Heidi Höglund, Anna Nordenstam, Dag Skarstein, R. Heilä-Ylikallio
Pajtim Statovcis Min katt Jugoslavien ar en av de mest uppmarksammade debutromanerna i Finland under 2010-talet. Dess mangtydighet, sarskilt vad galler symboliska och metaforiska tolkningsmojligheter, har forundrat och fascinerat lasare bade i Norden och internationellt. Romanens komplexitet gor den intressant saval litterart som litteraturdidaktiskt sett. Inom den nordiska litteraturdidaktiska forskningen har det de senaste aren vuxit ett intresse for att studera litteraturarbete med komplexa, litterara texter. Med utgangpunkt i begreppen kunskapsfalt (Aase, 2005) och uafgorlighed (Johansen, 2018) utforskar och diskuterar vi i artikeln vilka litteraturdidaktiska overvaganden en grupp gymnasielarare gor i samtal om romanen nar deras avsikt ar att anvanda romanen i litteraturundervisningen. Det empiriska materialet bestar av inspelade samtal mellan fyra finlandssvenska gymnasielarare. Analysen visar hur lararnas litteraturdidaktiska overvaganden utmynnar i en rad olika infallsvinklar pa romanen, allt fran att kontextualisera till att spegla, vidga och estetisera den litterara texten. Contextualizing, mirroring, widening and aestheticizing: Upper secondaryteachers’ approaches to Pajtim Statovci’s novel My Cat Yugoslavia The novel My Cat Yugoslavia by Pajtim Statovci is one of the most recognized debuts in Finland in recent years. Its ambiguity, especially in terms of symbolic and metaphorical meanings, has amazed and fascinated readers both in the Nordic countries and internationally. The ambiguity makes the novel interesting also from an educational perspective. Recently, there has been a renewed interest among Nordic researchers to explore educational perspectives on working with complex literary texts. In this article, we explore conversations among a group of upper secondary teachers as they discuss the novel My Cat Yugoslavia with the intention of using it in the classroom. The empirical material consists of audio recorded conversations between a group of four upper secondary teachers. Drawing theoretically on the concepts of fields of knowledge (Aase, 2005) and undecidability (Johansen, 2018), we discuss how the teachers approach the novel from a wide range of perspectives in their pedagogical considerations by contextualizing, reflecting, broadening and aestheticizing the literary text.
{"title":"Kontextualisera, spegla, vidga och estetisera: Gymnasielärares litteraturdidaktiska infallsvinklar till Pajtim Statovcis roman Min katt Jugoslavien","authors":"Heidi Höglund, Anna Nordenstam, Dag Skarstein, R. Heilä-Ylikallio","doi":"10.23865/njlr.v6.2192","DOIUrl":"https://doi.org/10.23865/njlr.v6.2192","url":null,"abstract":"Pajtim Statovcis Min katt Jugoslavien ar en av de mest uppmarksammade debutromanerna i Finland under 2010-talet. Dess mangtydighet, sarskilt vad galler symboliska och metaforiska tolkningsmojligheter, har forundrat och fascinerat lasare bade i Norden och internationellt. Romanens komplexitet gor den intressant saval litterart som litteraturdidaktiskt sett. Inom den nordiska litteraturdidaktiska forskningen har det de senaste aren vuxit ett intresse for att studera litteraturarbete med komplexa, litterara texter. Med utgangpunkt i begreppen kunskapsfalt (Aase, 2005) och uafgorlighed (Johansen, 2018) utforskar och diskuterar vi i artikeln vilka litteraturdidaktiska overvaganden en grupp gymnasielarare gor i samtal om romanen nar deras avsikt ar att anvanda romanen i litteraturundervisningen. Det empiriska materialet bestar av inspelade samtal mellan fyra finlandssvenska gymnasielarare. Analysen visar hur lararnas litteraturdidaktiska overvaganden utmynnar i en rad olika infallsvinklar pa romanen, allt fran att kontextualisera till att spegla, vidga och estetisera den litterara texten. \u0000Contextualizing, mirroring, widening and aestheticizing: Upper secondaryteachers’ approaches to Pajtim Statovci’s novel My Cat Yugoslavia \u0000The novel My Cat Yugoslavia by Pajtim Statovci is one of the most recognized debuts in Finland in recent years. Its ambiguity, especially in terms of symbolic and metaphorical meanings, has amazed and fascinated readers both in the Nordic countries and internationally. The ambiguity makes the novel interesting also from an educational perspective. Recently, there has been a renewed interest among Nordic researchers to explore educational perspectives on working with complex literary texts. In this article, we explore conversations among a group of upper secondary teachers as they discuss the novel My Cat Yugoslavia with the intention of using it in the classroom. The empirical material consists of audio recorded conversations between a group of four upper secondary teachers. Drawing theoretically on the concepts of fields of knowledge (Aase, 2005) and undecidability (Johansen, 2018), we discuss how the teachers approach the novel from a wide range of perspectives in their pedagogical considerations by contextualizing, reflecting, broadening and aestheticizing the literary text.","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115398091","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}
