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  • 1.
    Asplund, Stig-Börje
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Tanner, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Under the teacher´s radar: Literacy practices in task-related smartphone use in the connected classroom2018In: L1-Educational Studies in Language and Literature, ISSN 1567-6617, E-ISSN 1573-1731, Vol. 18, p. 1-26Article in journal (Refereed)
    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.

  • 2.
    Asplund, Stig-Börje
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Tanner, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Åberg, Magnus
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centrum för genusforskning (from 2013).
    Vargen kommer!: Om läsundervisning och texter som väcker känslor2016In: Läsa mellan raderna / [ed] Christina Olin-Scheller, Michael Tengberg, Malmö: Gleerups Utbildning AB, 2016, 1, p. 211-233Chapter in book (Refereed)
  • 3.
    Buskqvist, Ulf
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Tanner, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Den digitaliserade skolan - etiska spänningsfält2017In: Etiska perspektiv på skolledares arbete / [ed] Åsa Söderström, Stockholm: Studentlitteratur AB, 2017, p. 29-47Chapter in book (Other academic)
  • 4.
    Carlman, Peter
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences.
    Augustsson, Christian
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Towards a New Logic of Sport Practice for Children: A Case Study of a “Sport for All” School Programme in Sweden2013In: The Swedish Journal of Sport Research, ISSN 2001-6018, Vol. 1, p. 4-25Article in journal (Refereed)
    Abstract [en]

    The purpose of this article is to study children and engaged adults’ experiences of participating in a Sport for All Programme in school (SAP). Fifteen individual interviews were conducted with one programme manager, three schoolteachers, two sport club leaders, and nine children (five girls and four boys aged 9-10). Bourdieu’s (1990) as well as Lave and Wenger’s (1991) theoretical models were used as the analytic tools to study the SAP. The analysis reveals that the organization and the practice of the activities are noticeably related to conventionally organized sport. The analysis also shows that the SAP is a new way of organizing and practicing children’s sport – with its own logic. The absence of organized competition, the less intensive activities, the greater flexibility and variation in the SAP appear to challenge the conscious and unconscious idea of the meaning and function of competitive sport, especially in children’s sport. Thus, the SAP concept calls for a new way of approaching children’s sport, and new demands on those who organize and lead the activities.

  • 5.
    Duek, Susanne
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Grönvall, Camilla
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Johansson, Annelie K.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Den tibetanska argumentationstekniken – en alternativ retorik2018In: Kapet (elektronisk), E-ISSN 2002-3979, Vol. 1, p. 7-19Article in journal (Other academic)
    Abstract [sv]

    Tibetanska buddhistiska munkar har i tusentals år ägnat sig åt att fördjupa sitt vetande och sin visdom i sitt sökande att befria sig från oönskade tankar och handlingar. En aktivitet som de, i tät kontakt med indisk, hinduisk logik, har utvecklat under århundradena, är att, enligt ett visst mönster, föra filosofiska debatter med varandra. Denna debatt är också en del av undervisningen i skolor för tibetanska barn och unga och kan ses som ett sätt att bevara kulturella och språkliga traditioner. I vår artikel utvecklar vi aspekter av denna argumentationsteknik som har relevans för vår svenska utbildningskontext och kontrasterar den mot den antika retorik, som fått ny aktualitet i västerländsk skola och samhälle de senaste decennierna. Syftet med denna artikel är därför att belysa den tibetanska argumentationstekniken i relation till klassisk retorik och ett svenskt utbildningssammanhang. Vi diskuterar också i vilken mån den tibetanska argumentationstekniken kan inspirera i ett arbete för ökad respekt och ömsesidig förståelse – inte polarisering – i både klassrum och samhälle i dagens Sverige. Det empiriska materialet till artikeln består av observationer och intervjuer med studenter och lärare i Dharamsala, observationer i klassrum i Dharamsala, analys av läroplanen och fältanteckningar. Våra resultat pekar på att debatterna tycks engagera eleverna och en del debatter blir inte bara levande utan också känslomässigt engagerande. Resultaten visar också att debatternas avsikt är att skärpa tanken och kräver att man är kunnig, påläst på sitt ämne, och nyttjar källorna som argument.

