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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). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Kontio, Janne
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Stockholms universitet.
    Olin-Scheller, Christina
    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).
    Texten bakom texten: Böcker, mobiltelefoner och manliga läsare på Bygg-och anläggningsprogrammet2021In: Yrkesdidaktiska dilemman / [ed] Janne Kontio och Sofia Lundmark, Stockholm: Natur & Kultur , 2021, p. 205-230Chapter in book (Other academic)
  • 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 Language, Literature and Intercultural Studies (from 2013).
    Reading practices in transformation: Re-designing print-based literacy mindsets in the Swedish digital classroom2021In: L1-Educational Studies in Language and Literature, ISSN 1567-6617, E-ISSN 1573-1731, Vol. 21, no Special issue: Working with Literature in Nordic Secondary Education, p. 1-27Article in journal (Refereed)
    Abstract [en]

    Various reading projects aimed at stimulating students’ reading are carried out on a regular basis in Swedish schools. Beyond L1, a common structure is also to include other subjects and teachers in these projects. By focusing on norms and values connected to the reading and teaching of literature, this article aims to deepen the knowledge about a reading practice project conducted in other subjects than L1, aiming to stimulate, develop and strengthen students’ reading. The analysis is based on ethnographic video material, where the students’ interactions and activities in the classroom are documented through video recording and screen mirroring of their computers and mobile phones. The analysis reveals challenges in relation to reading activities performed in classrooms where different digital devices are available. Results show that reading practice in the connected classroom is characterised by a print-based mindset that the students resist to varying degrees. This leads to situations where the printed book is given contradictory roles in relation to the reading activity in school, providing students with a cover behind which they can engage in alternative reading activities on their digital devices. Here, we highlight the access paradox as well as issues related to the issue of what texts, and what types of reading are sanctioned in reading activities at school, and not least what this means for male students in terms of their chances to join a reading community and identify as readers in the educational setting to which they belong. 

  • 3.
    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.

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  • 4.
    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), Centre for Gender Studies (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)
  • 5.
    Buskqvist, Ulf
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Johansson, Emelie
    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), 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). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Digitaliseringens utmaningar2023In: Etiska perspektiv på skolledares arbete / [ed] Åsa Söderström; Anette Forssten Seise, Lund: Studentlitteratur AB, 2023, p. 57-71Chapter in book (Other academic)
  • 6.
    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)
  • 7.
    Carlman, Peter
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences (from 2013).
    Augustsson, Christian
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences (from 2013).
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    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.

  • 8.
    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.

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  • 9. 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)
  • 10.
    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.))
  • 11.
    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).
    Powerful knowledge and transformation processes across school subjects2018Conference paper (Refereed)
  • 12.
    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).
    Stolare, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013). CSD, ROSE.
    Powerful knowledge and transformations processes across school subjects: interdisciplinary perspectives from the field of subject didactics2018Conference paper (Refereed)
    Abstract [en]

    In this paper we outline an empirical research framework building on the concepts of powerful knowledge and transformation. Powerful knowledge as an idea was coined by Michael Young (2009) to re-establish the importance of knowledge in teaching and curriculum development. Powerful knowledge is defined by Young as a subject specific coherent conceptual disciplinary knowledge that when learnt will empower students to make decisions, and become action-competent in a way that influence their lives in a positive way. 

    We develop the concept of powerful knowledge in two important ways. First, instead of only discussing powerful knowledge as an idea related to educational practices, we take a research position suggesting that powerful knowledge could be used as a tool in educational research related to subject specific education. In doing so we, in line with Deng (2015), propose to align the curricular concept of powerful knowledge to the European research tradition of didactics in general, and subject didactics in particular. Second, we develop the concept of powerful knowledge by refuting the dichotomization suggested by Young (2015) that curriculum (‘what to teach’) can be separated from pedagogy (‘how to teach’). Instead we view these two questions as interrelated in didactical research.