Siv M. Gamlem, W. M. Rogne, Vibeke Rønneberg, P. H. Uppstad
This protocol article presents the project “DigiHand: The emergence of handwriting skills in digital classrooms.”1 The project is a longitudinal natural experiment investigating how the use of different writing tools influences students’ handwriting and letter knowledge, word reading, spelling, written narrative composition and teacher–student interactions in Grades 1 and 2 (students aged 6 years in Grade 1). Participants are 33 schools (n = 585 students) representing three occurring conditions for learning writing skills in early years. Students in these conditions either (1) learn to write on a tablet while postponing handwriting, (2) learn both to handwrite and write on a tablet or (3) learn to handwrite. Effect analyses are conducted on four main domains of measures: (i) students’ letter knowledge, spelling competence and word reading competence; (ii) students’ handwriting fluency; (iii) students’ ability to write narrative compositions; (iv) quality of teacher–student interactions. This protocol describes the background, design and pre- and outcome measures for the research project.
{"title":"Study protocol: DigiHand – the emergence of handwriting skills in digital classooms","authors":"Siv M. Gamlem, W. M. Rogne, Vibeke Rønneberg, P. H. Uppstad","doi":"10.23865/NJLR.V6.2115","DOIUrl":"https://doi.org/10.23865/NJLR.V6.2115","url":null,"abstract":"This protocol article presents the project “DigiHand: The emergence of handwriting skills in digital classrooms.”1 The project is a longitudinal natural experiment investigating how the use of different writing tools influences students’ handwriting and letter knowledge, word reading, spelling, written narrative composition and teacher–student interactions in Grades 1 and 2 (students aged 6 years in Grade 1). Participants are 33 schools (n = 585 students) representing three occurring conditions for learning writing skills in early years. Students in these conditions either (1) learn to write on a tablet while postponing handwriting, (2) learn both to handwrite and write on a tablet or (3) learn to handwrite. Effect analyses are conducted on four main domains of measures: (i) students’ letter knowledge, spelling competence and word reading competence; (ii) students’ handwriting fluency; (iii) students’ ability to write narrative compositions; (iv) quality of teacher–student interactions. This protocol describes the background, design and pre- and outcome measures for the research project.","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120945853","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}
Denne artikkelen soker a bidra med kunnskap om barnehagelaererstudenters litteraere og didaktiske kompetanse, et fagomrade det i liten grad er forsket pa, selv om studentene som fremtidige pedagoger skal tilby et variert spekter av boker og hoytlesingssituasjoner til barna i barnehagen. Artikkelen bygger pa en undersokelse av hvordan fire studenter ved barnehagelaererutdanningen samtaler om og diskuterer tre ulike bildeboker, og forskningssporsmalet er: Hvilke former for analytisk og didaktisk kompetanse om bildeboker kommer til uttrykk i tolkningsfellesskapet mellom studentene pa barnehagelaererutdanningen? Basert pa Orjan Torells (2001) operasjonalisering av litteraer kompetanse i kompetanseomradene «konstitusjonell kompetanse», «utforingskompetanse» og «overforingskompetanse», viser denne undersokelsen at studentene anvender bade utforingskompetansen og den konstitusjonelle kompetansen i analysen av de tre bokene, men pa ulik mate. Overforingskompetansen anvender studentene forst og fremst inn mot didaktiske refleksjoner, og de ser ut til a vektlegge denne kompetansen som en inngang til a engasjere barn i samtaler om bokene. Et vesentlig funn er at nar studentene i tolkningsfellesskapet danner en helhetsforstaelse av en bok, synes dette a ha en medvirkende positiv effekt pa hvordan de ser for seg boka i didaktisk sammenheng.
