Denne artikkelen er basert pa en studie av et utvalg ressurser om skriving i naturfag, hentet fra nettsidene til Skrivesenteret og Naturfagsenteret. I Laereplanverket for Kunnskapsloftet inngar skriving som grunnleggende ferdighet i alle fag, som en gjennomgaende og tverrfaglig kompetanse. De nasjonale sentrene skal, ifolge sine mandat, stotte skolene i arbeidet med a implementere de grunnleggende ferdighetene. Sporsmalet vi soker svar pa i denne artikkelen, er hvordan fagrelevant skriving og skriveopplaering er forstatt og formidlet i nettressurser fra de to sentrene. Analysene viser at faginnhold og faglige uttrykk vektlegges pa ulike mater, noe som kan knyttes til ulike syn pa faglig literacy. Mens Naturfagsenterets skrivedidaktiske ressurser primaert presenterer fagovergripende perspektiver pa skriving i naturfag, legger Skrivesenteret i storre grad vekt pa fagspesifikke spraktrekk og uttrykksmater. Disse funnene blir droftet i lys av literacy-forskning og utdanningspolitiske endringer. English abstract English title: Writing in science education: An analysis of web-based resources from two national centres This article is based on a study of web-based resources for writing in science education, published by The Norwegian Centre for Science Education and the Norwegian Centre for Writing Education and Research. The Norwegian Curriculum includes writing as a basic skill in all subjects, as a comprehensive and interdisciplinary competence. The national centres should, according to their mandates, support schools in their efforts to implement the statutory basic skills. The question we seek answer to in this article, is how disciplinary writing and writing education is understood and communicated in the two centres’ web resources. The analysis shows that subject content and subject discourse are emphasized in different ways. This can be related to different perspectives on academic literacy. While the Norwegian Centre for Science Education’s writing resources primarily present generic perspectives on writing, the Writing Centre places greater emphasis on linguistic and textual features of scientific texts. These findings are discussed against a backdrop of literacy research and educational policies.
这篇文章基于对自然景观保护的实用资源的研究，该研究以自然景观保护和自然景观保护的网络为基础。在澳大利亚自然保护区规划局（Laereplanverket for Kunnskapsloftet）中，滑冰是所有领域中最重要的一项任务，也是一项艰巨而富有挑战性的任务。国家机构将根据其任务规定，在工作中为员工提供支持，帮助他们实现目标。在本文中，我们将讨论如何将与性别相关的工作和工作计划纳入到我们的工作中。通过分析可以发现，与母语相关的知识和技能可以帮助我们更好地理解与母语相关的知识和技能。自然科学中心的研究人员首先从不同角度介绍了自然科学的发展，并从不同层面介绍了自然科学的探索和应用。这些功能将在扫盲和教育政策中得到体现。English abstract English title：科学教育中的写作：对两个国家中心提供的网络资源的分析 本文基于对挪威科学教育中心（The Norwegian Centre for Science Education）和挪威写作教育与研究中心（Norwegian Centre for Writing Education and Research）出版的科学教育写作网络资源的研究。挪威的教学大纲将写作列为所有学科的基本技能，是一种跨学科的综合能力。国家中心应根据其任务授权，支持学校努力落实法定的基本技能。本文试图回答的问题是，在两个中心的网络资源中，学科写作和写作教育是如何被理解和传播的。分析表明，学科内容和学科话语以不同的方式得到强调。这可能与对学术素养的不同看法有关。挪威科学教育中心的写作资源主要从通用角度介绍写作，而写作中心则更加重视科学文本的语言和文字特征。这些研究结果将在扫盲研究和教育政策的背景下进行讨论。
{"title":"Skriving i naturfag : En analyse av nettbaserte undervisningsressurser fra to nasjonale sentre","authors":"Vibeke Lorentzen, Mari-Ann Igland, Randi Solheim","doi":"10.23865/NJLR.V6.2072","DOIUrl":"https://doi.org/10.23865/NJLR.V6.2072","url":null,"abstract":"Denne artikkelen er basert pa en studie av et utvalg ressurser om skriving i naturfag, hentet fra nettsidene til Skrivesenteret og Naturfagsenteret. I Laereplanverket for Kunnskapsloftet inngar skriving som grunnleggende ferdighet i alle fag, som en gjennomgaende og tverrfaglig kompetanse. De nasjonale sentrene skal, ifolge sine mandat, stotte skolene