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  • 1.
    Asghari, Hamid
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Asplund, Stig-Börje
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Kilbrink, Nina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    "Folk kommer ju alltid behöva å skita": Identitetsframträdanden i teknisk gymnasial yrkesutbildning2018In: Berättelser: Vänbok till Héctor Pérez Prieto / [ed] Annica Löfdahl Hultman, Christina Olin-Scheller, Marie Tanner, Karlstad: Karlstads universitet, 2018, p. 95-104Chapter in book (Refereed)
  • 2.
    Asplund, Stig-Börje
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Being a skilled reader: Reception patterns in vehicle engineering students' literature discussion2012In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 3, no 2, p. 243-257Article in journal (Refereed)
    Abstract [en]

    This article explores how four male vehicle engineering students at an upper secondary school in Sweden engage in literature discussion. The study combines a Conversation Analysis (CA) approach with a reception theory perspective and shows that the boys use direct reported speech (DRS) in their interaction as a technique to handle intimate and personal dimensions in the text, but also to construct themselves as skilled readers. Approaching the empirical data in this way makes it possible to go beyond the stereotyped images of (working class) boys presented in so many research papers and provide a more nuanced picture of boys' reception pattern in a school context.

  • 3.
    Asplund, Stig-Börje
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Body Talk: Moving beyond speech when analysing literature discussions2016In: Language and Literacy : A Canadian Educational e-journal, ISSN 1496-0974, E-ISSN 1496-0974, Vol. 18, no 3, p. 1-15Article in journal (Refereed)
    Abstract [en]

    The intent of this article is to promote a methodological approach to the analysis of literature discussions by adopting a conversational analytic approach that views embodied actions (including talk) as multimodal. It is argued that this analytic approach moves beyond previous studies that focus on talk only, when analysing literature discussions, and further, that such an approach contributes to an increase in our understanding of the complex meaning-making processes that are set into play when students interact on literary texts in school.

  • 4.
    Asplund, Stig-Börje
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Konsten att parkera: Identitetskonstruktion i fordonspojkars litteratursamtal2011In: KAPET. Karlstads universitets Pedagogiska Tidskrift, ISSN 1653-4743, Vol. 1, no 1, p. 20-40Article in journal (Other academic)
    Abstract [sv]

    Den här artikeln handlar om fordonspojkars litteratursamtal. I artikeln visas hur några fordonspojkar på gymnasiet engagerar sig i hur litterära karaktärer i den roman de har läst hanterar olika motorfordon, och hur pojkarna är måna om att visa upp inför varandra att de har de kunskaper och de erfarenheter som krävs för att kunna hantera olika typer av motorfordon. Att pojkarna genom sina studier på fordonsprogrammet utbildar sig till fordonsmekaniker, lastbilsförare eller grävmaskinister aktualiseras på så sätt i det litteratursamtal pojkarna är involverade i. Samtidigt är det möjligt att tala om en motsatt rörelse som iscensätts i litteratursamtalet; en rörelse som innebär att pojkarna i och med sitt handlande på samma gång konstruerar sig som just fordonselever och som kunniga yrkesmän. Dessa identitetsskapande processer äger rum inom ramen för det litteratursamtal som pojkarna på egen hand genomför utan lärarens direkta medverkan, vilket innebär att fordonspojkarna på så sätt även konstruerar sig som skötsamma elever som tar ett ansvar för sina litteraturstudier.

  • 5.
    Asplund, Stig-Börje
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Läsning som identitetsskapande handling.: Gemenskapande och utbrytningsförsök i fordonspojkars litteratursamtal.2010Doctoral thesis, monograph (Other academic)
    Abstract [en]

    In this dissertation literature discussions which include students of Vehicle Engineering at a Swedish upper secondary school will be discussed. The students are all boys. The study is focused on these boys’ small-group literature discussions, and the aim of the study is to describe what happens when they discuss four of the novels that form an integral part in the context of their Swedish studies. Principal fields of interest are the readings and the reception that the boys give utterance to in the literature discussions, as well as the identity-constructing processes which set in when they interact in the light of what they have read.