{"title":"Litterær kompetanse i barnehagelærerutdanningen","authors":"C. Fodstad","doi":"10.23865/NJLR.V6.2009","DOIUrl":"https://doi.org/10.23865/NJLR.V6.2009","url":null,"abstract":"Denne artikkelen soker a bidra med kunnskap om barnehagelaererstudenters litteraere og didaktiske kompetanse, et fagomrade det i liten grad er forsket pa, selv om studentene som fremtidige pedagoger skal tilby et variert spekter av boker og hoytlesingssituasjoner til barna i barnehagen. Artikkelen bygger pa en undersokelse av hvordan fire studenter ved barnehagelaererutdanningen samtaler om og diskuterer tre ulike bildeboker, og forskningssporsmalet er: Hvilke former for analytisk og didaktisk kompetanse om bildeboker kommer til uttrykk i tolkningsfellesskapet mellom studentene pa barnehagelaererutdanningen? Basert pa Orjan Torells (2001) operasjonalisering av litteraer kompetanse i kompetanseomradene «konstitusjonell kompetanse», «utforingskompetanse» og «overforingskompetanse», viser denne undersokelsen at studentene anvender bade utforingskompetansen og den konstitusjonelle kompetansen i analysen av de tre bokene, men pa ulik mate. Overforingskompetansen anvender studentene forst og fremst inn mot didaktiske refleksjoner, og de ser ut til a vektlegge denne kompetansen som en inngang til a engasjere barn i samtaler om bokene. Et vesentlig funn er at nar studentene i tolkningsfellesskapet danner en helhetsforstaelse av en bok, synes dette a ha en medvirkende positiv effekt pa hvordan de ser for seg boka i didaktisk sammenheng.","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"34 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132317689","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}
Erika Sturk, Ann-Christin Randahl, C. Olin-Scheller
This study investigates what discourses dominate teachers’ beliefs about writing education and how these discourses are negotiated among teachers in social media. The empirical material is based on a stratified random sample of interactions, so-called threads, between teachers in three large open Facebook groups for teachers of Swedish (2,500–10,000 members). Taking Ivanic’s 7 discourses of writing and learning to write as a framework, the study analyses discourses about writing visible in the interactions as well as blogs linked to, and school books and apps recommended. The two last steps are data-driven, emanating from previous steps. The result shows that 40% of the interactions concern writing. These interactions are dominated by a skills discourse. Further, a genre discourse challenges a former prominent discourse, the process discourse. Also, discourses in a social context are rare. The results indicate a narrow view of writing education in policy and practice, which, due to Ivanic (2004), can be interpreted as a consequence of a wider societal context where the educational system is questioned and explicit standards for writing are foregrounded. What conditions that would facilitate a wider range of discourses of writing in a school under pressure merits further investigations.
