| 1. |
- Dahlström, Albin, et al.
(author)
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Do pupils who report a high degree of social and civic competence in class report less experiences of bullying and sexual harassment?
- 2023
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Conference paper (other academic/artistic)abstract
- In order to prevent bullying and sexual harassment at school we have to focus more on the context where these conducts occur and less on individual behaviors. Earlier studies show that schools where pupils report a high degree of participation in the classroom have higher grades and less bulling than other schools and less discrimination in general as well as less psychosomatic symptoms. The definition of participation in this study is measured as aspects of social and civic objectives (Ahlström 2010). There is a need to develop interventions that not only can prevent bullying and sexual harassment IRL, but also different forms of online victimization. The overall aim is to analyze if pupils who report a high degree of participation also report a low degree of online and offline victimization.A web-based questionnaire will be distributed to about 20 schools during January-February 2023. With a calculated response rate of about 80%, the final sample will consist of about 1100 students in grade 9, representing half of the targeted population in a county in Northern Sweden. The questionnaire has a focus on mental health and includes a broad spectrum of online and offline bullying and harassment as well as sociodemographic and school-related variables. Participation is measured with the Social and Civic Objectives Scale (SCOS) constructed from the three dimensions democratic competence, co-operation and communication in the classroom. The results are expected to show that pupils who experience a high degree of participation at school also report a lower degree of online and offline bullying and sexual harassment compared with those who report a low degree of participation. The results in this study can inform schools about the possibilities to work for a positive psychosocial environment in the class and in the school through a pedagogy that not only increases the pupil’s social and civic competence but also decrease the level of different forms of bullying and harassment
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| 2. |
- Dahlström, Helene, et al.
(author)
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Andraspråksstudenters förutsättningar att utveckla akademisk litteracitet inom högre utbildning
- 2023
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Conference paper (peer-reviewed)abstract
- Den så kallade breddade rekryteringen som innebär att Sveriges högskolor och universitet aktivt ska arbeta främjande för att öka tillgången till högre utbildning kan ses som del i att utjämna existerande skillnader mellan inrikes och utrikesfödda svenskars förutsättningar till högre utbildning (Prop. 2001/02:15). För att kunna genomföra och lyckas med en högre akademisk utbildning förväntas studenter behärska det akademiska språket, vilket kan vara utmanande beroende på språklig bakgrund och tidigare skolgång. För studenter som har svenska som sitt andra språk kan detta vara särskilt utmanande (Blomström & Wennerberg, 2021). På så vis uppstår en klyfta mellan förutsättningar att erövra akademisk litteracitet (AL) mellan förstaspråksstudenter och andraspråksstudenter (Melander et al. 2022). Det finns även en klyfta mellan vad lärare förväntar sig av studenterna när de börjar i högre utbildning och nybörjarstudenters prestation gällande det akademiska skrivandet (Hardy & Clughen, 2012). Detta pågående projekt riktar sig mot förutsättningar för andraspråksstudenter att erövra AL och därmed öka möjlighet till att lyckas i högre utbildning. Projektet förväntas kunna bidra med kunskap om hur studenter med svenska som sitt andra språk kan ges mer likvärdiga förutsättningar att lyckas med akademiska studier. Detta är i förlängningen dels gynnsamt för de enskilda studenternas möjligheter att utbilda sig inom akademin och dels för samhället i stort då såväl studentgrupp som gruppen verksamma lärare breddas och blir mer heterogen. Projektet inriktar sig på lärarstudenter, men resultaten är relevanta för annan akademisk utbildning då AL är i fokus inom all högre utbildning. I förlängningen är det av yttersta vikt att lärare kan vara förebilder för framtidens barn, elever och föräldrar med olika förstaspråk. Syftet är att öka kunskapen om och förståelsen för hur studenter med svenska som andra språk upplever sina förutsättningar att bli akademiskt litterata i högre utbildning. • Hur beskrivs studenters utbildningsbakgrund? • Vilka förutsättningar för att utveckla AL beskriver studenterna att de fått från sin tidigare utbildningsbakgrund? • Vilka förutsättningar för att