    The empirical material consists of eleven video recorded small-group discussions, and a conversational analytic perspective is combined with a reception theory perspective in the dissertation.

    The study shows that a sense of community is vital to the core of the boys’ literature discussions, and this has an influence on the reception and the readings that come up in the discussions. The boys are anxious to come to an agreement and voices which threaten to shatter the sense of community that has been constructed in the discussions are opposed in different ways. The literature discussions are not only arenas where the boys construct themselves as readers but are also considered as a forum where various identity-constructing practices take place.

    As readers these boys are bound to what can be read, and what cannot be read, in literary texts, but it is possible to see a certain development in their readings towards a more complex attitude, such as they find expression in the discussions. The boys also carry out the literature discussions, and the constructed sense of community is based on the reading of the novel to be discussed in a small-group discussion. Thus the boys take on the responsibility for their own learning as well.

    Many of the processes in which the boys are involved during the literature discussions could be described as processes of social reproduction, but various dividing lines which could be identified in the study also show that there are openings for other directions of the discussions.

     

  • 6.
    Asplund, Stig-Börje
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Man kunde riva bort allt innan kapitel sex2007Conference paper (Other (popular science, discussion, etc.))
  • 7.
    Asplund, Stig-Börje
    Karlstad University, Faculty of Arts and Education, Department of Education.
    När brytpunkter uppstår2008Conference paper (Other (popular science, discussion, etc.))
  • 8.
    Asplund, Stig-Börje
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Platsens betydelse för pojkars och unga mäns läsning2018In: Svenskläraren, ISSN 0346-2412, no 1, p. 14-15Article in journal (Other (popular science, discussion, etc.))
  • 9.
    Asplund, Stig-Börje
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Towards a sense of community: When literature becomes a socialization instrument2008Conference paper (Other (popular science, discussion, etc.))
  • 10.
    Asplund, Stig-Börje
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Var är Elias mamma?2008In: Kapet (avslutad tryckt version), ISSN 1653-4743, KAPET, ISSN 1653-4743, Vol. 4, no 1, p. 105-123Article in journal (Other academic)
  • 11.
    Asplund, Stig-Börje
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Visst läser pojkar också!2010In: Växtkraft: Om svenskämnets möjligheter / [ed] Madeleine Ellvin och Lena Manderstedt, Stockholm: Svensklärarföreningen , 2010, p. 11-21Chapter in book (Other academic)
  • 12.
    Asplund, Stig-Börje
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Kilbrink, Nina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Learning How (and How Not) to Weld: Vocational Learning in Technical Vocational Education2018In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, no 1, p. 1-16Article in journal (Refereed)
    Abstract [en]

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

  • 13.
    Asplund, Stig-Börje
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Kilbrink, Nina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    "Man får lura hjärnan lite": Motsvets och yrkeslärande i teknisk gymnasial utbildning2015Conference paper (Refereed)
  • 14.
    Asplund, Stig-Börje
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Kilbrink, Nina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    "Men röret svänger ju" - om yrkeslärande i svetsundervisning2017Conference paper (Other academic)
  • 15.
    Asplund, Stig-Börje
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Kilbrink, Nina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Teaching and Learning How to Weld in Interaction: Professional Development2018Conference paper (Refereed)
  • 16.
    Asplund, Stig-Börje
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Kilbrink, Nina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Axelsson, Jan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Uncovering the Melt: Results from an Action-Oriented Learning Study on Welding in Vocational Education2019Conference paper (Refereed)
    Abstract [en]

