In upper secondary school vocational education in Sweden practices of reading is an integrated part of teaching in vocational subjects. This study aims to gain a deeper understanding of vocational reading literacy practices, and how reading literacy practices are recontextualised into upper secondary school contexts. Three subsequent research questions specify the study: What kinds of texts are used? How is reading done and talked about? What purposes for reading (why) emerge? Theoretically, the study draws from New Literacy Studies (Barton, 2007). Nine vocational teachers were interviewed regarding reading in childcare, technical, culinary, and industrial vocations. The informants were also observed when teaching in four student groups in three upper secondary schools. Analyses were made of text categories, genres (Rose & Martin, 2012), reading literacy events, text movability (Hallesson & Visen, 2018; Liberg et al., 2012), and reading types (cf. Rosenblatt, 1995).The results reveal a wide range of text categories, from general to specialised texts, specific practice-oriented reading events, reading types that differ depending on vocational context. A conclusion is that disciplinary reading practices in vocational contexts are complex and require critical readers. Therefore, further knowledge of reading in vocational education might contribute to the teaching of disciplinary reading literacy in upper secondary vocational education.
{"title":"Tricks of the trade or situated literacy – disciplinary reading literacy practices in vocational education","authors":"Pia Visén","doi":"10.23865/NJLR.V7.2387","DOIUrl":"https://doi.org/10.23865/NJLR.V7.2387","url":null,"abstract":"In upper secondary school vocational education in Sweden practices of reading is an integrated part of teaching in vocational subjects. This study aims to gain a deeper understanding of vocational reading literacy practices, and how reading literacy practices are recontextualised into upper secondary school contexts. Three subsequent research questions specify the study: What kinds of texts are used? How is reading done and talked about? What purposes for reading (why) emerge? Theoretically, the study draws from New Literacy Studies (Barton, 2007). Nine vocational teachers were interviewed regarding reading in childcare, technical, culinary, and industrial vocations. The informants were also observed when teaching in four student groups in three upper secondary schools. Analyses were made of text categories, genres (Rose & Martin, 2012), reading literacy events, text movability (Hallesson & Visen, 2018; Liberg et al., 2012), and reading types (cf. Rosenblatt, 1995).The results reveal a wide range of text categories, from general to specialised texts, specific practice-oriented reading events, reading types that differ depending on vocational context. A conclusion is that disciplinary reading practices in vocational contexts are complex and require critical readers. Therefore, further knowledge of reading in vocational education might contribute to the teaching of disciplinary reading literacy in upper secondary vocational education.","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123461783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Feedback that supports students’ learning and self-regulation has mainly been investigated in a teacher-led feedback practice. This article investigates how students’ independent requests for feedback during collaborative productive work in their mother tongue subject may be identified and characterised. The study was conducted as an ethnographic case study in the context of Danish compulsory education and video recordings were used to observe students’ production processes. The results show that requests for feedback extend beyond the goals set by the teacher, and thus beyond the criteria. A request for feedback may appear implicit in a dialogue or explicit as a question. The students ask for feedback regarding their tasks, processes and self-regulation. This article calls for paying greater attention to students’ goal setting in the study of feedback processes.
{"title":"Students’ independent requests for feedback during collaborative productive work in their mother tongue subject","authors":"V. Christensen","doi":"10.23865/NJLR.V7.2119","DOIUrl":"https://doi.org/10.23865/NJLR.V7.2119","url":null,"abstract":"Feedback that supports students’ learning and self-regulation has mainly been investigated in a teacher-led feedback practice. This article investigates how students’ independent requests for feedback during collaborative productive work in their mother tongue subject may be identified and characterised. The study was conducted as an ethnographic case study in the context of Danish compulsory education and video recordings were used to observe students’ production processes. The results show that requests for feedback extend beyond the goals set by the teacher, and thus beyond the criteria. A request for feedback may appear implicit in a dialogue or explicit as a question. The students ask for feedback regarding their tasks, processes and self-regulation. This article calls for paying greater attention to students’ goal setting in the study of feedback processes.","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127667625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study was to develop and test a new measure of motivation and engagement when reading for academic purposes on the Internet. Confirmatory factor analysis of the scores of 386 Norwegian pre-service teachers showed that a seven-factor model including the positive reading motivation and engagement constructs of intrinsic reading motivation, perceived competence in reading, valuing of reading, and dedication to reading, as well as the negative reading motivation and engagement constructs of perceived difficulty of reading, devaluing of reading, and avoidance of reading, fit the data well. Moreover, regression analyses showed that these reading motivation and engagement constructs contributed to time spent on the Internet for academic purposes and academic achievement over and above gender, educational level, teaching practice, and total time spent on the Internet. Taken together, these findings provide preliminary evidence for the construct validity of the measure. The discussion highlights how this measure may be used in future research on the roles of reading motivation and engagement in Internet reading contexts.