utveckla AL beskriver studenterna att de får i nuvarande utbildning? Vi har genomfört 20 individuella intervjuer med studenter i lärarutbildning som har svenska som sitt andra språk. Studenterna kommer från olika delar av världen och har varit olika lång tid i Sverige. De har varierande bakgrund gällande grundutbildningsstudier, eventuella tidigare akademiska utbildningar och föräldrars utbildningsnivå. En tematisk analys enligt Braun och Clarke (2006) har genomförts. Då studien är pågående kan vi i nuläget presentera preliminära resultat. I maj när konferensen genomförs är studien färdig och vi kan delge vad som framkommit. Det preliminära resultatet visar att de flesta studenter uttrycker att det inneburit svårigheter att läsa och skriva akademiska texter, särskilt i början av studierna. Detta gäller även de med tidigare akademiska studier bakom sig. De beskriver olika strategier för att förstå och utveckla akademiska texter exempelvis att söka artiklar på sitt första språk inom samma område. Andra resultat rör huruvida studenterna använder sitt första språk som resurs och vad de upplever som fördelar och brister i sin nuvarande utbildning. Många önskar en förberedande utbildning om akademisk litteracitet som inkörsport till studierna. 19 Vår preliminära slutsats är det finns en potential som inte tas tillvara gällande andraspråksstudenters tidigare erfarenheter och resurser. Här väcks en undran om lärarutbildningen skulle kunna förändras för att bättre ta tillvara denna potential och då skapa bättre studieförhållanden för att i förlängningen bättre möta upp uppdraget om breddad rekrytering, vilket skulle gagna såväl studenterna som samhället i stort. Referenser Blomström, & Wennerberg, J. (2021). Akademiskt läsande och skrivande (Andra upplagan). Studentlitteratur. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. doi: 10.1191/1478088706qp063oa Hardy, C. & Clughen, L. (2012). Writing in the Disciplines: Building Supportive Cultures for Student Writing in UK Higher Education [Elektronisk resurs]. Emerald Publishing Limited. Mellander, E. Gustafsson, J-E., Lind, P., & Sundberg, G. (2022). ”Sverige måste krympa kunskapsgapet bland vuxna”. Dagens nyheter, 2 maj. Regeringskansliet. Prop. 2001/02:15. Den öppna högskolan
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| 3. |
- Dahlström, Helene, 1965-, et al.
(author)
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Flerspråkiga studenters förutsättningar att utveckla akademisk litteracitet inom högre utbildning
- 2023
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In: Litteracitet och lärande i högre utbildning. - Sundsvall : Mittuniversitetet. ; , s. 13-13
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Conference paper (peer-reviewed)abstract
- Studier i högre utbildning ställer krav på att studenter förstår och kan skriva akademiskt, vilket för vissa studentgrupper kan vara en extra utmaning som exempelvis de studenter som inte har svenska som sitt första språk (Blomström & Wennerberg, 2021). Det har visat sig att det existerar en klyfta i förutsättningar att erövra akademisk litteracitet (AL) mellan förstaspråksstudenter och flerspråkiga studenter (Melander et al. 2022). Denna pågående studie syftar till att öka kunskapen om och förståelsen för hur studenter med svenska som andraspråk upplever sina förutsättningar att bli akademiskt litterata i högre utbildning. Forskningsfrågor som förväntas besvaras är: Hur beskrivs studenternas utbildningsbakgrund? Vilka förutsättningar för att utveckla AL beskriver studenterna att de fått från sin tidigare utbildningsbakgrund? Vilka förutsättningar för att utveckla AL beskriver studenterna att de får i nuvarande utbildning? Det empiriska materialet består av 20 individuella intervjuer med studenter i lärarutbildning som har svenska som sitt andra språk. En tematisk analys har genomförts. Resultaten visar hur studenterna upplever egna förutsättningar och vilka olika strategier de använder för att förstå och skriva akademisk text. Preliminära resultat indikerar att de flesta studenter upplever svårigheter att läsa och skriva akademiska texter, särskilt i början av studierna. Detta gäller även de med tidigare akademiska studier bakom sig. Vår preliminära slutsats är att dessa studenters beskrivningar och uppfattningar om förutsättningar att utveckla AL kan bidra till utveckling av lärarutbildningen och i förlängningen bättre möta upp uppdraget om breddad rekrytering (Prop. 2001/02:15), vilket skulle gagna såväl studenterna som samhället i stort.Referenser:Blomström, & Wennerberg, J. (2021). Akademiskt läsande och skrivande (Andra upplagan). Studentlitteratur.Mellander, E. Gustafsson, J-E., Lind, P., & Sundberg, G. (2022). ”Sverige måste krympa kunskapsgapet bland vuxna”. Dagens nyheter, 2 maj.Proposition 2001/02:15. Den öppna högskolan. Regeringens proposition, Utbildningsdepartementet.
