| 1. |
- Alford, Jennifer, et al.
(författare)
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Critical literacy as legitimate knowledge : The importance of teacher agency
- 2019
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Ingår i: Re-imagining education for democracy. - Abingdon : Routledge. - 9780367197124 ; , s. 92-111
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Bokkapitel (refereegranskat)abstract
- Critical literacy focuses on socially just readings of the world and offers space for articulating hopeful alternatives in contemporary classrooms constrained by narrowing, conservative agendas. However, critical literacy remains the object of ideological tussle and obfuscation in education policy, and teachers struggle to shift away from long-held perceptions of critical thinking with a focus on reliable sources and detecting bias. Critical literacy risks losing its transformational place in education unless it can be re-imagined in ways that educators can mobilise amid contemporary, competing demands of education. This chapter presents analysis of teachers’ agency in legitimising critical literacy. Drawing on Priestley, Biesta and Robinson’s model of teacher agency that draws attention to three interactive dimensions of agency: iterational (the teachers’ past life and professional experiences), projective (creative configurations of future goals) and practical-evaluative (present judgements amid contextual constraints), the chapter explores the agency of three school teachers in Australia and Sweden, through classroom observations, interviews and artefacts. Insights are provided into the conditions of agency that enabled the mobilisation of critical literacy within the current, neo-conservative climate. Two of the three teachers were able to exercise agency at the chalkface to promote critical literacy, offering classroom narratives of resistance and hope. Crucially, the practical-evaluative and the projective aspects of agency appear to be firmly rooted in the teachers’ iterational experiences. All elements of agency need to be considered urgently by teachers and teacher education for critical literacy to remain relevant in reimagined ways.
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| 2. |
- Dahlbäck, Katharina, et al.
(författare)
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Multiliteracies in a Swedish Poetry and Music Project : A!ordances and challenges in a diverse society
- 2021
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Konferensbidrag (refereegranskat)abstract
- This paper draws on a poetry and music project initiated by a producer at the Gothenburg Symphony Orchestra. The project has been running for a year and has been carried out in cooperation with teachers and students from three public schools. The focus in this paper will be on the participating children in Grades 1 and 2 from one school, who have been encouraged and supported to write poetry in their classrooms. In January 2020, the children performed settings of their poems in collaboration with children from other schools as well as musicians from the Symphony Orchestra. We as researchers have followed this project from the start, and will present preliminary results in this paper. The aim is to investigate what it has meant for the participating teachers and their students to be involved in the project, and to find out about the multiliteracies that were used and performed during the processes in the classrooms and in the final performance. We ask:In what ways and through what kind of multiliteracies, including various modalities and languages, did the children express themselves?Which affordances and/or challenges emerged in relation to the teachers’ and the children’s perspectives, and why?
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| 3. |
- Ekelund Bybro, Karin
(författare)
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Parskrivande och klassrumsdialog i årskurs 2 : En fallstudie av textaktiviteter när elever planerar och skriver berättelser under tre lektioner
- 2021
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Syftet med fallstudien är att bidra med didaktisk förståelse för relationerna mellan skrivande och andra former av kommunikation, liksom för sådana faktorer som möjliggör och/eller hindrar yngre elevers gemensamma textskapande i klassrummet. Forskningsfrågorna berör hur dialogiskt parskrivande tar form, när tre elevpar planerar och parskriver en berättelse samt hur de stödstrukturer som erbjuds fungerar för dessa elever. Elevernas samtal om texterna och textkonstruktionerna förstås i studien som beroende av de sammanhang med lärare, elever och aktiviteter i vilka de uppstår.Resultatet visar att berättelseskrivande är en komplex och mödosam process för de unga eleverna. Komplexiteten består i att hantera skrivandet utifrån att beskriva ett händelseförlopp och att samtidigt förhålla sig till sådant som att ljuda och skriva/konstruera en mening, verbalt och på digital skrivplatta. Resultatet belyser att elevernas dialoger innebär ett verbaliserande av textskapandet. Under parskrivandet synliggörs skrivprocessen såväl som berättelseskrivandets kreativa möjligheter. Elevdialogerna visar att eleverna förhandlar om – vad de ska skriva om, och hur detta ska konstrueras/transformeras skriftligt. I förhandlingarna strävar eleverna efter ömsesidighet i beslutsfattandet. Eleverna använder förutom samtal även andra semiotiska resurser, såsom sång och simultant tal, vilket visar på engagemang i textskapandet. Eleverna visar också engagemang genom att fantisera om och agera ut berättelsen muntligt på sätt som liknar barns lek, vilket leder till att den verbala berättelsen blir större än den skriftliga. Övergripande visade sig parskrivandet, inramat av lärarens instruktioner och intervenerande i skrivaktiviteterna, stötta elevernas berättelseskrivande. Eleverna stöttade varandra med sådant som att generera idéer, komma ihåg idéer, behandla berättelsens övergripande struktur samt ljudande, stavning och meningsbyggnad. Elevdialogerna visade även exempel på spänningar och motstånd och då i samtalen om innehåll och textkonstruktioner. Den slutsats som kan dras av detta är att lärare behöver ställa frågor som kan ge dem ledtrådar till hur spänningarna mellan eleverna har uppstått, för att få guidning i hur elevernas samtal och skrivande kan stöttas.
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| 4. |
- Eliaso Magnusson, Josefina, et al.
(författare)
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Barnlitteratur i grundlärarutbildningen med inriktning 4-6
- 2022
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Ingår i: SMDI 15.
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Konferensbidrag (refereegranskat)abstract
- En ökande andel barn och ungdomar i Sverige läser i liten grad eller inte alls litteratur på sin fritid (Nordlund & Svedjedal, 2020). Studien utgår från en pilotstudie där fyra lärosäten, och mer specifikt deras svenskkurser i grundlärarutbildning, inriktning 4-6, analyserats. Syftet är att bidra med kunskap om urvalet och användandet av barn- och ungdomslitteratur i dessa svenskkurser. Hur var och ett av de studerade lärosätena väljer att transformera målen som framgår i deras utbildningsplaner kring det senare synliggörs i deras lokala kursplaner och studieguider. Det är de två senare dokumenten som ligger till grund för vår analys. Studien utgår från teoretiska perspektiv som belyser didaktiska möjligheter till funktionell, upplevelsebaserad samt reflekterande och kritisk läsning av barn- och ungdomslitteratur i grundskolan (Schmidt, 2021). Därtill utgår vi från receptionsteoretiska perspektiv på litteraturundervisning där elevers möjliga möten med innehåll i barn- och ungdomslitteratur är centralt (Langer, 2011). Det insamlade datamaterial som bidraget utgår från är åtta kursplaner med medföljande studieguider med angiven barn- och ungdomslitteratur. I ett första steg görs en tematisk innehållsanalys (Braun & Clarke, 2006). Därefter undersöker vi skillnader såväl som likheter mellan lärosätenas urval av och användning av barn- och ungdomslitteratur i svenskkurser med inriktning mot 4-6. Preliminära resultat visar på stora skillnader vad gäller den omfattning av barn- och ungdomslitteratur som lärarstudenterna möter samt urval och didaktiska anknytningar.
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| 5. |
- Fatheddine, Djamila, 1979, et al.
