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

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

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  • 2.
    Asplund, Stig-Börje
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Tanner, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Åberg, Magnus
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), 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)
  • 3.
    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.

  • 4.
    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)
  • 5.
    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)
  • 6.
    Duek, Susanne
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Nilsberth, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Languages and identity constructions in multilingual students’ digital literacy practices2022In: Education Inquiry, E-ISSN 2000-4508Article in journal (Refereed)
    Abstract [en]

    TThe aim of this study is to investigate multilingual students’ identity constructions in their participation in different digital literacy practices. Theoretically, we depart from a translanguaging perspective and a social understanding of literacy from the field of New Literacy Studies. The data was constructed through qualitative interviews with eleven multilingual students in Sweden, and analysed through positioning analysis. The results show that the students use their multilingual repertoires in a variety of digital contexts for entertainment, learning, and socialising purposes. From the positioning analysis, three recurring themes emerged: positionings in relation to i. their heritage, ii. notions of ‘Swedishness”, and iii. transcultural identities. However, there is a range of variations in students’ approaches to their linguistic repertoires, which is further discussed in terms of identity constructions, as well as what teachers in monolingual schools settings can learn from the students’ everyday digital literacy practices and identity processes.

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  • 7.
    Hermansson, Carina
    et al.
    Umeå universitet.
    Hultin, Eva
    Högskolan Dalarna.
    Tanner, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    The interplay of textual and interactional resources in collective literacy practices in the Nordic classrooms: Editorial introduction2017In: Nordic Journal of Literacy Research, E-ISSN 2464-1596, Vol. 3, no 1, p. 1-5Article in journal (Refereed)
  • 8.
    Juvonen, Riitta
    et al.
    University of Helsinki, FIN.
    Tanner, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Students' work with literary concepts in digitally rich L1 classrooms2021In: L1-Educational Studies in Language and Literature, ISSN 1567-6617, E-ISSN 1573-1731, Vol. 21, no 8, p. 1-31Article in journal (Refereed)
    Abstract [en]

    This article explores students’ learning trajectories in digitalized classrooms as they work with literaryconcepts in first language (L1) education. Using a multimodal conversation analysis approach, weinvestigate the emerging activities and epistemic stances that students take when attempting to explainand apply the concepts. Departing from socio‐cultural understandings of learning as constituted ininteraction, we analyze how students display their understandings with a specific interest in the role ofdigital resources in the evolving learning trajectories. This research data consists of video‐recordedinteractions from Swedish and Finnish upper‐secondary school classrooms, including the students’ workon their computers and/or smartphones. We demonstrate how digital resources support students infinding suitable explanations for concepts that from a pragmatic view help them solve given tasks.However, it seems that digital resources do not help students develop their everyday understanding ofconcepts into an academic understanding, which would enable them to apply these concepts in literaryanalysis. 

  • 9.
    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.

  • 10.
    Klette, Kirsti
    et al.
    Department of Teacher Education and School Research, University of Oslo, Oslo, Norway.
    Sahlström, Fritjof
    Department of Pedagogy, Åbo Akademi University, Vaasa, Finland.
    Blikstad-Balas, Marte
    Department of Teacher Education and School Research, University of Oslo, Oslo, Norway.
    Luoto, Jennifer
    Department of Teacher Education and School Research, University of Oslo, Oslo, Norway.
    Tanner, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Tengberg, Michael
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Roe, Astrid
    Department of Teacher Education and School Research, University of Oslo, Oslo, Norway.
    Slotte, Anna
    Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland.
    Justice through participation: Student engagement in Nordic classrooms2018In: Education Inquiry, E-ISSN 2000-4508, Vol. 9, no 1, p. 57-77Article in journal (Refereed)
    Abstract [en]

    In this article, we approach large questions regarding justice and equality in the Nordic classrooms. A substantial body of previous research emphasises the importance of student engagement in teaching and learning. Drawing on video data from Norway, Sweden and Finland, we focus on whole-class teaching, i.e. situations in which the teacher addresses the class from the front of the classroom, to investigate justice trough participation. We have approached our topic through two concerns: student participation in classroom discourse and student engagement as providing access to content. Our findings seem to pose some serious challenges for the Nordic welfare society vision of classrooms as core societal hubs for justice and equality. While whole-class teaching is one of the primary tools available for attempting to achieve justice and equality for all, this interaction format seems to contain inherent constraints that do not support equitable student engagement. Further, the way the Nordic classrooms have responded so far to the massive digitisation in their societies seems to pose serious questions rather than provide comforting answers.

