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The role of material texts in interaction when teaching critical reading to adolescents: Paper presented in the symposia " The Interplay of Textual and Interactional resources in Collective Reading and Writing Practices in Nordic Classrooms "
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.ORCID iD: 0000-0002-7691-2490
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.ORCID iD: 0000-0002-2872-4102
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.ORCID iD: 0000-0002-9375-9512
2015 (English)Conference paper, Abstract (Refereed)
Abstract [en]

The development of critical reading practices reflects a key component in an education for democratic citizenship, which also is addressed in recent curriculum reforms in Sweden as well as many other countries. This presentation is part of a larger study designed to improve proficiency in critical reading related to argumentative texts. The study concerns implementation of dialogic reading strategies in teaching Swedish as first language, planned in close cooperation between researchers and teachers (Olin-Scheller, Tengberg & Lindholm, 2015). In this presentation challenges in learning and instruction are further explored through close video-analysis of classroom interactions. We draw on social perspectives on literacy described within the New Literacy Studies (Barton, 2007; Street, 1984) and view teachers’ and students’ interactions around the texts as literacy events. Conversation analysis, CA, is used for close examination of the interactions. We especially focus on how participants use verbal language, bodily stance and texts as material structures to organize interaction (Goodwin 2000; 2007) and the organization of learning as social actions (Melander& Sahlström, 2009; Lee, 2010; Sahlström, 2011; Tanner, 2014). Eight lessons in year nine were documented with 2-3 video-cameras. Literacy events when students talk to each other or the teacher during seatwork in small groups has been selected and analyzed. Results show that the focused texts (print-, screen- and whiteboard texts) are used as problem solving devices which sometimes constrain the critical discussion that is intended. Besides for pedagogical purposes, the materiality of the texts, in different ways, also become resources to order and control the classroom arena.

Place, publisher, year, edition, pages
2015.
Keyword [en]
reading strategies, conversation analysis, classroom interaction, learning, teaching
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:kau:diva-38446OAI: oai:DiVA.org:kau-38446DiVA: diva2:872657
Conference
ECER 2015, September 7-11, Budapest, Hungary
Available from: 2015-11-19 Created: 2015-11-19 Last updated: 2015-11-27Bibliographically approved

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Tanner, MarieOlin-Scheller, ChristinaTengberg, Michael
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