    We suggest an expansion of the concept of powerful knowledge by using the analytical concept of transformation as a key concept in describing powerful knowledge in different disciplines, institutions and school subjects. The reason for this is that the concept of transformation is a central issue for didactical research from different European research traditions. Transformation as we understand it can be described as an integrative process in which the content knowledge is transformed into knowledge that is taught and learned through various transformation processes outside and within the educational system in relation to individual, institutional and societal level. Such processes of transformation are apparent in concepts related to a number of different frameworks including: ‘transposition’ (Chevallard 2007), ‘omstilling’ (Ongstad 2006) and ‘reconstruction’ (Duit et al. 2012), and are also reflected in the work of Bernstein (1971) in relation to the concept of ‘re-contextualisation’ within the curriculum tradition. The school subject is never a simple reduction of the discipline. The content knowledge is always transformed to fit the educational purpose of teaching. Hence, to study the concept of powerful knowledge within school subjects we need to study its transformation processes, and address the ‘why’ question in addition to the ‘what’ and ‘how’ questions.

    Moreover, the concept of powerful knowledge and the transformation processes the content of powerful knowledge undergo, must be placed in a wider context, where questions addressing societal challenges are raised. In a changing society the argument is being made that it is not obvious that powerful knowledge only stems from academic disciplines. For example, how does the emerging and rapidly changing media landscape affect powerful knowledge and how could powerful knowledge be understood in a connected classroom? How should interdisciplinary topics such as sustainability and migration be taught? What is powerful knowledge in such topics then emerges as a relevant question.

  • 13.
    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.

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  • 14.
    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, GBR.
    Olin-Scheller, Christina
    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), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Researching powerful knowledge and epistemic quality across school subjects2022In: International Perspectives on Knowledge and Curriculum: Epistemic Quality Across School Subjects / [ed] Brian Hudson; Niklas Gericke; Christina Olin-Scheller; Martin Stolare, London: Bloomsbury Academic, 2022, 1, p. 1-16Chapter in book (Refereed)
    Abstract [en]

    Niklas Gericke Brian Hudson Christina Olin-Scheller Martin Stolare Knowledge building in schools can be a transformative and empowering process, transforming pupils’ capacities, sense of self-efficacy and agency, while also acting as a powerful engine of social justice and social transformation (Muller 2016) . Still, knowledge building is notorious for sometimes being a dry and inert process that makes little difference to pupils’ lives and entrenches social inequality (Young and Muller 2010) . This book aims to develop understanding of how educators and education systems can ensure that school-based knowledge building reaches its transformative potential. In so doing, it draws on the concepts ‘powerful knowledge’ and ‘epistemic quality’ to help understand knowledge building’s qualities when it is effective and empowering, and how educational processes can build and develop these characteristics. The underlying research studies focus on the ways in which knowledge itself is transformed as it is re-contextualized at the individual,...

  • 15.
    Gericke, Niklas
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Hudson, Brian
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). University of Sussex, GBR.
    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).
    Stolare, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Trajectories of epistemic quality and powerful knowledge across school subjects2022In: International Perspectives on Knowledge and Curriculum: Epistemic quality across school subjects / [ed] Brian Hudson; Niklas Gericke; Christina Olin-Scheller; Martin Stolare, London: Bloomsbury Academic, 2022, 1st, p. 197-221Chapter in book (Refereed)
    Abstract [en]

    In reflecting on the studies outlined in this book, we return to the KOSS research questions with respect to how the nature of powerful knowledge and epistemic quality in different school subjects can be characterized. We also consider how one may describe the transformation processes related to powerful knowledge and epistemic quality. As we do so, we develop a theoretical framework based on the concepts outlined earlier in the volume: powerful knowledge, transformation processes and epistemic quality. Our ambition with this book, and this chapter in particular, is to help create a common conceptual framework as well as a language for subject-specific research and scholarship as concerns different disciplines and school subjects. In this way, we try to find common ground for use by teachers, scholars and educational researchers interested in subject-specific research. In this final chapter, we will not once again...

