| 1. |
- Brante, Eva Wennås, 1961, et al.
(författare)
-
To read what not is written. Report from a learning study with inferences as a learning object in an upper secondary school.
- 2013
-
Ingår i: Programme book for WALS-conference, 6-9 September, Gothenburg, Sweden.
-
Konferensbidrag (refereegranskat)abstract
- An important component in reading comprehension is the ability to make inferences, what sometimes also is described as reading between the lines. The ability can be said to be three-folded, as inferences can be made from an individuals' experiences and thoughts, from the text itself and from other texts. On an upper-secondary school a group of teachers (n= 16) teaching in Swedish found through screening that their students (16 years old) were comfortable with making inferences using their own experiences and thoughts, but less skilled in making inferences by using clues in the text. The teachers chose as a learning-object the ability to localize clues in the given information and make inferences in the text to be able to read between lines. The aim was to develop the students awareness of that everything in a text not is explicitly written out and to discern values in words. Students should by finding the clues and reading between and outside the lines be able to perceive the main message in the text clearer. The group of teachers conducted a learning study-cycle with three lessons using contrast as the main pattern of variation. Each lesson was jointly planned and then performed for a new group. This presentation is a report from the learning study.
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| 2. |
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| 3. |
- Magnusson, Petra, 1963-, et al.
(författare)
-
Texts, information and multimodality in the digital age : towards sustained and composite MIL in education
- 2019
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- For this presentation, we have compiled seven studies from primary to higher education. Thepurpose is to illuminate affordances the digital and multimodal text landscape impose onteachers and students. The Swedish curriculum (revised 2017) aims to strengthen students’digital competences towards understanding effects on society, using and understanding digitaltools and media, applying a critical and responsible approach and solving problems andapplying ideas creatively. This recent curricular revision puts emphasis on work withinteractive texts, texts created in collaboration with others, texts where words, images andsound interact, democracy and public opinion in social media, responsible use of language indigital media, understanding how information can be controlled by underlying algorithms,distinguishing between sources of information and interests behind them, boundary betweenfreedom of expression and social media violations, impact of digitalization on labor market,attitudes and values. Obviously, the technology brings new opportunities to the classroomfostering responsible and equitable access to information and knowledge and with thatrequirements to develop MIL skills to understand information and multimodal texts andnavigate safely in an increasingly complex society. As future citizens, students need to be ableto design texts, read to find and evaluate multimodal information. Consequently, students needinstructions and strategies to develop MIL and relevant digital text competences. How doteachers and students meet these expectations and requirements on MIL?A crucial feature, which has been shown in several studies including ours, displays that bothteachers and students need to develop knowledge of and a language for the phenomena that arecurrently outside what is traditionally covered by the school subjects. Further, teachers needtools attuned to new grading and assessment criteria, in order to support students in evaluatingand interpreting information and designing multimodal texts. Students, in turn, need strategiesand instructions on how to evaluate and interpret information to avoid superficial, misguidedor mechanical processing of information. They need to develop a broad understanding of visual,auditory and other modal representations and develop strategies for navigating and interpretingmultimodal text design. We have also found that teachers, regardless of grade or subject,experience difficulties to relate students’ digital text competences to the knowledgerequirements in curricula that to a large extent emphasize verbal language (i.e. speech andwriting). This may explain some of our results showing that other ways of expressing meaning(i.e. images and sound) tend to be overlooked or downplayed in assessment of students’ texts.Without teachers valuing non-verbal language, students will not access and engage incontemporary media and texts which implies lack of opportunities to develop MIL needed asfuture, critical and engaging citizens. We contend that the competence to design digital texts isthe other side of the coin of evaluating and reading information. We want especially highlightthe value of understanding the multimodal aspects of digital texts for teachers’ and students’critical access, use, and participation in the flow of information as a means to realize rights tofreedom of information and expression.
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| 4. |
- Magnusson, Petra, et al.