  • 6. Elf, Nikolaj
    et al.
    Gilje, Øystein
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Slotte, Anna
    Nordisk status og forskningsperspektiver: Multimodalitet i styredokumenter og klasserumsrumspraksis2018In: Multimodalitet i skole- og fritidstekstar. : Ein vitskapleg antologi / [ed] Rogne, M. & Rune Waage, L., Fagbokforlaget , 2018, p. 71-104Chapter in book (Refereed)
  • 7.
    Fatheddine, Djamila
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    "Man blir så lugn när man läser". Om kroppen och rummet i läsglada elevers läspraktikerManuscript (preprint) (Other (popular science, discussion, etc.))
  • 8.
    Gericke, Niklas
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Hudson, Brian
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). University of Sussex, UK.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Stolare, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Powerful knowledge, transformations and the need for empirical studies across school subjects2018In: London Review of Education, ISSN 1474-8460, E-ISSN 1474-8479, Vol. 16, no 3, p. 428-444Article in journal (Refereed)
    Abstract [en]

    In this article, we explore the concept of 'powerful knowledge' which, from a curriculum studies perspective, refers to the aspects of content knowledge towards which teaching should be oriented. We then consider how the concept of 'powerful knowledge' can be developed and operationalized as a research framework within studies in subject-specific didactics across the curriculum by relating it to the analytical concept of 'transformation'. Transformation is perceived in this case as an integrative process in which content knowledge is transformed into knowledge that is taught and learned through various transformation processes both outside and within the educational system. We argue that powerful knowledge cannot be identified based on the discipline alone, but needs to consider transformation processes and be empirically explored. A variety of theories and frameworks developed within the European research tradition of didactics are described as ways to study transformation processes related to powerful knowledge at different institutional levels as well as between different subjects and disciplines. A comparative research framework related to subject-specific education is proposed around three research questions.

  • 9.
    Hermansson, Carina
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Digi-läsning: Om läsning, kropp och rum i en digitaliserad förskola2019In: Digitalisering i förskolan på vetenskaplig grund / [ed] Kjällander, S. & Riddersporre, B., Stockholm: Natur och kultur, 2019, p. 74-93Chapter in book (Refereed)
  • 10. Hermansson, Carina
    et al.
    Saar, Tomas
    Olin-Scheller, Christina
    Five Days and a Story: The Emergence of an Educational Writing Process in a Swedish Early Childhood ClassroomArticle in journal (Refereed)
  • 11.
    Hermansson, Carina
    et al.
    Malmö Högskola.
    Saar, Tomas
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Rethinking 'Method' in Early Childhood Writing Education2014In: Educare : vetenskapliga skrifter, ISSN 1653-1868, Vol. 2, p. 121-146Article in journal (Refereed)
  • 12.
    Jakobsen, Liselotte
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Culture and Gender studies.
    Nahnfeldt, Cecilia
    Karlstad University, Faculty of Arts and Education, Department of Culture and Gender studies.
    Nyroos, Lina
    Uppsala universitet.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Sandlund, Erica
    Karlstad University, Faculty of Arts and Education, Department of Culture and Gender studies.
    Medarbetarsamtal som arena för att befästa normer kring medarbetarskap2010In: Arbetsmarknad & Arbetsliv, ISSN 1400-9692, Vol. 16, no 3, p. 39-54Article in journal (Refereed)
    Abstract [sv]

    Denna artikel redovisar resultat från en studie av medarbetarsamtal mellan chefer och deras anställda. Studien, som omfattar videoinspelade samtal, intervjuer och en enkät, pekar på strukturella mekanismer och normer som försvårar för medarbetare att lyfta negativa upplevelser av stress i samtalen. Resultaten visar hur olika livsformer kolliderar och hur bilder av en god medarbetare formas av en delvis dold läroplan i organisationen.