{"title":"Measuring Internet-Specific Reading Motivation and Engagement in an Academic Domain","authors":"Christian Brandmo, Ivar Bråten","doi":"10.23865/NJLR.V7.2215","DOIUrl":"https://doi.org/10.23865/NJLR.V7.2215","url":null,"abstract":"The purpose of this study was to develop and test a new measure of motivation and engagement when reading for academic purposes on the Internet. Confirmatory factor analysis of the scores of 386 Norwegian pre-service teachers showed that a seven-factor model including the positive reading motivation and engagement constructs of intrinsic reading motivation, perceived competence in reading, valuing of reading, and dedication to reading, as well as the negative reading motivation and engagement constructs of perceived difficulty of reading, devaluing of reading, and avoidance of reading, fit the data well. Moreover, regression analyses showed that these reading motivation and engagement constructs contributed to time spent on the Internet for academic purposes and academic achievement over and above gender, educational level, teaching practice, and total time spent on the Internet. Taken together, these findings provide preliminary evidence for the construct validity of the measure. The discussion highlights how this measure may be used in future research on the roles of reading motivation and engagement in Internet reading contexts.","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"102 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121148974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Danmarks skoler digitaliseres samtidig med, at undersøgelser viser, at læsning af digitale tekster enten medfører ringere eller den samme læseforståelse, dog viser et nyt metastudie, at elevers læseforståelse generelt er dårligere ved læsning på skærm. I artiklen beskrives en undersøgelse af elevers læsning af tekster på hhv. iPad og papir (n = 239). Elever fra fem skoler inddeltes tilfældigt i to grupper og læste tre tekster med efterfølgende besvarelse af 35 spørgsmål med fokus på hukommelse for det læste. Forskellen i læsescore opgøres i forhold til læsning på papir (n = 117) eller iPad (n = 122) såvel som på køn (n (piger) = 128, n (drenge) = 104). Denne undersøgelse viser, at der ikke er nogen signifikant forskel mellem elevernes tekstlæsning på hhv. iPad og papir, dog med undtagelse af, at drenge læser signifikant bedre på iPad end på papir (p = 0,003, Cohens d = 0,307). Studiets resultater leder til overvejelser over, om drenge i højere grad skal tilbydes digitale tekster. English abstract English title: Students’ recall ability when reading linear texts on iPad or in print In Denmark we see a rising digitalisation of schools and therefor also of reading on screen. Former studies has shown that reading on screen can lead to inferior reading comprehension, although some newer studies shows no difference. In this study students (N = 239) from five different schools were randomly divided into two groups to read three different texts on either iPad or in print and to fill out a multiple choice test with 35 questions focusing on lower level reading comprehension understood as the ability to recall information. The difference in reading score is found regarding reading on iPad (n = 122) or paper (n = 117) and gender (n (boys) = 104, n (girls) = 128). This study shows that there is no significant difference when it comes to reading comprehension understood as ability to recall text information. Taking gender into consideration, looking at boys performing on iPad or paper, the study shows a significant difference between the two reading medias. This study shows that boys perform better on iPad. The result should lead to considerations whether boys should be given reading tasks on iPad instead of in print.