(författare)
-
Texts, information and multimodality in the digital age : towards sustained and composite MIL in education
- 2019
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- For this presentation, we have compiled seven studies from primary to higher education. Thepurpose is to illuminate affordances the digital and multimodal text landscape impose onteachers and students. The Swedish curriculum (revised 2017) aims to strengthen students’digital competences towards understanding effects on society, using and understanding digitaltools and media, applying a critical and responsible approach and solving problems andapplying ideas creatively. This recent curricular revision puts emphasis on work withinteractive texts, texts created in collaboration with others, texts where words, images andsound interact, democracy and public opinion in social media, responsible use of language indigital media, understanding how information can be controlled by underlying algorithms,distinguishing between sources of information and interests behind them, boundary betweenfreedom of expression and social media violations, impact of digitalization on labor market,attitudes and values. Obviously, the technology brings new opportunities to the classroomfostering responsible and equitable access to information and knowledge and with thatrequirements to develop MIL skills to understand information and multimodal texts andnavigate safely in an increasingly complex society. As future citizens, students need to be ableto design texts, read to find and evaluate multimodal information. Consequently, students needinstructions and strategies to develop MIL and relevant digital text competences. How doteachers and students meet these expectations and requirements on MIL?A crucial feature, which has been shown in several studies including ours, displays that bothteachers and students need to develop knowledge of and a language for the phenomena that arecurrently outside what is traditionally covered by the school subjects. Further, teachers needtools attuned to new grading and assessment criteria, in order to support students in evaluatingand interpreting information and designing multimodal texts. Students, in turn, need strategiesand instructions on how to evaluate and interpret information to avoid superficial, misguidedor mechanical processing of information. They need to develop a broad understanding of visual,auditory and other modal representations and develop strategies for navigating and interpretingmultimodal text design. We have also found that teachers, regardless of grade or subject,experience difficulties to relate students’ digital text competences to the knowledgerequirements in curricula that to a large extent emphasize verbal language (i.e. speech andwriting). This may explain some of our results showing that other ways of expressing meaning(i.e. images and sound) tend to be overlooked or downplayed in assessment of students’ texts.Without teachers valuing non-verbal language, students will not access and engage incontemporary media and texts which implies lack of opportunities to develop MIL needed asfuture, critical and engaging citizens. We contend that the competence to design digital texts isthe other side of the coin of evaluating and reading information. We want especially highlightthe value of understanding the multimodal aspects of digital texts for teachers’ and students’critical access, use, and participation in the flow of information as a means to realize rights tofreedom of information and expression.
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| 5. |
- Sofkova Hashemi, Sylvana, et al.
(författare)
-
Digitala textkompetenser och undervisning : en metatolkande syntes av forskningsstudier om texter, information och multimodalitet i skolan
- 2020
-
Ingår i: Trettonde nationella konferensen i svenska med didaktisk inriktning, bildning, utbildning, fortbildning. - Linköping : Forskningsmiljön svenska och de moderna språkens didaktik, institutionen för kultur och samhälle vid Linköpings universitet. - 9789179298449 ; , s. 270-286
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Digital teknik för in nya möjligheter i svenskämnet, som exempelvis multimodala inslag och hypertexter, men ställer också förändrade krav både på elevers läsning, design och utvärdering av texter och lärares undervisning. Förändringar i läroplan och styrdokument tyder på en önskan om att elever ska vara digitalt textkompetenta. Genom en metatolkande ansats har ett urval av aktuell svensk forskning på området reanalyserats. Syftet är att problematisera och synliggöra de möjligheter och utmaningar den digitala tidsåldern ställer på elever och lärare när det gäller att utveckla digitala textkompetenser. Analysen bygger på studier som spänner över grund- och gymnasieskola och behandlar frågor som rör elevers lärprocesser och lärares beredskap till handledning, stöttning och bedömning när elever söker, tolkar, läser, skapar och hanterar digitala, multimodala texter. Analysen indikerar att elever behöver stöd i att värdera och tolka information samt att designa texter multimodalt. Den visar dessutom att lärare är i behov av redskap för att uppfatta och värdera digitala, multimodala textkompetenser. Kursplanerevideringarna avseende digitalisering uppvisar ett tekniskt perspektiv på användning av digitala verktyg snarare än kvalitativa aspekter av elevernas multimodala textarbete. Konsekvensen blir att lärare,oavsett årskurs eller ämne, har svårt att relatera elevers kunskapsproduktioner till kunskapsmålen i kursplanerna. Det pekar i sin tur på ett behov av att utveckla nya sorters kvalitetsindikatorer för bedömning och betygssättning gällande digital multimodal textanvändning. Om lärare och elever har en gemensam förståelse för digitala, multimodala texter, kan det utgöra en grund för att forma mer fokuserade och medvetna samtal om kvalitet i digitalt utformat innehåll.
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| 6. |
- Sofkova Hashemi, Sylvana, 1969-, et al.