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  • 11.
    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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  • 12.
    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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  • 13.
    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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    KAPET_Årgång_12
  • 14.
    Löfgren, Håkan
    et al.
    Linköpings universitet.
    Pérez Prieto, Héctor
    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.
    Löfgren, Ragnhild
    Linköpings universitet.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies.
    Lindberg, Viveca
    Stockholms universitet.
    Att ständigt bli bedömd2017In: Att ständigt bli bedömd: Elevers berättelser om betyg och nationella prov / [ed] Héctor Pérez Prieto, Håkan Löfgren, Lund: Studentlitteratur AB, 2017, p. 175-188Chapter in book (Other academic)
  • 15.
    Nilsberth, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad university.
    Att balansera mellan individualisering och gemenskap i det digitaliserade klassrummet2022In: Digitala didaktiska dilemman / [ed] Sofia Lundmark och Janne Kontio, Stockholm: Natur och kultur, 2022, p. 195-228Chapter in book (Other academic)
  • 16.
    Nilsberth, Marie
    Karlstad University.
    Investigating tensions between the interaction order and subject teaching in screen-mediated plenary teaching2023Conference paper (Refereed)
    Abstract [en]

    In classrooms of today, as teachers and students have become equipped with laptops, tabletsand phones, social interaction no longer depends on face-to-face interaction alone but hasbecome dependent upon communication mediated by screens of various sizes and shapes(Nilsberth et al., 2022). The constant connectedness and access to digital devices means thatclassrooms become hybrid spaces for social interaction where students participate incommunications on a continuum between being on- and offline. From the perspective ofinteraction order, this has been shown to increase student participation in classroominteraction and release some of the general constraints related to traditional IRE-patterns inteaching (Sahlström et al., 2019). However, there could potentially be tensions between theteacher’s talk and the students focus with regard to subject content in the connectedclassroom.This presentation departs from ethnomethodological understandings of theclassroom interaction order (Mehan, 1979), and address questions about how the conditionsfor creating shared focus towards subject content in screen-mediated plenary teaching canbe investigated and understood. It is part of the larger video-ethnographic project ConnectedClassroom Nordic (CCN), where digitalisation of education is understood from a mediaecologicperspective in terms of changed environments and infrastructures where differentmedia, analogue as well as digital, mutually relate to, remediate and affect each other (Strate,2017). The analysis draws on video-recordings with multiple cameras from a Swedish lowersecondary school, where the same class of students have been followed during three years insubjects of English, Swedish (L1), mathematics and social studies. The three camerassimultaneously followed the teachers, a focus student’s desk interactions and the focusstudents’ screens.Drawing on notions of creating shared epistemic stance in interaction, twoexamples of teaching instances, one in L1 and one in social science, were selected formultimodal interaction analysis (Goodwin, 2007). A specific focus was on how sharedepistemic stance towards subject content were managed in interactions between teacher,student and different semiotic structures in the hybrid social environment of the connectedclassroom. Preliminary findings show how teachers’ use of pre-made presentations throughfor example Powerpoints or learning platforms might constrain possibilities to bring instudents’ previous knowledge and questions in the shared classroom dialogue. On the otherhand, students’ engagement with subject content sometimes increased on an individual basisas they could search for information or try out solutions on their own laptops, in parallel tothe teacher’s talk.

    ReferencesGoodwin, C. (2007). Participation, Stance, and Affect in the Organization of Activities.Discourse and Society, 18, 53-73.

    Mehan, H. (1979). Learning lessons: Social organization in the classroom. HarvardUniversity Press.

    Nilsberth, M., Olin-Scheller, C. & Kristiansson, M. (2022). "Transformation and literacyengagement through digitalized teaching practices in Social studies". In: Gericke, N.,Hudson, B., Olin-Scheller, C. & Stolare, M. Researching Powerful Knowledge andEpistemic Quality across School Subjects, pp. 117-136. London: Bloomsbury.

    Sahlström, F., Tanner, M. & Valasmo, V. (2019). Connected youth, connected classrooms.Smartphone use and student and teacher participation during plenary teaching. Learning,culture and social interaction, 21, 311-331.

    Strate, L. (2017). Media ecology. An approach to understanding the human condition. PeterLang.