  • 16.
    Hermansson, Carina
    et al.
    Högskolan i Borås.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Across Textual Landscapes: The Role of Affect During Digital Reading Encounters2022In: Children's Literature in Education, ISSN 0045-6713, E-ISSN 1573-1693, Vol. 53, p. 327-342Article in journal (Refereed)
    Abstract [en]

    This article addresses questions related to how the change in the textual landscape, from paper-based books to electronic books, has an effect on the teaching of reading in early childhood classrooms as well as how the digital devices relate to different aspects of reading instruction. Drawing on the theoretical concept of affect, the purpose is to expand knowledge about processes of experiencing literary digital texts that are enacted and produced in a Swedish classroom when the teacher and the six-year-old students encounter digital narrative texts. The study draws on ethnographical methods to collect empirical material using video recording, field notes, and small interviews with children. The documentation includes both individual and collaborative reading of digital narratives. Discussed in the intersection between envisionment and affect, the results show that e-book activities create multiple and differing processes of reading. The metacognitive processes initiated by the teacher's instruction of reading strategies create a distance between the student and the text, while processes of embodied sense-making create a closeness to the text that seems to be vital when the students encounter digital narratives and text worlds. These findings may contribute to educational as well as edu-political discussions about pedagogical rationales for e-book activities in which the dynamic and essential relation between body, space, and reading is made prominent.

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  • 17.
    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)
  • 18. 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 ClassroomManuscript (preprint) (Other academic)
  • 19.
    Hermansson, Carina
    et al.
    Malmö Högskola.
    Saar, Tomas
    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).
    Rethinking 'Method' in Early Childhood Writing Education2014In: Educare : vetenskapliga skrifter, ISSN 1653-1868, Vol. 2, p. 121-146Article in journal (Refereed)
  • 20.
    Hudson, Brian
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). University of Sussex, UK.
    Gericke, NiklasKarlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.Olin-Scheller, ChristinaKarlstad 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, MartinKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). CSD, ROSE.
    International perspectives on knowledge and curriculum: Epistemic Quality across School Subjects2022Collection (editor) (Refereed)
    Abstract [en]

    Drawing together an international author team from Australia, Finland, France, Germany, Norway, Sweden and the UK, this book examines how we might democratize and open up access to ‘knowledge of the powerful’ for all. This book moves beyond the narrow knowledge vs skills debate of the 20th century to interrogate the epistemic quality of education in schools, and is a valuable resource for reflecting on the design and implementation of teacher education. Based on a range of national studies by the Knowledge and Quality across School Subjects and Teacher Education network (KOSS), funded by the Swedish Research Council (2019-22), the chapters explore teachers’ powerful professional knowledge and the implications this has for innovation in teacher education, policy and practice in educational settings.

  • 21.
    Hudson, Brian
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Gericke, NiklasKarlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.Olin-Scheller, ChristinaKarlstad 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). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).Stolare, MartinKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    International Perspectives on Knowledge and Quality: Implications for Innovation in Teacher Education Policy and Practice2022Collection (editor) (Refereed)
    Abstract [en]

    Drawing together an international author team from Australia, Finland, France, Germany, Norway, Sweden and the UK, this book examines how we might democratize and open up access to 'knowledge of the powerful' for all. This book moves beyond the narrow knowledge vs skills debate of the 20th century to interrogate the epistemic quality of education in schools, and is a valuable resource for reflecting on the design and implementation of teacher education. Based on a range of national studies by the Knowledge and Quality across School Subjects and Teacher Education network (KOSS), funded by the Swedish Research Council (2019-22), the chapters explore teachers' powerful professional knowledge and the implications this has for innovation in teacher education, policy and practice in educational settings.

