| 35. |
- Asplund, Stig-Börje, 1973-, et al.
(author)
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Sharing is caring : young people’s narratives about BookTok and volitional reading
- 2024
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In: Language and Education. - : Routledge. - 0950-0782 .- 1747-7581. ; 38:4, s. 635-651
-
Journal article (peer-reviewed)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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| 36. |
- Asplund, Stig-Börje, 1973-, et al.
(author)
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Teaching and learning how to handle tools and machines in vocational educational workshop sessions
- 2022
-
In: Journal of Curriculum Studies. - : Routledge. - 0022-0272 .- 1366-5839. ; , s. 1-23
-
Journal article (peer-reviewed)abstract
- The importance of students developing the knowledge required to handle different tools and machines is specified in the curriculum of vocational education as well as emphasized in research. However, there are very few studies that focus on the learning processes that take place when teachers and students attend to tools and machines as a vocational learning content in workshop teaching sessions. This article aims to shed light on these processes by exploring how tools and machines are constituted through the interaction between vocational teachers and students in Swedish upper secondary vocational education. Leaning on the theoretical and methodological framework CAVTA (Conversational Analysis and Variation Theory Approach) when analysing video-recorded lessons, the study shows that the teaching about tools and machines takes place as a result of suddenly emerging problems that the students encounter. The study also shows that the teaching about tools and machines is conducted through the framing method of individualization, which leads to situations in which some students are given the opportunity to learn specific things about tools and machines, and others are not, even within the same session.
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| 37. |
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| 38. |
- Asplund, Stig-Börje, 1973-, et al.
(author)
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The Book and the Text : Expanding the definition of a male reader
- 2015
-
Conference paper (peer-reviewed)abstract
- The Book And The Text - Expanding The Definition Of A Male ReaderBoys’ relation to reading has been debated for a long time. Numerous international studies bear witness to an existing gender gap in children’s reading; boys read worse and to a smaller extent than before, and they read less than girls and lag behind in literacy skills (Clark & Burke, 2012; Gambell & Hunter, 2000). If one considers the situation from a class perspective the situation of boys with working-class background is described as particularly problematic, since extensive research indicates that there exists a particularly poor reading proficiency among socio-economically disadvantaged boys. In many of the studies there are also often expressed a concern for these boys’ future, since without the ability to read well, they are risking to lose access to higher education and future careers.Despite the extensive research that exists on boys’ relationship to reading, we have currently still rather limited knowledge about the role and importance reading has in the lives of young men and what experiences they carry out from the reading they have been taught as students in school.In our presentation, and, from a longitudinal perspective with the aim of focusing our attention on one of the many working-class boys who has walked through the school system as a student, our intention is to be conducive to new knowledge in the field, and also to modulate the negative image of young working-class boys’ future opportunities that is conveyed.At the center of our presentation is Niklas - a young male excavator, who lives in a rural village in the central parts of Sweden, and our purpose is to present a picture of his reader history, i.e. the journey he has made in his life as a reader of various kinds of texts. Niklas’s reader history is part of a larger research project where we are using a combination of different methodological and theoretical perspectives in the study of young men’s reader histories.Through a life story approach (Mishler, 1999; Goodson & Sikes 2001), we will in our presentation let Niklas’s story form the basis of our understanding of the phenomena he chooses to talk about, which among other things means that we will use a broader concept of text in our analysis of Niklas’s reader history.The narrative reflections (Freeman, 2010) that are expressed in Niklas’s narrative of his journey through life as a reader, and the different reader identities that emerge through