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- af Geijerstam, Åsa, docent, 1972-, et al.
(författare)
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Förutsättningar för ämnesspecifik läsförståelse i samhällskunskap i grundskolan
- 2023
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Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :2, s. 114-147
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Tidskriftsartikel (refereegranskat)abstract
- This paper deepens the understanding of conditions for students' subject-specific reading comprehension created through different ways of working with reading in civic education, and the support students thus get to read verbal texts. Motivation for the study is found in an increasing need for knowledge about reading in various school subjects, and theoretical foundation is found in New Literacy Studies and disciplinary literacy. Video recordings were analyzed from lessons in three different schools and six different classes (ca 100h in total). The schools worked with reading in different ways, two schools used different models for teaching reading and one school did not use any particular model. The material was analyzed using thematic content analysis. Seven different functions for reading were identified together with reading materials. Furthermore, we analyzed which text levels were in focus. Results show that the classrooms where teachers work according to special models give clearer support to read and comprehend longer coherent verbal texts by using this type of texts and working with them through a variety of functions for reading activities, activities general for several subjects as well as more subject specific activities.
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- Folkeryd, Jenny Wiksten, 1970-
(författare)
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Att skriva med attityd
- 2007
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Ingår i: Grundskoletidningen. - 1652-7844. ; 17:5, s. 4-9
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Tidskriftsartikel (populärvet., debatt m.m.)
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- Folkeryd, Jenny Wiksten, 1970-, et al.
(författare)
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Formal and informal metalanguage in primary teachers’ talk about informational student texts.
- 2019
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Ingår i: Nordic Journal of Literacy Research. - : Cappelen Damm AS - Cappelen Damm Akademisk. - 2464-1596. ; 5:3
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Tidskriftsartikel (refereegranskat)abstract
- Previous research has pointed out the importance for teachers as well as students to use metalanguage in order to develop writing in school. Few studies have however focused on how teachers talk about content aspects in young students’ informational texts, using formal (technical) as well as informal (non-technical) metalanguage. The main purpose of the present study is therefore to analyze how primary teachers discuss student texts before and after a series of six professional development workshops.Based on research within a social semiotic perspective, the workshops focused linguistic resources to express and develop ideas, create cohesive texts and interact with an audience. During audio recorded discussions, a group of teachers were asked to comment on strengths and weaknesses in two informational texts written by students in grades 2 and 3. In order to investigate the effect of the subsequent training, the same texts were discussed during the first and the last meeting. The analysis shows no difference in the total number of metalinguistic comments before and after the workshops. However, explicit formal metalanguage replaces informal metalanguage to a significant degree. It is also shown that the informal metalanguage to some extent displayed other affordances than the formal metalanguage.
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- Hallesson, Yvonne, et al.
(författare)
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Four classrooms – four approaches to reading : Examples of disciplinary reading in social science subjects in years five and twelve
- 2018
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Ingår i: L1-Educational Studies in Language and Literature. - Hildesheim : International Association for Research in L1 Education (ARLE). - 1567-6617 .- 1573-1731. ; 18, s. 1-29
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, we aim to explore and exemplify what opportunities to develop disciplinary reading literacy students are given access to in particular types of classroom reading environments in social science subjects. The investigation focuses on how the teacher organizes activities around reading, on what content is approached in text-related discussions and on whose perspectives are allowed space in the classroom discourse. The empirical data consists of classroom observations from two classes in year five and two classes in the Swedish upper secondary school, using different approaches to teaching reading, one being Reading to Learn. With a theoretical base in systemic functional linguistics (SFL), dialogism and reception theory, the classroom discourse was analysed in terms of sequential reading stages, text movability and dialogicality. The findings reveal how differently organized reading environments provide different support structures for students’ disciplinary reading. For example, the findings indicate that text activities that support the reading process in several stages bring about a larger potential for the development of reading literacy. However, the picture changes depending on to what extent students are given room to express their reception of the text, and thereby contribute to an active understanding of text in a dialogical classroom.
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- Hedman, Christoffer, et al.
(författare)
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Hjälpa eller stjälpa?
- 2019
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Ingår i: Didaktisk utvecklingsdialog. - Lund : Studentlitteratur AB. - 9789144125749 ; , s. 85-102
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 11. |
- Nygren, Thomas, 1972-, et al.
(författare)
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Hur motiverar gymnasieelever sina bedömningar av trovärdiga och vilseledande digitala nyheter?
- 2020
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Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :2, s. 153-178
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Tidskriftsartikel (refereegranskat)abstract
- In this study, we investigate how ca. 400 students, age 16-19, determine the trustworthiness of false, biased and credible news. We examine their justifications of their assessments of the credibility with regard to the source (who?), the content (what?), the design (how?) and the underlying purposes (why?). We find that students’ patterns of justifications can be linked to different assessments. For example, students finding junk news credible may have special problems separating different kinds of sources. Students who fail to debunk a manipulated image often rely on what they see in the image in contrast to students who determine credibility upon what is not in the image. We also find that test-items used in previous research can be linked to aspects of civic online reasoning not identified in previous research. We identify complex potentials and pitfalls among students important for education and further research.
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