Pub Date : 2021-04-30DOI: 10.18261/ISSN.1891-943X-2021-01-04
Andreas Lund
This paper reviews and analyzes the Norwegian Ministry of Education and Research’s Action Plan for Digitalization in Primary and Secondary Education and Training (AP20). Policy papers are often intended for administrative levels, but will also be perceived as guidance and recommendations for educators. The purpose of this paper is to examine the kind of support and guidelines AP20 gives to educators. This is done by partly investigating the plan’s action steps and priorities. However, AP20 will also be compared with other Ministry documents, in order to look for inner con-sistencyacrossdocuments. Finally,AP20’ssuggestions,action steps,andviewof digitalization,willbebrieflyevaluated in respect to how digitalization naturally occurs and materializes in current and future-oriented educational practices, to determine its ecological validity. The analysis revealed that AP21 is somewhat ambiguous as to its purpose and intended audience. It comes across as rather instrumental: addressing infrastructure, resources, and skills. While this can be explained as being due to its primary aims, scope and audience, it cannot escape the larger educational and pedagogical perspectives, including epistemologies, to be relevant for policies and practices, administration and epistemic work. Thus, there is a need for clarification in future versions.
{"title":"The Norwegian Ministry of Education and Research’s action plan for digitalization in primary and secondary education and training: appraisal and critique","authors":"Andreas Lund","doi":"10.18261/ISSN.1891-943X-2021-01-04","DOIUrl":"https://doi.org/10.18261/ISSN.1891-943X-2021-01-04","url":null,"abstract":"This paper reviews and analyzes the Norwegian Ministry of Education and Research’s Action Plan for Digitalization in Primary and Secondary Education and Training (AP20). Policy papers are often intended for administrative levels, but will also be perceived as guidance and recommendations for educators. The purpose of this paper is to examine the kind of support and guidelines AP20 gives to educators. This is done by partly investigating the plan’s action steps and priorities. However, AP20 will also be compared with other Ministry documents, in order to look for inner con-sistencyacrossdocuments. Finally,AP20’ssuggestions,action steps,andviewof digitalization,willbebrieflyevaluated in respect to how digitalization naturally occurs and materializes in current and future-oriented educational practices, to determine its ecological validity. The analysis revealed that AP21 is somewhat ambiguous as to its purpose and intended audience. It comes across as rather instrumental: addressing infrastructure, resources, and skills. While this can be explained as being due to its primary aims, scope and audience, it cannot escape the larger educational and pedagogical perspectives, including epistemologies, to be relevant for policies and practices, administration and epistemic work. Thus, there is a need for clarification in future versions.","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"55 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77215982","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}
Pub Date : 2020-12-11DOI: 10.18261/issn.1891-943x-2020-04-04
C. Tømte, Cay Gjerustad
Policymakers and scholars are scaling up online professional development programmes for teachers. We studied how in-service teachers in Norway perceived their learning outcomes for professional development programmes conducted either as campus-based or online courses. Based on survey data, we found teachers studying online and in campus-based settings have relatively similar perceptions of the learning outcomes. This changes when indicators of collaboration and support from teachers are controlled for, suggesting that these factors are more strongly related to learning outcomes for those in campus-based studies than those in online studies. Our findings contribute new insights on how perceived learning outcomes influence study formats and how social dimensions may impact professional development.
