| 1. |
- Sigvardsson, Anna, 1981-
(author)
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Möten med dikten : Poetiska läspraktiker inom och utanför gymnasieskolan
- 2020
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Doctoral thesis (other academic/artistic)abstract
- The aim of this compilation thesis was to increase the understanding of secondary students’ poetic literacies both inside and outside school. The study employed an overarching theoretical framework derived from New Literacy Studies in which poetry reading is understood as a social practice (Barton, 2007; Barton & Hamilton, 2000; Street, 2001). Paper I was a systematic literature review of international research discussions on the teaching of poetry reading in secondary school. The descriptive analysis showed that the research has mainly come from English-speaking countries, namely Great Britain, Ireland, Canada, Australia, and the US, and the primary areas of research have been in the fields of education, literature, and psychology. The majority of studies were qualitative, and methods such as interviews, observations, surveys, and textual analyses were used. An inductive thematic analysis of topics in the research identified four major themes: “personal response pedagogies”, “development of poetry reading during secondary education”, “educational politics and poetry reading pedagogy”, and “boys and poetry reading”. Paper II explored secondary students’ leisure use of poetry with special regard to the reading of poetry. The study comprised 21 interviews and was inspired by constructive grounded theory (Charmaz, 2014). The analysis showed that the most common activity was private reading at home. Poetry was read for inspiration in order to create poetry, prose, and images. The participants’ examples of their favourite poems showed that lyric poetry and song lyrics were favoured. Paper III was based on the same empirical material as paper II and aimed at exploring the participants’ main reasons for reading poetry for leisure. Felski’s (2008) theory about leisure reading was employed in the analysis. The analysis rendered three categories: “being seen by the poem”, “an internal community”, and “support in difficult periods”, which indicated that there is a relational dimension to the reading process. Paper IV explored secondary Swedish teachers’ perceptions of key elements of poetry pedagogy. The study comprised 15 interviews. A thematic analysis (Braun & Clarke, 2006) identified four themes: “drawing on personal engagement”, “discussing pupils’ conceptions from the outset”, “creating a safe classroom atmosphere”, and “scaffolding pupils’ interpretations”, which comprised the two sub-themes “scaffolding the aesthetic experience” and “scaffolding textual analysis”. Rosenblatt’s (1994 [1978], 1995 [1938]) theory of aesthetic reading and Shulman’s (1986, 1987) concept of pedagogical content knowledge was employed to interpret the participants’ perceptions. In the final section of the thesis, trends in the results in papers I–IV were discussed. The findings suggested that the aesthetic experience of poetry was key to the reading practices inside and outside secondary school. Students’ statements about their poetry reading outside school showed that they tended to read for psychological reasons, whereas the teachers’ statements about the teaching practices indicated that these were oriented towards textual analysis.
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| 2. |
- Lagergren, Anna, et al.
(author)
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The Cxcl12, Periostin, and Ccl9 genes are direct targets for early B-cell factor in OP-9 stroma cells
- 2007
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In: Journal of Biological Chemistry. - 0021-9258 .- 1083-351X. ; 282:19, s. 14454-14462
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Journal article (peer-reviewed)abstract
- The development of blood cells from hematopoietic stem cells in the bone marrow is dependent on communication with bone marrow stroma cells, making these cells central for the appropriate regulation of hematopoiesis. To identify transcription factors that may play a role in gene regulation in stroma cells, we performed comparative gene expression analysis of fibroblastic NIH3T3 cells, unable to support hematopoiesis in vitro, and OP-9 stroma cells, highly efficient in this regard. These experiments revealed that transcription factors of the early B cell factor (EBF) family were highly expressed in OP-9 cells as compared with the NIH3T3 cells. To identify potential targets genes for EBF proteins in stroma cells, we overexpressed EBF in fibroblasts and analyzed the pattern of induced genes by microarray analysis. This revealed that EBF was able to up-regulate expression of among others the Cxcl12, Ccl9, and Periostin genes. The identification of relevant promoters revealed that they all contained functional EBF binding sites able to interact with EBF in OP-9 cells. Furthermore, ectopic expression of a dominant negative EBF protein or antisense EBF-1 RNA in OP-9 stroma cells resulted in reduced expression of these target genes. These data suggest that EBF proteins might have dual roles in hematopoiesis acting both as intrinsic regulators of B-lymphopoiesis and as regulators of genes in bone marrow stroma cells. © 2007 by The American Society for Biochemistry and Molecular Biology, Inc.
