| 16171. |
- Ridell, Kim, PhD, 1988-, et al.
(author)
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Prompting story elements in first grade : An intermodal approach for exploring two teachers’ orchestrations
- 2024
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In: Multimodality & Society. - : Sage Publications. - 2634-9795 .- 2634-9809. ; 4:1, s. 29-57
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Journal article (peer-reviewed)abstract
- Although the teaching of narrative texts in primary school is well researched, there is a lack of insight into how visual models and multimodal prompts are used by teachers to convey genre-specific knowledge. Therefore, we conducted a multimodal study of the teaching practices in two first-grade classrooms during joint re-tellings of the folktale Little Red Riding Hood and subsequent interactions around narrative genre. In both cases, the teachers used the graphical model The Story Face as well as a whiteboard canvas in their orchestrations. Data was collected in the form of audio and video recordings. Underpinned by a social semiotic framework combined with Bernstein’s concept framing, the analyses revealed that both teachers focused on story events and the story’s macrostructure while displaying different orientations in the use of verbal language and visual representations. This resulted in different emphases on either story-specific or more general features of narrative genre. Furthermore, the students showed an interest in iconic and suspense-building story dialogue, but this aspect was generally de-emphasized by the teachers’ use of verbal language and visual resources. Based on these findings, we discuss the significance of studying teachers’ differing orchestrations through overlapping modes.
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| 16172. |
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| 16173. |
- Ridell, Karin, et al.
(author)
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Unrestored dentin caries and deep dentin restorations in Swedish adolescents
- 2008
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In: Caries Research. - : S. Karger AG. - 0008-6568 .- 1421-976X. ; 42:3, s. 164-170
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Journal article (peer-reviewed)abstract
- The objectives of this longitudinal study were to assess: (a) the prevalence of unrestored dentin caries among 15-year-olds, (b) the proportion of these lesions that had progressed to deep dentin lesions (inner half of dentin) since the immediately preceding examination at the age of 14 and (c) the frequency of deep restorations (extending into the inner half of the dentin). The sample consisted of all 15-year-olds (n = 2,487) born in 1990 and included in the Public Dental Service in Malmo, Sweden. Bitewing radiographs taken during 2005-2007 and the immediately preceding radiographs were analysed and scored by two examiners. The main radiographic scores were: sound; radiolucency in the outer or inner half of dentin; restored surface. The results showed that 22% of the individuals had 1 or more dentin lesions left unrestored from the time of the examination at the age of 14 until the next recall examination at the age of 15. During the observation period (median time 1.2 years), 9% of the unrestored outer dentin lesions progressed to deep dentin lesions. The majority of these (93%) were in molars. One or more deep restorations were found in 22% of the 15-year-olds; the majority involved occlusal surfaces of first molars. In conclusion, unrestored dentin lesions were common in 15-year-olds. Progression to deep dentin lesions occurred in 9% of these lesions and was most common in first molars. Occlusal surfaces of first molars had the highest frequency of deep restorations. (c) 2008 S. Karger AG, Basel
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| 16174. |
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| 16175. |
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| 16176. |
- Ridell, Kim, PhD, 1988-, et al.
(author)
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Visuella inramningar av narrativ text : En studie av två grafiska modeller i grundskolans tidigare år
- 2022
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In: ASLA-Symposiet 7–8 april 2022. - Stockholm. ; , s. 83-83
-
Conference paper (other academic/artistic)abstract
- Grafiska modeller har länge varit en del av läs- och skrivundervisningen i grundskolans tidigare år. Med den nya läroplanen (LGR22) skrivs de explicit fram som ett didaktiskt verktyg i tidig svenskundervisning. Trots att modellerna som dessa redan är undervisningspraktiskt frekventa är forskning kring modellernas roll i konstruktion och rekonstruktion av text ytterst begränsad. Denna studie tar ett socialsemiotiskt grepp om två grafiska modeller för att utforska hur de representerar narrativa texter och centralt innehåll i gällande kursplaner. Bärande teoretiska ingångar är Martin och Roses genreteori, Kress och van Leeuwens visuella grammatik och Bernsteins om teori om rekontextualiseringfält. I studien undersöker vi de två grafiska modellerna Hinderschemat och Berättelseansiktet, som genom Skolverkets Läslyftet lyfts fram som goda exempel i undervisningsprocesser kring narrativ text. Vi studerar dessa grafiska modeller som representation av narrativa textelement i relation till flera kontexter: 1) formuleringar i nuvarande (LGR11) och kommande (LGR22) kring undervisningsinnehåll och kunskapskrav i svenska och svenska som andraspråk upp till årskurs 3, 2) hur de presenteras i artiklar och filmklipp som en del av Läslyftet, samt 3) hur de skrivs fram i läromedel och lärarhandledningar som presenterar dem. Preliminärt resultat visar en variation mellan modellernas bruk av metaspråk i relation till begreppsapparaten i kursplanerna samt en användning av metaforer för att göra modellerna interaktionellt tillgängliga för yngre elever. Representationen av narrativa element motsvarar kursplanerna så till vida att karaktärer och kronologiska händelser sätts i förgrunden medan potentiella evaluerande genresteg som skapar dramaturgi genom att reagera på händelser saknas. Berättelseansiktet gör en särskilt bokstavstrogen representation av kursplanerna men den visuella analysen visar den komplexa tolkningsuppgift lärare och elever står inför när modellen ska användas i klassrumspraktiken. Elevernas möjlighet att praktiskt använda sig av modellerna begränsas dessutom av en liten skrivyta.
