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Asplund, Stig-BörjeORCID iD iconorcid.org/0000-0002-2231-6386
Publications (10 of 25) Show all publications
Asplund, S.-B. & Ljung Egeland, B. (2018). Då och nu – arbetarmän på landsbygden och deras läsarhistorier. In: : . Paper presented at Bildning, utbildning, fortbildning: Den 13:e nationella konferensen i Svenska med didaktisk inriktning i Linköping, 22-23 november 2018.
Open this publication in new window or tab >>Då och nu – arbetarmän på landsbygden och deras läsarhistorier
2018 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

Den här studien ansluter till ett tidigare projekt där vi genomfört livsberättelseintervjuer med unga arbetarmän som bor på landsbygden, vilkas berättade erfarenheter av läsning legat till grund för framskrivandet av dessa mäns  läsarhistorier. Resultatet av detta projekt har bl.a. publicerats i en artikel i Gender & Education (Asplund & Pérez Prieto, 2017) i vilken vi visar på möjligheterna, och behovet av att studera arbetarmäns relation till, och erfarenheter av läsning utifrån en livsberättelseansats med en vidgad syn på text och läsning (se också Asplund, 2016; Asplund & Pérez Prieto, 2014, 2016). Bland annat visar vi hur de unga männens läsarhistorier har tagit form i relation till den i samhället dominerande diskursen om läsning genom vilken de unga männen i flera avseenden förminskar sig själva som läsare, men också att läsarhistorierna har formats av, och format de specifika sociala och kulturella kontexter och diskurser vilka de unga männen lever i och är en del av.

   Med erfarenheterna från det tidigare projektet genomförs i den här studien livsberättelseintervjuer med vuxna män med arbetarklassbakgrund, uppvuxna under olika årtionden i en glesbygdskommun i Sverige. Gemensamt för de intervjuade är att de ska ha studerat på ett traditionellt mansdominerat yrkesprogram (eller motsvarande) på gymnasiet eller yrkesskola. Motivet till detta är att vi vill ta del av berättelser och perspektiv från en f.d. elevgrupp där andelen elever med arbetarklassbakgrund är hög, och där genomströmningen till vidare studier i jämförelse med elever från teoretiska gymnasieprogram, är markant lägre. Syftet är att studera vilken betydelse läsning och texter har, har haft, och ges i dessa mäns liv, och hur de individuella läsarhistorierna samverkar med det omgivande samhällets utveckling (i termer av exempelvis ekonomiska, sociala, kulturella och teknologiska förändringar). I denna presentation kommer vi att presentera några 60-åriga mäns läsarhistorier.

National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-69632 (URN)
Conference
Bildning, utbildning, fortbildning: Den 13:e nationella konferensen i Svenska med didaktisk inriktning i Linköping, 22-23 november 2018
Available from: 2018-10-14 Created: 2018-10-14 Last updated: 2018-12-06Bibliographically approved
Asghari, H., Asplund, S.-B. & Kilbrink, N. (2018). "Folk kommer ju alltid behöva å skita": Identitetsframträdanden i teknisk gymnasial yrkesutbildning. In: Annica Löfdahl Hultman, Christina Olin-Scheller, Marie Tanner (Ed.), Berättelser: Vänbok till Héctor Pérez Prieto (pp. 95-104). Karlstad: Karlstads universitet
Open this publication in new window or tab >>"Folk kommer ju alltid behöva å skita": Identitetsframträdanden i teknisk gymnasial yrkesutbildning
2018 (Swedish)In: Berättelser: Vänbok till Héctor Pérez Prieto / [ed] Annica Löfdahl Hultman, Christina Olin-Scheller, Marie Tanner, Karlstad: Karlstads universitet, 2018, p. 95-104Chapter in book (Refereed)
Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2018
Series
Karlstad University Studies, ISSN 1403-8099 ; 2018:3
Keywords
Berättelser, identitetsframträdande, yrkesutbildning
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-66705 (URN)978-91-7063-829-9 (ISBN)978-91-7063-924-1 (ISBN)
Available from: 2018-03-15 Created: 2018-03-15 Last updated: 2018-03-16Bibliographically approved
Asplund, S.-B. & Kilbrink, N. (2018). Learning How (and How Not) to Weld: Vocational Learning in Technical Vocational Education. Scandinavian Journal of Educational Research, 62(1), 1-16
Open this publication in new window or tab >>Learning How (and How Not) to Weld: Vocational Learning in Technical Vocational Education
2018 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, no 1, p. 1-16Article in journal (Refereed) Published
Abstract [en]