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| 3. |
- Levine, Sarah, et al.
(author)
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Insights into Teachers' Funds of Knowledge: Comparing language arts teachers’ stances toward the same poems in everyday and school settingstexts
- 2023
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In: L1-Educational Studies in Language and Literature. - : nternational Association for Research in L1 Education (ARLE). - 1567-6617 .- 1573-1731. ; 23:2, s. 1-27
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Journal article (peer-reviewed)abstract
- Over more than a century of formal schooling in literature, generations of students have become acculturated to authoritative school-based discourses that devalue everyday literary practices. However, research indicates that when students draw on their everyday practices in the classroom, they engage in rich literary reading experiences. In the current study, we argue that school-based discourses may limit teachers just as they limit students, and that teachers' literary funds of knowledge may be another potentially powerful resource for closing the distance between school and everyday reading. Drawing on social and literary metaphors of distance and closeness, we compared the discussions of the same teachers reading the same poems in personal (book club) and professional (lesson planning) settings. Analysis showed that teachers' literary stances differed across conditions. For instance, in the book club condition, teachers were more than twice as likely to enact a close stance when reading-immersing themselves in the text-world and empathizing with characters. We recommend that researchers and teacher educators attend more closely to and make visible the constraints of school-based discourses and the value of everyday funds of knowledge-not just for students, but for teachers.
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| 4. |
- Manderstedt, Lena, 1966-, et al.
(author)
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Developing academic literacy through subject-oriented writing
- 2014
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Conference paper (peer-reviewed)abstract
- Developing academic literacy through subject-oriented writingAcademic writing presents difficulties for students (Ask, 2007) whilst writingproficiency is cited as a critical determiner of academic success (Dysthe, Hertzberg &Løkensgard Hoel, 2002). However, there is limited knowledge about the exact causeof these difficulties. The aim of this project is not only to help students improve their knowledge ofacademic texts, and develop their writing proficiency, but also to contribute to auniversity pedagogy course supporting academic writing. Theoretical perspectives are taken from several fields, with perspectives onintercultural communication in academia, including writing culture, subject/fieldculture and student culture: writing skills, writing processes, school genres, academicwriting, academic language and the teaching of subject-embedded academic writing(Dysthe, 1996; Løkensgard Hoel, 2001; Blåsjö, 2009, Halliday, 2003, Martin, 1993;1997, Applebee, 1984, Schleppegrell, 2005, Lea & Street, 2006, 2011; Wingate,Andon & Cogo, 2011; Hunter & Tse, 2013). Two groups of students have subject-embedded writing lessons. Student surveys,exit notes, interviews with teachers, plus comparative text analyses, provide insightsinto the effects of these lessons. Preliminary results emphasise the importance of subject-embedded writing exercisesand deliberative discussions about characteristics and expectations associated withacademic texts. When academic writing culture interacts with subject and studentculture, writing proficiency is developed.
