• Genrekunskaper som ett led i läsförståelsearbetet: textsamtal i årsku...
  Walldén, Robert Malmö University. Literacy and inclusive subject teaching in a multilingual society   Journal article in Forskning om undervisning och lärande;2 : Lärarstiftelsen (2019)	Journal article

  

  

  English abstract:	This study focuses on text talk in school year 1 and 6, with the purpose of exploring how classroom communication around written genres can promote the use of reading strategies. The empirical data has been collected through observations, voice recordings and collection of texts used in teaching, whereas the analysis is based on genre theory and frameworks for literacy and reading comprehension. The participating teachers teach according to principles of genre pedagogy. The result shows how knowledge about genre structures and logical connections uphold a point of reference in the interaction based on narrative texts and discussions. Secondly, it shows how this point of reference can contribute to using questioning, summarising, clarifying, evaluating and predictive reading strategies. Thus, genre knowledge can be a basis for objectifying texts used in teaching and at the same time promote negotiation of their meanings.
  Swedish abstract:	I denna studie undersöks textsamtal i årskurs 1 respektive årskurs 6, med syftet att utforska hur klassrumskommunikation kring skriftliga genrer kan främja bruket av lässtrategier. Empirisk data har insamlats genom observationer, ljudinspelningar och insamling av undervisningstexter medan analysen baserar sig på genreteori samt ramverk för läsförståelse och litteracitet. De deltagande lärarna undervisar enligt en genrepedagogisk modell. Resultatet visar hur kunskap om genrestrukturer och logiska samband utgör en referenspunkt i interaktionen kring narrativa och diskuterande texter, samt hur denna referenspunkt kan bidra till tillämpningen av frågeställande, sammanfattande, klargörande, värderande och förutsägande lässtrategier. Genrekunskaper kan därmed vara en utgångspunkt för att objektifiera undervisningstexter och samtidigt utgöra ett led i förståelsearbetet med dem.

  Genrekunskaper ... i läsförståelsearbetet.pdf   (400.1Kb)

  https://forskul.se/tidskrift/volym-7-nummer-2-2019/genrekunskaper-som-ett-led-i-lasforstaelsearbetet-textsamtal-i-arskurs-1-och-6/

• Digital Literacies or Digital Competence : Conceptualizations in Nord...
  Godhe, Anna-Lena   Journal article in Media and Communication;2 : Cogitatio (2019)	Journal article

  

  

  English abstract:

  This article examines how the concepts of digital literacies and digital competence are conceptualized in curricula for compulsory education within the Nordic countries. In 2006, the European Union defined digital competence as one of eight key competences for lifelong learning. The terms digital literacies and digital competence have since been used interchangeably, particularly in policy documents concerning education and the digitalization of educational systems and teaching. However, whether these concepts carry similar meanings, and are understood in a similar way, across languages and cultures is not self-evident. By taking the curricula in Sweden, Denmark, Finland, and Norway as examples, this article attempts to clarify similarities and differences in how the concepts are interpreted, as well as what implications this has for the digitalization of education. The analyses reveal that different terms are used in the curricula in the different countries, which are connected to themes or interdisciplinary issues to be incorporated into school subjects. The conceptualizations of the terms share a common emphasis on societal issues and a critical approach, highlighting a particular Nordic interpretation of digital literacies and digital competence.

  MaC 7(2) - Digi ... ns in Nordic Curricula.pdf   (248.5Kb)

  https://www.cogitatiopress.com/mediaandcommunication/article/view/1888

• Skrivpraktiker i SO : skriftspråklig litteracitet i ett arbetsområde ...
  Lindh, Christina  : Malmö universitet, Fakulteten för lärande och samhälle Serie: Malmö Studies in Educational Sciences;88 (2019)	Doctoral dissertation

  

  