his own narrative, forms to us his reader history. This reader history has obviously not occurred in a vacuum, but it has been shaped by, and has shaped, the social and cultural environments in which it took place, which is why we also have the intention of highlighting the specific contexts against which Niklas’s reader history interact. Given that social categories, such as gender, class and place are important for students’ school careers, we believe that it is important to study how these categories interact and cooperate in Niklas’s story about his experience of reading. Here, Massey’s work (2005) on place as a social construction, and her emphasis on the mutual relationship between place and identity, Connell’s work (2005) on the construction of masculinity, and the class perspective developed by Bourdieu (1984) are important points of departure in our analysis.MethodWe will tell Niklas’s story by using an approach through which the narrator is at the center of attraction. Thusly, our study has a longitudinal research design (Goodson & Sikes, 2001). The longitudinal design can help us get sight of how Niklas’s relationship to and experience of reading has been shaped, changed and evolved over time. This approach means that it is Niklas’s story that will be brought into focus. At the same time, this personal story shall be put into perspective by relating it to the specific social, cultural and historical circumstances in which what is told takes place (Goodson & Sikes, 2001; Mishler, 1999) why even such empirical data in the form of, for example, documents, theories, texts and physical locations and buildings will be used in our analysis. The reader history to which our interest is directed during our presentation is based on two life story interviews (see Goodson & Sikes, 2001) conducted with Niklas, today a 25-year-old young man, in the summer of 2013. The interviews took place in Niklas’s home and lasted for a total of three hours. Niklas’s story is based on empirical data gathered from a previous research project about a group of vehicle engineering boys’ encounter with the teaching of Swedish at an upper secondary school in a rural place in central Sweden, a project in which Niklas attended as a vehicle engineering student (Asplund & Pérez Prieto, 2013). These extensive empirical data, which consist of videotaped lessons, interviews, surveys and documentation of the boys’ self-produced written texts related to their Swedish classes, among other things, combined with life story interviews, allow us to deepen and modulate our analysis and presentation of Niklas’s reader history.Expected OutcomesIn the reader history that emerges through Niklas’s narrative, there are more ways to interact with books and texts than the more conventional ways. For instance, Niklas tells us how he helped his father to collect, sort out and sell old books, which to Niklas becomes a way to interact with books, and the interaction that Niklas is talking about has its meaning and significance in the specific context in which it takes place. This concrete and embodied interaction is also significant of Niklas’s relation to reading and books, and it is therefore also an important part of his reader history. Thus, the approach used in our study makes it possible to identify and highlight other, less common ways to interact with books, which also allows a more complex and nuanced story about a young man’s relation to reading.ReferencesAsplund, S-B.and Pérez Prieto, H. (2013). ‘Ellie is the coolest’: Class, masculinity and place in vehicle engineering students’ talk about literature in a Swedish rural town school. Children’s Geographies Issue 1, 2013. Bourdieu, P. (1984). Distinction.A Social Critique of the Judgment of Taste.Cambridge, MA: Harvard University Press. Clark, C. with Burke, D. (2012). Boys’ Reading Commission.A review of existing research to underpin the Commission.London: NationalLiteracy Trust. Connell, R. W. (2005). Masculinities. 2nd ed. Berkeley: University of California Press. (Original workpublished 1995). Freeman, M. (2010). Hindsight.The Promise and Peril of Looking Backward. New York: Oxford University Press. Gambell, T., & Hunter, D. (2000).Surveying gender differences in Canadian school literacy. Journal of Curriculum Studies, 32, 689–719. Goodson, I. & Sikes, P. (2001). Life History Research in Educational Settings.Learning from lives. Buckingham: Open University Press. Massey, D. (2005). For Space. London: Sage. Gambell, T., & Hunter, D. (2000). Surveying gender differences in Canadian school literacy. Journal of Curriculum Studies, 32, 689–719. Mishler, E. G. (1999). Storylines: Craftartists’ narratives of identity. Cambridge,Mass.; London: Harvard University Press.
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| 39. |
- Asplund, Stig-Börje, 1973-, et al.