(författare)
-
Digitala textkompetenser och undervisning : En metatolkande syntes av forskningsstudier om texter, information och multimodalitet i skolan
- 2018
-
Ingår i: Trettonde nationella konferensen i svenska med didaktisk inriktning. - Linköping : Linköpings universitet. - 9789179298449 ; , s. 270-286
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Digital teknik för in nya möjligheter i svenskämnet, som exempelvis multimodala inslag och hypertexter, men ställer också förändrade krav både på elevers läsning, design och utvärdering av texter och lärares undervisning. Förändringar i läroplan och styrdokument tyder på en önskan om att elever ska vara digitalt textkompetenta. Genom en metatolkande ansats har ett urval av aktuell svensk forskning på området reanalyserats. Syftet är att problematisera och synliggöra de möjligheter och utmaningar den digitala tidsåldern ställer på elever och lärare när det gäller att utveckla digitala textkompetenser. Analysen bygger på studier som spänner över grund- och gymnasieskola och behandlar frågor som rör elevers lärprocesser och lärares beredskap till handledning, stöttning och bedömning när elever söker, tolkar, läser, skapar och hanterar digitala, multimodala texter. Analysen indikerar att elever behöver stöd i att värdera och tolka information samt att designa texter multimodalt. Den visar dessutom att lärare är i behov av redskap för att uppfatta och värdera digitala, multimodala textkompetenser. Kursplanerevideringarna avseende digitalisering uppvisar ett tekniskt perspektiv på användning av digitala verktyg snarare än kvalitativa aspekter av elevernas multimodala textarbete. Konsekvensen blir att lärare,oavsett årskurs eller ämne, har svårt att relatera elevers kunskapsproduktioner till kunskapsmålen i kursplanerna. Det pekar i sin tur på ett behov av att utveckla nya sorters kvalitetsindikatorer för bedömning och betygssättning gällande digital multimodal textanvändning. Om lärare och elever har en gemensam förståelse för digitala, multi-modala texter, kan det utgöra en grund för att forma mer fokuserade och medvetna samtal om kvalitet i digitalt utformat innehåll.
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| 7. |
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| 8. |
- Sofkova Hashemi, Sylvana, 1969, et al.
(författare)
-
Digitala textkompetenser och undervisning. En metatolkande syntes av forskningsstudier om texter, information och multimodalitet i skolan
- 2020
-
Ingår i: Trettonde nationella konferensen i svenska med didaktisk inriktning: Bildning, utbildning, fortbildning, Linköping, 22-23 november 2018, s. 270-286. - Linköping : Linköpings universitet. - 1651-9132. - 9789179298449
-
Konferensbidrag (refereegranskat)abstract
- Digital teknik för in nya möjligheter i svenskämnet, som exempelvis multimodala inslag och hypertexter, men ställer också förändrade krav både på elevers läsning, design och utvärdering av texter och lärares undervisning. Förändringar i läroplan och styrdokument tyder på en önskan om att elever ska vara digitalt textkompetenta. Genom en metatol- kande ansats har ett urval av aktuell svensk forskning på området reanalyserats. Syftet är att problematisera och synliggöra de möjligheter och utmaningar den digitala tidsåldern ställer på elever och lärare när det gäller att utveckla digitala textkompetenser. Analysen bygger på studier som spänner över grund- och gymnasieskola och behandlar frågor som rör elevers lärprocesser och lärares beredskap till handledning, stöttning och bedömning när elever söker, tolkar, läser, skapar och hanterar digitala, multimodala texter. Analysen indikerar att elever behöver stöd i att värdera och tolka information samt att designa texter multimodalt. Den visar dessutom att lärare är i behov av redskap för att uppfatta och värdera digitala, multimodala textkompetenser. Kursplanerevideringarna avseende digitalisering uppvisar ett tekniskt perspektiv på användning av digitala verktyg snarare än kvalitativa aspekter av elevernas multimodala textarbete. Konsekvensen blir att lärare, oavsett årskurs eller ämne, har svårt att relatera elevers kunskapsproduktioner till kunskapsmålen i kursplanerna. Det pekar i sin tur på ett behov av att utveckla nya sorters kvalitetsindikatorer för bedömning och betygssättning gällande digital multimodal textanvändning. Om lärare och elever har en gemensam förståelse för digitala, multi- modala texter, kan det utgöra en grund för att forma mer fokuserade och medvetna samtal om kvalitet i digitalt utformat innehåll.
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| 9. |
- Sofkova Hashemi, Sylvana, et al.