{"title":"Online or offline – Does it matter?","authors":"C. Tømte, Cay Gjerustad","doi":"10.18261/issn.1891-943x-2020-04-04","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2020-04-04","url":null,"abstract":"Policymakers and scholars are scaling up online professional development programmes for teachers. We studied how in-service teachers in Norway perceived their learning outcomes for professional development programmes conducted either as campus-based or online courses. Based on survey data, we found teachers studying online and in campus-based settings have relatively similar perceptions of the learning outcomes. This changes when indicators of collaboration and support from teachers are controlled for, suggesting that these factors are more strongly related to learning outcomes for those in campus-based studies than those in online studies. Our findings contribute new insights on how perceived learning outcomes influence study formats and how social dimensions may impact professional development.","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"47 1","pages":"259-273"},"PeriodicalIF":2.2,"publicationDate":"2020-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78895249","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}
Pub Date : 2020-12-11DOI: 10.18261/issn.1891-943x-2020-04-03
Sanne Haase, Lillian Buus
The Danish national government (2018) prioritises a proactive digitalisation of the public sector, including higher education institutions (HEIs). HEIs are facing major changes and need to integrate increasingly advanced digital technologies, and might soon be significantly different from what they are today. The mechanisms linking national policy discourses and the implementation of actual, new practices are not well documented. Drawing from the insights of Scandinavian neo-institutionalism and discursive institutionalism about the travelling and translation of ideas in specific national and organisational contexts, the article investigates one aspect of this broader problem— that is, how national digitalisation policy is discursively translated into institutional policy at the level of HEIs. We focus on three large, comprehensive research universities and on two of the profession-oriented university colleges. Based on our analysis of digitalisation policies, we conduct a comparative analysis to illuminate the translation of national policy ideas into the digitalisation policies of HEIs Findings indicate that the what, the how and the why of Danish HEIs’ digitalisation policies do not come together in a coherent order of discourse. Rather, Danish HEIs catch on to singular elements of national policy ideas in an eclectic and fragmented manner. This might also be connected to the vagueness of definitions of digitalisation in national policy documents, which might be acting as an obstacle for more coherent translation processes at the HEI level.
{"title":"Translating government digitalisation policy in higher education institutions: the Danish case","authors":"Sanne Haase, Lillian Buus","doi":"10.18261/issn.1891-943x-2020-04-03","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2020-04-03","url":null,"abstract":"The Danish national government (2018) prioritises a proactive digitalisation of the public sector, including higher education institutions (HEIs). HEIs are facing major changes and need to integrate increasingly advanced digital technologies, and might soon be significantly different from what they are today. The mechanisms linking national policy discourses and the implementation of actual, new practices are not well documented. Drawing from the insights of Scandinavian neo-institutionalism and discursive institutionalism about the travelling and translation of ideas in specific national and organisational contexts, the article investigates one aspect of this broader problem— that is, how national digitalisation policy is discursively translated into institutional policy at the level of HEIs. We focus on three large, comprehensive research universities and on two of the profession-oriented university colleges. Based on our analysis of digitalisation policies, we conduct a comparative analysis to illuminate the translation of national policy ideas into the digitalisation policies of HEIs Findings indicate that the what, the how and the why of Danish HEIs’ digitalisation policies do not come together in a coherent order of discourse. Rather, Danish HEIs catch on to singular elements of national policy ideas in an eclectic and fragmented manner. This might also be connected to the vagueness of definitions of digitalisation in national policy documents, which might be acting as an obstacle for more coherent translation processes at the HEI level.","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"83 1","pages":"246-258"},"PeriodicalIF":2.2,"publicationDate":"2020-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88477720","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}
Pub Date : 2020-12-11DOI: 10.18261/issn.1891-943x-2020-04-02
C. Tømte, V. Laterza, R. Pinheiro, Aleksandar Avramovic
{"title":"Is there a Scandinavian model for MOOCs?","authors":"C. Tømte, V. Laterza, R. Pinheiro, Aleksandar Avramovic","doi":"10.18261/issn.1891-943x-2020-04-02","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2020-04-02","url":null,"abstract":"","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"7 1","pages":"234-245"},"PeriodicalIF":2.2,"publicationDate":"2020-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89147234","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}
Pub Date : 2020-12-11DOI: 10.18261/issn.1891-943x-2020-04-05
C. McGrath
This reflective article sets out to illustrate some of the difficulties involved in developing capacity in Nordic collaboration. The project involves the development of digital open educational resources (OER) focused on bioethics in the Nordic region through a close collaboration between five universities. The article presents a case study and details the rationale for the development of the digital OER, describing how they were developed, tested and implemented. The article uses a framework of change management to identify current shortcomings, challenges and critical areas for further development. can be said to come internally from local cultures, but also through structural inertia brought through path dependency. This article identifies the development of digital open educational resources (OER) as a way to enhance capacity and collaboration in the Nordic region, and focuses on a case study of a project of collaborative development of digital OER in bioethics by a consortium of five Nordic HEIs. This article has two main aims: i) to describe how the project was designed and developed to promote organisational change and educational development by means of virtual mobility and internationalisation-at-home; and ii) to discuss and reflect critically on the shortcomings of the project from an organisational change perspective. As such, the article aims to offer insights into how such capacity-building endeavours may be more successful at translating ideas into implementation. The article uses a modified form of a descriptive case study (Yin, 2009), and presents a) a rationale for the project, b) a descrip-tion of the development of the different elements of the project, and c) reflections on the process so far. The article begins with a brief overview of elements of organisational change as a driving force for sustainable educational development. It then addresses some key internationalisation concepts and values that may be seen as adding additional value to digital interventions. Virtual mobility is introduced as a way to identify a possibility for students to take part in other participating institutions’ cultures and educational offerings, but from their current physical location. The article then outlines how an open educational resource was developed in a collaborative setting and how the same resource was tested.
