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- Andersson, Peter, 1974, et al.
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Kommunikationsmönster i digitala instruktionstexter : implikationer för språkutvecklande arbete i yngre åldrar. Skriv! Les! 2015
- 2015
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In: Skriv! Les! 2015 - Nordisk forskerkonferanse om lesing, skriving og literacy. 18. - 20. mai 2015, Stavanger, Norge.
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Conference paper (other academic/artistic)abstract
- Vi lever i en tid då villkoren för kommunikation stadigt förändras. Modern teknik tillgängliggör resurser för elever och lärare i skolan som gör det möjligt att förmedla och representera kunskap i digitala format där ord, ljud och bild samverkar. Det innebär stora utmaningar för skolan där skriven text varit den viktigaste resursen och sättet att förmedla ett innehåll. Inom DILS- projektet (Digitala arenor i läs- och skrivpraktiker i grundskolans tidigare år) studeras elever med varierande socioekonomisk och kulturell bakgrund från årskurs 1 till 3. Det huvudsakliga syftet är att identifiera de utmaningar som digitala verktyg och arenor ställer på pedagoger och elever i relation till skrivlärande. Med utgångspunkt i forskningsfälten sociosemiotik (Kress & van Leeuwen, 1996; Kress, 2010) och multiliteracies (Cope & Kalantzis, 2000; New London Group, 1996) presenteras här analysen av de semiotiska och situationella val som eleverna gör i en klassöverskridande uppgift om texttypen instruktion. Uppgiften gick ut på att eleverna skulle möta instruerande texter, ge varandra instruktioner, tolka varandras texter och ge varandra respons. De skulle förklara för varandra utifrån ett område som de redan kunde något om. Utifrån en etnografisk och praktiknära ansats dokumenterades arbetet med deltagande observationer med videoupptagning, textanalyser, intervjuer med lärare och elever samt lärarnas loggboksskrivande och skriftliga kommunikation. De preliminära resultaten visar att arbetet med instruktioner i dessa klasser stimulerar visuella uttryck och särskilt arbetet med film. Det råder förstås även skillnader knutna till såväl traditioner i klassrummet som individuella förutsättningar. En analys av responsarbetet visar att de flesta elever kommenterar olika aspekter av formen på mediering (tydlighet, röst, struktur och gester) snarare än innehållsliga aspekter av instruktionen. Därutöver framgår att arbetet med att kombinera olika visuella uttryck kräver övning för eleverna om budskapet ska nå fram. I intervjuer med lärare framgår dock i likhet med andra studier (Björkvall & Engblom, 2010), att ett medvetet och klassöverskridande arbete med multimodal textproduktion i klassrummet främjar såväl språkutveckling som mer autentiska texter med tydliga mottagare. Vår studie bidrar till att diskutera och problematisera digital mediering och multimodal textproduktion i tidiga år i relation till kommunikation, språkutveckling och bedömning.
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- Andersson, Peter, 1974, et al.
(author)
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Screen-based literacy practices in Swedish primary schools
- 2016
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In: Nordic Journal of Digital Literacy. - : Scandinavian University Press / Universitetsforlaget AS. - 1891-943X .- 0809-6724 .- 0809-7143. ; 10:2, s. 83-100
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Journal article (peer-reviewed)abstract
- This paper contributes to the discussion of digital literacies in early literacy education. We focus on the nature of screen-based literacy practices in relation to print-based, paper-pen practices in the early years of schooling when pupils learn to read and write (aged 7–8). Our results show that pupils engage in several diverse screen-based practices, although they are conventional in nature. However, aspects of blogging and tweeting do approach the characteristics of “new literacies” as defined in previous research.
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- Andersson, Peter, 1974, et al.
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The Challenges of Change in Early Literacy Instruction
- 2014
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In: SIG Writing: Conference on Writing Research 2014, 27-29 August 2014, University of Amsterdam and Utrecht University, Netherlands.
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Conference paper (other academic/artistic)abstract
- Research on the perspectives on reading and writing that come together with the digital media age are connected to a couple of different but closely related research fields such as New literacy studies (Street 2003), Multiliteracies (Cope & Kalantzis 2000; New London Group 1996), Digital literacies (Casey et al 2009) or New literacies (Knobel & Lankshear 2007). Those approaches to literacy undertake a broad and socio-cultural view realized as a shift from print as the primary medium of dissemination towards digital media and an appreciation of the social and cultural change (Jewitt, 2008; Thomas, 2011). Transforming the dominant print-based practices into digital practices raises questions about pedagogies and assessment in literacy education that enable “learners to become creative and collaborative producers, rather than simply consumers, of digital media texts in schools” (Mills & Levido, 2011:81). In the DILS project (Digital Arenas in Literacy Practices in Early Primary School), students at three primary public schools in western Sweden with varying socio-economic backgrounds are being followed from year one to year three. This multi-case research (Yin, 2012) applies “ethnography of communication” (Hymes, 1996) studying the challenges digital technology imposes on early literacy through a range of ethnographic techniques to collect the data: video recordings of participatory classroom observations, semi-structured interviews with teachers and students, workshops and text analyses. In this paper we present analysis of the semiotic and situational choices in technology-mediated composing and peer-response from a cross-border assignment on instructional texts between these three classes. A sample of lectures was analyzed through class room observations, screen-recordings and interviews with twelve focus students. We conclude that visual design is the mode of expression preferred in these early years. The teachers, on the other hand, privilege the print-based mode over other forms of communicating meaning not taking into account the potential affordance of modes and media (Kress, 2003; Jewitt, 2005). We observed a recurrent guidance from teachers instructing students to work in one mode at a time and thus interfering creative and multimodal expression.
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- Berbyuk Lindström, Nataliya, 1978, et al.
(author)
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Cultural Diversity in the Digital Age: Developing Mobile Support for Migrant Professionals.
- 2019
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In: Fifteenth International Conference on Technology, Knowledge & Society, 11-12 March 2019, ELISAVA – Barcelona School of Design and Engineering, Barcelona, Spain..
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Conference paper (other academic/artistic)abstract
- Fluency in the language of host society in combination with early entry into the job market are essential elements of successful migrant integration and social inclusion. Due to its accessibility, mobile technology can serve as a support and bridging tool for many people for both language learning and managing employment opportunities. The aim of this study is to explore what professional integration needs the newly arrived professionals (teachers, healthcare professionals and engineers) coming to Sweden, one of the top recipients of asylum applications per capita, experience. Further, we discuss how to develop mobile support to enhance a personalised and sustainable professional integration. We apply participatory design principles conducting semi-structured focus group interviews and interactive workshops with above mentioned migrant professionals, mentors and language teachers. Thematic content analysis is used for analysis of the data. The results demonstrate diverse professional needs and requirements for digital competence for work and at work. The study also gives suggestions for developing mobile applications for enhancing integration of professionals in the Swedish labor market.
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