Research on the out-of-school texts and literary practices of children and youth, with This article gives an overview of Nordic research on children’s and youth’s texts and literacy practices out of school for the last twenty years (2000–2019). During this period the conditions for children’s participation in various text cultures have changed as a result of technological develop-ment, and thus the article highlights a relatively new research field, where especially children and youth’s participation in digital and multimodal texts and text practices is explored. The aim of this systematical review is to find out what defines the Nordic research in the field, theoretically, methodologically and empirically. The large in and New and The an overall of of how what life and who and Scholar treff, fungerte «etterkontroll»
{"title":"Forsking på barn og ungdoms tekstar og tekstpraksisar på fritida, med eit nordisk fokus","authors":"Gudrun Kløve Juuhl, Maja Michelsen","doi":"10.23865/njlr.v6.2093","DOIUrl":"https://doi.org/10.23865/njlr.v6.2093","url":null,"abstract":"Research on the out-of-school texts and literary practices of children and youth, with This article gives an overview of Nordic research on children’s and youth’s texts and literacy practices out of school for the last twenty years (2000–2019). During this period the conditions for children’s participation in various text cultures have changed as a result of technological develop-ment, and thus the article highlights a relatively new research field, where especially children and youth’s participation in digital and multimodal texts and text practices is explored. The aim of this systematical review is to find out what defines the Nordic research in the field, theoretically, methodologically and empirically. The large in and New and The an overall of of how what life and who and Scholar treff, fungerte «etterkontroll»","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122674595","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}
N. Klang, Johanna Åsman, M. Mattsson, C. Nilholm, Jenny Wiksten Folkryd
{"title":"Intervention combining cooperative learning and instruction in reading comprehension strategies in heterogeneous classrooms","authors":"N. Klang, Johanna Åsman, M. Mattsson, C. Nilholm, Jenny Wiksten Folkryd","doi":"10.23865/njlr.v8.2740","DOIUrl":"https://doi.org/10.23865/njlr.v8.2740","url":null,"abstract":"","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131981970","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}
Tuva Bjørkvold, Anne Kristine Øgreid, Ingvill Krogstad Svanes
{"title":"Hvordan skriver barnetrinnselever om og fra hjemmeskolen sin?","authors":"Tuva Bjørkvold, Anne Kristine Øgreid, Ingvill Krogstad Svanes","doi":"10.23865/njlr.v8.3108","DOIUrl":"https://doi.org/10.23865/njlr.v8.3108","url":null,"abstract":"","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130773170","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}
{"title":"”Det bygger liksom på att man vet sammanhanget”: Elevers resonemang om syntaktisk (o)fullständighet i en skönlitterär text","authors":"Agnes Strandberg, Outi Toropainen","doi":"10.23865/njlr.v8.3286","DOIUrl":"https://doi.org/10.23865/njlr.v8.3286","url":null,"abstract":"","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117101768","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 study shows that the students preferred to read in an experience-based manner, that facilitates transformative approaches and a text-internal perspective, often centered around central figures and actions. They do not connect the novel universe to their own lives. The students chose reading assignments with frameworks that deepen and explain the way in which the task is formulated. The reading assignment contributes to giving the learning programme a different dramaturgy. This provides a direction for the lecturer’s physical teaching, and this gives the lecturer information that will help her/him to plan and carry out her/his teaching.
{"title":"«Det jeg vil snakke om, binder romanen til livet» – om skjønnlitterære, digitale leseoppdrag til Koke bjørn","authors":"Jannike Ohrem Bakke","doi":"10.23865/njlr.v8.3344","DOIUrl":"https://doi.org/10.23865/njlr.v8.3344","url":null,"abstract":"The study shows that the students preferred to read in an experience-based manner, that facilitates transformative approaches and a text-internal perspective, often centered around central figures and actions. They do not connect the novel universe to their own lives. The students chose reading assignments with frameworks that deepen and explain the way in which the task is formulated. The reading assignment contributes to giving the learning programme a different dramaturgy. This provides a direction for the lecturer’s physical teaching, and this gives the lecturer information that will help her/him to plan and carry out her/his teaching.","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"201 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123255048","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}
Reading homework in early literacy education (L1) in Norway Homework has a long tradition in schooling, despite mixed findings regarding its value and effect. Any positive value of homework will depend on how the homework is framed and followed up in the daily teaching. Based on filmed observations from six second-grade classrooms, this article examines what characterises homework-related reading and text work in L1 in Norway. We ask the following research questions: (1) What place does reading homework have in L1 instruction? and (2) What kind of text work takes place in connection with the reading homework? We find considerable variation in the amount of teaching time that is connected to homework-related work and how this work is framed and followed up. Homework appears to be most effective and meaningful when it forms an integral part of the teaching. Most of the texts used for reading homework are taken from school textbooks and focus on developing code skills and reading fluency, but this purpose is often not communicated beyond the expectation that the text will be read three times. Teaching does not include strategies for decoding or understanding what reading fluency entails. The synthesising of texts receives little attention, and students are not invited to reflect critically on the form or content. A lot of time is spent on organising the homework, with associated low learning outcomes. T. F. Hoem & Å. K. H. Wagner 190