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| 4. |
- Dahlström, Helene
(author)
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Förutsättningar för elevers textskapande : En studie om digitala resurser, multimodalitet och elevers handlingsmöjligheter
- 2020
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Doctoral thesis (other academic/artistic)abstract
- Modern society is characterised by change. Humans’ ways of communicating have changed in many ways due to society’s social, linguistic, cultural and textual plurality. The digitalisation of society has contributed considerably to the changed conditions for communication and representation that have emerged. Given these new conditions, it is crucial to increase the body of knowledge about how digital resources shape possibilities for students’ participation in text activities in school. The purpose of this thesis was to increase the understanding about the role of digital resources for middle school students' meaning-making as they create text in school. The theoretical point of departures includes multimodal social semiotics and multiliteracies. The participants included 111 Swedish middle school students. A multiple methods design was used in this thesis and included multimodal text analysis, interviews, a survey and multimodal analysis of video observations. Four studies were conducted. Overall, the results of the thesis indicated that the use of digital resources enabled students to create texts on more equal terms an dactively participate in writing activities. When designing texts with access to multiple modes, students used digital resources and various modes in diverse ways. Some students chose to use only writing, whereas others utilised the whole range of available resources. Students appeared to choose modes based on previous experiences and modal preferences. The availability of multiple modes during the digital text design process could mean that some students’ text design experiences in the home environment were recognised in the school context. For a few students, the allowances offered by digital and modal resources enabled them to actually create stories, which was rather difficult when using the mode of writing alone. An analysis of the content of students’ texts indicated that many students were influenced by the popular culture texts that they engaged with in informal settings. The pedagogical implications for literacy practices include and recognising students’ experiences from engaging with texts in informal settings, whether popular or not, in the classroom environment to connect students’ life and classroom experiences. This form of education is built on plurality and students’ resources.
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| 5. |
- Dahlström, Helene, et al.
(author)
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Literacy i fritidshemmet : En studie om förutsättningar för literacy i svenska fritidshem
- 2023
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In: Barn. - : Cappelen Damm Akademisk. - 0800-1669 .- 2535-5449. ; 41:4, s. 81-99
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Journal article (peer-reviewed)abstract
- This study aims to describe and analyze the literacy events that occur in school-age educare practice. Literacy in this article is seen as the social practice where people use reading, writing, meaning-making and communicative expressions in interaction with others, in particular in the informal context of everyday life. With the after-school activities as a context, many opportunities are provided for conversation and functional language use, thus creating good conditions for multilingual students’ language development. Observations were made of school-age educare teacher students in 68 after-school centres, and their reflections were collected. The article authors carried out the analysis of observation protocols and reflection protocols through thematic analysis. The results show a significant variation between the different school-age educare practices concerning literacy activities and access to books, in particular few books in languages other than Swedish. Furthermore, it turned out that both educators and children had a schooled view of reading and writing activities. We conclude that school-age educare centres have the potential as a literacy arena that can be utilized much more than this study has shown, especially to arouse students’ desire to read.
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| 6. |
- Dahlström, Helene, et al.
(author)
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Meanings made in students’ multimodal digital stories : A multimodal text analysis of students´ representations
- 2020
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In: Designs for Learning. - : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 12:1
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Journal article (peer-reviewed)abstract
- The young generation are both consumers and producers of digital multimodal texts and can thus be seen as cocreators of the culture and the contexts that they are part of. Learning more about how students create multimodal texts and what students’ texts are about can extend the understanding of contemporary meaning making. This study examines 23 Swedish fifth-grade students’ multimodal digital stories in a school context. The aim of this research was to understand the meaning that the students made in their digital narratives and to describe how they made that meaning. This study’s multimodal textual analysis is based on the multiliteracies perspective. The results indicate that all of the students, to varying degrees, took advantage of the available digital and modal resources. Some students chose writing as their sole mode, but others used all of the available resources. Furthermore, the results revealed that students’ popular culture experiences influenced many of their texts, which can indicate that popular culture texts are used as resources for making meaning about the world.