{"title":"Back to basics? Discourses of writing in Facebook groups for teachers","authors":"Erika Sturk, Ann-Christin Randahl, C. Olin-Scheller","doi":"10.23865/njlr.v6.2005","DOIUrl":"https://doi.org/10.23865/njlr.v6.2005","url":null,"abstract":"This study investigates what discourses dominate teachers’ beliefs about writing education and how these discourses are negotiated among teachers in social media. The empirical material is based on a stratified random sample of interactions, so-called threads, between teachers in three large open Facebook groups for teachers of Swedish (2,500–10,000 members). Taking Ivanic’s 7 discourses of writing and learning to write as a framework, the study analyses discourses about writing visible in the interactions as well as blogs linked to, and school books and apps recommended. The two last steps are data-driven, emanating from previous steps. The result shows that 40% of the interactions concern writing. These interactions are dominated by a skills discourse. Further, a genre discourse challenges a former prominent discourse, the process discourse. Also, discourses in a social context are rare. The results indicate a narrow view of writing education in policy and practice, which, due to Ivanic (2004), can be interpreted as a consequence of a wider societal context where the educational system is questioned and explicit standards for writing are foregrounded. What conditions that would facilitate a wider range of discourses of writing in a school under pressure merits further investigations.","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"23 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131938677","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 utgangspunkt i en forstaelse av tale og skrift som sentrale tanketeknologier og et helhetlig perspektiv pa literacy som tilgang til skriften, tekstmening og til diskursive fellesskap. Videre analyseres en literacy-hendelse fra en norsktime pa andre trinn, hvor klassen samtaler om leseleksa. Alle elementene i en helhetlig leseopplaering innrettet mot elevenes utvikling inn i skriften, teksten og den faglige diskursen er til stede i eksempelet, men ikke desto mindre illustrerer eksempelet hvordan manglende blikk for sammenhengen mellom muntlighet og tenking hindrer at elementene kombineres til en meningsfull helhet. Mot dette bakteppet diskuteres muntlighetens plass i norsk og nordisk skolepraksis og utdanningsforskning, med blikket rettet mot framtidens skole. Abstract Dialogic space? Verbal thinking and text conversations in Norwegian L1 literacy The starting point of this article is an understanding of oral and written language as thinking technologies and an integrated perspective on literacy, conceived of as access to writing, textual meaning and discursive communities. A literacy event is analyzed, from a grade two Norwegian (L1) lesson where the whole class is engaged in conversation about a reading assignment given as homework. All elements of an integrated reading education targeting student development into written language, text meaning and discursive community are present in the example. Nevertheless, the example also illustrates how the missing awareness of the connection between oral activity and thinking prevents the realization of the potential for integrating the elements of reading education into a meaningful, integrated whole. Against this backdrop, the place of oracy and dialogic activity in Norwegian and Nordic educational reseach and practice is discussed.
{"title":"Rom for muntlighet? Språklig tenking og tekstsamtaler i norskfagets literacy","authors":"Atle Skaftun","doi":"10.23865/njlr.v6.2022","DOIUrl":"https://doi.org/10.23865/njlr.v6.2022","url":null,"abstract":"Artikkelen tar utgangspunkt i en forstaelse av tale og skrift som sentrale tanketeknologier og et helhetlig perspektiv pa literacy som tilgang til skriften, tekstmening og til diskursive fellesskap. Videre analyseres en literacy-hendelse fra en norsktime pa andre trinn, hvor klassen samtaler om leseleksa. Alle elementene i en helhetlig leseopplaering innrettet mot elevenes utvikling inn i skriften, teksten og den faglige diskursen er til stede i eksempelet, men ikke desto mindre illustrerer eksempelet hvordan manglende blikk for sammenhengen mellom muntlighet og tenking hindrer at elementene kombineres til en meningsfull helhet. Mot dette bakteppet diskuteres muntlighetens plass i norsk og nordisk skolepraksis og utdanningsforskning, med blikket rettet mot framtidens skole. \u0000Abstract \u0000Dialogic space? Verbal thinking and text conversations in Norwegian L1 literacy \u0000The starting point of this article is an understanding of oral and written language as thinking technologies and an integrated perspective on literacy, conceived of as access to writing, textual meaning and discursive communities. A literacy event is analyzed, from a grade two Norwegian (L1) lesson where the whole class is engaged in conversation about a reading assignment given as homework. All elements of an integrated reading education targeting student development into written language, text meaning and discursive community are present in the example. Nevertheless, the example also illustrates how the missing awareness of the connection between oral activity and thinking prevents the realization of the potential for integrating the elements of reading education into a meaningful, integrated whole. Against this backdrop, the place of oracy and dialogic activity in Norwegian and Nordic educational reseach and practice is discussed.","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"8 10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130356010","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}
Thorkild Hanghøj, Peter Lützen, Simone Lysholt Geer
The aim of this paper is to present findings from a study which is part of an ongoing Design-Based Research project which explores how students can transform their everyday experiences with and attitudes towards games into game journalism within the context of Danish as a subject. Based on a theoretical framework combining domain theory with Ivanic’s theory of writing as identity construction, we analysed selected student articles and student interviews from four secondary classrooms (Grades 7–9). The findings show that some students mainly positioned themselves through a personal discourse, which was highly influenced by their positive, negative or ambivalent attitudes to their chosen game journalistic topics. Other students mainly positioned themselves through a professional journalistic discourse by means of critical reflection and representation of multiple perspectives on their topics. Based on the students’ high level of engagement in the writing process and the wide range of possible selves adopted by the student writers, we concluded that games and game culture represent a topic well-suited for transforming students’ everyday experiences and attitudes into journalistic texts.
