| 1. |
- Hallesson, Yvonne, et al.
(författare)
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Att introducera och tillgängliggöra ämnesbegrepp i samhällskunskapsundervisning
- 2024
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Ingår i: Nordic Journal of Literacy Research. - 2464-1596. ; 10:1
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Tidskriftsartikel (refereegranskat)abstract
- Introducing and Making Subject-Specific Concepts Accessible in Civics EducationConceptual understanding is a vital component of subject mastery in civics, yet it can pose challenges for pupils. The purpose of this article is to contribute knowledge on how teachers introduce and make subject-specific concepts accessible in civics education. The data are drawn from classroom observations in six classes in Grades 5 and 8, where teaching has been inspired by different approaches. Analytical focus lies on the introduction and treatment of six concepts, based on the theoretical premise that classroom discussions can serve as a mediating tool facilitating knowledge development and subject participation.The findings show that concepts are introduced by the teachers, either starting with the concepts so that they become the starting point of lexical chains where their meaning is then developed, or by working their way to the concepts together with the pupils, which provides different opportunities to navigate between conceptual levels. The accessibility of the concepts is achieved mainly by relating them to subordinate concepts or to words where there is a logical connection and through expansions where the concepts are primarily elaborated through explanations and examples. However, differences are noted between the classes. The article provides insights into how various approaches create conditions for concept acquisition.
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| 2. |
- Hedman, Christina, 1966-, et al.
(författare)
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Dialoguing on a Graphic Novel in the Language Learning Classroom with Upper Secondary School Students
- 2024
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Ingår i: Nordic Journal of Literacy Research. - 2464-1596. ; 10:1, s. 101-123
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Tidskriftsartikel (refereegranskat)abstract
- Drawing on a larger project on teaching Swedish as a second language to migrant upper secondary school students in Sweden, this paper focuses on one teacher’s literature class and a book-group discussion about a graphic novel based on Selma Lagerlöf’s A Tale of a Manor. The aim was to contribute to further knowledge on the dialogic potential of teacher-led literary discussions on graphic novels with language learners, by focusing on the cumulative aspect of the interaction. We also analyzed the teacher’s role and how it affected the students’ responses and interpretations. Our findings show how the cumulative dialogue created new student insights relating to the novel’s protagonists, literary themes and the saga genre, which is central in Lagerlöf’s novels, and how literary concepts and visual cues were used as resources for interpretation. The discussion of the graphic novel included multifaceted and multimodal analyses, in which the teacher urged the students to formulate interpretations and responses anchored in both the written text and the images. This teacher-led dialogue holds great potential for encouraging students’ literary reading, as well as their confidence when it comes to giving responses to literature, which is of relevance to similar languageand literature teaching contexts.
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| 3. |
- Nissen, Anna, 1966-
(författare)
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Whole-class discussions about literary texts : Engaging in dialogue and eliciting literary competence
- 2024
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Ingår i: Nordic Journal of Literacy Research. - 2464-1596. ; 10:1, s. 23-40
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Tidskriftsartikel (refereegranskat)abstract
- This study examines literary discussions from Scandinavian lower secondary school classrooms, specifically the different ways in which teachers provide opportunities for students’ development of literary competence. Moreover, it discloses what kinds of literary competence these teachers elicit and encourage. Three extended video-recorded discussions, in which a large number of students actively shared their understanding of literary texts, were selected and analysed qualitatively with regard to the interaction between teachers and students and the content of the discussions. It was found that teachers used both open-ended and closed questions to introduce new themes, and that their frequent use of follow-up questions promoted dialogicity. The teachers generally favoured one particular aspect of literary competence, yet several aspects of students’ literary competence were visible in the discussions. For example, students were encouraged to pay attention to content, formal characteristics and contextual issues. Implications for teachers’ literature instruction and for students’ development of literary competence are discussed.
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