(författare)
-
Digitala textkompetenser och undervisning. En metatolkande syntes av forskningsstudier om texter, information och multimodalitet i skolan
- 2020
-
Ingår i: Bildning, utbildning, fortbildning. - Linköping : Liu-tryck. - 9789179298449 ; , s. 270-286
-
Konferensbidrag (refereegranskat)abstract
- Den trettonde nationella konferensen i Svenska med didaktisk inriktning (SMDI13) genomfördes i Linköping 22–23 november 2018. Temat förkonferensen var Bildning, utbildning, fortbildning. Svenskämnet erbjuder genomspråket och litteraturen kraftfulla verktyg för en framåtsyftande bildning. Att äga ett språk och ha tillgång till en mångfald av textvärldar är en förutsättning för att delta i samhället fullt ut som en demokratisk, kritisk och självständig medborgare.Vi ville därför med detta tema belysa olika aspekter av forskningsområdet svenska med didaktisk inriktning. Vid konferensen i Linköping deltog ca 150 personer och under de två dagarna genomfördes drygt 60 paper presentationer och symposier, varav flera från våra nordiska grannländer. Ett nytt inslag för året var en session som ägnades åt temat ”Att skriva en forskningsansökan”, där erfarna forskare bidrog med sina erfaren-heter. Konferensen föregicks av en doktoranddag, som lockade omkring 25 doktorander och handledare. Vid konferensen hölls tre plenarföreläsningar. Cristina Vischer Bruns från LaGuardia Community College, New York, inledde konferensen med en föreläsning under temat ”Students and Stories In and Out of Classrooms”, i vilken hon talade om hur lärare kan möta elevers vikande intresse för att läsa skönlitteratur med att ta utgångspunkt i de berättelser som eleverna möter utanför skolans värld. Konferensens andra plenarföreläsning hölls av Per Ledin,Södertörns högskola, som talade under temat ”Skolans nya och kvalitetssäkrandespråk”. I föreläsningen gav han många illustrerande exempel på hur språket i granskningssamhället kan se ut och ställde frågan om detta kvalitetssäkrandespråk riskerar att leda till försämrade mellanmänskliga relationer. Konferensens sista talare var Gunilla Molloy, docent i Svenska med didaktisk inriktning. Molloys föreläsning hade rubriken ”På spaning efter ett svenskämne” och innebar en exposé över en lång lärar- och forskargärning, där svenskämnet i relation till demokrati- och värdegrundsfrågor står i fokus. De 18 bidrag som presenteras i denna konferensvolym omfattar två artiklarbaserade på plenarföreläsningarna (Cristina Vischer Bruns och Gunilla Molloy)och 16 artiklar baserade på paperpresentationer eller workshops. Samtliga bidrag har granskats av minst två granskare genom en double blind review-process.Texterna uppvisar en bredd i tolkningen av konferensens tema. Flera artiklar handlar om skrivande eller grammatik (Edander & Palmér, Forsling & Tjernberg, Malmberg, Ohlsson, Rejman et al.) på olika nivåer i utbildningssystemet och utifrån olika perspektiv. Literacypraktiker, läsning och skrivande i andra skol-ämnen än svenska är fokus i några artiklar (Björk, Hallesson, Norberg, Visén). Andra artiklar handlar om arbete med skönlitterära texter och läsning (Elam &Widhe, Johansson & Nordenstam, Nordenstam & Olin-Scheller, Revelj, Nissen). Ett annat område som uppmärksammas i volymen är hur olika typer av policy-dokument påverkar utbildningen (Borsgård, Fägrell, Varga). Ett bidrag (Sofkova et al.) presenterar olika infallsvinklar på digitala textkompetenser. Det är vår förhoppning att nätverket Svenska med didaktisk inriktning ska fort-sätta vara ett viktigt forum för aktuell forskning om svenskämnets olika delar, liksom en betydelsefull aktör på andra arenor, där svenskämnet diskuteras.Konferensvolymen offentliggörs därför också via nätverkets hemsida,www.smdi.se.
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| 10. |
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| 11. |
- Åkerfeldt, Anna, et al.
(författare)
-
"Fridolin backar in i framtiden om digitala läromedel"
- 2021
-
Ingår i: Dagens Nyheter. - 1101-2447. ; :2021-12-16
-
Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Ingress: 23 forskare inom it- och utbildningsområdet: Regeringens utredare borde inte lyfta fram läsning på skärm som något negativt.Forskning visar att både tryckta och digitala läromedel behövs i skolan.