(författare)
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Bortom horisonten: Litteraturläsandets kroppsliga och bildande dimensioner
- 2018
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Ingår i: Utbildning och Lärande / Education and Learning. - Falun : Högskolan Dalarna. - 2001-4554. ; 12:2, s. 62-75
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to discuss the importance of Bildung in relation to children’s literature reading. Drawing on empirical data consisting of interviews with seven children aged 10-11, based on hermeneutical and phenomenological theoretical perspectives, the article highlights children’s experiences of reading fiction and how these are articulated. The results show that the children’s reading is intertwined with their bodily existence. This embodied reading is manifested through on the one hand, the significance of a physically comfortable place when reading fiction, and on the other hand, through the reading experience itself as a process over time. The reading of literature makes it possible for the children to reach and interpret new kinds of horizons, which they have not met before in real life. Further, the results also show the importance of highlighting other aspects of reading than reading comprehension and reading comprehension strategies.
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| 6. |
- Frank, Jeff, et al.
(författare)
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Knowledge, Curriculum and Teaching on Matters That Concern : A Concluding Discussion
- 2022. - 1
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Ingår i: Equity, Teaching Practice and the Curriculum. - Oxon : Routledge. - 9781003218067 - 9781032110202 - 9781032110219 ; , s. 141-155
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Theoretically based conversations are not sufficient to closing the elusive performance gap between different education environments, but we believe they are a necessary part, and our hope is that the content of this book can contribute to worthwhile dialogues. A conclusion from this study is that the encounter between the teaching content, the social learning environment and the student is central to a student’s opportunity to develop new knowledge, develop a sense of citizenship and develop individual potential. The teacher’s democratic stance in the authoring of teaching content in the classroom makes a difference for what the student gets the opportunity to co-author and learn. We argue that the much-debated concept of powerful in connection with knowledge might be misleading as a basis for curricula and teaching and suggest a shift from matters of facts to matters of concern, as well as a shift from powerful knowledge to meaningful knowledge, if we really want different groups of students to direct their interest towards the teaching content and become involved in their own education.
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| 7. |
- Helming Gustavsson, Maria, 1970-, et al.
(författare)
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Svensklärares tankar om engagemang vid fiktionsläsning på högstadiet
- 2022
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Denna studie syftar till att belysa svensklärares uppfattningar av engagemang vid fiktionsläsning, inom ramen för svenskundervisning i årskurs 7–9 samt vilka förutsättningar för engagemang som de uppger finns i nämnd undervisning. Svensklärare har en viktig uppgift att stimulera elever till läsengagemang. Deras uppfattningar vad engagemang vid fiktionsläsning innebär speglas i den undervisning de bedriver, utifrån textval och läsaktiviteter. Att språka om litteratur vid litterära samtal är till exempel en sådan aktivitet som kan bidra till ett ökat engagemang, framgår det i innevarande studie. Således knyter denna studie an till temat ”Språk och litteratur – en omöjlig eller skön förening”, med betoning på skön förening.Studien har genomförts utifrån individuella intervjuer och fokusgruppsintervjuer, via zoom. Materialet har sedan analyserats tematiskt i syfte att se övergripande teman i lärarnas utsagor. Mot bakgrund av teoretisk utgångspunkt i hermeneutisk fenomenologi har innehållet i lärarnas utsagor tolkats för att få en inblick i lärarnas livsvärldar (Husserl, 2014) och förståelsehorisonter (Gadamer, 1997).Engagemang är enligt lärarna i denna studie betydelsefullt vid fiktionsläsning. De beskriver läsengagemang som sammansatt, där det handlar om att bli uppslukad, berörd, att vilja möta nya insikter samt att vilja samtala med andra om litterärt innehåll. Viktiga förutsättningar för läsengagemang i undervisning är enligt lärarna att välja fiktion som elever kan knyta an till, att ställa rätt frågor till texterna samt att undervisningsmiljön präglas av tillit och samarbete. Här behöver lärarna vägleda sina elever genom att hjälpa dem att hitta fiktion som engagerar och att lära dem ställa frågor till texterna. Detta behöver göras i en tillitsfull undervisningsmiljö där lärarna och eleverna möter fiktion och möts genom fiktion.KällförteckningGadamer, H. (1997). Sanning och metod (i urval). Daidalos.Husserl, E. (2014). Ideas: General Introduction to Pure Phenomenology. Routledge.
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| 8. |
- Häggström, Margaretha, et al.
(författare)
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Enhancing children’s literacy and ecological literacy through critical place-based pedagogy
- 2020
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Ingår i: Environmental Education Research. - : Taylor & Francis. - 1350-4622 .- 1469-5871. ; 26:12, s. 1729-1745
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Tidskriftsartikel (refereegranskat)abstract
- This article advocates a holistic approach to education concerning literacy and ecological literacy development and builds on data from two different case studies in compulsory school classes in Sweden. The study is built on action-based research and the data material was analysed through directed qualitative content analysis. We argue that place is an aspect of pedagogical settings that needs more consideration in teaching practices, and that various features of education, such as language, meaning-making, literacy development of various kinds, and identity building, are intertwined with place. The results of this study show that interactions between students and direct encountering with two outdoor places are connected with student agency, emancipation and empowerment. The learning opportunities enabled in these two pedagogical settings were, at least in part, due to the teachers? non-prescriptive directions and an ?outside-the-box? way of thinking. Such approaches supported and empowered students and allowed them develop critical thinking on their own terms.
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| 9. |
- Häggström, Margaretha, et al.
(författare)
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Futures literacy – To belong, participate and act! : An Educational perspective
- 2021
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Ingår i: Futures. - : Elsevier. - 0016-3287 .- 1873-6378. ; 132
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Tidskriftsartikel (refereegranskat)abstract
- This article examines ‘futures literacy’ as a pedagogical framework and thus contributes to the conversation about the epistemology of futures literacy, the possibility of envisioning approaches for the future, and a unified approach to literacy, based on the assumption that education is transformative and entails critical-thinking. Specifically, we explore and discuss what futures literacy means in a pedagogical context in general and in early school years education in particular. We reflect on what futures literacy may include based on the Four Resources model of literacy, and we elaborate on the epistemology of futures literacy. In our conclusions, we advocate a pedagogical approach that is active- and sensory-based. We claim that multimodal literacy approaches hold potential for democratic opportunities and alternative discourses which integrate students’ corporeal actions, sensation, and play whilst recognising diverse expressions.
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| 10. |
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| 11. |
- Schmidt, Catarina, 1964-, et al.
