| 1. |
- Gårlin, Stina, 1970-
(författare)
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Du och Jag : Dialogiska möten kring text i resursskolans klassrum
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis takes an interest in the literacy practices in a Special Educational Needs (SEN) classroom for grades 7-9 in a compulsory school, where most students are diagnosed with Autism Spectrum Disorder (ASD). The diagnosis ASD often implies difficulties related to print literacy as well as deficits in social interaction (ICD5), and many of these students show a relatively low rate of passing grades in school. A possible explanation for this is that social interaction and literacy are considered as key abilities in the view on learning in the Education Act, and therefore crucial for reaching the knowledge requirements stated in the curricula. The relation between the difficulties implied by the diagnosis and necessary abilities for reaching knowledge requirements in school constitutes a special educational dilemma. Considering this dilemma, the aim of this study is to make visible, from a relational perspective, the prerequisites for participation in literacy practices in a SEN group for students diagnosed with ASD. The research question is: What obstacles and opportunities for participation in the classroom literacy practices appear for the focus students? The empirical material was produced through an ethnographic approach, where the participants were followed for one year. Video and interviews were used as methods for data production. The theoretical framework is relational pedagogy, and Martin Buber’s concepts are used to analyze the relational dimensions in the classroom interactions around text. The results show how relational aspects of teacher-student meetings affect the possibilities for student participation in interactions around text. The study concludes that educators’ relational competence plays a crucial role for the students’ opportunities to participate in literacy practices. The findings have implications for practice that are applicable for teaching students with special educational needs as well as for teaching in the general classroom.
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| 2. |
- Asplund, Stig-Börje, 1973-, et al.
(författare)
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Engaging Rural Vocational Boys in Reading. Teaching and Learning About Reader Identities
- 2023
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Konferensbidrag (refereegranskat)abstract
- This study reports findings from a reading project with a focus on the reader, which has been carried out in collaboration with a Swedish teacher at a vocational upper secondary school. Rural vocational boys are often described as reluctant readers, and the study is about how their narrated experiences of reading can provide knowledge about reader identities and local reading practices, and how these can be used as subject content in Swedish education. Based on a narrative research tradition that sees narratives and narration as important resources in the work of developing teaching (Goodson, et al., 2010; Goodson & Gill, 2011, 2014) the study also aims to contribute knowledge about what a reading instruction that takes its starting point in such local reading practices does to vocational students’ narratives about themselves as readers. Data consist of topical life story interviews with 19 vocational male upper secondary students. Taking an ecological perspective on literacy (Barton & Hamilton, 1998/2012; Green & Corbett, 2013) which emphasize the interaction between readers, context and reading as a social practice, the results indicate an existing gapbetween reading practices in school and the more informal reading practices the boys engage in outside school (cf. Asplund & Goodson, 2022; Scholes & Asplund, 2021). Our analysis also shows that the boys have strengthened their identities as readers when their own reading practices and stories have formed the starting point for the reading instruction they encountered. The boys’ stories open up for didactic discussions about reading as a generic and subject-specific ability which is to be taught and learned in all subjects. Therefore, knowledge about reading is also expected to be taught and learned in teacher education.
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| 3. |
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| 4. |
- Asplund, Stig-Börje, 1973-, et al.
(författare)
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Maskulina läspraktiker genom tid och rum : Platsens betydelse för arbetarmäns relation till läsning
- 2020
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Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 4, s. 33-59
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Tidskriftsartikel (refereegranskat)abstract
- The interaction between the local place and reading practice is continuously emphasized in literacy research. Nevertheless, the significance of place has been neglected in research on working-class men’s relationship to reading. This study responds to this gap by examining working-class men from rural areas and their relationship to reading across a life span. Through life-story interviews with two working-class men in their 60s, living in the same rural woodland municipality, the article contributesto the understanding of the importance of reading in these men’s lives, and how their reader histories interact with distinctive features of the locality. The study shows that the men’s individual reader histories have been shaped by, and have shaped, the specific local and cultural contexts and surrounding discourses. Through their reading practices throughout their life courses, the men (re)construct rural working-class identities in which hunting, fishing, sports and cars constitute significant elements. However, other movements in the men’s reading practices related to place through which the men can pursue alternative masculine positions are also present. The study highlights the importance for educators to pay attention to place as a significant feature in understanding working-class males’ reading practices.
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| 5. |
- Asplund, Stig-Börje, 1973-, et al.