  • 22.
    Hudson, Brian
    et al.
    University of Sussex, GBR.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Olin-Scheller, Christina
    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). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational 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). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Trajectories of powerful knowledge and epistemic quality: analysing the transformations from disciplines across school subjects2023In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 55, no 2, p. 119-137Article in journal (Refereed)
    Abstract [en]

    This paper outlines the development of a comparative research framework in subject didactics and applies this in the process of analysing the transformations from academic disciplines across different school subjects. The theoretical framework builds on the concepts of ‘powerful knowledge’ and ‘transformation’ and ‘epistemic quality’ within which transformation processes from the classroom to the societal level are considered as ‘trajectories of powerful knowledge and epistemic quality’. The framework is used to analyse the findings from recent empirical studies across school subjects that have been reported on in publications arising from the Knowledge and Quality across School Subjects and Teacher Education (KOSS) network. 1 The paper then focuses on analysing the transformations from disciplines across school subjects, given that the first boundary in defining powerful knowledge concerns knowledge that is specialized in both how it is produced and transmitted. To analyse this boundary, the findings from the empirical studies are grouped into broad subject categories. These are then compared with the corresponding disciplines by using the widely cited Biglan classification scheme of academic disciplines in higher education. Finally, we consider the implications for curriculum planning and teacher education policy and reflect on the concept of subject-specific educational content knowledge (SSECK). 

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  • 23.
    Iversen Kulbrandstad, Lise
    et al.
    Högskolan i Innlandet, NOR.
    Ljung Egeland, Birgitta
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Nordanger, Marthe
    Högskolan i Innlandet, NOR.
    Olin-Scheller, Christina
    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).
    Forskning på andrespråkslæreres oppfatninger2020In: NOA. Norsk som andrespråk, ISSN 0801-3284, Vol. 36, no 2, p. 5-20Article in journal (Refereed)
  • 24.
    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, E-ISSN 2002-343X, 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.

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  • 25.
    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, E-ISSN 2002-343X, 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.

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  • 26.
    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.

  • 27.
    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

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  • 28.
    Larsson, Maria
    et al.
    Högskolan Dalarna.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Adaptation and resistance: washback effects of the national test on upper secondary Swedish teaching2020In: Curriculum Journal, ISSN 0958-5176, E-ISSN 1469-3704, Vol. 31, no 4, p. 687-703Article in journal (Refereed)
    Abstract [en]

    This study examines the washback effects of a national test in Swedish at upper secondary schools. The test consists of three parts-reading, writing and speaking-and this study specifically focuses on the washback effects in relation to Stephen Ball's theory of policy enactment. The study draws on qualitative data from a total of 21 interviews conducted with five teachers of Swedish in upper secondary education in a series of four individual interviews and a concluding group interview. The results indicate that the reading comprehension test has had little washback effect on reading instruction whereas the writing and the oral tests seem to have had a substantial washback effect. The teachers also exhibit what Ball refers to as resistance and capitulation in relation to the national test, and to the reading comprehension test in particular.

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  • 29.
    Liljekvist, Yvonne
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    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), Department of Language, Literature and Intercultural Studies (from 2013).
    Randahl, Ann-Christin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    van Bommel, Jorryt
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Fortbildning på Facebook: Lärares informella professionsutveckling via sociala medier: Resultatdialog 20192019Report (Other academic)
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  • 30.
    Liljekvist, Yvonne
    et al.
    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). University of Gothenburg.
    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).
    Facebook for Professional Development: Pedagogical Content Knowledge in the Centre of Teachers’ Online Communities2021In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 65, no 5, p. 723-735Article in journal (Refereed)
    Abstract [en]

    As teachers’ informal professional development is visible in social media, this study probes teachers’ participation in self-organized Facebook groups in mathematics or Swedish-language education. In total, 553 posts from six Facebook groups were categorized using Shulman’s knowledge-base framework, and analysed using systemic functional grammar. Teachers use “questions” and “offers” most frequently (88%). Within these speech functions, pedagogical content knowledge dominates (63%), indicating that these groups constitute professional learning communities that teachers use as a professional development resource, focusing the interaction on pedagogical content knowledge. This study finds a largely similar practice in Facebook groups across the two subjects.