  • 17.
    Nilsberth, Marie
    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).
    Samspel och dialog i lärarledd helklassundervisning2022In: Undervisningskvalitet i svenska klassrum / [ed] Michael Tengberg, Lund: Studentlitteratur AB, 2022, 1, p. 365-398Chapter in book (Other academic)
    Abstract [sv]

    En central dimension av lärares undervisning handlar om hur man organiserar arbetet så att inte bara läraren utan även eleverna ges så stora möjligheter som möjligt till samspel och dialog med andra om ett undervisningsinnehåll. Klassrumsinteraktion ser naturligtvis olika ut i olika sammanhang och i olika ämnen, men övergripande finns tre typer av arbetsformer som skapar skilda förutsättningar, nämligen helklassundervisning, grupparbete och individuellt elevarbete. I kapitel 7 beskriver vi mönster av fördelningen mellan dessa arbetsformer i de tre olika ämnen vi fokuserar på, liksom de skillnader som finns mellan ämnena. I det här kapitlet belyser vi närmare den vanligt förekommande arbetsformen helklassundervisning, det vill säga undervisning där läraren leder ett undervisningssamtal som riktar sig till en större grupp elever, i syfte att fördjupa bilden av hur lärare på olika sätt agerar för att engagera elever i sådana samtal. På så vis vill vi också nyansera vår förståelse av fenomenet undervisningskvalitet ytterligare, genom att uppmärksamma olika sätt som lärare kontinuerligt anpassar och formar helklassundervisningen på i förhållande till elevers respons, deras förmodade förkunskaper eller till sina (lärarens) egna personliga förutsättningar. För att kunna visa detta använder vi oss här av en annan analysmetod än de vi använt ovan, nämligen samtalsanalys eller CA som metoden ofta förkortas (från engelskans Conversation Analysis). Kapitlet inleds med en bakgrund till fenomenet helkassundervisning, följt av en introduktion till några grundläggande utgångspunkter för metoden CA, som vi sedan tillämpar i analyser av hur undervisningskvalitet i helklassundervisning framträder i fyra olika klassrumsexempel.

  • 18.
    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).
    Asplund, Stig-Börje
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Nordic basic schools as past, present and future sites for diversity and inclusion in diverse knowledge-based societies2023Conference paper (Refereed)
    Abstract [en]

    In a changing world, Nordic societies face the challenge of maintaining a just and inclusive society while undergoing rapid ideological, economic and social changes. In this development, basic education as well as teacher education play a key role but also faces new challenges related to increasing diversity among students’ backgrounds. On-going digitalisation and hybrid sociality made possible by mobile phones and computers have contributed to increased individualisation and to weakening of the classroom as a shared space where students from different backgrounds meet. These are challenges that education systems at large, including teacher education, has to prepare for in relation to a future we know little about. This presentation is part of a Nordic research project that examines how the ideals and practices of “One school for all” as a core of the Nordic welfare state has developed from the 70’s until today. Through multidisciplinary studies of four different Nordic schools, we explore their changing role for inclusion and exclusion over a time-span of approximately 50 years, attempting to shed light also on future challenges related inclusive and knowledge based education. The research material consists of policy documents and archive material from the selected schools, interviews with former students about their life histories, small projects carried out collaboratively with students, video material, field notes, and interviews from the schools today. Taking the Swedish school as our case, this presentation mainly draws on some initial data from interviews and observation studies with former and present students attending the same school, but 50 years apart. Based on these preliminary findings, we aim to discuss possible contributions from our project and what could be implications for teaching and teacher education. 

  • 19.
    Nilsberth, Marie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University.
    Høegh, Tina
    University of Southern Denmark.
    Marie, Slot
    University College Copenhagen.
    Svenska och danska elevers tekno-faglige literacypraktiker i det digitalt rika klassrummet.2023Conference paper (Refereed)
    Abstract [sv]