  • 13.
    Jansson, Ulrika
    et al.
    Karlstad University, Faculty of Arts and Education, Centrum för genusforskning.
    Sandlund, Erica
    Karlstad University, Faculty of Arts and Education.
    Jakobsen, Liselotte
    Karlstad University, Faculty of Arts and Education, Centrum för genusforskning.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Diskursiv och könad normering kring stress i ett föränderligt arbetsliv2012In: Arbetsmarknad & Arbetsliv, ISSN 1400-9692, Vol. 18, no 2, p. 29-44Article in journal (Refereed)
    Abstract [sv]

    Artikeln problematiserar diskursiva konstruktioner av stress i dagens arbetsliv ur ett genusperspektiv. Genom analys av intervjuer och inspelade medarbetarsamtal i tre organisationer argumenterar författarna för att normalisering av stress villkoras av nyliberala principer om valfrihet och individuella lösningar. I den nyliberala stressdiskursen frånskrivs arbetsgivare ansvar för stressproblematik, och en normalisering av stress riskerar därmed att dölja strukturer som blir diskriminerande och långsiktigt ohållbara för hälsa i arbetslivet.

  • 14.
    Juvonen, Riitta
    et al.
    University of Helsinki, Finland.
    Tanner, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Tainio, Liisa
    University of Helsinki, Finland.
    Slotte, Anna
    University of Helsinki, Finland.
    ‘Being stuck’. Analyzing text-planning activities in digitally rich upper secondary school classrooms2019In: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 21, p. 196-213Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to develop an understanding of how students use different interactional resources to manage problems that arise in their text-planning processes in digitally rich environments in Finnish and Swedish upper secondary schools. We explore both individual and collective teacher-initiated writing tasks in different subjects and during moments when text-planning seems to ‘get stuck’. Theoretically, we draw on a socio-cultural understanding of the text-planning process, and use multimodal conversation analysis to examine how students display ‘being stuck’ during their text-planning through their embodied and verbal performances, what role smartphones and laptops play in their process of becoming ‘stuck’ and ‘unstuck’, and how different interactional resources are coordinated during the students' text-planning processes. The data consist of video-recorded face-to-face interaction, students' activities on computers and/or with a pen and paper as well as simultaneous recordings of the focus students' smartphone screens. The results demonstrate that students often resort to smartphones as resources to display, negotiate and transform problems in their text-planning process. Our results challenge common claims within the contemporary debate both in relation to digital devices as the solution to pedagogical challenges and in relation to the debate on smartphones as devices that disrupt work.

  • 15.
    Kilbrink, Nina
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Bjurulf, Veronica
    Karlstad University, Faculty of Health, Science and Technology (starting 2013). Swedish National Agency for Education, Stockholm, Sweden.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Tengberg, Michael
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Experiences of Educational Content in Swedish Technical Vocational Education: Examples from the Energy and Industry programmes2014In: International Journal of Training Research, ISSN 1448-0220, Vol. 12, no 2, p. 122-131Article in journal (Refereed)
    Abstract [en]

    In this study, teachers and workplace supervisors in two vocational programmes at a Swedish upper secondary school were interviewed about their experiences of what is important to teach and learn during vocational education. The interviews were analysed thematically by the qualitative method analysis of narratives concerning what the informants talked about concerning the educational content.

    The told experiences of educational content concern five themes: basic knowledge, assessment, different educations, interest and integration of theory and practice. These themes relates to different levels of knowledge, from basic knowledge to learning to learn.

    Read More: http://pubs.e-contentmanagement.com/doi/abs/10.5172/ijtr.2014.12.2.122

  • 16.
    Liljekvist, Yvonne
    et al.
    Uppsala University, Uppsala, Sweden.
    van Bommel, Jorryt
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Professional Learning Communities in a Web 2.0 World: Rethinking the Conditions for Professional Development2017In: Teacher Empowerment Toward Professional Development and Practices: Perspectives Across Borders / [ed] Ismail Hussein Amzat, Nena P. Valdez, Singapore, Singapore: Springer, 2017, p. 269-280Chapter in book (Refereed)
    Abstract [en]

    The new technologies, in particular social media in Web 2.0, enable rapid change in people’s behaviour, which needs to be considered in research on teacher empowerment and teacher professional development and growth. In this chapter we discuss how teachers in an informal, yet structured, way use social media to expand their professional learning communities beyond the local school context in Sweden. This is an example of how a new behaviour is emerging among teachers that changes the opportunities and the frames for professional development and growth. Through teachers’ engagement in social media, such as Facebook, extended professional learning communities arise and teachers’ professional development and growth become evident. Global levels influence local levels: teachers from different schools engage in structured discussions related to everyday practice, such as issues of learning goals in pre-school or topics related to a specific course in upper secondary school. The teachers’ arena for professional development and growth has changed, which means that the context of teacher empowerment is rapidly changing too. Consequently, the chapter includes theoretical reflections on professional learning communities in a Web 2.0 world and how this phenomenon may affect our approach to enhancing teachers’ professional development.