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  • 31.
    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.

  • 32.
    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)
  • 33.
    Liljekvist, Yvonne
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    van Bommel, Jorryt
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Olin-Scheller, Christina
    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). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Randahl, Ann-Christin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Sharing is Caring: Extending the Professional Learning Community Using Social Media2021In: Social Media: Influences on Education / [ed] Cordelia Zinskie, Information Age Publishing, 2021, p. x-xChapter in book (Refereed)
  • 34.
    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)
  • 35.
    Liljekvist, Yvonne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (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).
    Multi-theoretical approach when researching mathematics teachers’ professional development in self-organized online groups2019In: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) ⟨hal-02418200⟩, 2019Conference paper (Refereed)
    Abstract [en]

    Teachers worldwide are using social media as a professional development resource. In studying social media as ‘a place’ for teachers’ professional development, we investigated large Facebook groups with themes connected to teaching and learning in compulsory schools. The interaction in these groups was analysed within the framework of systemic functional grammar. In order to reveal knowledge known and shared by teachers as a community, we have also used Shulman’s (1987) framework. Most posts received responses and this response is in line with the expected response pattern. The speech functions ‘Questions’ and ‘Offers’ were most common. Further, most posts addressed subject specific knowledge. The multi-theoretical approach used when researching mathematics teachers’ professional development in self-organized online groups showed that these large Facebook groups facilitated professional learning.

  • 36.
    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)
  • 37.
    Ljung Egeland, Birgitta
    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).Tengberg, MichaelKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Tolfte nationella konferensen i svenska med didaktisk inriktning: Textkulturer2017Conference proceedings (editor) (Other academic)
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  • 38. 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)
  • 39.
    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, 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.

  • 40.
    Löfdahl, 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).
    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.  

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  • 41.
    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)
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  • 42.
    Nilsberth, Marie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Liljekvist, Yvonne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Olin-Scheller, Christina
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Hallquist, Claes
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Digital teaching as the new normal?: Swedish upper secondary teachers' experiences of emergency remote teaching during the COVID-19 crisis2021In: European Educational Research Journal, E-ISSN 1474-9041, Vol. 20, no 4, p. 442-462Article in journal (Refereed)
    Abstract [en]

    This paper takes an interest in how schools and teachers dealt with new demands when teaching rapidly went online during school closures related to the COVID-19 pandemic, in what we see as an example of emergency remote teaching. The aim is to make visible how schools and teachers dealt with the demands that they were confronted with while under hard pressure during emergency remote teaching, and what discursive frames are used in upper secondary teachers' pedagogical considerations. Fifteen teachers of history, mathematics and Swedish (five from each subject) are followed in recurring interviews between April 2020 and September 2020, resulting in a total of 41 interviews. A narrative approach is used in the analysis and results show how teachers made large efforts to maintain teaching in what can be described as a crisis organization. Three main discourses are identified: (a) a strong assessment discourse; (b) a relational discourse; and (c) a compensatory discourse. The findings are discussed in the light of educational policy based on the so-called Nordic model and the idea of one-school-for all, and in relation to what becomes possible to teach as well as what is not possible to do in times of crisis.