    This presentation reports some preliminary resultsfrom the ongoing study Learning to weld in vocational education, funded by the Swedish Institute for Educational Research, with the overall aim to examine the relation between teaching and learning in vocational education with a specific focus on learning to weld. The study is conducted as an action-oriented learning study in which two university based researchers collaborate with a vocational teacher at an upper secondary vocational school, and it responds to the request for more practice-based school research aiming for developing teacher’s teaching on a scientific basic (cf Brante et al, 2015; Carlgren, 2017; Lo, 2014; Postholm, 2018;SFS 2010:800). Action-oriented learning studies in iterative circles, where teachers themselves have been involved in formulating the research questions, and where there is a strong focus on the object of learning (what the students are supposed to learn) have been proven to be effective approaches in which teachers can change and develop their teaching practices and their professional learning, based on a theoretical framework (Brante et al., 2015; Pang & Ling, 2012). Hence, learning studies have been emphasised as a solid base for teachers’ professional development as well as improving students’ learning (Pang & Ling, 2012). Learning studies have also been proven to be a fruitful tool for implementing and increasing our understanding of the use of theory in practice, but according to Lo (2012) there is a need to conduct learning studies in more subject areas than what has previously been done. One of these research fields where there is a lack of learning studies and where research that has a specific focus on learning content is sparse is within the field of vocational education. This is something that we will focus on in this presentation, in which we will highlight results from the process of three iterative cycles in which theories gradually have been incorporated in the teacher’s didactical approach when teaching how to TIG-weld.

    In the study, the teaching, as well as the research, is planned, conducted and analysed in three iterative cycles inspired by the Learning study method (cf. Pang & Ling, 2012), and is based on two theoretical frameworks; Conversation Analysis (CA) (cf. Sidnell & Stivers, 2013), and Variation Theory (VT) (cf. Marton & Tsui, 2004). Our approach is in line with the content-centered CA-studies that aim to capture interactional practices linked to learning a specific content or practice (cf. Rusk et al., 2015). This means that our focus in our study is on how the teacher and the students orient to the specific object of learning (OoL) of how to TIG-weld, and how the teacher and students adapt and change their participation in the unfolding interaction regarding how to TIG-weld, and where the VT can help us examine the enacted OoL in great detail. 

    The specific aim with this presentation is to examine how the teacher is orienting towards the learning content by exemplifying one of the critical aspects of the OoL – the melt - when teaching how to TIG-weld during the process of three iterative cycles. Through concrete empirical examples from video recorded lessons we will explore not only how the theoretical perspectives (Conversation Analysis and Variation Theory Analysis; which we have chosen to term CAVTA) can be used together and integrated in practice when analysing the teaching and interaction, but also how these theories can be used as didactical tools for teachers when planning, executing, and evaluating their own teaching.

    Method

    Our study is based on a close collaboration between two university based researchers, and one vocational teacher at an upper secondary school. The teaching that the vocational teacher conducts is planned, executed, and analysed in three iterative cycles, inspired by the Learning study method (cf. Kilbrink et al., 2014; Pang & Ling, 2012). Usually, a learning study has its theoretical base in the variation theory and a key feature in the method is the strong emphasis on the learning content (referred to as the object of learning). In a Learning study, the teaching of this OoL should be planned, executed and analysed in specific steps in iterative cycles; pre-testing, planning, teaching, post-testing, analysing and revising (Ko, 2018). In our study, however, the pre- and post-testing has been removed, and instead a CA approach has been added to the variation theory in order to analyse how welding competences are displayed, developed and learned in the actual teaching situations. Approaching the data from a CA’s understanding of participation and social organisation can help us explore the learning processes that take shape in the interaction from an emic perspective (Duranti, 1997). Furthermore, CA can also add another dimension of how the OoL can be varied in the interaction between the teacher and students when using different semiotic resources (cf. Asplund & Kilbrink, 2018; Kilbrink & Asplund, 2018). The teaching that has been conducted in the study has been planned by the teacher, in dialogue with researchers, and each cycle lesson (with three focus students participating in each cycle) has been video recorded. These recordings have been analysed by the researchers at a primary stage, then analysed by the researchers and the teaching vocational teacher together. Based on these analyses, primarily based on a CAVTA perspective, the teacher, together with the researchers, worked on new teaching strategies that were to be incorporated into the teacher’s didactic approach towards cycle 2. In the second and third cycle this process was repeated. In this presentation, based on the outcomes of these three cycles of teaching how to TIG-weld, we will focus on the teaching and learning processes that take shape when the teacher and students orient towards the melt as a critical aspect when teaching and learning how to TIG-weld.

