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- Bremholm, Jesper, et al.
(författare)
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A review of Scandinavian writing research between 2010 and 2020
- 2021
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Ingår i: Writing & Pedagogy. - : Equinox Publishing. - 1756-5839 .- 1756-5847. ; 13:1-3, s. 7-49
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Forskningsöversikt (refereegranskat)abstract
- Scandinavian writing research forms a relatively new field, with an increased num-ber of studies conducted in the last two decades. In this qualitative synthesis review of 87 peer reviewed journal articles from Denmark, Norway, and Sweden published between 2010 and 2020, the aim was to outline the landscape of current educational writing research from the region. The sample included research articles published in both Scandinavian and international journals. Our analysis focused on the articles' research approaches and main themes regarding the object of investigation. The main themes identified were Writing Instruction, Writing Assessment, and Students' Text. We found a predominance of studies conducted in the context of language arts/first language (L1) education, concerning either disciplinary or general aspects of writing. We also found a predominance of approaches based on either sociocul-tural or social semiotic theory. Furthermore, a majority of the reviewed studies were explorative and small-scale, and, for the Writing Assessment studies in particular, directed at the secondary stages of school. The results suggest a call for future studies focusing on writing interventions and studies deploying a wide range of method-ological approaches, as well as studies based on inter-Scandinavian collaborations across Denmark, Norway, and Sweden.
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| 3. |
- Johansson, Maritha, Fil dr, 1972-, et al.
(författare)
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Literature education in Nordic L1s: Cultural models of national lower-secondary curricula in Denmark, Finland, Norway and Sweden
- 2020
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Ingår i: L1-Educational Studies in Language and Literature. - : Springer. - 1567-6617 .- 1573-1731. ; 20, s. 1-32
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Tidskriftsartikel (refereegranskat)abstract
- This study aims to shed light on the cultural models of literature and literature education reflected in Nordic L1 curricula by investigating how literature is given discursive significance in the Danish, Finnish, Norwegian and Swedish L1 curricula for lower-secondary school, both within and across those four countries. Education in the Nordic countries is a field well suited for comparative analysis as the languages used are closely related and the countries’ educational systems and policies are similar. In the study, we discuss how literary texts are given significance compared with other texts and what purposes of literature education are given a prominent place in the L1 curricula. The theoretical framework used derives from Gee’s (2014) description of cultural models; we understand the national curricula as linguistically created realms of reality. The comparative analysis suggests that there are similar tendencies as well as distinct national differences. Prominent cultural models identified across the countries are a double position of literary texts and a high expectation on literature education. The study points to a need to discuss the status and purpose of literary texts in the Nordic L1 subjects in order to promote further mutual understanding and inspiration across borders.
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