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| 12. |
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| 13. |
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| 14. |
- Brante, Eva Wennås, 1961
(författare)
-
Att orientera sig i text och bild. Skillnader mellan förmodad och faktisk läsning för läsare med dyslexi
- 2013
-
Ingår i: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge. - 1504-9922. ; 7:1
-
Tidskriftsartikel (refereegranskat)abstract
- Artikeln presenterar en fallstudie rörande skillnader mellan faktisk och förmodad läsning. För att belysa fallet har tre unga vuxna med dyslexi undersökts då de läst faktatexter med illustrationer varvid deras ögonrörelser spelats in. Deltagarna har även intervjuats kring hur de uppfattar sin läsning. Syftet är att avtäcka eventuella skillnader mellan faktisk och förmodad läsning för denna grupp av läsare då tidigare läsförståelseforskning haft fokus på goda läsare. ”Mixed methods” användes vid analys av data. Studiens utgångspunkter är läsning i flera modaliteter, ’the simple view of reading’ samt läsförståelse som ett samtidigt processande av delar av texten på flera nivåer. Resultatet, som redovisas i tre narrativ, visar att läsmönstren är delvis omedvetna samt att bilderna betraktas slumpmässigt varvid integrering av information försvåras. Resultatet visar också på problem med avkodning något som försämrar processandet av texten på flera samtidiga nivåer. Resultatet antyder att instruktioner i framförallt bildbearbetning är önskvärt för gruppen av läsare.
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| 15. |
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| 16. |
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| 17. |
- Brante, Eva Wennås, 1961
(författare)
-
Double representation, less comprehension?
- 2011
-
Ingår i: Round table presentation at Junior Reserachers of Earli (JURE) 2011 preconference, 29-30 August, 2011, Exeter, UK..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 18. |
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| 19. |
- Brante, Eva Wennås, 1961, et al.
(författare)
-
Exploring the Impact of Contrasting Cases in Text and Picture Processing
- 2013
-
Ingår i: Journal of Visual Literacy. - : Informa UK Limited. - 1051-144X .- 2379-6529. ; 32:2, s. 15-38
-
Tidskriftsartikel (refereegranskat)abstract
- Abstract Multimodal learning materials are frequently met in education assuming enhanced learning outcomes. This study examined whether contrasts in such materials are likely to support reading comprehension for all readers. Young adults (n=46) met either text-only or text+picture material. Participants (19 with low phonological awareness [PA] and 27 controls with high PA) thereafter answered open interview questions to check for reading comprehension. Learning materials were designed to focus readers on aspects critical to understanding the content by the use of contrasts; eye-tracking was used as method. Well-known pictures aided information recall, but contrasts described in the text were most effective for learning.
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| 20. |
- Brante, Eva Wennås, 1961
(författare)
-
'I don't know what it is to be able to read': How students with dyslexia experience their reading impairment
- 2013
-
Ingår i: Support for Learning. - : Wiley. - 0268-2141 .- 1467-9604. ; 28:2, s. 79-86
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Tidskriftsartikel (refereegranskat)abstract
- Better understanding of the diverse reading abilities of people with dyslexia is necessary for the design of more effective learning situations, which are vital both to students with dyslexia and to their teachers. Seven individuals with dyslexia currently or formerly in higher education were interviewed about their reading experiences to learn how they themselves understand and describe their reading. The interviews are treated as individual profiles. Although the respondents were adult experienced readers, aware of their impairments, none could identify any strategy for overcoming dyslexia other than investing much time in homework and study. Each profile is unique, yet they share some characteristics, including strong parental support and a refusal to accept the label of 'stupid'. Teachers need to recognise the diverse effects of dyslexia in order to improve the chances of dyslexic students - especially those who cannot rely upon strong parental support - of continuing to higher education. © 2013 NASEN.
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| 21. |
- Brante, Eva Wennås, 1961
(författare)
-
“I don’t know what it is to be able to read”. How students with dyslexia explain their impairment.