    Expected Outcomes

    Through the detailed analysis of the interaction that take shape in the teaching, we can identify concrete changes in the teacher’s teaching when CAVTA is gradually incorporated into the teacher’s didactic approach. For example, we can see how the teacher, together with the students, through the simultaneous use of different semiotic resources actively works to try to establish a common understanding of what content is to be learned and how it should be learned (cf. Kilbrink & Asplund, 2018). The study’s approach also enables a teaching method where parts of a subject-specific content increasingly is made explicit during the course of the study and validated in the interaction, there and then. More precisely, in our presentation we will show how these processes are something that take shape in relation to the teacher’s and students’ orientation towards the melt, which in the interaction there and then, is made into a temporarily subordinate object of learning. The critical aspects of the melt are then oriented to and verbalised. We believe that our approach can lead to a development where we can find forms for teaching where specific subject content within vocational education - content which is sometimes a bit carelessly discussed in terms of “tacit knowledge”- not only can be communicated and made visible to both teachers and students in interaction here and now, but also made precise. Thus, our findings suggest that our approach is fruitful in order to develop the teaching, and it offers opportunities for methodological innovation.

    References

    Asplund, S-B., & Kilbrink, N. (2018). Learning how (and how not) to Weld: Vocational Learning in Technical Vocational Education. Scandinavian Journal of Educational Research 62(1) 1-16. Brante, G., Holmqvist Olander, M., Holmquist, P-O., & Palla, M. (2015). Theorising teaching and learning: pre-service teachers’ theoretical awareness of learning. European Journal of Teacher Education, 38(1) 102-118. Carlgren, I. (Ed.) (2017). Undervisningsutvecklande forskning: exemplet Learning study. Malmö: Gleerups. Duranti, A. (1997). Linguistic anthropology. New York, NY: Cambridge University Press. Kilbrink, N., & Asplund, S. B. (2018). “This angle that we talked about”: learning how to weld in interaction. International journal of technology and design education, 1-18 (doi: 10.1007/s10798-018-9490-z Kilbrink, N., Bjurulf, V., Blomberg, I., Heidkamp, A., & Hollsten, A. C. (2014). Learning specific content in technology education: learning study as a collaborative method in Swedish preschool class using hands-on material. International Journal of Technology and Design Education, 24(3), 241-259. Ko, P. Y. (2018). Beyond labels: what are the salient features of lesson study and learning study? Educational Action Research (doi: 10.1080/09650792.2018.1530126). Lo, M. L. (2012). Variation theory and the improvement of teaching and learning. Göteborg: Acta universitatis Gothoburgensis. Marton, F. & Tsui, A.B. (Eds.) (2004). Classroom Discourse and the Space of Learning, Lawrence Erlbaum, Mahwah, N.J. Pang, M. F., & Ling, L. M. (2012). Learning study: Helping teachers to use theory, develop professionality and produce new knowledge to be shared. Instructional Science, 40(3), 589–606. Postholm, M. B. (2018). Teachers’ professional development in school: A review study. Cogent Education, 5(1), 1-22. Rusk, F., Pörn, M., Sahlström, F., & Slotte-Lüttge, A. (2015). Perspectives on using video recordings in conversation analytical studies on learning in interaction. International Journal of Research & Method in Education, 38(1), 39-55. Sidnell, J. & T. Stivers (Eds.) (2013). The Handbook of Conversation Analysis. Oxford, U.K.: Wiley‐Blackwell.

  • 17.
    Asplund, Stig-Börje
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Ljung Egeland, Birgitta
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Då och nu – arbetarmän på landsbygden och deras läsarhistorier2018Conference paper (Refereed)
    Abstract [sv]

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

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

  • 18.
    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.