    I den här presentationen uppmärksammar vi den mångdimensionella betydelse som olika digitala teknologier får i elevers vardagliga skolarbete med särskilt fokus på undervisningen i svenska och danska. Utifrån en socio-materiell förståelse av elevers görande och varande i klassrummet intresserar vi oss för hur literacypraktiker formas i samspel mellan både humana och icke-humana aktörer (Sørensen 2009[1] ), utifrån ett antagande att elevers digitala göranden är så starkt förankrade i klassrummets funktioner att de kan beskrivas i termer av nya tekno-skolastiska miljöer (Alirezabeigi 2020). Syftet är att söka begreppsliggöra elevers tekno-faglige praktiker i relation till olika dimensioner i tid och rum, såväl det nära görandet bakom den personliga datorskärmen som det gemensamma samspelet i klassrummets teknologiska ekologi. Det empiriska underlaget utgörs av valda exempel från ett videomaterial om totalt 148 timmars inspelade lektioner i olika ämnen i det nordiska samarbetsprojektet Connected Classroom Nordic (CCN). Vid inspelningarna användes flera kameror för att ur elevens perspektiv dokumentera olika vinklar; läraren, eleven och skärmen. I den här delstudien använder vi oss analytiskt av begreppet ”literacy-as-events” (Burnett & Merchant, 2022), som innebär en utveckling av begreppet literacy event mot en förståelse av textblivande och literacygörande i ständig tillblivelse och inlemmat i en rad både digitala och icke-digitala göranden. Genom att inta en position ”bakom” eleven och följa dennes göranden söker vi synliggöra vilken ”faglighet” som möjliggörs utifrån olika avstånd eller radier från eleven i tid och rum, nämligen: 1. Den tekno-skolastiska infrastrukturen i klassrummets tillsammansgörande, 2. Elevens interaktion i den bänknära socio-materiella omgivningen och 3. Elevens interaktion och textfokus på och genom datorskärmen. På så vis kan analysen öppna för en fördjupad förståelse av betydelsen av digitala teknologier för processer av meningsskapande och literacy, som grund för en fortsatt diskussion om didaktiska implikationer ur ett förstaspråksperspektiv. 

  • 20.
    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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  • 21.
    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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  • 22.
    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. 

  • 23.
    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...

  • 24.
    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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  • 25.
    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).
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Mångfald och möten i Norden?: En studie av fyra grundskolors hemsidor2023In: I väntan på inkludering: Vänbok till Kerstin Göransson / [ed] Åsa Olsson; Karin Bengtsson, Karlstads universitet, 2023, p. 21-36Chapter in book (Other academic)
  • 26.
    Nilsberth, Marie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Sandlund, Erica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    On the interactional challenges of revealing summative assessments: Collaborative scoring talk among teachers and students in Swedish national tests2021In: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 61, p. 1-16, article id 100899Article in journal (Refereed)
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  • 27.
    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.

  • 28.
    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).
    Tengberg, Michael
    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).
    van Bommel, Jorryt
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Nissen, Anna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Walkert, Michael
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    The quality of instruction in Swedish lower secondary language arts, mathematics and social science2022Conference paper (Refereed)
  • 29.
    Olin-Scheller, Christina
    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). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Tanner, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). 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 Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    ”Den heliga” skönlitteraturen och det uppkopplade klassrummet2018In: Svensklärarföreningens årsskrift 2018: Digitalt / [ed] Anna Nordenstam, Suzanne Parmenius-Swärdh, Stockholm: Natur och kultur, 2018, p. 151-166Chapter in book (Refereed)
  • 30.
    Olin-Scheller, Christina
    et al.
    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.
    Klassrummet som plats för lärande utmanas2018In: Svenskläraren, ISSN 0346-2412, no 1, p. 18-19Article in journal (Other (popular science, discussion, etc.))
  • 31.
    Olin-Scheller, Christina
    et al.
    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.
    "Street smart" i klassrummet? - högstadieelevers användning av smarta telefoner i undervisningens mellanrum2015In: Kapet (elektronisk), E-ISSN 2002-3979, Vol. 11, no 1, p. 23-44Article in journal (Other academic)
    Abstract [sv]

    På senare tid har många skolor och kommuner gjort stora satsningar på digitala verktyg. För att hålla jämn takt med utbredningen av medieteknologiska redskap har elever på högstadiet och gymnasiet försetts med egna surfplattor eller laptops – ofta med förväntningar på att detta ska påverka undervisningen och lärandet positivt.  Samtidigt med dessa satsningar har klassrummet – via elevernas egna smarta telefoner – blivit uppkopplade från insidan. Denna artikel belyser den smarta telefonens roll i klassrummet och vi diskuterar dels när och hur smarta telefoner förekommer, dels vilka sociala och didaktiska implikationer som telefonerna kan ha i elevers interaktion. Studiens material består av observationer och videoinspelningar av undervisningen i ett klassrum i årskurs 9. Klassen bestod av 20 elever, och skolan ligger på en mindre mellansvensk ort. Videomaterialet består av 12 timmars inspelad data. Sammantaget visar vår studie att mobiltelefonerna sällan framstår som ett ordningsproblem i klassrummet. Så som de används i det studerade exemplet konkurrerar de oftast inte med lärarens agenda i undervisningen, utan används som ett sätt att fördriva tiden medan man väntar på ny instruktion i undervisningens "mellanrum". Omfattningen av användningen varierar mellan olika elever, men har oftast liten eller ingen koppling till undervisningsinnehållet. Samtalsanalyser visar vidare hur mobilanvändning koordineras med andra aspekter av klassrummets interaktion såsom uppgifters slutförande, elevers sociala samspel samt lärarens undervisning. Mobilanvändningen tycks också kunna fungera både sammanhållande och utestängande i den sociala interaktionen mellan eleverna.