{"title":"Leseleksens plass i norskfagets begynneropplæring","authors":"T. Hoem, Wagner Åse Kari H.","doi":"10.23865/njlr.v8.3672","DOIUrl":"https://doi.org/10.23865/njlr.v8.3672","url":null,"abstract":"Reading homework in early literacy education (L1) in Norway Homework has a long tradition in schooling, despite mixed findings regarding its value and effect. Any positive value of homework will depend on how the homework is framed and followed up in the daily teaching. Based on filmed observations from six second-grade classrooms, this article examines what characterises homework-related reading and text work in L1 in Norway. We ask the following research questions: (1) What place does reading homework have in L1 instruction? and (2) What kind of text work takes place in connection with the reading homework? We find considerable variation in the amount of teaching time that is connected to homework-related work and how this work is framed and followed up. Homework appears to be most effective and meaningful when it forms an integral part of the teaching. Most of the texts used for reading homework are taken from school textbooks and focus on developing code skills and reading fluency, but this purpose is often not communicated beyond the expectation that the text will be read three times. Teaching does not include strategies for decoding or understanding what reading fluency entails. The synthesising of texts receives little attention, and students are not invited to reflect critically on the form or content. A lot of time is spent on organising the homework, with associated low learning outcomes. T. F. Hoem & Å. K. H. Wagner 190","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124699279","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}
{"title":"Budskap bortom raderna – en modersmålslärares stöttning av yngre elevers tolkande läsning av skönlitteratur","authors":"Anna Norberg, Ann Hjalmarsson","doi":"10.23865/njlr.v8.3212","DOIUrl":"https://doi.org/10.23865/njlr.v8.3212","url":null,"abstract":"","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"2015 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127678343","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}
I den har studien ar syftet att utveckla kunskap om las- och skrivutvecklande sociala praktiker i teknikundervisning i en forskoleklass. Fyra tekniklektioner observerades med fokus pa lararens las- ...
{"title":"”Kan man köra en skottkärra med fyrkantigt hjul?” Läs- och skrivutvecklande praktiker i teknikundervisning i förskoleklass","authors":"Tarja Alatalo, Annie Johansson","doi":"10.23865/njlr.v5.2018","DOIUrl":"https://doi.org/10.23865/njlr.v5.2018","url":null,"abstract":"I den har studien ar syftet att utveckla kunskap om las- och skrivutvecklande sociala praktiker i teknikundervisning i en forskoleklass. Fyra tekniklektioner observerades med fokus pa lararens las- ...","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130154456","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 study is interested in teachers’ use of digital technology for differentiation of teaching in early school years, focusing in particular on teaching reading and writing. The study is qualitative in nature and is based on field studies in grade 2 (aged eight), along with focus groups involving teachers who work with and around pupils. Two research questions have served as a guideline for the study: 1. What characterises teachers’ experiences and didactic usage of digital technology when teaching children (to read and write), and 2. How is digital technology used to promote different dimensions of reading and writing processes? The empirical material has been analysed through thematic analyses and with Luke and Freebody’s four resourses model as a theoretical perspective. The results show that teachers use digital technology to differentiate teaching in various ways; by illustrating, motivating, individualising and making the didactic content accessible, for example. Digital technology is used when teaching children to read and write in order to promote both individual skills and activities promoting communication and creating meaning. Digital technology appears to provide opportunities for teachers to offer particular support within the classroom framework and offer pupils tasks at custom levels, thereby helping to provide a more inclusive didactic space. This study highlights teachers’ somewhat ambivalent approach and balancing of different didactic choices in relation to digital technology.
{"title":"The use of digital technology for differentiation of teaching in early school years","authors":"Gunilla Sandberg","doi":"10.23865/njlr.v8.3104","DOIUrl":"https://doi.org/10.23865/njlr.v8.3104","url":null,"abstract":"This study is interested in teachers’ use of digital technology for differentiation of teaching in early school years, focusing in particular on teaching reading and writing. The study is qualitative in nature and is based on field studies in grade 2 (aged eight), along with focus groups involving teachers who work with and around pupils. Two research questions have served as a guideline for the study: 1. What characterises teachers’ experiences and didactic usage of digital technology when teaching children (to read and write), and 2. How is digital technology used to promote different dimensions of reading and writing processes? The empirical material has been analysed through thematic analyses and with Luke and Freebody’s four resourses model as a theoretical perspective. The results show that teachers use digital technology to differentiate teaching in various ways; by illustrating, motivating, individualising and making the didactic content accessible, for example. Digital technology is used when teaching children to read and write in order to promote both individual skills and activities promoting communication and creating meaning. Digital technology appears to provide opportunities for teachers to offer particular support within the classroom framework and offer pupils tasks at custom levels, thereby helping to provide a more inclusive didactic space. This study highlights teachers’ somewhat ambivalent approach and balancing of different didactic choices in relation to digital technology.","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129062974","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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