This article focuses on vocational learning in technical vocational education in upper-secondary school, with a special focus on the object of learning to weld. A concrete teaching situation where the learning object to weld is the focus of the interaction between a vocational teacher and an upper-secondary student was documented by a video camera and then analysed from two different perspectives: a conversation analytical perspective and a variation theory perspective. The combination of the two perspectives allows a study of learning that deals with issues regarding both form and content, which may increase our understanding of vocational learning in technical vocational education in upper-secondary school

Place, publisher, year, edition, pages
Taylor & Francis, 2018
Keywords
Vocational learning, vocational education, conversation analysis, variation theory, technical vocational education
National Category
Pedagogical Work
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-43561 (URN)10.1080/00313831.2016.1188147 (DOI)
Available from: 2016-06-23 Created: 2016-06-23 Last updated: 2018-08-28Bibliographically approved
Kilbrink, N. & Asplund, S.-B. (2018). Learning to weld in technical vocational education: the first cycle of an action-oriented study. In: N. Seery, J. Buckley, D. Canty & J. Phelan (Ed.), 2018 PATT36 International Conference: Research and Practice in Technology Education: Perspectives on Human Capacity and Development. Paper presented at 36th International Pupils’ Attitudes Towards Technology Conference. Athlone Institute of Technology, Co. Westmeath, Ireland. 18-21 June 2018. (pp. 356-362).
Open this publication in new window or tab >>Learning to weld in technical vocational education: the first cycle of an action-oriented study
2018 (English)In: 2018 PATT36 International Conference: Research and Practice in Technology Education: Perspectives on Human Capacity and Development / [ed] N. Seery, J. Buckley, D. Canty & J. Phelan, 2018, p. 356-362Conference paper, Published paper (Refereed)
Abstract [en]

Creating efficient learning environments where students learn what they are supposed to learn, as well as understanding the relations between teaching and learning are recurring issues in educational settings. The importance of studying these issues in school practices is highlighted in different studies, but in relation to technical objects of learning in vocational education, there is an evident lack of such studies. By implementing an action-oriented study in iterative cycles, inspired by the Learning Study method, this study aims to redress this lack by focusing on learning processes involved when a vocational teacher and upper secondary students interact with tools and materials in relation to the object of learning to weld. We combine two different perspectives in the project (cf. Asplund & Kilbrink, 2018); variation theory analysis (VTA) (cf. Bjurulf, 2008; Marton & Tsui, 2004) and conversation analysis (CA) (Schegloff, 2007; Sidnell & Stivers, 2014). The study will be conducted as a collaborative project between a vocational teacher and two university based researchers and is funded by The Swedish Institute for Educational Research. During spring 2018 we will conduct the first cycle of the study and at the conference we will present this ongoing project and data from the first cycle. 

Keywords
Action research, Conversation analysis, Technical vocational education, Variation theory, Vocational learning.
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-68843 (URN)
Conference
36th International Pupils’ Attitudes Towards Technology Conference. Athlone Institute of Technology, Co. Westmeath, Ireland. 18-21 June 2018.
Projects
Konsten att lära sig svetsa (Skolfi)
Available from: 2018-08-22 Created: 2018-08-22 Last updated: 2019-07-08Bibliographically approved
Asplund, S.-B. (2018). Platsens betydelse för pojkars och unga mäns läsning. Svenskläraren (1), 14-15
Open this publication in new window or tab >>Platsens betydelse för pojkars och unga mäns läsning
2018 (Swedish)In: Svenskläraren, ISSN 0346-2412, no 1, p. 14-15Article in journal, Editorial material (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Stockholm: Svensklärarföreningen, 2018
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-66650 (URN)
Available from: 2018-03-12 Created: 2018-03-12 Last updated: 2018-03-27Bibliographically approved
Asplund, S.-B. & Kilbrink, N. (2018). Teaching and Learning How to Weld in Interaction: Professional Development. In: : . Paper presented at EARLI SIG 14 - Interaction, Learning and Professional Development, 12th-14th September 2018, Geneva, Switzerland.
Open this publication in new window or tab >>Teaching and Learning How to Weld in Interaction: Professional Development
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Keywords
Action research, Conversation analysis, Technical vocational education, Variation theory, Vocational learning
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-69262 (URN)
Conference
EARLI SIG 14 - Interaction, Learning and Professional Development, 12th-14th September 2018, Geneva, Switzerland
Projects
Konsten att lära sig svetsa (Skolfi)
Available from: 2018-09-17 Created: 2018-09-17 Last updated: 2018-09-17Bibliographically approved
Kilbrink, N. & Asplund, S.-B. (2018). “This angle that we talked about”: learning how to weld in interaction. International journal of technology and design education, 1-18
Open this publication in new window or tab >>“This angle that we talked about”: learning how to weld in interaction
2018 (English)In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, p. 1-18Article in journal (Refereed) Epub ahead of print
Abstract [en]