(författare)
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När skogsmän läser. Situerade läspraktiker i rörelse
- 2021
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Konferensbidrag (refereegranskat)abstract
- Pojkar med arbetarklassbakgrund pekas ofta ut som en grupp med ett bekymmersamt förhållande till läsning. I olika rapporter lyfts därför gruppen också återkommande fram som målgrupp för olika läsfrämjande insatser. Utgångspunkten för sådana insatser har dock varit en syn på läsning där den skönlitterära och tryckta boken utgör normen. De mer informella läspraktiker arbetarpojkar engagerar sig i utanför skolans domäner har inte uppmärksammats tillräckligt, och därför inte heller införlivats i skolans läsundervisning.Vi kommer att presentera några arbetarmän i den svenska skogsbygden och deras situerade läspraktiker. Med teoretisk och metodologisk utgångpunkt i life history (Bertaux & Thompson, 1997; Goodson, 2013) och local literacies (Barton & Hamilton, 1998/2012) visar vi hur dessa lokala läspraktiker har starka kopplingar till en muntlig berättartradition och kroppsliga aktiviteter som jakt, fiske och skogsbruk. I ljuset av våra resultat kommer vi att diskutera betydelsen av att införliva lokalt förankrade och situerade läspraktiker i en likvärdig läsundervisning som både utmanar och inkluderar.
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| 6. |
- Asplund, Stig-Börje, 1973-, et al.
(författare)
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Sharing is caring : young people’s narratives about BookTok and volitional reading
- 2024
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Ingår i: Language and Education. - : Routledge. - 0950-0782 .- 1747-7581. ; 38:4, s. 635-651
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores young people’s narratives about BookTok and volitional reading. The data consist of narrative interviews with eight students (all girls) from two different classes in year 1 and year 2 of a preparatory programme for higher education, that is, students aged 17–18 years old. Using the framework of Wenger’s notion of communities of practice and Bamberg’s theory of narrative positioning, the findings indicate that the volitional reading practices described by the participants are strongly characterised by social, physical, and emotional dimensions that are generated and made possible by the book as an artefact. The findings also show that young people use the digital media platform TikTok and its subcommunity BookTok as a resource in constructing their own volitional reading practices and as a means to strengthen their reader identities. In view of their use of BookTok, this article contributes insights into young people’s volitional reading practices and the construction of reader identities outside of school. The results also contribute to the ongoing discussion about how to support and motivate young people to read literature.
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| 7. |
- Carlman, Peter, Senior Lecturer, 1976-, et al.
(författare)
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Outdoor excursions in Swedish school-age educare centres
- 2024
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Ingår i: Journal of Adventure Education and Outdoor Learning. - : Routledge. - 1472-9679 .- 1754-0402.
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Tidskriftsartikel (refereegranskat)abstract
- Societal changes during the last few decades have given rise to the expansion of extended systems in nations across the world. Despite differences regarding age groups and relations to compulsory school, the task of extended education is primarily to provide participants with possibilities to learn general or specific content and foster their' socioemotional and academic development and learning. In Sweden, the great majority of the younger pupils attend extended education in terms of the school-age educare centres (SAEC), where they meet teaching connected to four different central content defined in the curricula, of which one relates to games, physical activities and outdoor excursions. This study aims to explore and understand how outdoor excursions in school-age educare can be understood in terms of human practising. Based on observations and the philosophy of human practising four themes are discussed: meaningful challenges, content to learn, standards of excellence and time.
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| 8. |
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| 9. |
- Duek, Susanne, 1968-, et al.
(författare)
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Läsundervisning i en språkligt heterogen lågstadieklass
- 2022
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Ingår i: Utbildning och Lärande / Education and Learning. - : Högskolan Dalarna. - 2001-4554. ; 16:1, s. 51-67
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Tidskriftsartikel (refereegranskat)abstract
- This article presents results from a case study that examines reading instruction practices in a linguistically heterogeneous class in year 3. In this school the proportion of newly arrived students has increased significantly in a short time and the article focuses on classroom observations and a teacher interview about the work with reading instruction in this particular class. The theoretical framework is based on Cummins’ The Literacy Engagement Framework and theories about teachers’ beliefs. The results show how in reading instruction students' understanding is supported through the teacher's work with extending the language and through support in students' meaning-making (scaffold meaning). The students' background knowledge is activated when connections between text content and the students' everyday life are made, but multilingual identities are seldom affirmed or made visible. The focus of reading instruction is primarily to support linguistic preunderstanding and correctness. Reading homework is an important part of reading instruction and is practiced in cooperation with multilingual parents in a language they often do not know. Strongly present are the teacher’s beliefs about students' linguistic repertoires as a resource primarily for learning Swedish, as well as beliefs about a separation between the languages of multilingual individuals.
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| 10. |
- Hjalmarsson, Maria, 1973-, et al.