{"title":"When good intentions may not be good enough","authors":"C. McGrath","doi":"10.18261/issn.1891-943x-2020-04-05","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2020-04-05","url":null,"abstract":"This reflective article sets out to illustrate some of the difficulties involved in developing capacity in Nordic collaboration. The project involves the development of digital open educational resources (OER) focused on bioethics in the Nordic region through a close collaboration between five universities. The article presents a case study and details the rationale for the development of the digital OER, describing how they were developed, tested and implemented. The article uses a framework of change management to identify current shortcomings, challenges and critical areas for further development. can be said to come internally from local cultures, but also through structural inertia brought through path dependency. This article identifies the development of digital open educational resources (OER) as a way to enhance capacity and collaboration in the Nordic region, and focuses on a case study of a project of collaborative development of digital OER in bioethics by a consortium of five Nordic HEIs. This article has two main aims: i) to describe how the project was designed and developed to promote organisational change and educational development by means of virtual mobility and internationalisation-at-home; and ii) to discuss and reflect critically on the shortcomings of the project from an organisational change perspective. As such, the article aims to offer insights into how such capacity-building endeavours may be more successful at translating ideas into implementation. The article uses a modified form of a descriptive case study (Yin, 2009), and presents a) a rationale for the project, b) a descrip-tion of the development of the different elements of the project, and c) reflections on the process so far. The article begins with a brief overview of elements of organisational change as a driving force for sustainable educational development. It then addresses some key internationalisation concepts and values that may be seen as adding additional value to digital interventions. Virtual mobility is introduced as a way to identify a possibility for students to take part in other participating institutions’ cultures and educational offerings, but from their current physical location. The article then outlines how an open educational resource was developed in a collaborative setting and how the same resource was tested.","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"34 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76276046","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}
Pub Date : 2020-10-09DOI: 10.18261/issn.1891-943x-2020-03-01
R. Krumsvik
{"title":"Extended Editorial","authors":"R. Krumsvik","doi":"10.18261/issn.1891-943x-2020-03-01","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2020-03-01","url":null,"abstract":"","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"7 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81052963","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}
Pub Date : 2020-10-09DOI: 10.18261/issn.1891-943x-2020-03-05
C. Engblom, Katharina Andersson, Dan Åkerlund
In this small-scale study young students’ digital writing as it unfolds in real time via screen recordings is discussed. The students attend the first and third year of schooling in Sweden and are recorded during lessons. The aim is to describe students’ digital writing as they use computers to create texts, with a specific focus on the changes the students make. The type of change, its cause, whether the change results in correct or incorrect language use, and the semantic and syntactic consequences of the changes are analysed. The results show that changes are made locally, and that the students focus on dealing with software underlining that indicates problems with spelling or grammar. Revisions on deeper meaning-making levels, such as additions, insertions or reorganisations, are generally not performed even though such operations are easily accomplished with digital tools. Seven different strategies when dealing with underlining are identified, and how the students’ linguistic knowledge about spelling, rules for writing and digital literacy skills are used in explorative ways to avoid underlining is described. The students’ responsiveness toward following a correctness norm affects the semantic depth of the texts as misspelled words get erased or exchanged for more non-specific words. Syntactic structure is also affected resulting in non-conventional punctuation due to misunderstandings concerning the reason for software underlining. The outcomes show a close relationship between operational literacy and meaning-making as the content of the students’ texts often changes when underlining shows up on the screen. Identity formation is also at stake when a misunderstanding positions student as unaware of punctuation when the problem concerns the software’s rule of spacing after full stops. Different aspects of operational literacy and their significance for a social conception of literacy is suggested to inform teachers’ planning of text creation using digital tools in the classroom.