{"title":"Hvordan husker elever informationer i lineære tekster? En undersøgelse af elevers hukommelse for det læste ved læsning på iPad eller papir","authors":"Bettina Buch, Morten Rasmus Puck","doi":"10.23865/NJLR.V7.2428","DOIUrl":"https://doi.org/10.23865/NJLR.V7.2428","url":null,"abstract":"Danmarks skoler digitaliseres samtidig med, at undersøgelser viser, at læsning af digitale tekster enten medfører ringere eller den samme læseforståelse, dog viser et nyt metastudie, at elevers læseforståelse generelt er dårligere ved læsning på skærm. I artiklen beskrives en undersøgelse af elevers læsning af tekster på hhv. iPad og papir (n = 239). Elever fra fem skoler inddeltes tilfældigt i to grupper og læste tre tekster med efterfølgende besvarelse af 35 spørgsmål med fokus på hukommelse for det læste. Forskellen i læsescore opgøres i forhold til læsning på papir (n = 117) eller iPad (n = 122) såvel som på køn (n (piger) = 128, n (drenge) = 104). Denne undersøgelse viser, at der ikke er nogen signifikant forskel mellem elevernes tekstlæsning på hhv. iPad og papir, dog med undtagelse af, at drenge læser signifikant bedre på iPad end på papir (p = 0,003, Cohens d = 0,307). Studiets resultater leder til overvejelser over, om drenge i højere grad skal tilbydes digitale tekster. \u0000English abstract \u0000English title: Students’ recall ability when reading linear texts on iPad or in print \u0000In Denmark we see a rising digitalisation of schools and therefor also of reading on screen. Former studies has shown that reading on screen can lead to inferior reading comprehension, although some newer studies shows no difference. In this study students (N = 239) from five different schools were randomly divided into two groups to read three different texts on either iPad or in print and to fill out a multiple choice test with 35 questions focusing on lower level reading comprehension understood as the ability to recall information. The difference in reading score is found regarding reading on iPad (n = 122) or paper (n = 117) and gender (n (boys) = 104, n (girls) = 128). This study shows that there is no significant difference when it comes to reading comprehension understood as ability to recall text information. Taking gender into consideration, looking at boys performing on iPad or paper, the study shows a significant difference between the two reading medias. This study shows that boys perform better on iPad. The result should lead to considerations whether boys should be given reading tasks on iPad instead of in print.","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130736318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Artikkelens formal er a undersoke hvordan elever initierer og utvikler sekvenser av utforskende dialog i elevstyrte litteraere samtaler om to ungdomsromaner fra fritidskulturen. Bakgrunn for artikkelen er blant annet et onske om bedre a forsta hvordan antatt interesse for og innlevelse i selvvalgte fritidstekster pavirker substansen i elevers litteraere samtaler. Artikkelens empiriske grunnlag er analyser av lydopptak av litteraere samtaler gjennomfort av to grupper av elever pa niende trinn, som del av en trearig studie av omfattende bruk av litteraere samtaler pa ungdomstrinnet. Det teoretiske grunnlaget bestar av transaksjonsteori (Jeffrey D. Wilhelm), teori om litteraere samtaler og utforskende dialog (Harvey Daniels, Nancy Steineke, Neil Mercer, Douglas Barnes). Analysens sentrale funn er at utforskende dialoger her i hovedsak initieres av elevenes interesse for og innlevelse i de fiktive personenes mimetiske komponent og utvikles gjennom utveksling av perspektiver som ogsa berorer de fiktive personenes tematiske komponent. Elevenes skolering i litteraere samtaler framstar ogsa som en sentral medvirkende faktor. Abstract Exploratory talk about YA-fiction The purpose of the article is to investigate how students initiate and develop sequences of exploratory talk in student-led literature circles about YA-fiction. The article seeks better understanding of how perceived interest in self-selected leisure texts affects the substance of students’ literature circles. The empirical basis for the article is analysis of audio recordings of literature circles conducted by two groups of students in grade 9, as part of a three-year study of extensive use of literature circles at secondary school. The theoretical basis consists of transaction theory (Jeffrey D. Wilhelm), theory of literature circles and exploratory talk (Harvey Daniels, Nancy Steineke, Neil Mercer, Douglas Barnes). The central findings of the analysis are that exploratory talk is mainly initiated by the pupils’ interest and immersion in the mimetic component of the fictional characters and is developed through the exchange of perspectives that also touch on the thematic component of the characters. Students’ education in literature circles also appears to be a key contributing factor.