(författare)
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Dilemmatic spaces in the narratives of school-age educare teachers
- 2022
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Konferensbidrag (refereegranskat)abstract
- Drawing from data conducted through an action research project, the presentation will focus on the potential dilemmas school-age teachers face. The three dilemmatic spaces identified demonstrate positions and negotiations in relation to students, educators, and the school settings they inhabit.
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| 11. |
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| 12. |
- Kuksa, Katerina, et al.
(författare)
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Svenskundervisning i språkligt heterogena klasser – lärares uppfattningar om språk och social hållbarhet
- 2021
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Ingår i: Forskning om undervisning och lärande. - 2001-6131. ; 9:3, s. 69-88
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Tidskriftsartikel (refereegranskat)abstract
- Tidigare forskning visar att lärares uppfattningar om vad, hur och varför något ska läras har betydelse för utformningen av undervisningen och för elevernas lärande. Syftet med artikeln är därför att bidra med kunskap om hur mellanstadielärare ser på sin undervisning i svenska i språkligt heterogena klasser, och hur de motiverar sina val utifrån uppfattningar om inkludering och social hållbarhet. Genom associationsintervjuer har sju lärare erbjudits möjlighet att resonera om sin undervisning utifrån ett antal ord, som kan sättas i förbindelse med varandra. Orden är: andraspråkselev, samarbete, språkundervisning, språkutveckling, ansvar, inkludering och social hållbarhet. Resultaten visar att svensklärarna upplever stora svårigheter att stötta sina elevers språkutveckling på ett professionellt sätt. Att anpassa undervisningen och samtidigt inkludera alla i klassrumsarbetet, innebär en utmaning för lärarna och ställer frågan på sin spets om hur arbete med social hållbarhet kan främjas.
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| 13. |
- Ljung Egeland, Birgitta, 1965-, et al.
(författare)
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Berättelser om lokala läspraktiker som kraftfull professionell kunskap för svenskundervisning i gymnasieskolan.
- 2021
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Pojkar med arbetarklassbakgrund pekas ofta ut som en grupp med ett bekymmersamt förhållande till läsning och de lyfts återkommande fram som målgrupp för olika läsfrämjande insatser. Utgångspunkten för sådana insatser har dock varit en syn på läsning där den skönlitterära och tryckta boken utgör normen. De informella läspraktiker arbetarpojkar engagerar sig i utanför skolans domäner har inte uppmärksammats tillräckligt, och därför inte heller införlivats i skolans läsundervisning. Med teoretisk och metodologisk utgångpunkt i life history (Bertaux & Thompson, 1997; Goodson, 2013) och local literacies (Barton & Hamilton, 1998/2012) har vi i tidigare studier visat hur dessa lokala läspraktiker har starka kopplingar till en muntlig berättartradition och kroppsliga aktiviteter som jakt, fiske och skogsbruk (Asplund, 2021; Asplund & Ljung Egeland, 2020). Vi kommer att presentera ett planerat projekt om gymnasieskolans svenskundervisning som har fokus på läsaren, det vill säga på undervisning om läsaridentiteter där pojkarnas berättelser om läsning får ta plats. Vi tar utgångspunkt i arbetarpojkar i den svenska skogsbygden och deras situerade läspraktiker. Projektet handlar om hur deras berättade erfarenheter kan göras till kraftfull kunskap (Young, 2013; 2016) för både lärare och elever transformerad i undervisning. Vi diskuterar betydelsen av att införliva lokalt förankrade och situerade läspraktiker i en likvärdig, hållbar läsundervisning som både utmanar och inkluderar.
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| 14. |
- Ljung Egeland, Birgitta, 1965-, et al.
(författare)
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Games, physical activities, and outdoor excursions as powerful knowledge in Swedish school-age educare
- 2021
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- One central content in the revised policy document of Swedish school-age educare is Games, physical activities, and outdoor excursions. The overall aim of the project is to understand and develop teaching with a focus on subject-specific knowledge in terms of selection and transformation of the central content Games, physical activities, and outdoor excursions.The theoretical framework of the project is the concept of powerful knowledge (Young & Mueller, 2013), focusing on both content selection and transformation, concerned with how specific disciplinary knowledge can be made possible for pupils to acquire.The collaborative project between the four teachers and the three researchers was based on a model of Action Learning described by Zuber-Skeritt (2002) as a way for practitioners to develop knowledge by acting, reflecting on practice, collaborating and learning from actual workplace issues.A professional dilemmatic space is identified related to the difference from the compulsory education, and how selection and transformation of knowledge content is conditioned by certain aspects of governance, voluntariness and free time.Despite the challenges of school-age educare our results also reveal possibilities, which offer unique conditions, and provide potential for pupils’ identity and knowledge development. This constitute important conditions also to develop education in compulsory school related to the ambition to empower pupils as the concept of powerful knowledge implies.