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  • 43.
    Nilsberth, Marie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Liljekvist, Yvonne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Hallquist, Claes
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Svenska gymnasielärares erfarenheter från distansundervisning med anledning av Covid-19 pandemin2020Report (Refereed)
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  • 44.
    Nilsberth, Marie
    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).
    Svenskämnets plattformisering: Nya didaktiska kontrakt i gymnasieskolans svenskämnesundervisning2023Conference paper (Refereed)
    Abstract [sv]

    Den svenska gymnasieskolan kan sägas ha blivit plattformiserad, genom att olika slags lärplattformar har integrerats i undervisningens fysiska såväl som sociala organisering (jfr. Kerssens & van Dijk, 2021; Pangrazio et al.2022). Ur ett didaktiskt perspektiv väcker detta frågor om hur ämnesinnehåll representeras och medieras genom plattformarna, och vilken betydelse detta kan ha för elevers deltagande och lärprocesser. Den här presentationen är en del av projektet Plattformspedagogik. En studie om att synliggöra nya rum för lärande i det digitala klassrummet (VR/UVK 2019-03760) och fokuserar ur ett elevperspektiv på hur lärande- och undervisningsprocesser hanteras i svenskundervisning på gymnasieskolan. 

    Med utgångspunkt i begreppen didaktiska kontrakt och didaktisk miljö (Brosseau, 1997; Sensevy, 2012) analyserar vi elevers och lärares samhandlingar i förhållande till ämnesspecifik kunskap under valda lektioner i svenska där plattformar används. Vi har använt oss av videoetnografisk metod, där vi med en kombination av två kameror och skärminspelning av fokuselevers datorskärmar i detalj kan följa såväl elevers interaktion som deras skärmmedierade aktiviteter. Ur ett datamaterial bestående av videoinspelningar från 15 svensklektioner, med sammanlagt 14 olika fokuselever, har vi analyserat de utvalda exemplen med multimodal interaktionsanalys (Goodwin, 2000) med fokus på lärares och elevers meningsskapande samhandlingar (Sensevvy, 2012). Analyserna synliggör en variation i hur lärare använder sig av plattformen när det gäller dess roll i bedömningspraktiker. Vi ser också hur plattformen kommer att fungera som ett slags nav för distribution av olika texter som till stor del ersätter traditionella läroböcker. Plattformarnas närvaro i undervisningen verkar bidra till förändrade didaktiska kontrakt när det gäller svenskämnets literacypraktiker, där förändringarna tycks vara störst när det gäller arbete med sakprosatexter medan arbetet med skönlitterära texter inte förändras i lika hög grad. Våra preliminära resultat utgör grund för ytterligare problematisering av processer av plattformisering i relation till klassrummets dialog och rekontextualisering av ämneskunskaper. 

  • 45.
    Nilsberth, Marie
    et al.
    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).
    Olin-Scheller, Christina
    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). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Kristiansson, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Teaching Practices in Transformation in Connected Social Science Swedish Classrooms2022In: International Perspectives on Knowledge and Curriculum: Epistemic Quality Across School Subjects / [ed] Brian Hudson; Niklas Gericke; Christina Olin-Scheller; Martin Stolare, Bloomsbury Academic, 2022, p. 115-136Chapter in book (Refereed)
    Abstract [en]

    Through a wide range of international and national policies (cf. Redecker 2017; Unesco 2018) , education in Sweden and many other countries today faces strong demands to become digitalized. Hence, teachers are under pressure to implement digital resources in instruction (Player-Koro, Bergviken Rensfeldt and Selwyn 2017) . This has been shown to profoundly reframe the classroom as a learning space. A general change that the digitalization of the school seems to contribute to is a movement from collective forms of work to a greater individualization (Selwyn 2016) . While ‘one-to-one’ approaches that equip each student with digital resources seem to provide many practical benefits for teaching, the school is less able to prepare students to participate in a more critical approach to the digitalized society (Davies 2017) . New technologies are often subordinated to traditional classroom teaching practices and negotiated away when the new...