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| 7. |
- Dahlström, Helene
(author)
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Populärkultur som kunskapskälla i förskolan
- 2023
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In: Educare. - 1653-1868 .- 2004-5190. ; :2, s. 61-86
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Journal article (peer-reviewed)abstract
- The present study examines how students in preschool teacher education perceive the role of popular culture in preschool education. By focusing on how to increase the knowledge of pre-service prescool teachers’ perceptions of popular culture in preschool, the study is an empirical contribution to early childhood literacy research. Further, the results can contribute to an understanding of how popular culture can be addressed in future preschools. The empirical data consists of focus group discussions with 67 preschool teacher students and individual interviews with seven preschool teacher students. A thematic analysis was carried out. Concepts of dimensions of literacy and funds of knowledge were used in analysis and discussion. The results reveal that participating preschool students perceived popular culture as a source of increased equity, learning, and critical literacy but also as challenging concerning equity and preschool's existing culture and value base. The main conclusion in the article is that future preschool teachers see that, together with a pedagogical idea, popular culture can be seen as a resource among others for learning and developing social competencies. However, the students did not uncritically celebrate popular culture as they highlighted the importance of preschool teachers' competencies regarding creating possibilities for critical reflections concerning popular culture that challenges democratic values.
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| 8. |
- Dahlström, Helene, et al.
(author)
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Prerequisites for emergent literacy in Swedish preschools
- 2023
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In: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 193:13-14, s. 1417-1433
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Journal article (peer-reviewed)abstract
- This study aims to examine preschool literacy practices during observations in Swedish preschools with a focus on environment, read-alouds and emergent writing. The study reported on in this article is based on empirical data from 433 observations in preschools in 80 Swedish municipalities that has been analysed qualitatively and quantitatively. Descriptive analyses have been performed on the quantitative data, and observation notes have been coded and thematically analysed. Five themes were created in the thematic analysis of the qualitative data: differences in accessibility to books, few books in different languages, differences regarding existing reading events, read aloud to calm children, and few existing writing events. The study constitutes an essential basis for knowledge, as well as a prerequisite for future intervention studies and the development of relevant in-service education for preschool teachers. Our conclusion is that there is a considerable lack of equity regarding literacy environments in Swedish preschools.
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| 9. |
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| 10. |
- Dahlström, Helene
(author)
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Students as digital multimodal text designers : A study of resources, affordances, and experiences
- 2022
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In: British Journal of Educational Technology. - : Wiley. - 0007-1013 .- 1467-8535. ; 53:2, s. 391-407
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Journal article (peer-reviewed)abstract
- This paper addresses how students design multimodal digital text when making digital stories in school. Drawing on the perspective of ‘multiliteracies’, multimodal analysis of video recordings was used to understand the data. Findings revealed that (a) multimodal digital text making requires particular digital and modal text-making skills and knowledge, such as knowledge of photography, film, film editing, image searching, and audio recording; (b) students' prior knowledge was crucial for mastering the digital and modal affordances offered when making digital stories; and (c) making multimodal digital texts in school offers increased opportunities for students to perform and succeed in text making. These findings point to the need for schools to offer education that makes it possible for all students to gain knowledge and master skills needed for contemporary text making. Such knowledge goes beyond skills and practices needed when making paper-based text, and borders on other disciplines such as art and technology. Practitioner notes What is already known about this topic Text making in the 21st century entails working in various modes, such as images, writing, and video, and is often performed with digital resources. Today's students must be competent in designing multimodal texts that are commonly associated with digital technology and multimedia. Students' modal choices when creating digital texts are influenced by prior experiences and knowledge of text-making practices obtained outside school. What this paper adds This paper provides examples of the differing prerequisites of students designing a digital multimodal story. This paper offers insights into the particular digital and modal text-making skills and knowledge necessary for students to become competent text makers. Multimodal digital texts activities in school offers increased opportunities for students to perform and succeed in text making. Implications for practice and/or policy The results of this study have implications for literacy practices as well what is included in the literacy curriculum. This study provides implications for education that intends to reduce inequalities in students' prerequisites concerning making digital multimodal texts, and examines the text-making experiences, knowledge, and skills students already possess upon entering the classroom. Classroom-based instruction and opportunities for digital creation can bridge the gap between student's informal text-making activities and formal text-making activities at school and help to close the digital divide among students.
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