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    Olin-Scheller&Tanner 2015
  • 32.
    Olin-Scheller, Christina
    et al.
    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).
    Tanner, Marie
    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).
    Asplund, Stig-Börje
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Kontio, Janne
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Wikström, Peter
    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).
    Social Excursions During the In-between Spaces of Lessons: Students’ Smartphone Use in the Upper Secondary School Classroom2021In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 65, no 4, p. 615-632Article in journal (Refereed)
    Abstract [en]

    In this article, we focus on smartphone use initiated by students during lessons, with the aim of deepening the knowledge of when and why this use happens. Our methodological approach is video-ethnographic. The empirical data consists of 20 focus students in 9 upper secondary school classes, comprising 70 h of video material. The results show that the use of smartphones most often occurs in what we call the in-between spaces during lessons. These spaces are individual and negotiated within the classroom interaction frames. We argue that turning to one’s phone during an in-between space may largely be seen as a social excursion that is generally smoothly and tactfully integrated into the social order of the classroom.

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  • 33.
    Olin-Scheller, Christina
    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).
    Åkerlund, Dan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Buskqvist, Ulf
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Förbjud inte mobilen – använd den!2016In: Pedagogiska Magasinet, ISSN 1401-3320, no 2, p. 78-Article in journal (Other (popular science, discussion, etc.))
  • 34.
    Perez Prieto, Hector
    et al.
    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.
    Fabricando alumnos: autoevaluación y negociación en la escuela sueca.2013Conference paper (Refereed)
  • 35.
    Pérez Prieto, Héctor
    et al.
    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.
    Fabricando buenos alumnos: autoevaluación y negociación en la escuela sueca2014In: Estudios etnográficos de las políticas públicas en contextos educativos: Contextos múltiples de socialisacón y aprendizaje. Un análisis desde la etnografía de la educación. / [ed] Carlos Peláez-Paz, María Isabel Jociles, Madrid: Traficantes de Sueños , 2014, p. 221-232Chapter in book (Refereed)
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  • 36.
    Pérez Prieto, Héctor
    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).
    Rehusando la responsabilidad: Autoevalución y fabricaciones en un quinto año de la escuela sueca.2015In: Paideia, Revista de educación, ISSN 0716-4815, Vol. 56, p. 43-71Article in journal (Refereed)
    Abstract [en]

    This article presents an analysis of how the individual imperative that is a central element in neoliberal changes in educational policies during recent decades, is constructed in classroom interaction in upper primary school. It is also shown how this construction is challenged by the actions of one student who refuses to take responsibility for the expectations that a specific practice of policy assigns to him. Theoretically the article draws on the concepts of policy enactment, performativity and fabrications (Ball, 2003, 2009) in combination with applied conversation analysis (Have, 1999) as a methodological approach. Data comes from video documentation from a lesson where the students are supposed to make a self-evaluation of their learning and social situation. The analyses of the interaction between the teacher and the students show how they orient to dominating policy discourses about the constant need for being able to identify weaknesses and the responsibility to articulate means how to improve. The analysis also show how this becomes challenged as one student refuses to take on this responsibility and how this leads to a negotiation that gradually changes the power relations in the classroom and results in a reformulation of the problem.