- 2013
-
Ingår i: Support for Learning. - 0268-2141 .- 1467-9604. ; 28:2, s. 79-86
-
Tidskriftsartikel (refereegranskat)abstract
- Better understanding of the diverse reading abilities of people with dyslexia is necessary for the design of more effective learning situations, which are vital both to students with dyslexia and to their teachers. Seven individuals with dyslexia currently or formerly in higher education were interviewed about their reading experiences to learn how they themselves understand and describe their reading. The interviews are treated as individual profiles. Although the respondents were adult experienced readers, aware of their impairments, none could identify any strategy for overcoming dyslexia other than investing much time in homework and study. Each profile is unique, yet they share some characteristics, including strong parental support and a refusal to accept the label of ‘stupid’. Teachers need to recognise the diverse effects of dyslexia in order to improve the chances of dyslexic students – especially those who cannot rely upon strong parental support – of continuing to higher education
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| 22. |
- Brante, Eva Wennås, 1961
(författare)
-
Jag plockar de bästa bitarna
- 2011
-
Ingår i: Skolan och läraruppdraget: att bli och vara lärare. - Lund : Studentlitterature. ; , s. 53-65
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 23. |
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| 24. |
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| 25. |
- Brante, Eva Wennås, 1961
(författare)
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My mission.
- 2015
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Ingår i: Teaching as a human experience. An anthology of contemporary poems.. - Newcastle upon Tyne : Cambridge Scholars publishing. - 9781443876551 ; , s. 27-28
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Bokkapitel (refereegranskat)
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| 26. |
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| 27. |
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| 28. |
- Brante, Eva Wennås, 1961
(författare)
-
Stand together or fall alone. Narratives from former teachers.
- 2012
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Ingår i: Narrative Works. - 1925-0622. ; 2:2, s. 20-40
-
Tidskriftsartikel (refereegranskat)abstract
- In 2004 as many as 25% of teachers in Sweden, Denmark, and England were willing to leave their profession immediately; in the United States much effort has been invested in studying why teachers leave the profession. In this paper, four teachers who left the profession were interviewed from within the life- story tradition. In the narratives, which were rendered in a poetic style during the analysis, colleagues were mentioned both positively and negatively. The theme of having colleagues, and especially trust or mistrust between colleagues, was thus explored. The existence or nonexistence of lateral trust between teachers can be connected both to school development and to student learning outcomes.
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| 29. |
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| 30. |
- Brante, Eva Wennås, 1961
(författare)
-
Verksamhetsförlagd utbildning i annat land
- 2011
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Ingår i: Skolan och läraruppdraget - att bli och vara lärare.. - Lund : Studentlitteratur. ; , s. 251-263
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 31. |
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| 32. |
- Bråten, Ivar, et al.
(författare)
-
Teaching Sourcing in Upper-Secondary School : A Comprehensive Sourcing Intervention with Follow-Up Data
- 2019
-
Ingår i: Reading Research Quarterly. - : John Wiley & Sons. - 0034-0553 .- 1936-2722. ; 54:4, s. 481-505
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Tidskriftsartikel (refereegranskat)abstract
- In this quasi‐experimental study, the authors examined the effects of an intervention designed to teach upper secondary school students to take source information, such as author expertise, into consideration when selecting, processing, and using textual resources to complete particular multiple‐document literacy tasks. The intervention centered on a contrasting cases approach framed by authentic curriculum‐based classroom activities and was implemented over six weeks by teachers who had participated in professional development seminars. The findings demonstrated that students who had participated in the sourcing intervention placed more value on source information when selecting texts, invested more time and effort in processing the texts they selected, and more frequently attributed textual ideas to their respective sources compared with students who had participated in typical classroom activities instead. These effects were observed on far transfer tasks in which students worked with multiple documents on different topics in different situational contexts for different purposes, and were sustained over a period of 5.5 weeks. The discussion highlights the uniqueness of the current intervention work and centers on the aspects of the sourcing intervention that likely promoted these broad, sustainable, and transferable sourcing skills in students. Attention is also directed to several possible lines of future research in this area.
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| 33. |
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| 34. |
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| 35. |
- Djärf, Agneta Ljung, 1961, et al.
(författare)
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Patterns of variation: a way to support and challenge early childhood learning?
- 2013
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Ingår i: Creative Education. - 2151-4755 .- 2151-4771. ; 4:7A1, s. 33-42
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Tidskriftsartikel (refereegranskat)abstract
- The purpose in this article is to elaborate on how the use of patterns of variation designed by variation theory can challenge and develop the early childhood education (ECE) practice. The analysis is based on six learning study (LS) projects conducted in Swedish ECE. A LS is a systematical, theoretical based de- velopment of teacher professionalism, often in close cooperation with researchers. The projects included 17 teachers, 140 children and 7 researchers. The video documented empirical material consists of 16 analysis meetings, 14 interventions and 407 pre-, post-, and delayed posttests. Each project is a concrete example of the use of patterns of variation to increase early childhood learning. In all cases a tendency of qualitative changes in children’s ways of discerning the object of learning could be noticed. The purpose is to search for how this can be understood from a variation theoretical perspective. The main focus is on changed ways of performing the interventions to search for how patterns of variation were used to create and capture the learning situations throughout the projects. One of our findings is that we have seen that it takes more than one intervention for the teachers to capture which aspects of the object of learning are critical in the targeted group, but as the iterative process allows them to try out the design more than once, they manage to find them. The second finding is that the teachers changed focus from taken for granted assumptions of each child to focusing on their own design to facilitate the child’s learning. Finally, the aspect supposed to be discerned has to vary against an invariant background to be discerned by the chil- dren, and to separate the principle from the representation is needed to be able to generalize their new knowledge
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| 36. |
- Godhe, Anna-Lena, et al.