  • 17.
    Liljekvist, Yvonne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    van Bommel, Jorryt
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Randahl, Ann-Christin
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Mathematics teachers at social media – Exploring ’the what’2017Conference paper (Refereed)
  • 18.
    Liljekvist, Yvonne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    van Bommel, Jorryt
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Randahl, Ann-Christin
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Lärares kollegiala lärande på Facebook2017Conference paper (Refereed)
  • 19.
    Ljung Egeland, Birgitta
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Duek, Susanne
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstads universitet.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Hjälpa eller stjälpa?: Uppfattningar om läxor och elever med migrationsbakgrund2018In: Litterasitet og flerspråklighet: – muligheter og utfordringer for barnehage, skole og laererutdanning / [ed] Danbolt Vesteraas, Anne Marit, Tomter Alstad, Gunhild & Tveit Randen, Gunhild, Bergen: Fagbokforlaget, 2018, 1, p. 57-74Chapter in book (Refereed)
  • 20.
    Ljung Egeland, Birgitta
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Olin-Scheller, ChristinaKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.Tanner, MarieKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.Tengberg, MichaelKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Tolfte nationella konferensen i svenska med didaktisk inriktning: Textkulturer2017Conference proceedings (editor) (Other academic)
  • 21. Lundström, Stefan
    et al.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature. Karlstad University, Faculty of Arts and Education, Department of Education.
    Narrativ kompetens: en förutsättning i multimodala textuniversitet?2010Conference paper (Refereed)
  • 22.
    Lundström, Stefan
    et al.
    Department of Arts, Communication and Education, Luleå University of Technology.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Playing fiction: The use of semiotic resources in role play2014In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 5, no 1, p. 149-166Article in journal (Refereed)
    Abstract [en]

    By taking two different kinds of role playing as examples, this article explores how semiotic resources are utilised within a certain context. Regarding these role-playing activities as examples of participative narratives, we discuss how the playing and fiction interaction works as semiotic remediation practices for teenagers and young adults. While actively becoming part of the story and ‘making’ themselves in interaction with fiction, they use semiotic resources not usually included in literacy competencies such as the body and various artifacts. This kind of participation in narrative indicates that we have a need for play not only as a first step in our socialisation to become a reader, but also as a tool for reading development throughout life.

  • 23.
    Löfdahl, Annica
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Olin-Scheller, ChristinaKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.Tanner, MarieKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Berättelser: Vänbok till Héctor Pérez Prieto2018Collection (editor) (Other (popular science, discussion, etc.))
    Abstract [sv]

    Denna vänbok tillägnas vår kollega Héctor Pérez Prieto. Boken består av olika berättelser med anknytning till Héctors forskning och tillsammans formar bidragen en ny berättelse om hans forskarliv, en slags livsberättelse.

    Författarna är akademiska vänner som vid olika tidpunkter och på olika platser samarbetat med Héctor som handledare, student, doktorand och kollega.  

  • 24.
    Löfdahl Hultman, Annica
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Olin-Scheller, ChristinaKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).Tanner, MarieKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Kapet: Temanummer från den Andra nationella konferensen i Pedagogiskt arbete 20152015Conference proceedings (editor) (Refereed)
  • 25.
    Nordenstam, Anna
    et al.
    Luleå tekniska universitet; Göteborgs universitet.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Läsning utan motstånd: Lättläst är en kontraproduktiv genväg till läsning2019In: Svenskläraren, ISSN 0346-2412, Vol. 63, no 1, p. 17-18Article in journal (Other (popular science, discussion, etc.))
  • 26.
    Nordenstam, Anna
    et al.
    Luleå tekniska universitet; Göteborgs universitet.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Lättläst - en demokratifråga2018In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 27, no 3, p. 35-52Article in journal (Refereed)
    Abstract [en]

    Easy reading novelsfor young people have increased rapidly during the last years. Authors,publishers, librarians and teachers regard the novels a tool for teaching,and the books are advocated to offer children and teenagers that areconsidered demotivated and poor readers suitable texts. The democraticargument is vital for the text type is, i.e. that everyone has the right tohave access to literary texts. From a critical literacy perspective, the aimof this article is to highlight and discuss aspects of democracy in Swedishclassrooms. The empirical material consists of 18 interviews with authorsand publishers and text analysis of 17 novels with material for students andteachers. The article shows that authors and publishers use the democraticargument heavily when advocating for the text type. The novels show agender stereotype pattern and the instructions encourage an efferent reading. The article argues that it is important to have a critical perspective ifusing the easy readers in the classroom.