{"title":"Utforskende dialoger om to ungdomsromaner","authors":"Åsmund Hennig","doi":"10.23865/njlr.v6.2071","DOIUrl":"https://doi.org/10.23865/njlr.v6.2071","url":null,"abstract":"Artikkelens formal er a undersoke hvordan elever initierer og utvikler sekvenser av utforskende dialog i elevstyrte litteraere samtaler om to ungdomsromaner fra fritidskulturen. Bakgrunn for artikkelen er blant annet et onske om bedre a forsta hvordan antatt interesse for og innlevelse i selvvalgte fritidstekster pavirker substansen i elevers litteraere samtaler. Artikkelens empiriske grunnlag er analyser av lydopptak av litteraere samtaler gjennomfort av to grupper av elever pa niende trinn, som del av en trearig studie av omfattende bruk av litteraere samtaler pa ungdomstrinnet. Det teoretiske grunnlaget bestar av transaksjonsteori (Jeffrey D. Wilhelm), teori om litteraere samtaler og utforskende dialog (Harvey Daniels, Nancy Steineke, Neil Mercer, Douglas Barnes). Analysens sentrale funn er at utforskende dialoger her i hovedsak initieres av elevenes interesse for og innlevelse i de fiktive personenes mimetiske komponent og utvikles gjennom utveksling av perspektiver som ogsa berorer de fiktive personenes tematiske komponent. Elevenes skolering i litteraere samtaler framstar ogsa som en sentral medvirkende faktor. \u0000Abstract \u0000Exploratory talk about YA-fiction \u0000The purpose of the article is to investigate how students initiate and develop sequences of exploratory talk in student-led literature circles about YA-fiction. The article seeks better understanding of how perceived interest in self-selected leisure texts affects the substance of students’ literature circles. The empirical basis for the article is analysis of audio recordings of literature circles conducted by two groups of students in grade 9, as part of a three-year study of extensive use of literature circles at secondary school. The theoretical basis consists of transaction theory (Jeffrey D. Wilhelm), theory of literature circles and exploratory talk (Harvey Daniels, Nancy Steineke, Neil Mercer, Douglas Barnes). The central findings of the analysis are that exploratory talk is mainly initiated by the pupils’ interest and immersion in the mimetic component of the fictional characters and is developed through the exchange of perspectives that also touch on the thematic component of the characters. Students’ education in literature circles also appears to be a key contributing factor.","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122375282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ogsa born som enno ikkje er innlemma i det formelle lese- og skriveopplaeringssystemet, skaper tekstar som har kommunikativ funksjon og verdi. Likevel vert ofte tekstproduksjonen til born, ogsa barnehageborn, studert med utdanningssystemet sine foremal om laering og vurdering som premiss. Slike studiar seier lite om dei kommunikative aspekta ved borns tekstproduksjon. Denne artikkelen undersokjer fem tekstar av fem femaringar og kva kommunikative samanhengar tekstane inngar i, og diskuterer med utgangspunkt i det korleis det er rimeleg a forsta dei som ytringar. Undersokinga tek utgangspunkt i den etnografiske New literacy studies-tradisjonen, som vert supplert med aktor–nettverk-teori og retorisk teori. Sjolv om desse borna i varierande grad meistra skriftspraket, laga alle tekstar som vart brukte til a handla sosialt med. Ei viktig handling var namngjeving. Fleire tekstar utgjorde artefaktar i leik. Det varierte i kva grad tekstane var sentrale i dei sosiale handlingane dei var del av. Dette viser behovet for modellar av tekst og kontekst som ikkje som utgangspunkt set teksten i sentrum. Resultata i denne studien skil seg ogsa fra tidlegare studiar av borns tekstar ved at pragmatisk funksjonalitet framstar som viktigare enn indre kompleksitet, og ved fa spor av henvending til ein lesar. Dette viser at born sine tekstar er meir mangfaldige enn tidlegare forsking har vist, og at det a studera dei med eit etnografisk utgangspunkt kan bidra til at ein fangar opp ein storre del av mangfaldet. Abstract Heartmachine and house numbers. Five-year-olds’ self initiated texts – uses and rhetoric Even children not yet enrolled in formalized education create texts with communicative functionality and value. However – children’s texts are often studied with the education system’s aim of learning and assessment as a premise. Such studies have little to tell about the communicative aspects of the texts. The present article explores five texts by five five-year-olds and what communicative contexts the texts are part of, and discusses how to understand them as utterances. The exploration starts