i arbeidet med a implementere de grunnleggende ferdighetene. Sporsmalet vi soker svar pa i denne artikkelen, er hvordan fagrelevant skriving og skriveopplaering er forstatt og formidlet i nettressurser fra de to sentrene. Analysene viser at faginnhold og faglige uttrykk vektlegges pa ulike mater, noe som kan knyttes til ulike syn pa faglig literacy. Mens Naturfagsenterets skrivedidaktiske ressurser primaert presenterer fagovergripende perspektiver pa skriving i naturfag, legger Skrivesenteret i storre grad vekt pa fagspesifikke spraktrekk og uttrykksmater. Disse funnene blir droftet i lys av literacy-forskning og utdanningspolitiske endringer. \u0000English abstract \u0000English title: Writing in science education: An analysis of web-based resources from two national centres \u0000This article is based on a study of web-based resources for writing in science education, published by The Norwegian Centre for Science Education and the Norwegian Centre for Writing Education and Research. The Norwegian Curriculum includes writing as a basic skill in all subjects, as a comprehensive and interdisciplinary competence. The national centres should, according to their mandates, support schools in their efforts to implement the statutory basic skills. The question we seek answer to in this article, is how disciplinary writing and writing education is understood and communicated in the two centres’ web resources. The analysis shows that subject content and subject discourse are emphasized in different ways. This can be related to different perspectives on academic literacy. While the Norwegian Centre for Science Education’s writing resources primarily present generic perspectives on writing, the Writing Centre places greater emphasis on linguistic and textual features of scientific texts. These findings are discussed against a backdrop of literacy research and educational policies.","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"30 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":"128894360","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 present protocol describes the background, theoretical framework and methods for a qualitative study of co-taught, Norwegian, L1 classrooms—The Seaside case. The participants are six classes and their teachers from six different schools in the Seaside municipality. All classes had one extra teacher in all 8 L1 Norwegian lessons each week, in Year One and Year Two. Co-teaching provides pedagogic potential and flexibility and can enhance students’ learning. However, evidence from teacher–student ratio research is inconsistent across contexts (Solheim et al., 2017; Solheim & Opheim, 2018), and there is also a need for studies exploring connections specifically in the Norwegian school context. Our overarching research questions are: (1) What characterizes literacy practices in L1 initial co-taught literacy lessons? (2) How is the extra teacher resource utilized in L1 initial co-taught literacy lessons, and what characterizes interaction, patterns of discourse, organization and roles in the classroom (teachers and students)? (3) What are the students’ conditions for participation, engagement and dialogue in L1 initial co-taught literacy lessons?
本协议描述了共同教学的挪威语第一语言课堂定性研究的背景、理论框架和方法——海边案例。参与者是来自海滨市六所不同学校的六个班级和他们的老师。在一年级和二年级，所有的班级每周都有一名额外的老师上8节L1挪威语课。合作教学提供了教学潜力和灵活性，可以提高学生的学习。然而，师生比例研究的证据在不同背景下是不一致的(Solheim et al.， 2017;Solheim & Opheim, 2018)，也有必要对挪威学校背景下的联系进行研究。我们的首要研究问题是:(1)在L1初始共同教授的扫盲课程中，扫盲实践的特点是什么?(2)额外的教师资源是如何在第一语言共同教学的扫盲课程中得到利用的?课堂上(教师和学生)的互动、话语模式、组织和角色的特征是什么?(3)学生参与、参与和对话的条件是什么?