(författare)
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Interacting with a screen - the deprivation of the 'teacher body' during the COVID-19 Pandemic
- 2022
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Ingår i: Teachers and Teaching. - : Routledge. - 1354-0602 .- 1470-1278.
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Tidskriftsartikel (refereegranskat)abstract
- Due to the outbreak of the Covid-19 pandemic in 2020, teacher educators had to change the delivery mode of their teaching to online environments. In this article, we explore the changes and challenges to teacher educators' professional practices during emergency remote teaching. Since teacher educators act as both teachers, peers and role models to their students, their professional practices involve the teaching of how to be a professional body, i.e. a 'teacher body'. Central to professional practices are interactions consisting of both speech and bodily actions. In interviews, teacher educators express how their professional practices of teaching has been changed and challenged in relation to how they communicate with their students and how they can support them in their learning. Due to the restrictions in body language and gaze in emergency remote teaching, teacher educators do not recognise their professional body. Moreover, because of the destabilisation of their 'teacher body', the teacher educators find it difficult to sufficiently convey to their students what it is to be a teacher.
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| 37. |
- Hell, Anna, et al.
(författare)
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Young L2-learners' meaning-making in engaging in computer-assisted language learning
- 2021
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Ingår i: The EUROCALL Review. - : The European Association for Computer Assisted Language Learning. - 1695-2618. ; 29:1, s. 2-18
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Tidskriftsartikel (refereegranskat)abstract
- This study explores how newly arrived young students created meaning, communicated, and expressed themselves using digital technology in the subject of Swedish as a second language (SSL). The qualitative case study presented in this article focuses on how the orchestration of teaching contributed to opportunities for digital meaning-making in the SSL subject in four classrooms at three schools in a city in Sweden. The notion of language as being fluid, which involves a critical approach to languages as separable entities, considers linguistic and embodied meaning-making, including digital technology, in social processes. This approach recognizes the roles of technology and digital meaning-making in young students’ second language acquisition. Moreover, technological innovations facilitate immediate and accessible communication. In today’s language studies, ethnicity only is not considered an adequate focus of analysis. Furthermore, the meaning-making practices of newly arrived primary school-aged students remain under-investigated. In the present study, data collected in classroom observations and teacher interviews revealed three themes regarding the students’ utilization of digital technology to develop their multilingual skills. One insight was that the newly arrived students used digital technology strategically when they engaged in meaning-making activities with peers and teachers. When the students took the initiative in computer-assisted language learning, they displayed agency in meaning-making by being their own architects. The findings of this research provided insights into how the orchestration of teaching in Swedish as a second language to newly arrived students affects their opportunities to use multilingualism in meaning-making while employing digital technology.
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| 38. |
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| 39. |
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| 40. |
- Holmqvist, Mona, et al.
(författare)
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Strategies when solving school-tasks : How task design limits ASD students to express their content knowlege
- 2016
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Central coherence is the ability to gather information from the environment to shape a coherent meaningful whole. Having a weak central coherence, like individuals with ASD usually have, means they tend to divide the whole in parts, while individuals without ASD rather try to shape a whole gestalt of the parts. How school-tasks are designed is of importance for all students, and McMaster, van den Broek, Espin, Pinto, Janda, Lam, Hsu, Jung, Leinen and van Boekel (2015) have studied how task design to establish coherence have to make the students identify how different events or facts lead to or depend on each other can be developed. However, if the students do have impairments in central coherence this issue becomes even more important.
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| 41. |
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| 42. |
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| 43. |
- Holmqvist, Mona, 1961-, et al.