  • 19.
    Asplund, Stig-Börje
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Ellie is the coolest': class, masculinity and place in vehicle engineering students' talk about literature in a Swedish rural town school2013In: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 11, no 1, p. 59-73Article in journal (Refereed)
    Abstract [en]

    This article aims to show how boys in a vehicle engineering programme at an upper secondary school in Sweden use their reading and literature discussion in their identity construction and how the classroom is converted into a place where the boys create the social space that they are a part of. This article is written in the intersections between different disciplines, research fields, and theoretical and methodological perspectives, and it is argued that this approach makes it possible to exceed each respective limitation and present a more nuanced and far-reaching discussion about how children use literature discussions in the construction of identity and place.

  • 20.
    Asplund, Stig-Börje
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    "En del är ju helt koko". En samlare berättar2017Conference paper (Other academic)
  • 21.
    Asplund, Stig-Börje
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    På jakt efter en läsarhistoria2014Conference paper (Other (popular science, discussion, etc.))
  • 22.
    Asplund, Stig-Börje
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    På jakt efter en läsarhistoria2014In: KAPET, ISSN 1653-4743, Vol. 10, no 1, p. 38-57Article in journal (Other academic)
    Abstract [sv]

    Abstract

    Intresset i den här artikeln riktas mot Niklas[1] - en ung, manlig grävmaskinist, boendes i en landsbygdsort i mellersta Sverige – och hans läsarhistoria. Utifrån en livsberättelseansats har Niklas berättelse och reflektioner över sina erfarenheter av läsning studerats. Utgångspunkten är ett förhållningssätt genom vilket vi lyfter fram Niklas läsarhistoria utifrån hans eget perspektiv och där vi försöker förstå hur de specifika lokala och kulturella kontexter mot vilka Niklas läsarhistoria samspelar och samverkar är verksamma.

     

  • 23.
    Asplund, Stig-Börje
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    The Book and the Text: Expanding the definition of a male reader2015Conference paper (Refereed)
    Abstract [en]

    The Book And The Text - Expanding The Definition Of A Male Reader

    Boys’ relation to reading has been debated for a long time. Numerous international studies bear witness to an existing gender gap in children’s reading; boys read worse and to a smaller extent than before, and they read less than girls and lag behind in literacy skills (Clark & Burke, 2012; Gambell & Hunter, 2000). If one considers the situation from a class perspective the situation of boys with working-class background is described as particularly problematic, since extensive research indicates that there exists a particularly poor reading proficiency among socio-economically disadvantaged boys. In many of the studies there are also often expressed a concern for these boys’ future, since without the ability to read well, they are risking to lose access to higher education and future careers.

    Despite the extensive research that exists on boys’ relationship to reading, we have currently still rather limited knowledge about the role and importance reading has in the lives of young men and what experiences they carry out from the reading they have been taught as students in school.

    In our presentation, and, from a longitudinal perspective with the aim of focusing our attention on one of the many working-class boys who has walked through the school system as a student, our intention is to be conducive to new knowledge in the field, and also to modulate the negative image of young working-class boys’ future opportunities that is conveyed.

    At the center of our presentation is Niklas - a young male excavator, who lives in a rural village in the central parts of Sweden, and our purpose is to present a picture of his reader history, i.e. the journey he has made in his life as a reader of various kinds of texts. Niklas’s reader history is part of a larger research project where we are using a combination of different methodological and theoretical perspectives in the study of young men’s reader histories.

    Through a life story approach (Mishler, 1999; Goodson & Sikes 2001), we will in our presentation let Niklas’s story form the basis of our understanding of the phenomena he chooses to talk about, which among other things means that we will use a broader concept of text in our analysis of Niklas’s reader history.