  English abstract:	This doctoral thesis is a contribution to the field of writing research and to the understanding of literacy practices as part of disciplinary learning. The thesis deals with writing as a literacy practice in the context of social science education in Swedish secondary school. Writing is understood in a broad sense, which include the use of different modalities and semiotic resources. The aim of the study is to explore and describe what characterises literacy practices, focusing on students´ writing in their daily school life, both inside and outside school. This is conducted by studying how writing emerge when students learn a subject content about Law and order as part of the teaching of social studies. The analytical framework employed draws on the research of The New Literacy Studies (NLS), The Triadic model, (Triadmodellen), the Wheel of writing, (Skrivhjulet) and the sociological concepts of ritual, strategic and communicative actions. The concepts writing events, acts of writing and writing practices are central for the study. To form the foundation of an ecological understanding of writing as a literacy practice the data has been collected during a longer period of ethnographic fieldwork. The study employs a combination of ethnographic methods to enable a qualitative analysis and to establish a thick description. The collected materials include field notes from classroom observations together with audio- and video recordings combined with interviews with students and the teacher, students´ journals, assignments and a written test. The data also includes a survey, a collection of various texts such as teacher planning material, work material and instructions, textbook, policy documents, reflection notes and photos. The empirical results are presented in three chapters, each one of them focusing on students´ writing during teaching, writing in connection to an oral presentation and writing in conjunction with a final written test. The results show that writing in social sciences are used, primarily to store, organize and structure subject content, mainly by answering questions in the textbook which, together with the teaching, strongly mediates the subject content. This results in reproductive writing strategies and texts sticking close to the textbook. Furthermore, the results show that students´ disciplinary writing practices depend on where the writing is situated, in school or outside school, and that the acts of writing are conducted to prepare for oral participation in teaching. As spoken modes dominate during lessons, the writing practices appears in a supporting rather than independent role. A final important result is that the writing practices in general seem to be shaped by those required during a final written test. The results demonstrate how students´ writing is strategically and ritually motivated and that communicative actions are rare. It is argued that this is a result of the school culture´s and the teaching practices´ strong focus on final tests, assessment and grading, which in turn has to do with the Swedish school system governed by a national curriculum based on performance culture and measurement.
  Note:	Preliminary record

• Making sense of making : critical issues in the integration of maker ...
  Godhe, Anna-Lena; Lilja, Patrik; Selwyn, Neil   Journal article in Technology, Pedagogy and Education; : Routledge (2019)	Journal article

  

  

  English abstract:

  This article considers growing calls for the integration of so-called ‘maker technologies’ and associated ‘maker’ practices into schools and other formal education settings. Moving on from the largely celebratory literature in this area, the article seeks to further explore the tensions between the educational potential of maker technology and the realities of its use in school and classroom contexts. In particular, the article focuses on fundamental – but so far little acknowledged – tensions surrounding the social, cultural, political contexts of maker education, alongside the epistemological and pedagogical characteristics of maker technologies as tools for learning. It is concluded that maker education must not be seen as a ready fit with formal schooling. Instead, teachers and schools are likely to require sustained support to make the most of maker technologies within the demands and constraints of contemporary school contexts.

• Integrating Syrian refugee teachers into Swedish educational labour m...
  Economou, Catarina; Haijer, Maaike   Journal article in Education Inquiry; : Routledge (2019)	Journal article

  

  

  English abstract:

  In autumn 2016, Malmö University started two “fast track” trajectories for teachers with refugee backgrounds. The participants were offered an education of 26 weeks as an introduction to the Swedish school system, consisting of content courses, professional Swedish and workplace learning. The aim of this small explorative study was to get an impression of the participants’ views and understanding of the role of becoming a teacher in Swedish schools, realising the characteristics of pedagogy aimed for in the curriculum, specifically the interaction patterns and student participation in learning processes. Main research questions addressed participants’ expectations of differences and challenges in the Swedish school context as compared to their experiences in Syrian contexts. A combination was chosen of focus groups interviews with a small number of teachers and students on their views and experiences with pupils’ involvement in classroom communication as well as quantitative data gathering. The quantitative survey measured teachers’ acquisition and participation-oriented views on learning. Open-ended reflection on learning questions was also given to the students. Results showed significant development towards more participation-oriented beliefs on learning. Interview data and written statements reveal varied differences between the Swedish context and the participants’ experiences from schools in Syria.

  E I.pdf   (1.684Mb)

  https://www.tandfonline.com/doi/full/10.1080/20004508.2019.1579625

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