(författare)
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What is discerned in teachers' expressions about planning? : similarities and differences between teachers from Sweden and Hong Kong
- 2011
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Ingår i: Education Inquiry. - 2000-4508. ; 2:3, s. 497-514
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is to find out what teachers say their primary focus is when planning to teach an object of learning. The study is carried out in two different cultural contexts, Sweden and Hong Kong, and based on the framework of variation theory, which has a two-fold focus, namely both what teachers do and what students learn at school.Fifteen semi-structured open-ended interviews were conducted with nine Swedish and six Hong Kong teachers in grades 1 to 6. The analysis generated categories inspired from a phenomenographic research approach, where attention is directed towards respondents’ apprehensions of a phenomenon.The results showed some clear differences in the way teachers from the two countries talked about how they organise and think about planning, which in turn reveals whether their focus is on students’ understanding or on teacher action. The Swedish teachers’ experienced focus is on activities/methods, and they separate activities and methods from the content, while the Hong Kong teachers have the content in the foreground and do not separate content and act.There can be several different explanations of the differences identified; such as that a too general theoretical and surface awareness of concepts of learning makes it difficult to reach a detailed level of the object of learning, i.e. what it actually takes for students to learn exactly this phenomenon or ability. The Swedish teachers seem to underestimate what it takes to learn due to a theoretical framework. Another explanation of this difference in focus might be that teachers need support from each other to deepen the reflections about the subject, thus achieving knowledge of what it takes to understand the intended object of learning. The Hong Kong teachers report frequent opportunities to discuss and reflect over subject-related matters.
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| 44. |
- Holmqvist, Mona, et al.
(författare)
-
What is discerned in teachers' expressions about planning? : similarities and differences between teachers from Sweden and Hong Kong
- 2011
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Ingår i: Education Inquiry. - : Taylor and Francis Ltd.. - 2000-4508. ; 2:3, s. 497-514
-
Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is to find out what teachers say their primary focus is when planning to teach an object of learning. The study is carried out in two different cultural contexts, Sweden and Hong Kong, and based on the framework of variation theory, which has a two-fold focus, namely both what teachers do and what students learn at school. Fifteen semi-structured open-ended interviews were conducted with nine Swedish and six Hong Kong teachers in grades 1 to 6. The analysis generated categories inspired from a phenomenographic research approach, where attention is directed towards respondents’ apprehensions of a phenomenon. The results showed some clear differences in the way teachers from the two countries talked about how they organise and think about planning, which in turn reveals whether their focus is on students’ understanding or on teacher action. The Swedish teachers’ experienced focus is on activities/methods, and they separate activities and methods from the content, while the Hong Kong teachers have the content in the foreground and do not separate content and act. There can be several different explanations of the differences identified; such as that a too general theoretical and surface awareness of concepts of learning makes it difficult to reach a detailed level of the object of learning, i.e. what it actually takes for students to learn exactly this phenomenon or ability. The Swedish teachers seem to underestimate what it takes to learn due to a theoretical framework. Another explanation of this difference in focus might be that teachers need support from each other to deepen the reflections about the subject, thus achieving knowledge of what it takes to understand the intended object of learning. The Hong Kong teachers report frequent opportunities to discuss and reflect over subject-related matters.
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| 45. |
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| 46. |
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| 47. |
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| 48. |
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| 49. |
- Holmqvist Olander, Mona, et al.
(författare)
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The Effect of Illustration on Improving Text Comprehension in Dyslexic Adults
- 2017
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Ingår i: Dyslexia. - : John Wiley & Sons. - 1076-9242 .- 1099-0909. ; 23:1, s. 42-65
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Tidskriftsartikel (refereegranskat)abstract
- This study analyses the effect of pictures in reading materials on the viewing patterns of dyslexic adults. By analysing viewing patterns using eye-tracking, we captured differences in eye movements between young adults with dyslexia and controls based on the influence of reading skill as a continuous variable of the total sample. Both types of participants were assigned randomly to view either text-only or a text + picture stimuli. The results show that the controls made an early global overview of the material and (when a picture was present) rapid transitions between text and picture. Having text illustrated with a picture decreased scores on questions about the learning material among participants with dyslexia. Controls spent 1.7% and dyslexic participants 1% of their time on the picture. Controls had 24% fewer total fixations; however, 29% more of the control group's fixations than the dyslexic group's fixations were on the picture. We also looked for effects of different types of pictures. Dyslexic subjects exhibited a comparable viewing pattern to controls when scenes were complex, but fewer fixations when scenes were neutral/simple. Individual scan paths are presented as examples of atypical viewing patterns for individuals with dyslexia as compared with controls. © 2016 The Authors. Dyslexia published by John Wiley & Sons Ltd.
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| 50. |
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