(författare)
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Approaches of Translanguaging Pedagogies in Multilingual Primary School Classrooms
- 2022
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Konferensbidrag (refereegranskat)abstract
- The need of an equal education is of uttermost importance, not the least in multilingual school contexts with high socioeconomic index (SOU 2020: 46), which characterizes the practice-oriented Swedish research project reported on in this paper. The overarching aim of the project is to enhance the quality of the classroom teaching and learning from translanguaging perspectives (García & Wei, 2014). The project involves both teachers and school leaders as well as representatives from the local authorities, and researchers. The research design is based on 3 interventions in which the teachers carry out teaching activities based on translanguaging with the aim to enhance the students’ active participation and learning. We ask:What approaches of translanguaging, including possibilities and challenges, emerge in the teachers’ described teaching, written reflections and performed teaching?Research from Cummins and research colleagues, shows that opportunities for multilingual students to use all their language resources lead to school success, and that students’ abilities in one language is transferred to the next language (e.g., Cummins, 2001). Building on this research, García (2009) has developed what she refers to as Dynamic Bilingualism, which contextualizes multilingual students’ language knowledge as being interwoven on all levels, and by all modalities. By this, García emphasizes the importance of going beyond more traditional understandings of language and literacy, including the tendency to separate students’ language resources from one another. The created data consists of 2 transcribed focus group interviews with students, 3 transcribed focus group interviews with teachers, individual teacher log books from 3 interventions, video observations from lessons, and written documentation from recurring meetings with all participants. The analyzed data reveals classroom approaches creating opportunities of using several languages, multimodal reinforcement, translating and/or comparing, dramatizing, and of integrating students’ identities and social worlds. Also, the analysis reveals challenges regarding the various levels of language knowledge among students, the collaboration between school and students’ families, some students’ negative experiences of using their first language, and lastly, the challenge of integrating several languages in the teaching and learning, including more unusual languages. Cummins, J. (2001). Negotiating Identities: Education for Empowerment in a Diverse Society. 2nd ed. Californa Association for Bilingual Education.Garcia, O. (2009). Bilingual education in the 21st century: A global perspective.Malden: Blackwell Publ.Garcia, O. & Wei, L. (2014). Translanguaging, language, bilingualism andeducation. New York: Palgrave Macmillan.SOU 2020:46. https://www.regeringen.se/rattsliga-dokument/statens-offentliga-utredningar/2020/08/sou-202046/
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| 12. |
- Schmidt, Catarina, 1964-
(författare)
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Att bli en sån som läser : barns menings- och identitetsskapande genom texter
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis focuses on nine children’s use of texts and literacy learning, both inside and outside of school, in a multilingual and multicultural setting in Sweden. The study investigates and maps texts that children encounter and use in their everyday lives, and explores what they do with them. The study also aims to investigate the conditions and possibilities of local literacies, exploring children’s meaning-making, identity-making and literacy learning through texts. By using an ethnographic approach involving participant observations, group and individual interviews, surveys and photographs, extended empirical data have been collected.Theoretically and in analysing empirical material, the study draws on research from New Literacy Studies and critical literacy. Concepts from the Four Resources Model (Luke & Freebody, 1999) as well as literary envisioning (Langer, 1995, 2011) and hermeneutic perspectives (Gadamer, 1975; Ricoeur, 1984, 1982) have inspired the analysis of the empirical material. The outcomes of the study may be used as a basis for the educational development of literacy learning during the middle school years 3–5.The repertoire of texts outside of school can be described as multi-faceted and multimodal and involves a massive amount of information. At the same time, inside school, major emphasis is put on formal training in skills such as spelling and grammar, while the repertoires of coding, functional use, meaning making and the critique of texts are altogether unorchestrated.The overall conclusion of the thesis is that literacy education must create opportunities for children to develop and build on their chronological memories of books, films, computer games and chatting on the Internet, so that they can view themselves as readers, meaning-makers and citizens that are able to critique, question, change and redesign texts.
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| 13. |
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| 14. |
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| 15. |
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| 16. |
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| 17. |
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| 18. |
- Schmidt, Catarina, 1964-, et al.
(författare)
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Berättande texter
- 2015
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Annan publikation (övrigt vetenskapligt/konstnärligt)
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| 19. |
- Schmidt, Catarina, 1964-, et al.
(författare)
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Classroom interaction and its potential for literacy learning
- 2017
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Ingår i: Nordic Journal of Literacy Research. - : Cappelen Damm Akademisk. - 2464-1596. ; 3:1, s. 45-60
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Tidskriftsartikel (refereegranskat)abstract
- This article elaborates on classroom interaction in relation to literacy learning across the curriculum. Drawing on a study in two grade six classrooms in Sweden, we report on identified possibilities of interaction during 12 lessons in the two subject areas of Law and Rights and World Religions. The analysis focuses on the register of repertoires for interaction through organisation and teaching talk and, to some extent, learning talk (Alexander, 2008). These repertoires, and the possibilities they create, are related to Cummins’ (2001) framework. The results elucidate the important role interaction plays for students’ learning of literacy through subject content and vice versa. Drawing on the results, we argue it is necessary to consider the students to be participants with resources, who can increase their possibilities of taking active part in both the initial, intermediate and final phases of learning in various subject areas if interaction is more present. In this way the students can get access to classroom practices, drawing on various subject content, that more strongly support them to develop sustainable abilities of literacies and specific subject knowledge. The latter is necessary for the learning of all subjects across the curriculum, but also for future commitment within society and citizenship.
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| 20. |
- Schmidt, Catarina, 1964-
(författare)
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Classroom observations through video recordings – Methodological approaches and ethical considerations
- 2019
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Ingår i: Classroom research. - Växjö : Linnaeus University Press. - 9789189081048 ; , s. 16-21
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Within the project Exploring the elusive teaching gap, qualitative methods consisting of focus group interviews, individual interviews, field notes and the collection of various teaching resources and pedagogical documents are used for the purpose of studying the ways in which curricula are enacted in classrooms and the classroom discourses this creates. In addition, video and audio recordings of classroom teaching and learning are carried out for the same purpose. In this chapter, the focus is on the methodological approaches and ethical considerations of video recording as a method of data collection carried out in classrooms among teachers and students. The chapter addresses central methodological issues regarding what is actually accomplished and gained when observing classroom interaction and communication through the lens of a video camera. In addition, issues of selection regarding which sequences to video record will be described, and the possibility of a shared and comparative analytical process will be elaborated on. Lastly, ethical considerations and the reasons for related actions will be presented and discussed.
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| 21. |
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| 22. |
- Schmidt, Catarina, 1964-, et al.
(författare)
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Dialogisk högläsning i förskoleklassen och årskurs 1 : ”Jag tycker att molnbullen smakar delikat”
- 2022
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Ingår i: Forskning om undervisning och lärande. - : Lärarstiftelsen. - 2000-9674 .- 2001-6131. ; 10:1, s. 78-99
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Tidskriftsartikel (refereegranskat)abstract
- Bidraget utgår från ett forskningsprojekt som använder bilderboken som en utgångspunkt för språk- och kunskapsutvecklande samt litteraturdidaktisk undervisning. Artikeln utgår från en klass i årskurs 1 och den undervisning som iscensattes kring bilderboken Molnbullar. I artikeln undersöks vad som kännetecknar undervisningen samt dess betydelse för elevernas språkutveckling och möjliga möte med berättelsens innehåll. De empiriska data som analyserats består av en transkriberad fokusgruppsintervju medlärarna, lärarnas skriftliga reflektioner och dokumentation av undervisningen samt fotografier av det som eleverna producerat. Resultatet belyser sammantaget att eleverna kommer nära bilderbokens innehåll via sinnlighet och kroppslighet, som när de skapar ljud som låter som regnet som faller i bokens början, samt genom upprepning av språk, rörelser och gester. Slutligen framkommer textskapande genom resurser som samtal, bild och skrift, som viktigt för att eleverna ska ta till sig bilderbokens innehåll och göra kopplingar till sitt eget liv samtidigt som de utvecklar sitt språk.
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| 23. |
- Schmidt, Catarina, 1964-, et al.
(författare)
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Dialogisk högläsning i förskoleklassen och årskurs 1 – teori och praktik i samverkan
- 2021
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Bidraget utgår från ett ULF-projekt som initierats utifrån en uttalad vilja att använda dialogiskhögläsning som ett sätt att stärka elevernas språk och engagemang för läsning. Projektet innebärforskning i samverkan, där teori och praktik ömsesidigt påverkat varandra, och där lärare ochforskare samverkat i tre interventioner för att förändra och utveckla klassrumspraktiken vad gällerdialogisk högläsning i förskoleklassen och årskurs 1 (Carlgren, 2011). Teoretiskt utgår studien frånreceptionsteoretiska (Langer, 2011; Rosenblatt, 1938/1995) perspektiv och språk- ochkunskapsutvecklande förhållningssätt (Cummins, 2001) med en tonvikt på upplevelsebaseradläsning (Schmidt, 2018, 2021). Målet med varje intervention har varit att eleverna ska ’komma in i’det litterära verket och möta dess innehåll (Langer, 2011) samtidigt som de ges möjligheter till aktivtspråkanvändande (Cummins, 2001).