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| 5. |
- Sigvardsson, Anna, 1981-
(author)
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Att läsa fram sig själv : unga om centrallyrikens betydelse
- 2017
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In: Edda. Nordisk tidsskrift for litteraturforskning. - : Universitetsforlaget. - 0013-0818 .- 1500-1989. ; 104:04, s. 338-353
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Journal article (peer-reviewed)abstract
- Föreliggande artikel undersöker poesiintresserade 16–19-åringars fritidsläsning av poesi. Mot bakgrund av en internationell diskussion kring behovet av studier som diskuterar litteraturens legitimeringar i en starkt medialiserad samtid, studeras här utsagor om varför unga läser poesi för att bidra med ny förståelse om poesins värde för unga läsare idag. Studiens material utgörs av nätintervjuer med 21 unga kvinnor och män från hela Sverige. Gruppen läser huvudsakligen centrallyrik. Analysen genererade tre kategorier vilka belyser viktiga funktioner av den privata läsningen av centrallyrik: att bli sedd av dikten, en inre gemenskap och stöd i svåra perioder. Kategorierna analyseras och diskuteras i relation till Felskis (2008) begrepp «igenkänning», «förtrollning», «kunskap» och «chock» men enbart «igenkänning» visar sig ha förklaringsvärde. En didaktisk implikation av resultaten synes vara att elever bör ges möjligheter att utforska centrallyriken utan krav på ingående redogörelser av läsupplevelser för att kunna utveckla en individuell relation till genren.
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| 6. |
- Sigvardsson, Anna, 1981-
(author)
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Don't fear poetry! Secondary teachers' key strategies for engaging pupils with poetic texts
- 2020
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In: Scandinavian Journal of Educational Research. - : Taylor & Francis. - 0031-3831 .- 1470-1170. ; 64:6, s. 953-966
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Journal article (peer-reviewed)abstract
- Poetry is a key element of many literature curricula but poetry teaching is something with which many teachers struggle. Research indicates that teachers lack experience of poetry as well as subject knowledge and that current high-stakes testing poses challenges. While previous research has investigated teachers’ experiences through large quantitative studies, this study focuses on what teachers who are keen readers of poetry regard as key elements of pedagogy. The material comprises 15 interviews with secondary school teachers of Swedish. A thematic analysis identified four themes: drawing on personal engagement, discussing pupils’ conceptions from the outset, creating a safe classroom atmosphere, and scaffolding pupils’ interpretations. The study highlights the centrality of the aesthetic experience and suggests that attention should be paid within research regarding how aesthetic content should be taught and that teacher educators should scaffold pre-service teachers’ individual exploration of poetry to help them become confident teachers of poetry.
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| 7. |
- Sigvardsson, Anna, 1981-
(author)
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Poesiintresserade unga i Sverige : en studie om poesiläsning på fritiden 2015–2016
- 2017
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In: Educare. - : Malmö University. - 1653-1868 .- 2004-5190. ; 2, s. 145-168
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Journal article (peer-reviewed)abstract
- Poetry reading is since 2011 part of the core content in the subject of Swedish at both primary and secondary level. However, to date there is little research on poetry pedagogy that may provide guidance to teachers and poetry reading pedagogy for secondary students is an especially understudied area. Early research has developed knowledge on poetry reception in class but little is known about how secondary students read and use poetry in their spare time. Knowledge of the leisure uses of poetry could have implications for pedagogy. The aim of this study is to map and develop knowledge of how keen readers of poetry became interested in the genre and use poetry today in their spare time. The material consists of 21 semi-structured online interviews. The analysis shows that participants tend to come from families that read and value literature. The participants generally develop an interest in poetry during late adolescence. Reading is the most common leisure activity. There is little online activity with poetry in the group. Many read poetry to be inspired and integrate what they read in other texts, images and music. Participants tend to prefer lyric poetry and a male western canon is dominant in their examples of favourite poets.
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| 8. |
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| 9. |
- Sigvardsson, Anna, 1981-
(author)
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Ungdomars intresse väcks av skrivande och samtidspoesi
- 2016
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In: Svenskläraren. - : Svensklärarföreningen. - 0346-2412. ; :3
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Journal article (pop. science, debate, etc.)abstract
- Skolans undervisning ligger ofta till grund för ungas poesiintresse. Det visar en intervjustudie som också pekar ut tre möjliga framgångsfaktorer: använd samtidspoesi, fördjupa kunskapen om poesi som genre och låt eleverna skriva egen poesi.
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