    The narrative reflections (Freeman, 2010) that are expressed in Niklas’s narrative of his journey through life as a reader, and the different reader identities that emerge through his own narrative, forms to us his reader history. This reader history has obviously not occurred in a vacuum, but it has been shaped by, and has shaped, the social and cultural environments in which it took place, which is why we also have the intention of highlighting the specific contexts against which Niklas’s reader history interact. Given that social categories, such as gender, class and place are important for students’ school careers, we believe that it is important to study how these categories interact and cooperate in Niklas’s story about his experience of reading. Here, Massey’s work (2005) on place as a social construction, and her emphasis on the mutual relationship between place and identity, Connell’s work (2005) on the construction of masculinity, and the class perspective developed by Bourdieu (1984) are important points of departure in our analysis.

    Method

    We will tell Niklas’s story by using an approach through which the narrator is at the center of attraction. Thusly, our study has a longitudinal research design (Goodson & Sikes, 2001). The longitudinal design can help us get sight of how Niklas’s relationship to and experience of reading has been shaped, changed and evolved over time. This approach means that it is Niklas’s story that will be brought into focus. At the same time, this personal story shall be put into perspective by relating it to the specific social, cultural and historical circumstances in which what is told takes place (Goodson & Sikes, 2001; Mishler, 1999) why even such empirical data in the form of, for example, documents, theories, texts and physical locations and buildings will be used in our analysis. The reader history to which our interest is directed during our presentation is based on two life story interviews (see Goodson & Sikes, 2001) conducted with Niklas, today a 25-year-old young man, in the summer of 2013. The interviews took place in Niklas’s home and lasted for a total of three hours. Niklas’s story is based on empirical data gathered from a previous research project about a group of vehicle engineering boys’ encounter with the teaching of Swedish at an upper secondary school in a rural place in central Sweden, a project in which Niklas attended as a vehicle engineering student (Asplund & Pérez Prieto, 2013). These extensive empirical data, which consist of videotaped lessons, interviews, surveys and documentation of the boys’ self-produced written texts related to their Swedish classes, among other things, combined with life story interviews, allow us to deepen and modulate our analysis and presentation of Niklas’s reader history.

    Expected Outcomes

    In the reader history that emerges through Niklas’s narrative, there are more ways to interact with books and texts than the more conventional ways. For instance, Niklas tells us how he helped his father to collect, sort out and sell old books, which to Niklas becomes a way to interact with books, and the interaction that Niklas is talking about has its meaning and significance in the specific context in which it takes place. This concrete and embodied interaction is also significant of Niklas’s relation to reading and books, and it is therefore also an important part of his reader history. Thus, the approach used in our study makes it possible to identify and highlight other, less common ways to interact with books, which also allows a more complex and nuanced story about a young man’s relation to reading.

    References

    Asplund, S-B.and Pérez Prieto, H. (2013). ‘Ellie is the coolest’: Class, masculinity and place in vehicle engineering students’ talk about literature in a Swedish rural town school. Children’s Geographies Issue 1, 2013. Bourdieu, P. (1984). Distinction.A Social Critique of the Judgment of Taste.Cambridge, MA: Harvard University Press. Clark, C. with Burke, D. (2012). Boys’ Reading Commission.A review of existing research to underpin the Commission.London: NationalLiteracy Trust. Connell, R. W. (2005). Masculinities. 2nd ed. Berkeley: University of California Press. (Original workpublished 1995). Freeman, M. (2010). Hindsight.The Promise and Peril of Looking Backward. New York: Oxford University Press. Gambell, T., & Hunter, D. (2000).Surveying gender differences in Canadian school literacy. Journal of Curriculum Studies, 32, 689–719. Goodson, I. & Sikes, P. (2001). Life History Research in Educational Settings.Learning from lives. Buckingham: Open University Press. Massey, D. (2005). For Space. London: Sage. Gambell, T., & Hunter, D. (2000). Surveying gender differences in Canadian school literacy. Journal of Curriculum Studies, 32, 689–719. Mishler, E. G. (1999). Storylines: Craftartists’ narratives of identity. Cambridge,Mass.; London: Harvard University Press.