The specific focus of this article is how critical aspects of the object of learning to weld are made relevant in interaction between a vocational teacher and a student in the learning processes of welding as part of a Swedish upper-secondary technical vocational education programme. By intertwining variation theory with a conversation analytical approach, our analysis shows that the teaching focus alternates between the process as a whole and details about the welding process, and how the relation between the critical aspects are negotiated in the teaching situations. Furthermore, the teacher and the student together build up a common resource of experiences to which they can relate the parts and the whole, and the teaching becomes increasingly subject specific as the teacher and student build up more common experiences. The approach used in this article sheds light on the complexity of learning to weld, and also facilitates an understanding of welding as an object of learning as such.

Place, publisher, year, edition, pages
Springer, 2018
Keywords
Learning content, Welding, Variation theory, Conversation analysis, Interaction, Technical vocational education
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-70546 (URN)10.1007/s10798-018-9490-z (DOI)
Available from: 2018-12-19 Created: 2018-12-19 Last updated: 2018-12-28Bibliographically approved
Asplund, S.-B., Olin-Scheller, C. & Tanner, M. (2018). Under the teacher´s radar: Literacy practices in task-related smartphone use in the connected classroom. L1-Educational Studies in Language and Literature, 18, 1-26
Open this publication in new window or tab >>Under the teacher´s radar: Literacy practices in task-related smartphone use in the connected classroom
2018 (English)In: L1-Educational Studies in Language and Literature, ISSN 1567-6617, E-ISSN 1573-1731, Vol. 18, p. 1-26Article in journal (Refereed) Published
Abstract [en]

In this article, we explore the role of smartphones in the classroom and how they interact with teaching. Drawing on examples of literacy events, we show how the students use the smartphone as a resource to exercise power and influence in the literacy practices in which they participate in the classroom, in relation to a teaching content. These actions take place without the teachers being aware of them, and thus theseprocesses dismantle the teacher’s authority in terms of access to, and overview of, the diversity of texts that are managed by the students in the classroom. The article concludes that it is evident that digital tools in general, and smartphones in particular, change the role of the teacher and the school, and thatthe students’ design of texts places new or altered demands on students as well as teachers.

Place, publisher, year, edition, pages
Amsterdam: International Association for Research in L1-Education, University of Amsterdam, 2018
Keywords
digital media, smartphones, teaching, literacy
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-67590 (URN)10.17239/L1ESLL-2018.18.01.03 (DOI)
Funder
Swedish Research Council, 2015-01044
Available from: 2018-06-12 Created: 2018-06-12 Last updated: 2018-06-14Bibliographically approved
Asplund, S.-B. & Pérez Prieto, H. (2017). "En del är ju helt koko". En samlare berättar. In: : . Paper presented at 10:e konferensen om livsberättelseforskning vid Karlstads universitet, 23-24 november 2017.
Open this publication in new window or tab >>"En del är ju helt koko". En samlare berättar
2017 (Swedish)Conference paper, Oral presentation only (Other academic)
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-65278 (URN)
Conference
10:e konferensen om livsberättelseforskning vid Karlstads universitet, 23-24 november 2017
Available from: 2017-11-28 Created: 2017-11-28 Last updated: 2018-08-08Bibliographically approved
Kilbrink, N. & Asplund, S.-B. (2017). Lärandeprocesser i teknisk gymnasial yrkesutbildning: Kritiska aspekter av att svetsa. In: NORDYRK 2017: . Paper presented at NORDYRK 2017, 7-9 juni Falun, Sverige.
Open this publication in new window or tab >>Lärandeprocesser i teknisk gymnasial yrkesutbildning: Kritiska aspekter av att svetsa
2017 (Swedish)In: NORDYRK 2017, 2017Conference paper, Oral presentation only (Other academic)
National Category
Educational Sciences
Identifiers
urn:nbn:se:kau:diva-65466 (URN)
Conference
NORDYRK 2017, 7-9 juni Falun, Sverige
Available from: 2017-12-22 Created: 2017-12-22 Last updated: 2018-06-26Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-2231-6386

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