  • 46.
    Nilsberth, Marie
    et al.
    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).
    Olin-Scheller, Christina
    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).
    Tarander, Eva
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Johansson, Annelie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Utforskande samtal mellan lärare och forskare om en uppkopplad undervisningspraktik2023In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 11, no 1, p. 81-106Article in journal (Refereed)
    Abstract [sv]

    Den här artikeln sätter fokus på samtal mellan lärare och forskare om utmaningar kopplade till undervisningens digitalisering på en skola som har satsat på införandet av digital teknologi i alla ämnen. Syftet är att belysa transformationsprocesser i olika skolämnen i digitaliserade och uppkopplade klassrum, genom att analysera hur lärande om dessa frågor tar form i samtalen mellan deltagarna. Åtta fokusgruppsamtal genomfördes under fyra läsår och har analyserats med samtalsanalys för att synliggöra fysiska, semantiska och sociala dimensioner av de läranderum som formas. Resultaten visar att samtalsarrangemanget kan stödja lärandeprocesser både under och mellan samtalen, och kan överbrygga brott i kontinuiteten som kan relateras till organisatoriska förändringar på skolan. Vidare visar analysen att gruppsammansättningen med lärare från olika ämnen inte främst gynnade fördjupning av ämnesdidaktiska aspekter av undervisningens digitalisering utan framför allt gynnade fördjupning när det gäller ämnesövergripande frågor.

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  • 47.
    Nilsberth, Marie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad university.
    Slotte, Anna
    University of Helsinki, FIN.
    Høegh, Tina
    University of Southern Denmark, DNK.
    Zophoníasdóttir, Sólveig
    University of Akureyri, ISL.
    Högström, Jenny
    University of Helsinki, FIN.
    Johansson, Annelie
    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), Department of Language, Literature and Intercultural Studies (from 2013).
    Olin-Scheller, Christina
    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).
    Tarander, Eva
    Karlstad municipality.
    Classrooms going online: Nordic lower secondary teachers’ readiness at the COVID-19 outbreak2021In: Education in the North, ISSN 0424-5512, Vol. 28, no 3, p. 44-62Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to make visible Nordic lower secondary teachers’ experiences of the initial period of the COVID-19 pandemic, guided by three research questions: 1. What challenges and strategies can be identified in teachers’ descriptions of teaching during the pandemic outbreak? 2. What appears to be the role of digital technology in these challenges and strategies? 3. How can we understand the readiness and educational priorities of these Nordic schools in this time of crisis? Theoretically, we draw on the three main domains of purposes of education coined by Biesta (2015); qualification, socialisation and subjectification. The empirical data consists of online qualitative interviews with 17 lower secondary teachers from Denmark, Finland, Iceland and Sweden, teaching in different school subjects. A thematic content analysis was conducted, finding three main areas of challenges in relation to organisation of teaching, classroom dialogue and assessment of student learning. Our analysis makes visible how besides digital readiness, the readiness of the studied schools relied on the teachers' ability to act independently in finding professional solutions in a time of crisis. The teachers did not just sit and wait for instructions on what to do, but took initiatives and managed the situation as best as they could drawing on their professional competence.

  • 48. Nordenstam, Anna
    et al.
    Olin-Scheller, Christina
    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). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Easy readers in Swedish classrooms: textbooks or literature?2021In: Textbooks and Educational Media: Perspectives from Subject Education Proceedings of the 13th IARTEM Conference 2015, Berlin / [ed] P Bagoly-Simó ; Z Sikorova, Springer Berlin/Heidelberg, 2021, p. 330-340Chapter in book (Refereed)
  • 49.
    Nordenstam, Anna
    et al.
    Luleå Tekniska Universitet.
    Olin-Scheller, Christina
    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). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    I litteraturens tjänst: Skolbibliotekariers uppfattningar om lättläst skönlitteratur till elever och lärare2020In: Trettonde nationella konferensen i svenska med didaktisk inriktning: Bildning, utbildning, fortbildning / [ed] M Johansson ; BG Martinsson ; S Parmenius Swärdh, Linköping: Linköpings universitet , 2020, p. 209-223Chapter in book (Refereed)
  • 50.
    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.))
1234 1 - 50 of 171
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