from the ethnographical tradition of New Literacy studies, Supplied with actor-network theory and rhetorical theory. Even though the children’s mastering of writing varied, all of them produced texts used in social action. One important action was naming. Several texts were artifacts for play. It differed to what extent the texts were central in the social actions they were part of. This shows the need for models of texts and context that doesn’t place the texts in the middle as default. The results of this study deviates from earlier studies of children’s texts in that pragmatic functionality seemed more important than textual complexity, and that they were not characterized by addressing a reader. This shows that children’s texts are more diverse that earlier research has shown, and to study them from an ethnographic angle may catch a greater part of this diversity.
{"title":"Hjartemaskinar og husnummer. Femåringars eigeninitierte tekstar – bruk og retorisitet","authors":"Gudrun Kløve Juuhl","doi":"10.23865/njlr.v6.2085","DOIUrl":"https://doi.org/10.23865/njlr.v6.2085","url":null,"abstract":"Ogsa born som enno ikkje er innlemma i det formelle lese- og skriveopplaeringssystemet, skaper tekstar som har kommunikativ funksjon og verdi. Likevel vert ofte tekstproduksjonen til born, ogsa barnehageborn, studert med utdanningssystemet sine foremal om laering og vurdering som premiss. Slike studiar seier lite om dei kommunikative aspekta ved borns tekstproduksjon. Denne artikkelen undersokjer fem tekstar av fem femaringar og kva kommunikative samanhengar tekstane inngar i, og diskuterer med utgangspunkt i det korleis det er rimeleg a forsta dei som ytringar. Undersokinga tek utgangspunkt i den etnografiske New literacy studies-tradisjonen, som vert supplert med aktor–nettverk-teori og retorisk teori. Sjolv om desse borna i varierande grad meistra skriftspraket, laga alle tekstar som vart brukte til a handla sosialt med. Ei viktig handling var namngjeving. Fleire tekstar utgjorde artefaktar i leik. Det varierte i kva grad tekstane var sentrale i dei sosiale handlingane dei var del av. Dette viser behovet for modellar av tekst og kontekst som ikkje som utgangspunkt set teksten i sentrum. Resultata i denne studien skil seg ogsa fra tidlegare studiar av borns tekstar ved at pragmatisk funksjonalitet framstar som viktigare enn indre kompleksitet, og ved fa spor av henvending til ein lesar. Dette viser at born sine tekstar er meir mangfaldige enn tidlegare forsking har vist, og at det a studera dei med eit etnografisk utgangspunkt kan bidra til at ein fangar opp ein storre del av mangfaldet. \u0000Abstract \u0000Heartmachine and house numbers. Five-year-olds’ self initiated texts – uses and rhetoric \u0000Even children not yet enrolled in formalized education create texts with communicative functionality and value. However – children’s texts are often studied with the education system’s aim of learning and assessment as a premise. Such studies have little to tell about the communicative aspects of the texts. The present article explores five texts by five five-year-olds and what communicative contexts the texts are part of, and discusses how to understand them as utterances. The exploration starts from the ethnographical tradition of New Literacy studies, Supplied with actor-network theory and rhetorical theory. Even though the children’s mastering of writing varied, all of them produced texts used in social action. One important action was naming. Several texts were artifacts for play. It differed to what extent the texts were central in the social actions they were part of. This shows the need for models of texts and context that doesn’t place the texts in the middle as default. The results of this study deviates from earlier studies of children’s texts in that pragmatic functionality seemed more important than textual complexity, and that they were not characterized by addressing a reader. This shows that children’s texts are more diverse that earlier research has shown, and to study them from an ethnographic angle may catch a greater part of this diversity.","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"216 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121875901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Artikkelen tar for seg barns tekstproduksjon pa Snapchat. Tekstmaterialet som ligger til grunn, er sekstisju snapper produsert av barn i alderen 9–15 ar. Formalet er a undersoke hva som gjor at barna finner det meningsfullt a skape tekster i Snapchat-mediet. Et sentralt funn er at barna finner det a sette sammen ulike semiotiske ressurser meningsfullt i seg selv. Dette er likevel ikke motivasjonsfaktor