(author)
-
Towards a future vocational profession : Longitudinal orientations in vocational teaching practices
- 2021
-
Conference paper (peer-reviewed)abstract
- This presentation focuses on the future-oriented movements that take shape when vocational teachers and vocational students negotiate how a practical task could, and should, be handled and solved in vocational teaching situations in vocational workshop settings. The data consists of video recorded lessons from four vocational programmes in Swedish upper secondary school, and the analysis is based on the theoretical and methodological framework of CAVTA (Conversation Analysis and Variation Theory Approach). By focusing on the longitudinal orientations towards a future doing that are set into play in the teaching situations, we will show how aspects concerning a specific vocational learning content that revolves around a vocational practical doing compete for the space by a vocational learning content of a more general nature. We argue that the specific and the general vocational learning content does not necessarily have to be in conflict with each other in the teaching situation. Rather, they can complement each other and open up for more in-depth vocational learning. As such, our study emphasises the importance for vocational teachers to develop teaching strategies to navigate between helping the students in their problem solving here and now, and contextualising the specific vocational learning content and making vocational learning relevant for future vocational occupation and working life.
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| 40. |
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| 41. |
- Asplund, Stig-Börje, 1973-, et al.
(author)
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Uncovering the Melt : Results from an Action-Oriented Learning Study on Welding in Vocational Education
- 2019
-
Conference paper (peer-reviewed)abstract
- This presentation reports some preliminary resultsfrom the ongoing study Learning to weld in vocational education, funded by the Swedish Institute for Educational Research, with the overall aim to examine the relation between teaching and learning in vocational education with a specific focus on learning to weld. The study is conducted as an action-oriented learning study in which two university based researchers collaborate with a vocational teacher at an upper secondary vocational school, and it responds to the request for more practice-based school research aiming for developing teacher’s teaching on a scientific basic (cf Brante et al, 2015; Carlgren, 2017; Lo, 2014; Postholm, 2018;SFS 2010:800). Action-oriented learning studies in iterative circles, where teachers themselves have been involved in formulating the research questions, and where there is a strong focus on the object of learning (what the students are supposed to learn) have been proven to be effective approaches in which teachers can change and develop their teaching practices and their professional learning, based on a theoretical framework (Brante et al., 2015; Pang & Ling, 2012). Hence, learning studies have been emphasised as a solid base for teachers’ professional development as well as improving students’ learning (Pang & Ling, 2012). Learning studies have also been proven to be a fruitful tool for implementing and increasing our understanding of the use of theory in practice, but according to Lo (2012) there is a need to conduct learning studies in more subject areas than what has previously been done. One of these research fields where there is a lack of learning studies and where research that has a specific focus on learning content is sparse is within the field of vocational education. This is something that we will focus on in this presentation, in which we will highlight results from the process of three iterative cycles in which theories gradually have been incorporated in the teacher’s didactical approach when teaching how to TIG-weld.In the study, the teaching, as well as the research, is planned, conducted and analysed in three iterative cycles inspired by the Learning study method (cf. Pang & Ling, 2012), and is based on two theoretical frameworks; Conversation Analysis (CA) (cf. Sidnell & Stivers, 2013), and Variation Theory (VT) (cf. Marton & Tsui, 2004). Our approach is in line with the content-centered CA-studies that aim to capture interactional practices linked to learning a specific content or practice (cf. Rusk et al., 2015). This means that our focus in our study is on how the teacher and the students orient to the specific object of learning (OoL) of how to TIG-weld, and how the teacher and students adapt and change their participation in the unfolding interaction regarding how to TIG-weld, and where the VT can help us examine the enacted OoL in great detail. The specific aim with this presentation is to examine