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| 24. |
- Schmidt, Catarina, 1964-, et al.
(författare)
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Dialogisk högläsning med yngre elever – ett praktiknära forskningsprojekt i samverkan med lärare i förskoleklassen och årskurs 1
- 2021
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Konferensbidrag (refereegranskat)abstract
- Bidraget utgår från ett praktiknära projekt som genomförs i samverkan med 10 lärare, i förskoleklassen och årskurs 1, på två flerspråkiga skolor under våren 2021. Med utgångspunkt i bilderböckerna, Molnbullar (Baek, 2019) och Sagan om det röda äpplet (Lööf, 1074), iscensattes undervisning med målet att eleverna skulle ’komma in i’ det litterära verket och möta dess innehåll (Langer, 2011). Teoretiskt utgår studien från receptionsteoretiska (Langer, 2011; Rosenblatt, 1938/1995) perspektiv och språk- och kunskapsutvecklande förhållningssätt (Cummins, 2001) med en tonvikt på upplevelsebaserad läsning (Schmidt, 2018). Projektets syfte är att bidra med didaktisk kunskap om på vilka sätt dialogisk högläsning kan innebära att yngre elevers språk och läsintresse stärks. De empiriska data vi utgår från är sammanställning av genomförd undervisning, lärarnas reflektionsloggar, fotografier av elevalster samt transkriberade fokusgruppsintervjuer med lärarna. Vi kommer att analysera det deltagande och den interaktion som möjliggjordes i undervisningen samt vilka uttryck och tankar kring bilderböckernas innehåll som framkom hos eleverna. Preliminära resultat belyser betydelsen av att utgå från berättelsens innehåll, där illustrationerna intar en viktig roll, på sätt som möjliggör för eleverna att delta muntligt och kroppsligt med återkommande tillfällen att få ’vara i’ och ’förställa sig handlingen framåt’ (Langer, 2011). Sammantaget verkar dessa aspekter vara betydelsefulla för att eleverna ska kunna möta och berättelsen på sätt som stärker såväl deras språk som vilja att lyssna till lärares högläsning av barnlitteratur. ReferenserBaek, H. (2019). Molnbullar. Tranan. Cummins, J. (2015). Negotiating Identities. Education for Empowerment in a Diverse Society. California Association for Bilingual Studies. Langer, J. (2011). Envisioning Literature: Literary Understanding and Literature Instruction. Teachers College Press. Lööf, J. (1974). Sagan om det röda äpplet. Bonniers Carlsén. Rosenblatt, L. (1938/1995). Literature as Exploration. The Modern Language Association of America. Schmidt, C. (2018). Barns läspraktiker i ett demokratiskt samhälle. Utbildning & Demokrati, 27 (3), 77-99.
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| 25. |
- Schmidt, Catarina, 1964-, et al.
(författare)
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Digital resources in diverse classrooms : combining digital technology with functional and critical literacy
- 2018
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Ingår i: NERA 2018- 46th CONGRESS. Educational Research: Boundaries, Breaches and Bridges. ; , s. 336-337, s. 336-337
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Konferensbidrag (refereegranskat)abstract
- Through the use of various digital resources, it is crucial that education support student’s subject- and literacy learning in integrated ways (Cummins, 2001; Schmidt & Skoog, 2016). Since digital literacies, compared with printed literacies, bring about other ways of producing and using texts in terms of multimodality and hybridity across time and space, this challenge the conditions for in what ways teaching and learning is carried out in classrooms (Kress & Selander, 2011; Walsh, 2008). In Sweden, new knowledge demands regarding digital competence will be implemented, among other things with regards to source criticism. To understand who has produced a text and with what purpose, and how to evaluate this information, are part of fundamental critical approaches, which includes source criticism (Janks, 2010). Drawing on a larger classroom study, this paper focuses on teachers and students use of digital resources during 24 lessons in two Grade six classrooms in the subject areas of Laws and Right and Information and Commercials. Our focus is on in what ways the digital resources and their content are introduced and drawn upon, and which approaches of source criticism that are integrated. We ask:• What digital resources are included?• In what ways are these resources introduced and used?• What approaches of source criticism emerge?• Do any differences emerge when comparing digital and printed resources?Drawing on video recordings and retrospective interviews with teachers and students, we have analysed the data in relation to the above aim and questions. The analysis reveals the multifaceted possibilities of digital resources, such as web sites, video clips, online educational portals and so on. The analysis makes it clear that interaction and dialogue in relation to the digital resources tend to be overlooked, when compared with the printed resources. Further, the result sheds light on the challenges regarding source criticism. In both subject areas, norms and values are present, but not deepened in relation to the subject content.We argue, that in order to compare and evaluate digital and online information, and to create knowledge, students need to be supported in the beginning of and throughout the learning process (Alexander, 2008; Schmidt & Skoog, 2016). In addition, we argue that critical reflections must be connected to subject specific content in relation to diversity and equality, and articulated and practiced through teachers’ and students’ own talk (Alexander, 2008; Schmidt & Skoog, 2017).ReferencesAlexander, R. (2008). Essays on Pedagogy. London & New York: Routledge.Cummins, J. (2001). Negotiating Identities: Education for Empowerment in a Diverse Society. Second Edition. Los Angeles: California Association for Bilingual Education.Janks, H. (2010). Literacy and Power. London: Routledge.Kress, G. & Selander, S. (2011). Multimodal design, learning and cultures of recognition. Internet and Higher Education 15 (2012) 265–268Schmidt, C. & Skoog, M. (2016). Classroom interaction and its potential for literacy learning. Nordic Journal of Literacy Research 3, pp. 45–60. http://dx.doi.org/10.23865/njlr.v3.474Walsh, M. (2008). Worlds have collided and modes have merged: classroom evidence of changed literacy practices. Literacy, 42 (2), pp. 101–108.
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| 26. |
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| 27. |
- Schmidt, Catarina, 1964-
(författare)
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Kommunikativa klassrumspraktiker : Tidig läs- och skrivundervisning
- 2023
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Den här boken presenterar metodik som leder till att yngre elever lär sig att skriva och läsa samt använda texter som kombinerar skrift, bild och ljud. Syftet är att ge en allsidig uppsättning didaktiska verktyg för språk- och kunskapsutvecklande arbete i tidig läs- och skrivundervisning.Författarens utgångspunkt är att du som lärare planerar och organiserar för undervisning som möjliggör för eleverna att visa kunskap på delvis olika nivåer, men inom samma sammanhang. Inledningsvis får du ta del av didaktiska förhållningssätt för undervisning som tar avstamp i villkor och möjligheter för barns språkutveckling. Utifrån dessa förhållningssätt fokuseras sedan på klassrumsarbete där elever skriver och läser, både gemensamt och sedan alltmer självständigt. Här diskuteras bland annat platsbaserad undervisning, barnlitteraturens potential samt kritisk textgranskning. Genomgående betonas undervisningens betydelse för elevernas lärande och lärarens roll i detta.Kommunikativa klassrumspraktiker vänder sig särskilt till dig som ska bli lärare i förskoleklassen och årskurs 1–3 eller som nyss blivit klar med din lärarutbildning.
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| 28. |
- Schmidt, Catarina, 1964-
(författare)
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Kulturakuten som en praktikgemenskap kring barnlitteratur : ”Här kommer vi rakt in tillsammans!”