  • 27. Nordenstam, Anna
    et al.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Om modelläsare i moderna lättlästa svenska ungdomsromaner2017In: Samtida svensk ungdomslitteratur: Analyser / [ed] Åsa Warnqvist, Lund, 2017, p. 127-145Chapter in book (Refereed)
  • 28.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature.
    Att se gorillan. Om synligt och osynligt i gymnasieelevers textvärldar2008In: Femte nationella konferensen i svenska med didaktisk inriktning / [ed] Jan Einarsson, Växjö: Växjö universitet , 2008Chapter in book (Refereed)
  • 29.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature.
    Att utgå från och utmana elevers textvärldar. Litteraturundervisning, identitetsskapande och ett vidgat tetbegrepp2007In: Pedagogiska Magasinet, 4:2007Article in journal (Other (popular science, discussion, etc.))
  • 30.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Att vara eller inte vara en "digital native"2015In: Svenskläraren, ISSN 0346-2412, Vol. 59, no 1, p. 10-11Article in journal (Other (popular science, discussion, etc.))
  • 31.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Att vara en del av berättelsen: Om lekande mangafans och cosplay2012In: Barn, barndomar, rättigheter och utbildningar:  Vänbok till Solveig Hägglund / [ed] Löfdahl, A & Prieto, H, Karlstad: Karlstads universitet, 2012, p. 109-121Chapter in book (Other academic)
  • 32.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Bofasta på nätet kräver annan undervisning2015In: Alfa, ISSN 2000-1959, no 2, p. 4-4Article in journal (Other (popular science, discussion, etc.))
  • 33.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature.
    Bortom bokens begränsningar: Om ungas möten med fiktion på nätet2009In: Vägar till språk och litteratur / [ed] Solveig Granath, Björn Bihl och Elisabeth Wennö, Karlstad: Karlstads universitet , 2009, p. 91-101Conference paper (Other academic)
  • 34.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Bruttonationallycka – ett mål för framtidens skola?2015In: Yrke, ISSN 2000-4753, no 1, p. 43-Article in journal (Other (popular science, discussion, etc.))
  • 35.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Då tänker jag på Sokrates2018In: Värmländsk kultur, no 5, p. 36-37Article in journal (Other (popular science, discussion, etc.))
  • 36.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature.
    Elevers möten med fiktionstexter2007In: Grundskoletidningen 5/2007Article in journal (Other (popular science, discussion, etc.))
  • 37.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature.
    Ett vidgat textbegrepp2006In: / [ed] Granath el al, Karlstad: Centrum för språk och litteraturdidaktik (CSL) , 2006Chapter in book (Other academic)
  • 38.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature.
    Ett vidgat textbegrepp i praktiken2004In: Andra nationella konferensen i svenska med didaktisk inriktning. Göteborg den 8-9 januari 2004 / [ed] Staffan Thorsson, Göteborg: Göteborgs universitet, utbildningsvetenskapliga fakulteten , 2004Chapter in book (Refereed)
  • 39.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature.
    Filmmänniskor och datornördar: Pojkars identitetsskapande genom fiktionstexter2008In: Maskulinitet på schemat - pojkar, flickor och könsskapande i förskola och skola / [ed] Marie Nordberg, Stockholm: Liber , 2008Chapter in book (Refereed)
  • 40.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature.
    Förvärva, förvalta och förädla: Ungas läsande och skrivande av fanfiction2010In: Kulturarvingarna, typ!: Vad ska barnen ärva och varför? / [ed] Anne Banér, Stockholm: Centrum för Barnkulturforskning , 2010Chapter in book (Refereed)
  • 41.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature.
    Gamla klassiker och nya medier - om kanon och litteraturläsning i skolan2007In: Parnass. De skönlitterära sällskapens tidning, 3:2007Article in journal (Other (popular science, discussion, etc.))
  • 42.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature.
    Gymnasieelevers textvärldar2003In: Jan Einarsson och Gun Malmgren, Nationella nätverket i svenska med didaktisk inriktning, Malmö högskola 2003Presenterad vid: Första nationella konferensen i svenska med didaktisk inriktning, Växjö 8-9 janauari 2003, 2003Chapter in book (Refereed)
  • 43.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Education, Department of Education.
    "Han är galen och ond, men kan ändå känna kärlek": Identitetsskapande samtal på en svensk fanfictionsajt2012In: Livsberättelser: Mening och identitet i tid och rum / [ed] Karlsson, M & Prieto, H, Karlstad: Karlstads universitet, 2012, p. 123-138Chapter in book (Other academic)
  • 44.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature.
    I want Twilight information to grow in my head: A fan perspective on convergence culture2011In: Interdisciplinary Approaches to Twilight. Studies in Fiction, Media, and a Contemporary Cultural Experience / [ed] Mariah Larsson & Ann Steiner, Lund: Nordic Academic Press , 2011, p. 159-174Chapter in book (Refereed)
  • 45.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Jag lyssnar på Håkan och tänker på Sokrates2017In: Alfa, ISSN 2000-1959, no 05, p. 4-Article in journal (Other (popular science, discussion, etc.))
  • 46.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature.
    Kanon eller Counter Strike: Gymnasieelevers läskompetens i ämnet svenska2007In: Nordisk ämnesdidaktisk konferens,, 2007Chapter in book (Refereed)
    Abstract [sv]