how the teacher is orienting towards the learning content by exemplifying one of the critical aspects of the OoL – the melt - when teaching how to TIG-weld during the process of three iterative cycles. Through concrete empirical examples from video recorded lessons we will explore not only how the theoretical perspectives (Conversation Analysis and Variation Theory Analysis; which we have chosen to term CAVTA) can be used together and integrated in practice when analysing the teaching and interaction, but also how these theories can be used as didactical tools for teachers when planning, executing, and evaluating their own teaching.MethodOur study is based on a close collaboration between two university based researchers, and one vocational teacher at an upper secondary school. The teaching that the vocational teacher conducts is planned, executed, and analysed in three iterative cycles, inspired by the Learning study method (cf. Kilbrink et al., 2014; Pang & Ling, 2012). Usually, a learning study has its theoretical base in the variation theory and a key feature in the method is the strong emphasis on the learning content (referred to as the object of learning). In a Learning study, the teaching of this OoL should be planned, executed and analysed in specific steps in iterative cycles; pre-testing, planning, teaching, post-testing, analysing and revising (Ko, 2018). In our study, however, the pre- and post-testing has been removed, and instead a CA approach has been added to the variation theory in order to analyse how welding competences are displayed, developed and learned in the actual teaching situations. Approaching the data from a CA’s understanding of participation and social organisation can help us explore the learning processes that take shape in the interaction from an emic perspective (Duranti, 1997). Furthermore, CA can also add another dimension of how the OoL can be varied in the interaction between the teacher and students when using different semiotic resources (cf. Asplund & Kilbrink, 2018; Kilbrink & Asplund, 2018). The teaching that has been conducted in the study has been planned by the teacher, in dialogue with researchers, and each cycle lesson (with three focus students participating in each cycle) has been video recorded. These recordings have been analysed by the researchers at a primary stage, then analysed by the researchers and the teaching vocational teacher together. Based on these analyses, primarily based on a CAVTA perspective, the teacher, together with the researchers, worked on new teaching strategies that were to be incorporated into the teacher’s didactic approach towards cycle 2. In the second and third cycle this process was repeated. In this presentation, based on the outcomes of these three cycles of teaching how to TIG-weld, we will focus on the teaching and learning processes that take shape when the teacher and students orient towards the melt as a critical aspect when teaching and learning how to TIG-weld.Expected OutcomesThrough the detailed analysis of the interaction that take shape in the teaching, we can identify concrete changes in the teacher’s teaching when CAVTA is gradually incorporated into the teacher’s didactic approach. For example, we can see how the teacher, together with the students, through the simultaneous use of different semiotic resources actively works to try to establish a common understanding of what content is to be learned and how it should be learned (cf. Kilbrink & Asplund, 2018). The study’s approach also enables a teaching method where parts of a subject-specific content increasingly is made explicit during the course of the study and validated in the interaction, there and then. More precisely, in our presentation we will show how these processes are something that take shape in relation to the teacher’s and students’ orientation towards the melt, which in the interaction there and then, is made into a temporarily subordinate object of learning. The critical aspects of the melt are then oriented to and verbalised. We believe that our approach can lead to a development where we can find forms for teaching where specific subject content within vocational education - content which is sometimes a bit carelessly discussed in terms of “tacit knowledge”- not only can be communicated and made visible to both teachers and students in interaction here and now, but also made precise. Thus, our findings suggest that our approach is fruitful in order to develop the teaching, and it offers opportunities for methodological innovation.ReferencesAsplund, S-B., & Kilbrink, N. (2018). Learning how (and how not) to Weld: Vocational Learning in Technical Vocational Education. Scandinavian Journal of Educational Research 62(1) 1-16. Brante, G., Holmqvist Olander, M., Holmquist, P-O., & Palla, M. (2015). Theorising teaching and learning: pre-service teachers’ theoretical awareness of learning. European Journal of Teacher Education, 38(1) 102-118. Carlgren, I. (Ed.) (2017). Undervisningsutvecklande forskning: exemplet Learning study. Malmö: Gleerups. Duranti, A. (1997). Linguistic anthropology. New York, NY: Cambridge University Press. Kilbrink, N., & Asplund, S. B. (2018). “This angle that we talked about”: learning how to weld in interaction. International journal of technology and design education, 1-18 (doi: 10.1007/s10798-018-9490-z Kilbrink, N., Bjurulf, V., Blomberg, I., Heidkamp, A., & Hollsten, A. C. (2014). Learning specific content in technology education: learning study as a collaborative method in Swedish preschool class using hands-on material. International Journal of Technology and Design Education, 24(3), 241-259. Ko, P. Y. (2018). Beyond labels: what are the salient features of lesson study and learning study? Educational Action Research (doi: 10.1080/09650792.2018.1530126). Lo, M. L. (2012). Variation theory and the improvement of teaching and learning. Göteborg: Acta universitatis Gothoburgensis. Marton, F. & Tsui, A.B. (Eds.) (2004). Classroom Discourse and the Space of Learning, Lawrence Erlbaum, Mahwah, N.J. Pang, M. F., & Ling, L. M. (2012). Learning study: Helping teachers to use theory, develop professionality and produce new knowledge to be shared. Instructional Science, 40(3), 589–606. Postholm, M. B. (2018). Teachers’ professional development in school: A review study. Cogent Education, 5(1), 1-22. Rusk, F., Pörn, M., Sahlström, F., & Slotte-Lüttge, A. (2015). Perspectives on using video recordings in conversation analytical studies on learning in interaction. International Journal of Research & Method in Education, 38(1), 39-55. Sidnell, J. & T. Stivers (Eds.) (2013). The Handbook of Conversation Analysis. Oxford, U.K.: Wiley‐Blackwell.
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| 42. |
- Asplund, Stig-Börje, 1973-, et al.
(author)
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Under the teacher´s radar : Literacy practices in task-related smartphone use in the connected classroom
- 2018
-
In: 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
-
Journal article (peer-reviewed)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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| 43. |
- Asplund, Stig-Börje, 1973-
(author)
-
Unga arbetarmän, läsning och identitet
- 2016
-
Conference paper (peer-reviewed)abstract
- Den dominerande bilden av pojkars och unga mäns relation till läsning, sådan den skrivs fram i olika forskningsrapporter och i medias rapportering – såväl nationellt som internationellt - är att de läser mindre och sämre än tidigare (och jämfört med flickor och unga kvinnor) och att de tar avstånd från den läsning de möter i skolan med argument som att det är för svårt, för tråkigt eller rent av meningslöst. Det hävdas vidare att läsning i skolan för pojkar och unga män framstår som något skolaktigt, och inte sällan som en feminin syssla, något som i sig går stick i stäv med de maskulinitetsprojekt pojkar och unga män är i full färd med att driva. Minst – och sämst - av alla läser pojkar och män med arbetarklassbakgrund. Ett problem med denna bild är att den bidrar till att bekräfta en mytbildning om pojkar, unga män och läsning vilken riskerar att befästa en social och kulturell marginalisering, inte minst bland pojkar och unga män med arbetarklassbakgrund (Asplund & Pérez Prieto, 2016; Hammet & Sanford, 2008).Mot denna bakgrund diskuterar jag i min presentation resultatet från ett projekt i vilket jag utifrån en livsberättelseansats (Kohler Reissman, 2008) och en vidgad definition av text och läsning (Bezemer & Kress, 2015), riktat ljuset mot unga arbetarmäns läsarhistorier. Syftet har här varit att studera hur läsning och texter används i unga arbetarmäns identitetskonstruktion och hur sociala kategorier som kön, klass och plats och de specifika kontexter mot vilka de unga männens läsarhistorier samspelar är verksamma. Studien visar att man genom att närma sig frågan om pojkars och unga mäns relation till läsning utifrån ett narrativt perspektiv, och med en vidgad syn på text och läsning, kan utmana den dominerande bilden av pojkars och unga mäns relation till läsning.
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| 44. |
- Asplund, Stig-Börje, 1973-
(author)
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Var är Elias mamma?
- 2008
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In: Kapet (avslutad tryckt version). - : Karlstad University Press. - 1653-4743. ; 4:1, s. 105-123
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Journal article (other academic/artistic)
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| 45. |
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| 46. |
- Asplund, Stig-Börje, 1973-
(author)
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Visst läser pojkar också!