{"title":"Literacy practices in co-taught early years classrooms. Study protocol: The seaside case","authors":"Å. K. H. Wagner, Atle Skaftun, Erin M. McTigue","doi":"10.23865/NJLR.V6.2212","DOIUrl":"https://doi.org/10.23865/NJLR.V6.2212","url":null,"abstract":"The present protocol describes the background, theoretical framework and methods for a qualitative study of co-taught, Norwegian, L1 classrooms—The Seaside case. The participants are six classes and their teachers from six different schools in the Seaside municipality. All classes had one extra teacher in all 8 L1 Norwegian lessons each week, in Year One and Year Two. Co-teaching provides pedagogic potential and flexibility and can enhance students’ learning. However, evidence from teacher–student ratio research is inconsistent across contexts (Solheim et al., 2017; Solheim & Opheim, 2018), and there is also a need for studies exploring connections specifically in the Norwegian school context. Our overarching research questions are: (1) What characterizes literacy practices in L1 initial co-taught literacy lessons? (2) How is the extra teacher resource utilized in L1 initial co-taught literacy lessons, and what characterizes interaction, patterns of discourse, organization and roles in the classroom (teachers and students)? (3) What are the students’ conditions for participation, engagement and dialogue in L1 initial co-taught literacy lessons?","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":"130305143","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":"Kritisk lesing i høyere utdanning: Hvordan forholder lærerstudenter seg til tekster som krever kritisk lesing?","authors":"Lisbeth Elvebakk, Marte Blikstad-Balas","doi":"10.23865/njlr.v8.3347","DOIUrl":"https://doi.org/10.23865/njlr.v8.3347","url":null,"abstract":"readers","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"23 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":"116241864","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":"Editorial: A Five-Year Update","authors":"P. H. Uppstad, Atle Skaftun, O. Solheim","doi":"10.23865/njlr.v6.2662","DOIUrl":"https://doi.org/10.23865/njlr.v6.2662","url":null,"abstract":"","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"26 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":"128308255","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":"Litteracitetspraktiker i vardags- och samhällsliv: Skriftspråksvanor hos svenska sfi-elever med kort eller ingen tidigare studiebakgrund","authors":"Åsa Wedin, Annika Norlund Shaswar","doi":"10.23865/njlr.v7.2797","DOIUrl":"https://doi.org/10.23865/njlr.v7.2797","url":null,"abstract":"","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"2 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":"114388409","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}
Christine B. Østbø Munch, Marit Semundseth, Marit Holm Hopperstad
This article examines the ECEC’s changing room as a semiotic landscape. The material consists of a total of 1,101 photographs of texts in thirteen ECEC changing rooms and conversations with the various departments’ ECEC teachers about these texts. The study has two purposes: The first is to contribute to the development of knowledge about the changing rooms as a semiotic landscape. The second is to discuss how this semiotic landscape can have a didactic potential for the development of children’s literacy. The study is placed within a social semiotic framework (Halliday, 1998; Halliday & Matthiessen, 2014; Kress, 2010). We analyze and discuss the ECEC changing room as a complex semiotic landscape (Jarowsky & Thurlow, 2010) consisting of different text producers, variation in the design of the texts and with texts performing various communicative acts. In addition, we discuss how this semiotic landscape can contribute to spontaneous and exploratory literacy in ECEC institutions, how ECEC teachers can involve children in text production, and how children’s texts can be included within the semiotic landscape of the changing room.
{"title":"Barnehagens garderobe som semiotisk landskap – og et sted for barns literacy?","authors":"Christine B. Østbø Munch, Marit Semundseth, Marit Holm Hopperstad","doi":"10.23865/njlr.v8.3841","DOIUrl":"https://doi.org/10.23865/njlr.v8.3841","url":null,"abstract":"This article examines the ECEC’s changing room as a semiotic landscape. The material consists of a total of 1,101 photographs of texts in thirteen ECEC changing rooms and conversations with the various departments’ ECEC teachers about these texts. The study has two purposes: The first is to contribute to the development of knowledge about the changing rooms as a semiotic landscape. The second is to discuss how this semiotic landscape can have a didactic potential for the development of children’s literacy. The study is placed within a social semiotic framework (Halliday, 1998; Halliday & Matthiessen, 2014; Kress, 2010). We analyze and discuss the ECEC changing room as a complex semiotic landscape (Jarowsky & Thurlow, 2010) consisting of different text producers, variation in the design of the texts and with texts performing various communicative acts. In addition, we discuss how this semiotic landscape can contribute to spontaneous and exploratory literacy in ECEC institutions, how ECEC teachers can involve children in text production, and how children’s texts can be included within the semiotic landscape of the changing room.","PeriodicalId":315285,"journal":{"name":"Nordic Journal of Literacy Research","volume":"44 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":"121742890","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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