  • 24.
    Asplund, Stig-Börje
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Young working-class men do not read: or do they?: Challenging the dominant discourse of reading2018In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 30, no 8, p. 1048-1064Article in journal (Refereed)
    Abstract [en]

    In the majority of the research on boys’ and young men’s relation to reading, it is argued that boys and young men read too little, read poorly and in all the wrong ways. However, few studies focus on how boys and young men read the texts they do encounter. In particular, there is a lack of research on young men of workingclass background, whose relationship to reading is stressed as particularly problematic in many studies. In this article, we approach the reader histories of three young working-class men from a life story perspective, on the basis of a broad definition of text and reading, to capture how reading and texts are used in their identity construction. Our analysis shows that the young men engage in reading in different ways, from listening to audio books and reading aloud to watching films. We argue that our approach makes it possible to re-envision working-class men as readers who, among other things, use reading to construct softer masculinities, thus challenging the dominant narrative of workingclass masculinity and working-class men’s relationship to reading and texts.

  • 25.
    Asplund, Stig-Börje
    et al.
    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).
    Navigating between disorder and control: Challenges and choices when teaching reading strategies in the L1 classroom2016In: L1-Educational Studies in Language and Literature, ISSN 1567-6617, E-ISSN 1573-1731, Vol. 16, no Open Issue, p. 1-25Article in journal (Refereed)
    Abstract [en]

    Conversations about texts are often presented in research as particularly beneficial to students’ reading development, based on the argument that the opportunity to confront, discuss and negotiate different readings in the classroom enhances students’ skills in engaging with texts. In this article, we examine in detail the interplay between a teacher and her students when they talk about argumentative texts in a Swedish ninth grade classroom setting. In the analysis we combine a Conversation Analysis ap-proach with reading theories that emphasize the dialogical encounter between reader and text. Our result indicates the dual nature of the teaching perspective which sometimes involves conflicting aims. The teacher has to choose between intervening in response to student reactions that reflect emotional and stereotypical attitudes that may hinder a critical reading, or intervening to make use of and stimu-late reactions that may lead to more critical readings. Thus, our study emphasizes that it is crucial that teachers are able to both manage the leadership in the complex classroom interaction, and to apply knowledge about reading processes and strategies that students get involved in when they discuss en-gaging texts in school.

  • 26.
    Axelsson, Jan
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Kilbrink, Nina
    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), Department of Engineering and Physics (from 2013), Science, Mathematics and Engineering Education Research.
    Asplund, Stig-Börje
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Learning study i svetsundervisning: en yrkeslärares professionsutveckling2019Conference paper (Refereed)
  • 27.
    Kilbrink, Nina
    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), Department of Engineering and Physics (from 2013), Science, Mathematics and Engineering Education Research.
    Asplund, Stig-Börje
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Learning to weld in technical vocational education: the first cycle of an action-oriented study2018In: 2018 PATT36 International Conference: Research and Practice in Technology Education: Perspectives on Human Capacity and Development / [ed] N. Seery, J. Buckley, D. Canty & J. Phelan, 2018, p. 356-362Conference paper (Refereed)
    Abstract [en]

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

  • 28.
    Kilbrink, Nina
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Physics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Asplund, Stig-Börje
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Lärandeprocesser i teknisk gymnasial yrkesutbildning: Kritiska aspekter av att svetsa2017In: NORDYRK 2017, 2017Conference paper (Other academic)
  • 29.
    Kilbrink, Nina
    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), Department of Engineering and Physics (from 2013), Science, Mathematics and Engineering Education Research.
    Asplund, Stig-Börje
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    “This angle that we talked about”: learning how to weld in interaction2018In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, p. 1-18Article in journal (Refereed)
    Abstract [en]