{"title":"Positioning students as game journalists: Transforming everyday experiences into professional discourse","authors":"Thorkild Hanghøj, Peter Lützen, Simone Lysholt Geer","doi":"10.23865/njlr.v6.1991","DOIUrl":"https://doi.org/10.23865/njlr.v6.1991","url":null,"abstract":"The aim of this paper is to present findings from a study which is part of an ongoing Design-Based Research project which explores how students can transform their everyday experiences with and attitudes towards games into game journalism within the context of Danish as a subject. Based on a theoretical framework combining domain theory with Ivanic’s theory of writing as identity construction, we analysed selected student articles and student interviews from four secondary classrooms (Grades 7–9). The findings show that some students mainly positioned themselves through a personal discourse, which was highly influenced by their positive, negative or ambivalent attitudes to their chosen game journalistic topics. Other students mainly positioned themselves through a professional journalistic discourse by means of critical reflection and representation of multiple perspectives on their topics. Based on the students’ high level of engagement in the writing process and the wide range of possible selves adopted by the student writers, we concluded that games and game culture represent a topic well-suited for transforming students’ everyday experiences and attitudes into journalistic texts.","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130174745","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 concept of metadiscourse, which refers to a range of interactional and organisational linguistic resources, has been increasingly used in studies that analyse professional and tertiary-level writing. Although studies tend to support the teaching of metadiscourse to tertiary-level students and have even promoted its potential value at the pre-tertiary level, the pool of studies that have investigated upper secondary pupil writing is relatively small. This study contributes to this research pool by investigating metadiscourse in 56 English essays belonging to five genres written at Norwegian and British upper secondary schools. By adapting a taxonomy based on several previous studies, the analysis accounts for the particular metadiscourse features in the corpus, and identifies which features characterise each of the five genres. For example, linguistic investigations, which were longer and more academic-like, used more topic and phoric markers to guide readers through the essay’s content. Opinion pieces, in contrast, contained more engagement markers and boosters as pupils were tasked with targeting a lay audience. The results have implications for future research that aims to investigate the use of metadiscourse in pre-tertiary writing.
{"title":"Metadiscourse in upper secondary pupil essays: Adapting a taxonomy","authors":"James Jacob Thomson","doi":"10.23865/njlr.v6.1720","DOIUrl":"https://doi.org/10.23865/njlr.v6.1720","url":null,"abstract":"The concept of metadiscourse, which refers to a range of interactional and organisational linguistic resources, has been increasingly used in studies that analyse professional and tertiary-level writing. Although studies tend to support the teaching of metadiscourse to tertiary-level students and have even promoted its potential value at the pre-tertiary level, the pool of studies that have investigated upper secondary pupil writing is relatively small. This study contributes to this research pool by investigating metadiscourse in 56 English essays belonging to five genres written at Norwegian and British upper secondary schools. By adapting a taxonomy based on several previous studies, the analysis accounts for the particular metadiscourse features in the corpus, and identifies which features characterise each of the five genres. For example, linguistic investigations, which were longer and more academic-like, used more topic and phoric markers to guide readers through the essay’s content. Opinion pieces, in contrast, contained more engagement markers and boosters as pupils were tasked with targeting a lay audience. The results have implications for future research that aims to investigate the use of metadiscourse in pre-tertiary writing.","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127689914","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}
A rationale for publishing peer-reviewed study-protocols in the Nordic Journal of Literacy Research in order to increase scientific rigour.