- 2021
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Ingår i: Pedagogisk forskning i Sverige. - : Linnéuniversitetet. - 1401-6788 .- 2001-3345. ; 26:4
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Tidskriftsartikel (refereegranskat)abstract
- En ökande andel barn i Sverige läser i liten grad eller inte alls böcker på sin fritid. Frågan kring vilka praktikgemenskaper kring barnlitteratur som barn faktiskt möter och involveras i under sina uppväxtår, är idag ytterst aktuell. Artikeln utgår från en fallstudie där den läsfrämjande insatsen Kulturakuten, som riktades mot barn inom fritidshemmets verksamhet, studerades i syfte att belysa de epistemologiska antaganden kring läsning som ligger till grund för denna. Utifrån observationer av insatsen samt genom fokusgruppintervjuer med deltagande barn och vuxna, analyserades den iscensatta praktiken med fokus på interaktion och talet om samma praktik. Resultatet visar att insatsen möjliggör upplevelsebaserad läsning kring berättelsens plats, karaktärer och dilemma, där möten med berättelsen, i linje med receptionsteoretisk forskning, ses som väsentligt, och på sätt där barnen aktivt deltar och utövar inflytande. Artikeln argumenterar för att läsförmåga är en sammansatt förmåga och att flera aspekter av läsning, som automatiserad avkodning av skrift, olika nivåer av läsförståelse, engagemang för att vilja läsa samt kritisk och analytisk läsning av visuell och auditiv information som kombineras skrift, behöver integreras när läspraktiker för barn utformas. I detta har den upplevelsebaserade läsningen, där barn aktivt deltar, en viktig roll. Detta då upplevelsebaserad läsning kan bli en brygga över till den reflekterande och kritiska läsningen samtidigt som den kan stödja barn i att fortsatt utveckla läsförmåga i linje med funktionell läsning. I detta arbete har barnlitteraturen en avgörande roll.
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| 29. |
- Schmidt, Catarina, 1964-, et al.
(författare)
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Literacy and Multimodality in Swedish Teacher Education: Understanding and Bringing Together Theory and Practice
- 2019
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Ingår i: Utbildning och Lärande / Education and Learning. - Falun : Högskolan Dalarna. - 2001-4554. ; 13:1, s. 7-23
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Tidskriftsartikel (refereegranskat)abstract
- Grundlärarutbildningen för årskurs F-3 har i uppdrag att förbereda blivande lärare så att de förmår att stödja barns kommunikation och lärande genom språk och olika modaliteter. Denna artikel fokuserar på hur dessa lärarstudenter kan stöttas att utveckla kunskap kring de teoretiska begreppen literacy och multimodalitet så att de kan utgå från och ta stöd från denna kunskap när de planerar för och genomför klassrumsundervisning i årskurs F-3. Den metodologiska designen tar avstamp i en enkätundersökning, vilken visade att en majoritet inte alls kände till eller var osäkra på betydelsen av begreppet multimodalitet såväl som begreppet literacy. Den här artikeln fokuserar på de resultat som framkommer från de fyra fokusgruppintervjuer som genomfördes med 15 av studenterna ett halvår efter enkätundersökningen. Analysen av intervjuerna belyser vikten av a) undervisnings-moment som ger utrymme för lärarstudenters eget reflekterande om literacy och multimodalitet, b) deras eget praktiska ‘görande’ när det gäller hur deras förståelse av begreppen kan omsättas i klassrumspraktiker i F-3 med utgångspunkt i olika ämnesinnehåll. Med utgångspunkt i resultatet, menar vi att det är väsentligt att lärarutbildningen tillvaratar lärarstudenters praktiska och situerade lärande genom workshops och seminarier. Resultatet belyser vidare behovet av en starkare konsensus inom lärarutbildningen gällande den avgörande roll som olika modaliteter för kommunikation spelar för barns lärande.
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| 30. |
- Schmidt, Catarina, 1964-
(författare)
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Läsa och skriva faktatexter
- 2017
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Ingår i: Läslyftet: Läsa och skriva i alla ämnen F-3. - Stockholm : Skolverket.
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Annan publikation (övrigt vetenskapligt/konstnärligt)
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| 31. |
- Schmidt, Catarina, 1964-, et al.
(författare)
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Läsande och skrivande som tolkning och förståelse : Skriftspråket som meningsskapande literacypraxis
- 2011
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Ingår i: Pedagogisk forskning i Sverige. - Göteborg : Göteborgs universitet. - 1401-6788 .- 2001-3345. ; 16:1, s. 36-51
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Tidskriftsartikel (refereegranskat)abstract
- This article is an attempt to seek possible ways to link local ethnographies of literacy towards relationships of power and institutional processes in an ever changing world. Starting from cognitive and socio-cultural perspectives, the current notion of literacy is described as pluralistic, heterogeneous and complex phenomena. Our point of departure is that ways with word and texts are meaning making processes. The process of reading and writing is always linked to meaning making in terms of interpretation, understanding, exploring and configuration. According to Gadamer the »space between» is a pre-condition for making new interpretations, which relates to Homi Bhabha’s concept of a ›third space›. From a hermeneutic perspective mea-ning-making through literacy can be described, discussed and analyzed. From a post-colonial perspective possibilities for meaning-making are made visible and analyzed in matters of openness, limitation or prevention.
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| 32. |
- Schmidt, Catarina, 1964-
(författare)
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Läsfrämjande arbete i grundskolan - vad kan det vara, behövs det och varför?
- 2022
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Konferensbidrag (refereegranskat)abstract
- I en rapport av Skolinspektionen, som till sin helhet utkommer vecka 44 i höst, visas att hälften av de deltagande skolorna brister i sitt läsfrämjande arbete (Admund Funck, 2022). Termen läsfrämjande har till stor del använts inom folk- och skolbibliotekens arbete, och då förknippats med insatser som boksamtal, boktips, författarbesök och sagostunder i syfte att stärka barns läsengagemang (Schmidt, 2015, 2016). Genom Skolinspektionens kommande rapport har termen läsfrämjande på nytt aktualiserats. Det senare belyser att läsfrämjande arbete av Skolinspektionen ses som något som ingår i grundskolans uppdrag. Bakomliggande skäl för läsfrämjande arbete är den sedan länge konstaterade avtagande läsningen bland barn och unga (se t.ex. Nordlund & Svedjedal, 2020). Då det tar tid att skapa positiva vanor kring läsning, och att det måste ses som väsentligt för att lära sig och fortsatt vilja läsa, är barn beroende av sammanhang där de motiveras att läsa tillsammans med andra och alltmer på egen hand. För detta krävs sammanhang där interaktion sker kring texter, inte minst barnlitteratur. Det senare belyser vikten av praktiker där barn får erfara vad det är att läsa och vad det kan tillföra i deras liv (Schmidt, 2021). I presentationen belyses vad läsfrämjande arbete i grundskolan kan vara och betyda i relation till språk- och kunskapsutvecklande förhållningssätt (Cummins, 2001; Schmidt & Hvit Lindstrand, 2022). För att göra detta visar jag på resultat från det avslutade ULF-projektet Stärka språk och positiva läsvanor – vidga möjligheterna för dialogisk högläsning (2020-22) samt resultat från tidigare studier vad gäller folkbibliotekens läsfrämjande arbete mot grundskolan (Schmidt, 2015, 2016, 2021). Admund Funck, M. (30 september 2022). Hälften av skolorna brister i det läsfrämjande arbetet. Dagens Nyheter. https://www.dn.se/kultur/halften-av-skolorna-brister-i-lasframjande-arbetet/ Nordlund, A. & Svedjedal, J. (2020). Läsandets årsringar. Rapporter och reflektioner om läsnngens aktuella tillstånd. Svenska förläggareföreningens ek. för. Schmidt, C. (2015). "Vi packar mängder med böcker, kanelgifflar, saft och kör ut": En rapport om läsfrämjande insatser hos folkbiblioteken i sex län/regioner. Halmstad: Regionbibliotek Halland. Schmidt, C. (2016). Fakirerna och vi – en studie om bokprat som läsfrämjande insats. Malmö: Region Skåne. Schmidt, C. (2021). Schmidt, C. (2021). Kulturakuten som en praktikgemenskap kring barnlitteratur: ”Här kommer vi rakt in tillsammans!” Pedagogisk forskning i Sverige, 26 (4).Schmidt, C., Hvit Lindstrand, S. (2022). Dialogisk högläsning i förskoleklassen och årskurs 1: ”Jag tycker att molnbullen smakar delikat”. Forskning om undervisning och lärande, 10 (1), 78-99.