  • 37.
    Randahl, Ann-Christin
    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 Language, Literature and Intercultural Studies (from 2013). 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). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Nya rum för lärande?: E-lärare som resurs för gymnasieelever i ett utvidgat och digitaliserat klassrum2020In: Kapet (elektronisk), E-ISSN 2002-3979, p. 17-26Article in journal (Refereed)
    Abstract [sv]

    Med samhällets digitalisering och den ökande förekomsten av sociala medier skapas nya arenor för kunskapsutbyte mellan lärare och mellan lärare och elever. Hit hör att en ökande grupp lärare sprider idéer och tankar om klassrum och undervisning via exempelvis bloggar, YouTubekanaler, Facebook och Twitter. Denna framväxande grupp, som verkar via digitala arenor och som vi benämner e-lärare, har beröringspunkter med digitaliserad yrkesutövning, så kallad eprofessionalism. Syftet med artikeln är att fördjupa kunskapen om hur elever på gymnasiet använder e-lärare som undervisningsresurs, samt hur detta kan förstås i termer av eprofessionalism. Det empiriska materialet består av en enkät där 26 gymnasieelever på ett högskoleförberedande program ingår. Resultaten visar att e-lärare är en etablerad resurs för gymnasieeleverna. Vår kartläggning pekar på att eleverna särskilt söker sig till e-lärare i matematik där de efterfrågar förklaringsmodeller eller exemplifieringar av tydligt avgränsade ämnesinnehåll, såsom olika matematiska modeller, begrepp eller strategier. Studien väcker ytterligare frågor om det utvidgade klassrummet som Internet erbjuder och om läraryrket som profession i en digitaliserad värld.

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  • 38.
    Sahlstrom, Fritjof
    et al.
    Åbo Akademi University, Finland.
    Tanner, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Valasmo, Verneri
    Åbo Akademi University, Finland.
    Connected youth, connected classrooms. Smartphone use and student and teacher participation during plenary teaching2019In: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 21, p. 311-331Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to study how recent and rapid increase in students' use of smartphones in classrooms affects how participation is organized and carried out in teaching and learning situations, particularly in relation to plenary teaching in whole-class interaction. Smartphones are new artifacts in the classroom that afford changed possibilities for participation in social interaction. This raises questions about to what extent well-established and well-known patterns of classroom participation are still valid, in particular with respect to the fundamental turn-taking organization of plenary teaching. The empirical data consists of video recordings from multiple sources during 158 h of lessons in Swedish and Finnish upper secondary classrooms. Selected interactions involving smartphone use during plenary teaching were transcribed and represented with regard to multimodal aspects of both face-to-face and screenbased interactions. Analysis was carried out using conversation analysis (CA), drawing on the concept participation framework. The main conclusion of the article is that student smartphone use significantly alters participation patterns in whole-class interaction, but in different ways from the students' respective teachers' perspective. However, student phone use is not oriented to as interactionally problematic, or as threatening the basic participation organization of the dominance of IRE-patterns during plenary teaching.

  • 39.
    Sahlström, Fritjof
    et al.
    University of Helsinki.
    Tanner, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Epistemic topicalizations as resources for cohesion and change in learning trajectories.2015In: Paper presented in the panel "Tracking change across time: methodological and conceptual challenges", 2015Conference paper (Refereed)
    Abstract [en]

    In this presentation, we take an interest in practices relied upon by teachers and learners for coming to situated agreement of the level of student learning, and for adjusting teaching and instruction in different situations to these changing understandings, both within situations, and in and between subsequent situations occurring over longer periods of time. In particular, we are interested in explicit epistemic practices and epistemic topicalization as resources for cohesion and change. Within CA, there is a growing interest in the ubiquitous role that issues related to knowledge have in the interactive organization of human sociality. This interest has brought new insights about the diverse ways in which epistemic stance is utilized as a resource in interaction (c.f. Stivers, Mondada, & Steensig, 2011; Heritage, 2012b; 2012a; Goodwin, 2013; Koole, 2012). The focus on epistemics is at the core of a growing body of research on learning that within a CA framing explores new ways of conceptualizing learning as changed participation in interaction (Martin, 2004; Melander, 2009; Lee, 2010; Sahlström, 2011; Seedhouse, Walsh, & Jenks, 2010).

    The issue of cross-situational relevance has continued to to be a challenge for CA studies. Here, we explore how participants orient to learning processes across situations, by relying on epistemic topicalizations as resources for the shaping of cohesive learning trajectories. The analyzed material consists of data from three larger educational video- ethnographies on language and learning with data both from classroom settings and informal everyday settings. Within these materials, trajectories of learning have been traced, relying in particular on analysis of explications of epistemic orientation.