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| 15. |
- Ljung Egeland, Birgitta, 1965-
(författare)
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Läste du för ditt barn när det var litet? : Förundran - Bokstart i Värmland och SELMA-studien
- 2021
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Konferensbidrag (populärvet., debatt m.m.)abstract
- Har rim, ramsor, berättelser och läsvanor under barndomen betydelse för barns kognitiva och språkliga utveckling? Kan läsning för barn ge en kompensatorisk effekt vid påvisad språkstörning utifrån att barnet utsatts för hormonstörande kemikalier? Det vill Förundran – Bokstart i Värmland och SELMA-studien ta redan på, och har nu inlett ett samarbete. Förundran, med stöd från Kulturrådet, fokuserar på att knyta ihop professioner som möter de små barnen och deras vårdnadshavare. SELMA-studien studerar om exponering för hormonstörande kemikalier under fostertid har betydelse för barns hälsa och utveckling. I en delstudie ingår drygt 1000 barn med data på exponering under fostertid och barnens utveckling vad gäller språkstörning, kognition och beteende. Birgitta Ljung Egeland, lektor i svenska språket vid Karlstads universitet och biblioteksutvecklare Annica Arvidsson, Region Värmland presenterar studien och det pågående arbetet.
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| 16. |
- Ljung Egeland, Birgitta, 1965-, et al.
(författare)
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Powerful Knowledge of Language and Migration in Norwegian and Swedish Textbooks
- 2022
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Ingår i: International Perspectives on Knowledge and Curriculum. - : Bloomsbury Academic. - 9781350167094 - 9781350167124 - 9781350167100 ; , s. 79-98
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Bokkapitel (refereegranskat)abstract
- Waves of global migration and increased cultural and linguistic diversity are bringing about societal changes in the two neighbouring countries of Sweden and Norway. In 2020, 25. 5 per cent of persons living in Sweden were either themselves born outside the country or both of their parents were (SCB 2020) . The corresponding share for Norway is 18. 2 per cent (SSB 2020) . Classrooms in these two countries include a growing number of multilingual students – with several being second language learners of Swedish or Norwegian. This greater societal diversity is challenging the education system, especially the language subjects, Swedish and Norwegian, respectively, since they developed as school subjects within a monolingual tradition (Lindberg 2009; Kulbrandstad 2018) . However, the most recent curricula for compulsory school in both Sweden and Norway stress the need to address diversity. A Swedish student should, for example,...
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| 17. |
- Olsson, Pernilla, Adjunkt, 1981-
(författare)
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Sfi-elevers investering i grundläggande skriftspråksutveckling på ett andraspråk : Litteracitetspraktiker i elevernas vardagsliv och i sfi-undervisningen
- 2024
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This licentiate thesis focuses on Sfi students (municipal adult education in Swedish for immigrants) with limited opportunities to participate in formal education prior to their immigration to Sweden, and their basic literacy development in Swedish as a second language. The overall aim of the research project is to identify experiences of literacy among the students, in their everyday lives as well as within the school setting, in order to explore how the students’ participation in different literacy practices provide a foundation for their investment in their own literacy development.Linguistic ethnography is employed as the overarching methodological approach, and the empirical data was produced through classroom observation, ethnographic shadowing and stimulated recall interviews. As a means of emphasizing the students’ perspectives on literacy and analyzing them in terms of investment, the emic approach has been particularly important.Drawing on examples of literacy events in the empirical data, literacy practices were analyzed. Understood in a broad sense, the concept of literacy here includes the use of a wide repertoire of semiotic resources, languages and technologies, as described within the field of New Literacy Studies (NLS, Barton, 2007). In addition to NLS, the theoretical frame used in the project was transliteracy (García, 2020; Canagarajah, 2013), critical literacy (Martin-Jones, 2007) and theory of investment (Norton, 2000; Darvin & Norton, 2021).The results show that the knowledge, experiences and needs of the students are often marginalized by a deficiency perspective on their abilities as well as an ethnocentric view of functional literacy. In their everyday lives, the students’ various communicative purposes required them to use a multifaceted repertoire of interrelated abilities, modalities and semiotic resources, which differ significantly from those emphasized and utilized in the classroom setting. Through theoretical perspectives on investment, a tension between the students’ agency, on the one hand, and the dominant institutional understanding of how written language should be used and developed, on the other hand, is thereby made visible (see Norton & Darwin 2015, 2020).
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