在《北欧识字研究杂志》上发表同行评议研究协议的基本原理，以提高科学严谨性。
{"title":"A rationale for publishing peer-reviewed study protocols in the Nordic Journal of Literacy Research in order to increase scientific rigour","authors":"P. H. Uppstad, Erin M. McTigue","doi":"10.23865/njlr.v6.2010","DOIUrl":"https://doi.org/10.23865/njlr.v6.2010","url":null,"abstract":"A rationale for publishing peer-reviewed study-protocols in the Nordic Journal of Literacy Research in order to increase scientific rigour.","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131767338","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}
Det finns an i dag inte mycket forskat kring hur larare for de tidiga skolaren samtalar om barns skrivande av berattande texter. Darfor vill vi med den har studien bidra till okade insikter genom att undersoka hur lagstadielarare forandrar sitt satt att tala om elevers berattande texter efter en kortare fortbildning kring sadana sprakliga resurser, som tidigare forskning pekar ut som viktiga att lyfta i skrivundervisningen. Resultaten visar att lararna i fortbildningen breddar sin repertoar av sprakliga resurser som ror narratologiska aspekter, om an i olika grad beroende pa vilken typ av elevtext de talar om. Det ligger i linje med tidigare forskning som visar pa larares vana och vilja att anvanda litterart metasprak vilket de kopplar till kreativitet, medan det grammatiska metaspraket kopplas till regler och restriktioner. Lararna blir ocksa mer precisa i sina uttalanden genom att oftare dels anvanda formellt metasprak, dels ge exempel fran de elevtexter de diskuterar. Resultaten bidrar saledes med underlag for fortsatta diskussioner om vad som behover betonas inom fortbildning och lararutbildning och understryker betydelsen av langsiktighet inom sadan utbildning. Studien ger ocksa underlag for diskussioner om synsatt pa elevers tidiga skrivande i undervisningen, styrdokument och laromedel. Abstract Teachers’ discussions about students’ writing of texts in early school years Very little research is available today about teachers’ discussions about students’ writing of narrative texts in early school years. This study therefore aims to contribute with such knowledge by investigating how primary school teachers change their way of talking about students’ narrative texts after having participated in professional workshops where various language resources were presented, that previous research has shown as important to highlight. The results show that the teachers primarily broaden their repertoire regarding resources related to narratological aspects, albeit to varying degrees depending on the type of student text they are talking about. This is in accordance with earlier research that shows teachers’ willingness to use literary meta-language, which they link to creativity, while grammatical meta-language is linked to rules and restrictions. The teachers also develop a somewhat greater precision by using formal meta-language, and giving examples from the students’ texts more often. In this way, the study contributes with insights for further discussions on what needs to be emphasized more in professional workshops and teacher education, as well as the importance of long-term efforts in such education. Furthermore, it concerns the need for expanded approaches to students’ early writing in teaching, curricula, national tests, and textbooks.