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| 33. |
- Schmidt, Catarina, 1964-, et al.
(författare)
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Läsförståelse
- 2017
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Ingår i: Läslyftet: Läsa och skriva i alla ämnen F-3. - Stockholm : Skolverket.
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Annan publikation (övrigt vetenskapligt/konstnärligt)
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| 34. |
- Schmidt, Catarina, 1964-
(författare)
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Meningsskapande undervisning
- 2017
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Ingår i: Läslyftet: Läsa och skriva i alla ämnen F-3. - Stockholm : Skolverket.
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Annan publikation (övrigt vetenskapligt/konstnärligt)
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| 35. |
- Schmidt, Catarina, 1964-, et al.
(författare)
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Musik- och poesiprojekt på Långmosseskolan
- 2020
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Ingår i: SMDI 14 den 18-19 nov 2020, Didaktiska perspektiv på språk och litteratur i en globaliserad värld.
-
Konferensbidrag (refereegranskat)abstract
- Studien utgår från ett avslutat musik- och poesiprojekt på Långmosseskolan, initierat av en producent vid Göteborgs Konserthus. Vi har följt hela projektet under ett år, och presenterar preliminära resultat. Syftet är att bidra med kunskap om vilka former för deltagande och representation som möjliggjordes för de involverade eleverna från årskurs 1 och 2 i undervisningen i svenska och svenska som andraspråk, samt elevers och lärares perspektiv kring detta.I studien undersöks demokratiska aspekter kring elevers språk- och kunskapsutveckling och vilka möjligheter elever erbjuds för att representera sig själva (Fraser, 1997) genom olika uttrycksformer och modaliteter (Cummins, 2001; Illeris, 2014; Kress, 1997; Schmidt & Häggström, 2019). Långmosseskolan präglas i viss mån av socioekonomiska ojämlikheter. En majoritet av eleverna talar ett annat språk än svenska i sina hem. Det insamlade datamaterial som bidraget utgår från är: fältanteckningar från deltagande observationer i klassrum, transkriberade fokusgruppsintervjuer med elever respektive lärare samt dokumentation av musik- och poesiprojektets upplägg.Materialet kommer att analyseras under våren. Först görs en tematisk innehållsanalys (Hsieh & Shannon, 2005). Därefter analyseras vilka modaliteter och estetiska uttrycksformer som integreras samt elevernas möjligheter till representation. Det finns flera argument för elevers poesiskapande då det kan leda till att de blir varse språkets makt (Heard, 1989), får använda sin fantasi samt uttrycka tankar, känslor och åsikter (Wolf, 2004; UNICEF, 2009). Vi önskar i detta bidrag presentera och problematisera de möjligheter och utmaningar som framkommer i relation till det undervisningsinnehåll som skapades.
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| 36. |
- Schmidt, Catarina, 1964-
(författare)
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Pedagogical segregation from students' perspectives
- 2022
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Ingår i: Equity, teaching practice and the curriculum. - Abingdon : Taylor & Francis. - 9781032110202 - 9781032110219 - 9781003218067 ; , s. 123-140
-
Bokkapitel (refereegranskat)abstract
- This chapter aims to explore students’ perspectives within an urban and multicultural school context that, according to statistics from the National Agency of Education, is defined as ‘low-performing.’ The methods used were 16 video-recorded lessons and seven student focus group interviews over one school year. This chapter examines the teaching factors affecting pedagogical segregation on a local level within this specific school, the student’s perspectives on this, and how this can be understood. The analysis reveals that the students’ perspectives involve not only their views of the ways the teaching is conducted, in this case, through whole-class teaching followed by individual work, but also their awareness of when they are learning or not alongside when the teaching is conducted in repetitious and non-dialogic ways, accompanied by low expectations and messy classroom situations. Also, the students express an awareness of those better teaching–learning alternatives accessible in other classrooms in their own school and in other school contexts. To conclude, the students are, to a higher or lower degree, aware of being denied equal opportunities to access upper secondary school, preparing them for citizenship.
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| 37. |
- Schmidt, Catarina, 1964-
(författare)
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Popular Cultural Literacies Crossing Borders for Education? The case of goSupermodel and a wardrobe of one’s own
- 2016
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Konferensbidrag (refereegranskat)abstract
- This paper is drawing on one local case study of four female students experiences from the social network goSupermodel. In this contribution the girls’ ways with this network during two and a half year in grade 3-5, will be analysed in relation to diversity with an emphasis on gender. Just like the children in Heath’s (1983) now classic study, the students in this case study are becoming talkers, readers and writers when they are using and making meaning from ‘stuff’ that, like goSupermodel and other recourses, are available in their everyday life. The aim with this paper is to elaborate on how critical literacies might be realised in contemporary literacy education, drawing on student’s popular cultural experiences in general and the social network goSupermodel specifically. When studying and analysing the girls’ ways with this social network, my ambition was, apart from understanding their experiences and thoughts regarding this, also to seek for patterns of critical stances and approaches among themselves. Popular cultural texts are, as all texts, ideological in the sense that they set standards, withhold or create ideas and norms in societies (Street, 1993). When comparing for example how popular cultural texts are categorized and directed towards ‘boys’ and ‘girls’, a clear gender divide emerges at the same time as norms and ideas about how to behave and be as a child belonging to one of these categories, which is shown in earlier research (see for example Marsh & Millard, 2000). At the very core of this paper is how critical literacies (CL) might be realised in contemporary literacy education drawing on student’s popular cultural experiences. To remediate and represent existing texts can be seen as the goal, of CL, which encompasses the idea of agency and productive power. Janks (2010) highlights the importance of that students have to be taught how to use and select from all the semiotic resources they encounter with the goal of equity and social justice. Is that possible, one might ask, considering the case of goSupermodel? This question will be further developed and elaborated on in this paper.
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| 38. |
- Schmidt, Catarina, 1964-, et al.
(författare)
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Sensing, naming, and narrating about the lived world : Places as textual resources
- 2022
-
Ingår i: Relational and critical perspectives on education for sustainable development. - Cham : Springer. - 9783030845094 - 9783030845100 ; , s. 81-92
-
Bokkapitel (refereegranskat)abstract
- Thinking and asking authentic questions about nearby places, including ecosystems, can metaphorically be compared to reading the world as a text, linking local issues to global ones. The focus in this chapter is holistic pedagogies, which combine socio-ecological aspects of sustainable learning with opportunities for active communication. Drawing on and using vignettes from two case studies in the primary school years, we will analyze dimensions of socio-ecological literacies in relation to students’ opportunities for representation and agency. Collectively, the places used in the two case studies can be viewed as a wealth of resources, since these places already are and/or will be connected to the participating children’s experiences and identities in various ways. Relating educational settings to or positioning them within places that already are or are likely to be important to students’ lifeworlds is about power, not least the power of narratives about childhoods. This approach has therefore the potential to realize learning opportunities in which children are given the chance to represent themselves and their world through the use of multimodal literacy and drawing on nearby places.