- 2010
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In: Växtkraft. - Stockholm : Svensklärarföreningen. - 9789127422506 ; , s. 11-21
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Book chapter (other academic/artistic)
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| 47. |
- Asplund, Stig-Börje, 1973-, et al.
(author)
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Visualising the intended practical doing : Future-oriented movements in swedish vocational school workshop settings
- 2021
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In: International Journal for Research in Vocational Education and Training. - : European Research Network Vocational Education and Training. - 2197-8638 .- 2197-8646. ; 8:2, s. 160-185
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Journal article (peer-reviewed)abstract
- Context: This article focuses on teaching and learning processes in a vocational classroom in Swedish vocational education. There are few studies within the field of vocational education that have a focus on how vocational learning is done in interaction in the vocational classroom/workshop, and what vocational learning content is displayed in the interaction between teacher and student, and thus made possible to learn. This article aims to fill this gap by exploring the future-oriented movements that take shape when a vocational teacher and vocational students negotiate how a practical task could, and should, be handled and solved in vocational teaching situations in vocational plumbing school workshop settings. An increased understanding of these processes can help to improve the actual teaching of a specific subject content to support students in their vocational learning, aiming for learning a professional trade. Methods: The data consist of video recorded lessons from the Sanitary, Heating and Property Maintenance Programme in Swedish upper secondary school. Through concrete empirical examples from video recorded lessons the article explores the interaction between teachers and students in vocational school workshop settings using CAVTA. CAVTA is based on Conversation Analysis (CA) and Variation Theory (VT) and is a theoretical and methodological framework that can be used together and integrated to reach understanding of both how- and what-aspects of the learning process in practice, when analysing teaching and interaction. Findings: Findings show how aspects concerning a specific vocational learning content that revolves around a vocational practical doing compete for the space with a vocational learning content of a more general nature. These general objects of learning are also related to work-specific vocational learning and knowledge in relation to the future profession, but on a more general level than the task specific vocational knowledge. Altogether, this illuminates how different layers of work-specific vocational learning are made visible in the interaction, and how they mutually contextualise each other in the here and now. Conclusion: This article illustrates that the specific and the general vocational learning content can complement each other and open up for a more in-depth vocational learning. In conclusion, this article emphasises the importance for vocational teachers to develop teaching strategies to navigate between helping the students in their problem solving here and now, and contextualising the specific vocational learning content and making vocational learning relevant for future vocational occupation and working life.
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| 48. |
- Asplund, Stig-Börje, 1973-, et al.
(author)
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Young working-class men do not read: or do they? : Challenging the dominant discourse of reading
- 2018
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In: Gender and Education. - : Taylor & Francis Group. - 0954-0253 .- 1360-0516. ; 30:8, s. 1048-1064
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Journal article (peer-reviewed)abstract
- In the majority of the research on boys’ and young men’s relation to reading, it is argued that boys and young men read too little, read poorly and in all the wrong ways. However, few studies focus on how boys and young men read the texts they do encounter. In particular, there is a lack of research on young men of workingclass background, whose relationship to reading is stressed as particularly problematic in many studies. In this article, we approach the reader histories of three young working-class men from a life story perspective, on the basis of a broad definition of text and reading, to capture how reading and texts are used in their identity construction. Our analysis shows that the young men engage in reading in different ways, from listening to audio books and reading aloud to watching films. We argue that our approach makes it possible to re-envision working-class men as readers who, among other things, use reading to construct softer masculinities, thus challenging the dominant narrative of workingclass masculinity and working-class men’s relationship to reading and texts.
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| 49. |
- Axelsson, Jan, 1969-, et al.