{"title":"Lärares samtal om elevers skrivande av berättande texter i tidiga skolår","authors":"Caroline Liberg, Anna Nordlund","doi":"10.23865/njlr.v5.1666","DOIUrl":"https://doi.org/10.23865/njlr.v5.1666","url":null,"abstract":"Det finns an i dag inte mycket forskat kring hur larare for de tidiga skolaren samtalar om barns skrivande av berattande texter. Darfor vill vi med den har studien bidra till okade insikter genom att undersoka hur lagstadielarare forandrar sitt satt att tala om elevers berattande texter efter en kortare fortbildning kring sadana sprakliga resurser, som tidigare forskning pekar ut som viktiga att lyfta i skrivundervisningen. Resultaten visar att lararna i fortbildningen breddar sin repertoar av sprakliga resurser som ror narratologiska aspekter, om an i olika grad beroende pa vilken typ av elevtext de talar om. Det ligger i linje med tidigare forskning som visar pa larares vana och vilja att anvanda litterart metasprak vilket de kopplar till kreativitet, medan det grammatiska metaspraket kopplas till regler och restriktioner. Lararna blir ocksa mer precisa i sina uttalanden genom att oftare dels anvanda formellt metasprak, dels ge exempel fran de elevtexter de diskuterar. Resultaten bidrar saledes med underlag for fortsatta diskussioner om vad som behover betonas inom fortbildning och lararutbildning och understryker betydelsen av langsiktighet inom sadan utbildning. Studien ger ocksa underlag for diskussioner om synsatt pa elevers tidiga skrivande i undervisningen, styrdokument och laromedel. \u0000Abstract \u0000Teachers’ discussions about students’ writing of texts in early school years \u0000Very little research is available today about teachers’ discussions about students’ writing of narrative texts in early school years. This study therefore aims to contribute with such knowledge by investigating how primary school teachers change their way of talking about students’ narrative texts after having participated in professional workshops where various language resources were presented, that previous research has shown as important to highlight. The results show that the teachers primarily broaden their repertoire regarding resources related to narratological aspects, albeit to varying degrees depending on the type of student text they are talking about. This is in accordance with earlier research that shows teachers’ willingness to use literary meta-language, which they link to creativity, while grammatical meta-language is linked to rules and restrictions. The teachers also develop a somewhat greater precision by using formal meta-language, and giving examples from the students’ texts more often. In this way, the study contributes with insights for further discussions on what needs to be emphasized more in professional workshops and teacher education, as well as the importance of long-term efforts in such education. Furthermore, it concerns the need for expanded approaches to students’ early writing in teaching, curricula, national tests, and textbooks.","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"182 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131444443","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 article is based on a longitudinal study in a municipality that decided to organise a projectincluding the use of computers and extra remedial education in initial reading and writing instructionfrom the first to the third grade. The study may be regarded as quasi-experimental with 110students in two project schools and 59 students in two control schools. To explore the extent towhich the use of computers in reading instruction made a difference, we followed students in thefour schools from Grade 1 to Grade 3. The students’ language skills were tested regularly withdifferent test instruments. In addition to the tests, the students answered a questionnaire, andteachers and principals were interviewed. It was not possible to conclude that the teaching methodsin the control schools yielded better reading and writing development than the project schools orvice versa. The results were ambiguous, the control schools performed slightly better in one test ingrade 3 and the project schools on another test, when accounting for linguistic awareness in grade1 and other factors.
{"title":"Learning to Read Using Computers: A Longitudinal Study from Grade 1 to Grade 3 in Four Swedish Schools","authors":"U. Fredriksson, Maria Rasmusson","doi":"10.23865/njlr.v5.2014","DOIUrl":"https://doi.org/10.23865/njlr.v5.2014","url":null,"abstract":"The article is based on a longitudinal study in a municipality that decided to organise a projectincluding the use of computers and extra remedial education in initial reading and writing instructionfrom the first to the third grade. The study may be regarded as quasi-experimental with 110students in two project schools and 59 students in two control schools. To explore the extent towhich the use of computers in reading instruction made a difference, we followed students in thefour schools from Grade 1 to Grade 3. The students’ language skills were tested regularly withdifferent test instruments. In addition to the tests, the students answered a questionnaire, andteachers and principals were interviewed. It was not possible to conclude that the teaching methodsin the control schools yielded better reading and writing development than the project schools orvice versa. The results were ambiguous, the control schools performed slightly better in one test ingrade 3 and the project schools on another test, when accounting for linguistic awareness in grade1 and other factors.","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124456180","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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