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| 39. |
- Schmidt, Catarina, 1964-
(författare)
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Skrivande som representation
- 2023
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Ingår i: Skrivundervisningens praktiker. - Malmö : Gleerups Utbildning AB. - 9789151107165 ; , s. 55-64
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 40. |
- Schmidt, Catarina, 1964-, et al.
(författare)
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Språkutvecklande undervisning
- 2017
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Ingår i: Läslyftet: Läsa och skriva i alla ämnen F-3. - Stockholm : Skolverket.
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Annan publikation (övrigt vetenskapligt/konstnärligt)
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| 41. |
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| 42. |
- Schmidt, Catarina, 1964-, et al.
(författare)
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Students’ Resources in Diverse Classrooms : In Theory and in Practice
- 2021
-
Konferensbidrag (refereegranskat)abstract
- This contribution draws on an ongoing research project, carried out in collaboration with teachers and students (aged 6-12) during 2020-22. The overall purpose with the research project is to identify and develop knowledge about teaching processes, which enhances the quality and the equality of classroom practices. The urban setting of the actual school is diverse as to its residents linguistic and cultural backgrounds, and characterizes of high socioeconomic index. In this way, the interest of this paper intertwines with concurrent and complex phenomena of the Swedish society, addressing segregation, but also the increased standardisation and marketisation of the educational system (SOU 2020:46; Wahlström & Sundberg, 2018).
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| 43. |
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| 44. |
- Schmidt, Catarina, 1964-, et al.
(författare)
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Textual Resources in Diverse Classrooms : Combining Functional Use with Approaches of Criticality
- 2018
-
Konferensbidrag (refereegranskat)abstract
- INTRODUCTIONEvery classroom is affected by institutional conditions as well as curriculums and guidelines that steer and set standards for education, which are connected to and affected by ideas created and negotiated at the national level and within the EU and the OECD. Pedagogy within classrooms, including that of the two Swedish classrooms discussed in this paper consolidates these levels. Drawing on a larger classroom study[1] the paper focuses on teachers and students use of textual resources offline and online during over one year in two Grade six classrooms. It is within the practices of classrooms that students’ participation, and abilities to understand, question and draw conclusions from text content can be supported and developed. ‘Mainstream’ classrooms of today are characterized of standardized curriculums and of diversity in relation to student’s multilingual and cultural backgrounds as well as of a plurality of texts offline and online. Students with different backgrounds, needs and resources, are in the middle school years facing demands of coping with more compact texts of subjects’ content, including more of specific academic language (Gibbons, 2009). Basic and functional literacy cannot be dismissed, but needs to be integrated with meaning-making and critical analysis of text content (Cummins 2001; Luke & Freebody 1997; Janks, 2010; Langer 2011; Schmidt & Skoog, 2017; Schmidt & Skoog, 2018). This study draws on Alexander's (2001) methodological framework regarding teaching talk and learning talk together with Cummins (2001) framework for successful academic learning. Cummins (2001) and Alexander (2008) shed light on the need for students to learn about subject content while at the same time having access to subject-specific ways of understanding, talking, reading and writing where critical approaches are embedded. Reading texts in active and critically reflective ways relates to critical literacy and to the research drawing on this concept (e.g. Janks, 2010; Comber, 2013, 2016). In Sweden, new knowledge demands regarding digital competence are to be implemented 2018/19. The reasons for these changes in the national Curriculum Standards for Compulsory School are, in short, to enhance the student’s abilities to use and understand digital systems and to relate to media and information in critical and responsible ways[2]. These changes create increased challenges for teachers and students to sift, interpret, evaluate, question, compare and judge the trustworthiness of media. To understand who has produced a text and with what purpose, and how to evaluate this information, are part of fundamental critical approaches (Janks, 2010). This paper focuses on teachers’ and students’ use of textual resources offline and online during 24 lessons over one year in two Grade six classrooms in the subject areas of Information and Commercials and Laws and Rights. Our focus is on in what ways these textual resources and their content are introduced and drawn upon, and which approaches of critical approaches, including source criticism, that are integrated. Since digital resources, compared with printed resources, bring about other ways of producing and using texts in terms of multimodality and hybridity across time and space, this challenge the conditions for in what ways teaching and learning is carried out in classroom practices (Kress & Selander, 2011; Walsh, 2008). We ask:What textual resources are included?In what ways are these resources introduced and used?What approaches of criticality emerge?Do any differences emerge when comparing digital and printed resources?MEDTHODOLOGYThrough ethnographic studies of children’s literacy practices, Heath (1983) revealed the different ‘ways with words’ that children from various socioeconomic and cultural-ethnic backgrounds had. The work of Heath (1983) illustrates how power works in relation to uses of languages and literacies, something which we in this paper strived to be aware of and take into consideration when conducting this study, and above all when analysing the ethnographic material. The data of this study encompasses video recordings of 24 lessons from two different classrooms in two different schools and municipalities in Sweden, which altogether means 21.5 hours of video recordings. In each class, 12 lessons have been recorded in order to capture dimensions of classroom interaction and to document the use of instructional materials and texts. Further, five individual interviews with the two teachers and five group interviews with 4-6 students from each class have been conducted and transcribed literally. The interviews lasted from 20 minutes to one hour and were focused on the teachers’ and the students’ reflections considering the purpose, forms and content of the recorded lessons and their learning repertoires. During the interviews, parts of the video recordings were shown in order to make retrospective reflections possible from both teachers’ and students’ perspectives. Both classrooms are characterized of being culturally and linguistically diverse, where at least one quarter of the students have another linguistic background and/or speak another language than Swedish in their respective homes. The study has been carried out in accordance with the general requirements for Research Ethics (Swedish Research Council, 2011). All participating schools and informants have been given fictitious names in order to protect their identities during and after the finished project. The students as well as their parents have been informed about the aim of the study, and then asked to give their written consent for participation in the study, which they all did. By analysing the video recordings and the transcriptions of the retrospective interviews, this paper presents in which ways the used texts and media were introduced and drawn upon in the two classrooms, and which approaches of criticality, including source criticism, that were integrated.EXPECTED OUTCOMES AND CONCLUSIONSThe analysis reveals that printed material such as subject specific textbooks are introduced during whole class in the initial phases of the subject areas, and also that this text content is elaborated on more thoroughly when compared with the online resources. The analysis sheds light on the multifaceted possibilities of digital resources, such as web sites, educational movies, video clips, online educational portals and so on, and makes it clear that interaction and dialogue in relation to these resources tend to be overlooked compared with the printed resources. Further, the result sheds light on the challenges regarding how to integrate approaches of criticality. In both subject areas, norms and values that target diversity in various ways are present, but those are not deepened in relation to the subject content. Source criticism are mentioned, but tend to be simplified. We argue, that in order to compare and evaluate information, and to create knowledge from textual and digital resources, students need to be supported in the beginning of and throughout the learning process (Alexander, 2008; Schmidt & Skoog, 2017, Schmidt & Skoog, 2018). In addition, we argue that critical reflections must be connected to subject specific content and in relation to diversity and equality, and articulated and practiced through teachers’ and students’ own talk (Alexander, 2008; Schmidt & Skoog, 2018). Altogether this refers to conditions and possibilities for students to master literacy within and about subject content, and in relation to democratic values of the curriculum. Through the use of various textual resources offline and online, it is crucial that education support student’s subject- and literacy learning in integrated ways across the curriculum (Cummins, 2001; Schmidt & Skoog, 2016, 2018). Reflecting the conference theme of ECER 2018, this also highlights complex issues of access, inclusion and exclusion within education.REFERENCESAlexander, R. (2008). Essays on Pedagogy. London and New York: Routledge.Comber, B. (2016). Literacy, Place and Pedagogies of Possibility. London and New York: Routledge.Comber, B. (2013). Critical Literacy in the Early Years: Emergence and Sustenance in an Age of Accountability. In J. Larson & J. Marsh (Eds.), The SAGE Handbook of Early Childhood Literacy (p. 587-601). London: SAGE/Paul Chapman.Cummins, J. (2001). Negotiating Identities: Education for Empowerment in a Diverse Society. Second Edition. Los Angeles: California Association for Bilingual Education.