{"title":"Young students making textual changes during digital writing","authors":"C. Engblom, Katharina Andersson, Dan Åkerlund","doi":"10.18261/issn.1891-943x-2020-03-05","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2020-03-05","url":null,"abstract":"In this small-scale study young students’ digital writing as it unfolds in real time via screen recordings is discussed. The students attend the first and third year of schooling in Sweden and are recorded during lessons. The aim is to describe students’ digital writing as they use computers to create texts, with a specific focus on the changes the students make. The type of change, its cause, whether the change results in correct or incorrect language use, and the semantic and syntactic consequences of the changes are analysed. The results show that changes are made locally, and that the students focus on dealing with software underlining that indicates problems with spelling or grammar. Revisions on deeper meaning-making levels, such as additions, insertions or reorganisations, are generally not performed even though such operations are easily accomplished with digital tools. Seven different strategies when dealing with underlining are identified, and how the students’ linguistic knowledge about spelling, rules for writing and digital literacy skills are used in explorative ways to avoid underlining is described. The students’ responsiveness toward following a correctness norm affects the semantic depth of the texts as misspelled words get erased or exchanged for more non-specific words. Syntactic structure is also affected resulting in non-conventional punctuation due to misunderstandings concerning the reason for software underlining. The outcomes show a close relationship between operational literacy and meaning-making as the content of the students’ texts often changes when underlining shows up on the screen. Identity formation is also at stake when a misunderstanding positions student as unaware of punctuation when the problem concerns the software’s rule of spacing after full stops. Different aspects of operational literacy and their significance for a social conception of literacy is suggested to inform teachers’ planning of text creation using digital tools in the classroom.","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"27 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81181099","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}
Pub Date : 2020-10-09DOI: 10.18261/issn.1891-943x-2020-03-03
Marianne Undheim
In most contemporary societies there is broad access to a range of digital technologies. However, in the current debate concerning digital technology in early childhood education and care institutions (ECEC), digital technologies are often referred to merely as screens. This paper contributes to the current research by exploring the technologymediated creation process when groups of young children (age 4–5) create multimodal digital stories in collaboration with a teacher. The theoretical perspectives informing the study are technological pedagogical content knowledge (TPACK) and professional digital competence. The study is a qualitative multiple-case study with two cases. The empirical material consists of video observations of the creation processes, which have been analysed inductively. The analysis shows that recording sound and sharing are the most important for the children. Further, the technology-mediated creation process is characterised by a complex interplay of non-digital and digital activities in which the teachers’ professional digital competence is an important factor.