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

  • 30.
    Kilbrink, Nina
    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), Department of Engineering and Physics (from 2013), Science, Mathematics and Engineering Education Research.
    Asplund, Stig-Börje
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Three cycles of teaching to weld: Developing vocational teaching on a scientific basis2019Conference paper (Refereed)
    Abstract [en]

    This paper concerns an action oriented study conducted between a welding teacher and two researchers in three iterative cycles. The teaching as well as the research is planned, conducted and analysed based on two theoretical frameworks; the variation theory (VT) and conversation analysis (CA), aiming to examine the relation between teaching and learning in vocational education, with a specific focus on learning to weld in a collaborative study between a vocational teacher and two researchers. The results can contribute to teachers’ professional learning and an improvement of planning and conducting teaching in relation to specific objects of learning in vocational education. This research contributes to both theoretical and educational findings. Furthermore, combining VT and CA approaches in an action oriented study contributes developing concepts for an integrated analysis of both the content and the process of learning.

  • 31.
    Kilbrink, Nina
    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), Department of Engineering and Physics (from 2013), Science, Mathematics and Engineering Education Research.
    Asplund, Stig-Börje
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Using CAVTA (Conversation Analysis and Variation Theory Approach) in a Learning Study on Welding2019In: Proceedings PATT37: Developing a knowledge economy through technology and engineering education / [ed] S. Pulé & M. de Vries, Msida: University of Malta , 2019, p. 269-276Conference paper (Refereed)
    Abstract [en]

    This study is conducted as a collaborative study between two researchers and one vocationalteacher in the Industrial Programme at the upper secondary vocational education in Sweden.The study is conducted in iterative cycles and focuses on actual teaching of a technicalvocational object of learning (to make a TIG-weld) in school. The research project is fundedby the Swedish Institute for Educational Research. The study is based on two theoreticalframeworks; the variation theory (Marton & Tsui, 2004) and conversation analysis (Sidnell, &Stivers, 2013). These theories have been used for planning the teaching as well as foranalysing data from the iterative cycles. Combining these two frameworks is a fairly newapproach, but it has previously been done in a few studies (cf. Asplund & Kilbrink, 2018).However, there are no previous action research studies that we know about where thesetheories are combined in the planning of and teaching a specific object of learning. We usethe abbreviation CAVTA (Conversation Analysis and Variation Theory Approach) for thecombination of these theories as a tool in practice-based school research. Inspired by thelearning study method, this study is conducted in three iterative cycles. However, this study isbased on CAVTA as the theoretical framework, in contrast to previous learning studies. Dataconsists of video recorded lessons and audio recorded conversations between theresearchers and the teacher to follow the process of working with this collaborative method inrelation to a technical vocational object of learning. The results from this study show how theteaching content in relation to the object of learning is made visible in the interaction.Furthermore, the critical aspects are displayed more explicitly in teaching over time, based onanalysing, planning and evaluating teaching with a starting point in CAVTA.

  • 32.
    Kilbrink, Nina
    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), Department of Engineering and Physics (from 2013), Science, Mathematics and Engineering Education Research.
    Asplund, Stig-Börje
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Asghari, Hamid
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Education, Department of Education.
    Yrkeslärande i interaktion på VVS- och fastighetsprogrammet2019Conference paper (Refereed)
  • 33.
    Kilbrink, Nina
    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), Department of Engineering and Physics (from 2013), Science, Mathematics and Engineering Education Research.
    Asplund, Stig-Börje
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Axelsson, Jan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Teaching to weld: theories in practice in collaborative research2019Conference paper (Refereed)
  • 34.
    Kontio, Janne
    et al.
    Karlstad University.
    Asplund, Stig-Börje
    Karlstad University.
    Collective and individual use of smartphones: The case of Swedish upper secondary Building and construction and Hairdresser education2019Conference paper (Refereed)
  • 35.
    Ljung Egeland, Birgitta
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Asplund, Stig-Börje
    Karlstad University.
    Att läsa där man står: Arbetarmän på landsbygden och deras läsarhistorier2018Conference paper (Other academic)
1 - 35 of 35
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