Gibbons, P. (2009). English learners academic literacy and thinking. Portsmouth, NH: Heinemann.Heath B. S. 1983. Ways with words. Language, life and work in communities and classrooms. Cambridge: Cambridge University Press.Janks, H. (2010). Literacy and Power. London: Routledge.Kress, G. & Selander, S. (2011). Multimodal design, learning and cultures of recognition. Internet and Higher Education 15 (2012), 265–268.Langer, J. 2011. Envisioning Literature: Literary Understanding and Literature Instruction. New York: Teachers College Press.Luke, A. (2004). On the material consequences of literacy. Language and Education, 18(4), 331-335.Schmidt, C. & Skoog, M. (2018). The Question of Teaching Talk: Targeting Diversity and Participation. In N. Wahlström and D. Sundberg (Ed.), Transnational Curriculum Standards and Classroom Practices. The New Meaning of Teaching, (p. 83-97). London and New York: Routledge.Schmidt, C. & Skoog, M. (2017). Classroom interaction and
its potential for literacy learning. Nordic Journal of Literacy Research 3, 45–60. doi:10.23865/njlr.v3.474Swedish Research Council (2011). Good Research Practice. Stockholm: Swedish Research Council.Walsh, M. (2008). Worlds have collided and modes have merged: classroom evidence of changed literacy practices. Literacy, 42 (2), 101–108.[1] This paper is part of the larger project 'Understanding Curricul
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- Schmidt, Catarina, 1964-
(författare)
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The Complexity of Literacy - Children's experiences of written language as a tool for self-authoring and democracy
- 2011
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Konferensbidrag (refereegranskat)abstract
- Through its family, interests, school and the whole world around it every child participate in social and cultural practices where a whole range of literacies take place. Children have both shared and differing experiences of written language; every child has its unique patterns and unique lingual resources. This together with changed reading habits, higher demands and declining results, according to national and international surveys, generates new questions for literacy education. This paper will present results from an ongoing ethnographical study which focuses nine-year-old children’s use of written language, in and outside a multilingual and multicultural school in Sweden. The study takes a hermeneutic and postcolonial point of departure together with theories from literacy research. In this text the complexity of literacy from different children’s perspectives will be explored in line with the above theoretical stand points.
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- Schmidt, Catarina, 1964-, et al.
(författare)
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The Question of Teaching Talk
- 2017
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Ingår i: 3rd European Conference on Curriculum Studies Curriculum: Theory, Policy, Practice: 16-17 June 2017, University of Stirling. ; , s. 77-78, s. 77-78
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Konferensbidrag (refereegranskat)abstract
- 1) An overview/summary of the paperThis paper is part of the larger project 'Understanding Curriculum Reforms - A Theory-Oriented Evaluation of the Swedish Curriculum Reform Lgr 11'. Mainstream classrooms of today are characterized of standardized curriculums, but also of diversity in relation to student’s multilingual and cultural backgrounds as well of a plurality of texts offline and online. Students with different backgrounds, needs and resources, are in the middle school years facing demands of coping with more compact texts of subjects content, including more of specific academic language (Gibbons, 2009).Drawing on data from two Swedish grade six classrooms in the subjects of social sciences, this paper focuses on the repertoire of teaching talk and especially the issue of used and posed questions.The aim is to identify what characterizes the register of teaching talk and to explore how this relate to and affect student´s own learning talk, and possibilities of participation within education.2) Theoretical and methodological approaches (as applicable)This study draws on Alexander's (2001) methodological framework regarding teaching talk and learning talk together with Cummins (2001) framework for successful academic learning, which highlight conditions and possibilities essential for all students learning, despite variation in language backgrounds. Students’ possibilities of learning talk means altogether an active use of language and subject content such as asking different kind of questions and acting upon different kind of answers (Alexander, 2001; Cummins, 2001).The data encompasses video recordings of 24 lessons from two different classrooms in two different schools and municipalities in Sweden, which altogether means 21.5 hours of video recordings. Further, interviews with students and teachers have been conducted. Both classrooms are characterized of being culturally and linguistically diverse.3) Key findings and/or conclusionsThe identified possibilities of teaching talk comprise to a high extent of instruction, monologue and recitation/ rote, which often blend into one another. This case study, and the result of the larger study as a whole, reveals how pseudo-enquiry questions are used rhetorically, being embedded in teaching talk of mainly recitation and instruction. The use of pseudo questions and also of how the teachers are steering away from ‘dilemmas” that appear through the subject content as well as through the students own authentic questions about the same content, reveals an uncertainty of dealing with diversity. Altogether this refers to conditions and possibilities for students to master literacy within and about subjects content, and in relation to democratic values of the curriculum.4) The significance of the paperThis paper sheds light on in what ways the curriculum is enacted and broken down into tasks and activities through the repertoire of teaching talk, which will be related to the larger comparative classroom study as a whole and in relation to both pedagogy as act and pedagogy as discourse (Alexander, 2009).
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- Schmidt, Catarina, 1964-, et al.
(författare)
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The situational in critical literacy
- 2022
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Ingår i: The handbook of critical literacies. - New York : Routledge. - 9780367902599 - 9781003023425 - 9780367902605 ; , s. 419-427, s. 419-427
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Bokkapitel (refereegranskat)abstract
- In this study, we draw from pragmatism and transactional realism to conceptualize the meaning of critical literacy. As Sundström Sjödin (2019) writes, “[t]he critical stands for moments which are radical and urgent, political, challenging, transformative and liberating” (p. 87). Transactional realism refers to John Dewey’s version of realism, in which realism is experienced as a function of the organism–environment transaction (Biesta & Burbules, 2003). The aim of this chapter is to contribute to expanding the meaning of critical literacy in line with, for example, “reconstruction” (Janks, 2010, p. 19), “access and equity” (Luke, 2000, p. 459) or critical literacy as “embodied” (Johnson & Vasudevan, 2012, p. 34) to also include the unforeseen critical moments occurring in oral and written text situations in classrooms. These critical moments are not planned beforehand; rather, these moments emerge through interactions in the environment constituted by the teacher, the students, the teaching content, and physical objects. We argue that a transactional understanding of text situations is helpful to understand how certain situations turn into “critical moments”; that is, when students pay attention to critical aspects in text situations and act upon it. Such moments can be acknowledged, rejected, or go unnoticed by the teacher. Such critical thinking and acting might increase possibilities for equity and justice within society, resisting what Freire (1970) referred to as the culture of silence.In this chapter, we describe how this “renewed” concept of critical literacy can be understood as critical moments. We ask: What kinds of critical situated moments appear and what characterizes these critical situated moments? In the following sections, we present current interpretations of critical literacy and perspectives on critical literacy in relation to pragmatism and transactional realism. Next, we outline the methodology and analysis of the situated moments of critical literacy within two classrooms. Lastly, we present the findings and discussion.
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