{"title":"“We Need Sound Too!” Children and Teachers Creating Multimodal Digital Stories Together","authors":"Marianne Undheim","doi":"10.18261/issn.1891-943x-2020-03-03","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2020-03-03","url":null,"abstract":"In most contemporary societies there is broad access to a range of digital technologies. However, in the current debate concerning digital technology in early childhood education and care institutions (ECEC), digital technologies are often referred to merely as screens. This paper contributes to the current research by exploring the technologymediated creation process when groups of young children (age 4–5) create multimodal digital stories in collaboration with a teacher. The theoretical perspectives informing the study are technological pedagogical content knowledge (TPACK) and professional digital competence. The study is a qualitative multiple-case study with two cases. The empirical material consists of video observations of the creation processes, which have been analysed inductively. The analysis shows that recording sound and sharing are the most important for the children. Further, the technology-mediated creation process is characterised by a complex interplay of non-digital and digital activities in which the teachers’ professional digital competence is an important factor.","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"29 1","pages":"165-177"},"PeriodicalIF":2.2,"publicationDate":"2020-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87748930","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}
Pub Date : 2020-10-09DOI: 10.18261/issn.1891-943x-2020-03-04
T. Hoel, Weiqin Chen, Lu Yu
Introduction of data-driven tools and practices in education may improve learning but also change education in ways not yet fully understood. Globally, ministries are now beginning to define big data policies for schools. How will this influence the work of teachers, and how do they want to engage with the new sources of information? This study compares two cases from Norway and China, two countries with very different educational systems and cultures, and different implementation policies. In a survey, a hundred primary and secondary school teachers from each country were asked what they wanted to know about their students, and what data they wanted educational big data analysis to be based upon. Qualitative analysis of learning technology infrastructure projects in Tongzhou district in Beijing and in Oslo and national policies provided a backdrop for interpreting the teachers’ answers. Focus group interviews with teachers gave additional insights into the different approaches to educational big data. This study shows that Chinese teachers have a much more open mind and interest for all information data may provide, while Norwegian teachers are more focussed on knowledge acquisition and would like to limit the scope to learning and teaching the curriculum, being concerned about questions related to privacy and data surveillance. Some of these differences could be explained by the differences in context of introducing big data in schools. In China, economic innovation is the driver, while in Norway the pretext for the introduction of learning analytics is adapted education. This study contributes to the knowledge of how data policies will impact on design of learning analytics tools and solutions. Approaches and technologies in this field have a global scope. Therefore, understanding how personal digital data is perceived in different cultural contexts is vital for both development and implementation.
{"title":"Teachers’ perceptions of data management as educational resource","authors":"T. Hoel, Weiqin Chen, Lu Yu","doi":"10.18261/issn.1891-943x-2020-03-04","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2020-03-04","url":null,"abstract":"Introduction of data-driven tools and practices in education may improve learning but also change education in ways not yet fully understood. Globally, ministries are now beginning to define big data policies for schools. How will this influence the work of teachers, and how do they want to engage with the new sources of information? This study compares two cases from Norway and China, two countries with very different educational systems and cultures, and different implementation policies. In a survey, a hundred primary and secondary school teachers from each country were asked what they wanted to know about their students, and what data they wanted educational big data analysis to be based upon. Qualitative analysis of learning technology infrastructure projects in Tongzhou district in Beijing and in Oslo and national policies provided a backdrop for interpreting the teachers’ answers. Focus group interviews with teachers gave additional insights into the different approaches to educational big data. This study shows that Chinese teachers have a much more open mind and interest for all information data may provide, while Norwegian teachers are more focussed on knowledge acquisition and would like to limit the scope to learning and teaching the curriculum, being concerned about questions related to privacy and data surveillance. Some of these differences could be explained by the differences in context of introducing big data in schools. In China, economic innovation is the driver, while in Norway the pretext for the introduction of learning analytics is adapted education. This study contributes to the knowledge of how data policies will impact on design of learning analytics tools and solutions. Approaches and technologies in this field have a global scope. Therefore, understanding how personal digital data is perceived in different cultural contexts is vital for both development and implementation.","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"9 1","pages":"178-189"},"PeriodicalIF":2.2,"publicationDate":"2020-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89385350","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}
Pub Date : 2020-10-09DOI: 10.18261/issn.1891-943x-2020-03-02
Lisa Molin, Anna Godhe
{"title":"Students’ critical analyses of prominent perspectives in a digital multimodal text","authors":"Lisa Molin, Anna Godhe","doi":"10.18261/issn.1891-943x-2020-03-02","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2020-03-02","url":null,"abstract":"","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"4 1","pages":"153-164"},"PeriodicalIF":2.2,"publicationDate":"2020-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85309714","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：