(author)
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”Du hör att nu liksom spinner han som en katt” : Transformation av ett yrkeskunnande till ett undervisningsinnehåll
- 2023
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In: Forskning om undervisning och lärande. - 2000-9674 .- 2001-6131. ; 1:11, s. 29-54
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Journal article (peer-reviewed)abstract
- Transformation av yrkeskunnande till ett undervisningsinnehåll behandlas i denna studie. I fokus är hur svetslärare synliggör ljud och hörselintryck i förhållande till lärandeobjektet ’inställningar av strömkällan i svetsmetoden MIG/MAG’, samt hur elevers förståelse kan uppvisas i undervisningen. Det saknas både praktiknära studier och ämnesdidaktisk forskning i det forskningsfält som behandlar yrkesutbildning. Syftet är därför att bidra med kunskap om vad som händer när svetslärare i en learning study systematiskt transformerar yrkesämneskunskap i undervisning av ett lärandeobjekt i svetsmetoden MIG/MAG.Empirin består av dokumenterade lärarlagssamtal och filmade undervisningspass. Resultaten påvisar yrkesämnesdidaktikens komplexitet och däri görs kopplingar till ett yrkeskunnandes transformation till ett undervisningsinnehåll.
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| 50. |
- Axelsson, Jan, 1969-
(author)
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Hur allt smälter samman i handlingens centrum : En yrkesämnesdidaktisk studie av transformation, variation och interaktion i svetsundervisning
- 2023
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Licentiate thesis (other academic/artistic)abstract
- Föreliggande licentiatuppsats är en yrkesämnesdidaktisk studie som behandlar praktiska lärandemoment på det industritekniska programmet, med inriktning svetsteknik.Det övergripande syftet med licentiatuppsatsen är att bidra med kunskap om undervisnings- och lärandeprocesser när lärare systematiskt transformerar ämnesinnehåll och yrkeskunnande till svetsundervisning. Faktorer som påverkar undervisning av praktiska moment i svetsteknik behandlas med stöd av begreppet transformation och i studien utforskas hur svetslärare kan synliggöra lärandeobjekt och stimulera elevers uppvisande av förståelse och färdigheter i undervisningssituationer av praktiska moment. Studien har samlat empiri från ett praktiknära forskningsprojekt som har vilat på det teoretiska ramverket CAVTA, en kombination av samtalsanalys och variationsteori. Projektet har designats med inspiration av learning study. Olika perspektiv av det övergripande syftet behandlas i de två delstudier som innefattas i licentiatuppsatsen. Delstudie 1 utforskar undervisnings- och lärandeprocessen när svetslärare dels transformerar ämnesinnehåll och yrkeskunnande genom synliggörande av ljud och hörselintryck i förhållande till lärandeobjektet, inställningar av utrustningen i svetsmetoden MIG/MAG, dels stimulerar elever att uppvisa förståelse och färdigheter av undervisningsinnehållet i undervisningspassens interaktion. Delstudie 2 behandlar synliggörande av ett lärandeobjekt och elevers uppvisande av förståelse och färdigheter i svetsmetoden TIG. Denna delstudie fokuserar användandet av CAVTA och modellen learning study i teknisk yrkesutbildning. I resultaten framträder hur ett ämnesinnehåll, som är vagt definierat i kursplaner, bland annat genom svetslärares yrkeskunnande transformeras till undervisning av praktiska moment i svetsteknik. Studien visar hur undervisningen systematiskt utvecklas med stöd i det teoretiska ramverket CAVTA och ansatsen learning study. Ett snävt urval av lärandeobjekt och ett tydligt avgränsat fokus ger den undervisande läraren möjlighet att i variation synliggöra aspekter i undervisningssituationer och samtidigt stimulera den enskilde eleven att på olika sätt uppvisa sin förståelse och sina färdigheter i undervisningspassens interaktion. Förslag över hur modellen learning study kan utvecklas för användning i studier rörande praktiska moment i svetsundervisning förs fram. Implikationer från studien rör framför allt undervisning av praktiska moment i svetsning där resultaten av systematisk integrering av variation i interaktion verkar lovande, även om vissa utmaningar lyfts fram. I ett större perspektiv kan resultaten vara intressanta för utveckling av lärandeobjekt av praktiska moment inom annan teknisk yrkesutbildning.
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