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| 16177. |
- Rieder, Bernhard, et al.
(author)
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Making a Living in the Creator Economy : A Large-Scale Study of Linking on YouTube
- 2023
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In: Social Media + Society. - : Sage Publications. - 2056-3051. ; 9:2
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Journal article (peer-reviewed)abstract
- This article explores monetization and networking strategies within the consolidating creator economy. Through a large-scale study of linking practices on YouTube, we investigate how creators seek to build their online presence across multiple platforms and widen their income streams. In particular, we build on a near-complete sample of 153,000 "elite" YouTube channels with at least 100,000 subscribers, retrieved at the end of 2019, and investigate the URLs found in 137 million video descriptions to analyze traces of these strategies. We first situate our study within relevant literature around the creator economy, the role of platforms, and issues such as social capital building and economic precarity. We then outline our data and analytical approach, followed by a presentation of our findings. The article finishes with a discussion on how monetization and networking strategies via placing URLs in video descriptions have become more important over time, but also differ substantially between channel sizes, content categories, and geographic locations. Our empirical analysis shows that YouTube, as a highly unequal platformed media system, thrives on the economic pressures it exerts on its creators.
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| 16178. |
- Riegle-Crumb, Catherine, et al.
(author)
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Critical Consciousness of Gender Inequality : Considering the Viewpoints of Racially Diverse High School Girls with Engineering Aspirations
- 2023
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In: Sociological perspectives. - : Sage Publications. - 0731-1214 .- 1533-8673. ; 66:1, s. 5-27
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Journal article (peer-reviewed)abstract
- This study utilizes interviews with 33 racially diverse high school girls who have expressed interest in engineering careers. Using the framework of critical consciousness and informed by intersectional theories, the authors examine their views about gender inequality in engineering. Results revealed that while most articulated systemic understandings of inequality, Black participants were particularly likely to exhibit this critical reflection. Yet many young women revealed a more emerging form of critical reflection, particularly Asian participants. Few respondents expressed critical self-efficacy, or confidence to challenge gender inequality in their future careers; such views were almost exclusively held by Black and Latinx respondents. In contrast, White respondents commonly invoked a "lean-in" self-efficacy to be successful navigating, but not challenging, the White male-dominated engineering workforce. Overall, we find clear evidence that young women's racialized identities have implications not only for their understandings of gender inequality, but also for their motivation to disrupt it.
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| 16179. |
- RIETZ, LOUISE, et al.
(author)
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Students' use of justifications in socioscientific argumentation
- 2021
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In: NorDiNa. - : University of Oslo. - 1504-4556 .- 1894-1257. ; 17:3, s. 247-264
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Journal article (peer-reviewed)abstract
- Research focusing on students' argumentation in socioscientific issues (SSI) shows that students tend to base their arguments on values rather than knowledge. This study explores Swedish upper secondary chemistry students' written argumentation. The data consists of student texts written at the end of an intervention designed to develop skills related to high quality argumentation. The results show that after being taught about argumentation and the context of SSI, students mainly base their arguments on content knowledge. Value justifications are present in students' texts, but constitute a smaller proportion. Beside content knowledge- and value justifications, we found a third category - "reasoning" - in which students draw conclusions, or make predictions of future events, to support or refute a claim. The justifications in the argumentative texts include a breadth of subject areas in which chemistry knowledge plays an important role. This study suggests that content knowledge constitutes an important part in student argumentation. © 2021 University of Oslo, Norwegian Centre for Science Education. All rights reserved.
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| 16180. |
- Righard, Erica, et al.
(author)
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Conceptions of Knowledge in Swedish Social Work Education. A Historical Account
- 2012
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In: Social Work Education. - : Taylor & Francis. - 0261-5479 .- 1470-1227. ; 31:5, s. 651-662
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Journal article (peer-reviewed)abstract
- This article considers competing conceptions of knowledge within Swedish social work education often presented as incompatibles. However, in this article we find commonalities and differences in these conceptions of knowledge. The analysis relies on written materials about Swedish social work education and concentrates on three developmental phases in time: the establishment of the first social worker programme, the establishment of social work as an academic discipline and the current situation. It shows how competing conceptions of knowledge try to respond to societal and academic demands in different ways.
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