    Abstract

    Christina Olin-Scheller, Karlstads universitet, Sverige



    Kanon eller Counter Strike. Gymnasieelevers läskompetens i ämnet svenska.



    Idag möter unga människor berättelser i en mängd olika textgenrer förmedlade via skilda medieformer. Dokusåpor, teater och serietidningar trängs med film, böcker och datorspel. Texter som alla kan antas påverka sina läsare på olika sätt. I skolan har svenskämnet sedan länge haft ett ansvar för att utveckla elevers kunskaper om och förståelse för text och läsning. Kursplanerna för ämnet svenska utgår idag från ett brett textbegrepp som innefattar såväl typografisk text som multimediala uttryck. Vilka konsekvenser får då styrdokumentens vidgade textbegrepp för ämnet svenska? Ska såpor och fantasy få ta tid från klassiker och epoker?



    Presentationen utgår från resultaten av min avhandling Mellan Dante och Big Brother. En studie om gymnasielevers textvärldar där jag har följt fyra klassers svenskundervisning under tre år och samtidigt studerat elevernas möten med och reception av fiktionstexter på fritiden. Genom att lyfta fram elevernas och lärarnas litterära repertoarer belyser jag hur fritidens och skolans textvärldar gestaltar sig. Jag diskuterar också relationen mellan dessa två världar. Utifrån ett genus- och klassperspektiv beskriver jag också på vilket sätt svenskämnet bidrar till utveckling och lärande för olika gymnasieelever. Jag vill diskutera i vilken mån det vidgade textbegreppet kan ses som en möjlighet eller ett hinder för svenskämnet och vilka konsekvenser kursplanernas skrivningar innebär för ungdomsskolan och för lärarutbildningen.

  • 47.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature.
    Literacies on the Web2009Conference paper (Refereed)
  • 48.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Literacies på nätet.: Identitetsskapande och lärande i formella lärmiljöer2014In: Ungdomar läser och skriver / [ed] Siv Fischbein, Lund: Studentlitteratur , 2014, p. 91-104Chapter in book (Other academic)
  • 49.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature.
    Literary Prosumers: Young peoples reading and writing a new media landscape2009Conference paper (Refereed)
  • 50.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature.
    Litterära prosumenter: Om ungas läsande och författande i ett nytt medielandskap2010In: Replikens platser: En Dagbok. Festskrift till Dag Nordmark / [ed] Blomqvist, Helene; Ingvarsson, Jonas;Ullström Margaretha, Karlstad: Karlstad University Press , 2010, p. 151-165Chapter in book (Other academic)
123 1 - 50 of 120
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