alene. Motivasjonsfaktoren i verktoyet ma ses i sammenheng med hva barna bruker verktoyet til. For det forste er verktoyet egnet til a skape tekster som kan realisere mange ulike typer kommunikative formal, slik som a dokumentere hverdagshendelser, a gjore avtaler, a sende hilsener, a fortelle fortellinger, a leke og a selvkommunisere. For det andre gir verktoyet barna mulighet til a fiksjonalisere de hverdagslige situasjonene de deltar i. Abstract Children’s text production on Snapchat. Multimodal responses to communicative expectations and fictionalization of everyday events The article deals with children’s text production on Snapchat. The purpose is to investigate why children find it meaningful to create texts in this medium. The text material consists of Snapchat texts produced by children aged 9–15. A key finding is that the children find putting together various semiotic resources a main motivation in itself. However, this is not a motivating factor alone. The motivation factor of the tool must be seen in the context of what the children use the tool for. First, the tool is suitable for creating texts that can realize many different types of communicative purposes, such as documenting everyday events, making appointments, sending greetings, telling stories, playing and self-communicating. Second, the tool allows the children to fictionalize the everyday situations in which they participate.
{"title":"Barns tekstproduksjon på Snapchat: Multimodale svar på kommunikative forventninger og fiksjonalisering av det hverdagslige","authors":"Maja Michelsen","doi":"10.23865/njlr.v6.2059","DOIUrl":"https://doi.org/10.23865/njlr.v6.2059","url":null,"abstract":"Artikkelen tar for seg barns tekstproduksjon pa Snapchat. Tekstmaterialet som ligger til grunn, er sekstisju snapper produsert av barn i alderen 9–15 ar. Formalet er a undersoke hva som gjor at barna finner det meningsfullt a skape tekster i Snapchat-mediet. Et sentralt funn er at barna finner det a sette sammen ulike semiotiske ressurser meningsfullt i seg selv. Dette er likevel ikke motivasjonsfaktor alene. Motivasjonsfaktoren i verktoyet ma ses i sammenheng med hva barna bruker verktoyet til. For det forste er verktoyet egnet til a skape tekster som kan realisere mange ulike typer kommunikative formal, slik som a dokumentere hverdagshendelser, a gjore avtaler, a sende hilsener, a fortelle fortellinger, a leke og a selvkommunisere. For det andre gir verktoyet barna mulighet til a fiksjonalisere de hverdagslige situasjonene de deltar i. \u0000Abstract \u0000Children’s text production on Snapchat. Multimodal responses to communicative expectations and fictionalization of everyday events \u0000The article deals with children’s text production on Snapchat. The purpose is to investigate why children find it meaningful to create texts in this medium. The text material consists of Snapchat texts produced by children aged 9–15. A key finding is that the children find putting together various semiotic resources a main motivation in itself. However, this is not a motivating factor alone. The motivation factor of the tool must be seen in the context of what the children use the tool for. First, the tool is suitable for creating texts that can realize many different types of communicative purposes, such as documenting everyday events, making appointments, sending greetings, telling stories, playing and self-communicating. Second, the tool allows the children to fictionalize the everyday situations in which they participate.","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133261304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Using gamification, the Norwegian library-initiated summer reading program Sommerles.no (lit: Summer reading.no) entices one-fifth of Norway’s primary school students to read for pleasure during their summer vacation. The current paper explores the characteristics of the 105,319 participants of the 2018 edition of Sommerles.no. This analysis demonstrates that the campaign is a success in terms of overall participation and, especially, in terms of the share of boys who participated (43%). However, the participation of children who speak Sami and non-Western European languages at home is under-represented. Children who speak Russian or other Western-European languages than Norwegian at home have the highest registered number of pages read, whereas children from non-Western European language backgrounds read fewer pages. As reading for pleasure during the summer most probably represents the most effective strategy for the groups with weak reading capabilities, the reading campaign has the potential to increase participation by these weak groups further.
{"title":"Children’s voluntary summer reading in Norway: Insights gained from the gamified library-initiated reading campaign Sommerles.no","authors":"L. Hareide, E. Tveter, S. Lied","doi":"10.23865/njlr.v6.2052","DOIUrl":"https://doi.org/10.23865/njlr.v6.2052","url":null,"abstract":"Using gamification, the Norwegian library-initiated summer reading program Sommerles.no (lit: Summer reading.no) entices one-fifth of Norway’s primary school students to read for pleasure during their summer vacation. The current paper explores the characteristics of the 105,319 participants of the 2018 edition of Sommerles.no. This analysis demonstrates that the campaign is a success in terms of overall participation and, especially, in terms of the share of boys who participated (43%). However, the participation of children who speak Sami and non-Western European languages at home is under-represented. Children who speak Russian or other Western-European languages than Norwegian at home have the highest registered number of pages read, whereas children from non-Western European language backgrounds read fewer pages. As reading for pleasure during the summer most probably represents the most effective strategy for the groups with weak reading capabilities, the reading campaign has the potential to increase participation by these weak groups further.","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127755837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article discusses youth’s new literacy practices emerging from their out-of-school experiences (e.g. gaming, blogging, and producing music- and game walkthrough videos), and shows examples of how these practices permeate the classroom walls. Social semiotic multimodal analyses of four students’ planet books and their talks around these will be used to exemplify what happens semiotically in the translation of meanings and designs across modes and across sites. The analyses resulted in the following findings: The students’ knowledge production in school incorporates interest-driven literacy practices. Their use of avatars, emojis and expressive fonts, typically stemming from various affinity spaces (Gee, 2005), serves as resources with which to visually mark their writer-identities, and opens dialogical spaces. The sixth-graders re-create and re-combine multimodal representations mediated by overlapping in- and out-of-school contexts. As such, the students’ texts challenge textbook conventions and the semiotic registers in science. The students also demonstrate digital literacy practices that are embedded across home and school domains. Writing with iPads eases the cross of multimodal representations and digital proficiencies and enables children to bridge intersecting literacy practices.
{"title":"Bridging intersecting literacy practices in a sixth-grade class using iPads","authors":"Elin Strømman","doi":"10.23865/njlr.v6.2037","DOIUrl":"https://doi.org/10.23865/njlr.v6.2037","url":null,"abstract":"This article discusses youth’s new literacy practices emerging from their out-of-school experiences (e.g. gaming, blogging, and producing music- and game walkthrough videos), and shows examples of how these practices permeate the classroom walls. Social semiotic multimodal analyses of four students’ planet books and their talks around these will be used to exemplify what happens semiotically in the translation of meanings and designs across modes and across sites. The analyses resulted in the following findings: The students’ knowledge production in school incorporates interest-driven literacy practices. Their use of avatars, emojis and expressive fonts, typically stemming from various affinity spaces (Gee, 2005), serves as resources with which to visually mark their writer-identities, and opens dialogical spaces. The sixth-graders re-create and re-combine multimodal representations mediated by overlapping in- and out-of-school contexts. As such, the students’ texts challenge textbook conventions and the semiotic registers in science. The students also demonstrate digital literacy practices that are embedded across home and school domains. Writing with iPads eases the cross of multimodal representations and digital proficiencies and enables children to bridge intersecting literacy practices.","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"161 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114819513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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