    In the analysis we show how the epistemic stance of the informants change through and between the interactions, as the students become more and more certain of how to orient to the learning content. By orienting to previous shared learning experiences, and by relying on epistemic explications such as epistemic topicalizations, the student’s current epistemic status in relation to the learnable is established, and hence made available for situated change.           

    In conclusion, the paper shows how epistemic topicalizations are relied upon in the learning trajectories for establishing and maintaining, in different ways, coherence in a certain constituted content through several learning situations, while at the same time making it possible for the teacher and the student to continuously change and differentiate their epistemic stance to this content in relation to successive changes in the student’s epistemic status. Hence, epistemic topicalization is demonstrated to be a primary resource in establishing a shared understanding of the evolving epistemic status of the students, and a primary resource for adapting and changing teaching and instruction. Epistemic topicalizations represent crucial resources both for the contingent organization of learning as social action within and beyond situated interactions, and for the situated construction of differentiation and mutual adaption of teaching and learning in relation to displayed needs and requests from various students.

  • 40.
    Sahlström, Fritjof
    et al.
    Åbo Akademi.
    Tanner, Marie
    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).
    Smartphones in Classrooms: Reading, Writing and Talking in Rapidly Changing Educational Spaces2019In: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 22, article id 100319Article in journal (Refereed)
  • 41.
    Slotte, Anna
    et al.
    Helsingfors universitet.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Tanner, Marie
    Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature.
    Textmöten i det uppkopplade klassrummet: Digitala resurser och nya litteracitetspraktiker i gymnasieskolans undervisning2019In: Genom texter och världar: Svenska och litteratur med didaktisk inriktning – festskrift till Ria Heilä-Ylikallio / [ed] H. Höglund, S. Jusslin, M. Ståhl, A. Westerlund, Åbo: Åbo Akademis förlag , 2019, p. 121-138Chapter in book (Refereed)
  • 42. Slotte, Anna
    et al.
    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 Education, Centre for Research on the Teaching and Learning of Languages and Literature. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Professionsutveckling för digitaliserad ämnesundervisning: Reflektioner kring en videobaserad forskningsdesign2021In: Sammenlignende fagdidaktik, no 6, p. 7-28Article in journal (Refereed)
  • 43.
    Tanner, Eva M.
    et al.
    Icahn School of Medicine at Mount Sinai, USA.
    Bornehag, Carl-Gustaf
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences (from 2013). Icahn Sch Med Mt Sinai, New York, NY.
    Gennings, C.
    Karlstad University. Icahn School of Medicine at Mount Sinai, USA.
    Dynamic growth metrics for examining prenatal exposure impacts on child growth trajectories: Application to perfluorooctanoic acid (PFOA) and postnatal weight gain2020In: Environmental Research, ISSN 0013-9351, E-ISSN 1096-0953, Vol. 182, article id 109044Article in journal (Refereed)
    Abstract [en]

    Background: Epidemiologic studies investigating prenatal exposures in relation to growth typically rely on cumulative growth measures such as weight or BMI. However, less is known about how prenatal exposure may impact other aspects of growth dynamics, including timing and velocity. Objectives: To describe and apply a nonlinear growth model previously used in other health science fields to characterize postnatal growth trajectories for use in environmental epidemiology studies. Methods: We used a double logistic function to model child weight trajectories from birth to 5.5 years using data from the Swedish Environmental Longitudinal Mother and Child, Asthma and Allergy (SELMA) study. From this, we approximated several infant growth metrics: 1) duration of time needed to complete 90% of the infant growth spurt (Δt1), 2) the maximum growth rate in infancy or infant peak growth velocity (PGV), 3) the age at infant PGV (δ1), a measure of growth tempo, and 4) the weight plateau at the end of the infant growth spurt (α1). We assessed these metrics in relation to prenatal perfluorooctanoic acid (PFOA) exposure among 1334 mother-child pairs, and differences between boys and girls. Results: Average estimated infant PGV and its timing (δ1) were 0.68 kg/month and 3.4 months, respectively. Mean infant growth spurt duration (Δt1) was 13 months, ending at an average weight plateau (α1) of 8.2 kg. Higher prenatal PFOA concentrations were related to a longer duration of infant growth (Δt1: 0.06; 95% CI = 0.01, 0.11). PGV was not impacted, but higher prenatal PFOA concentrations were significantly related to delayed infant PGV (δ1: 0.58; 95% CI = 0.17, 0.99) and a higher post-spurt weight plateau (α1: 0.81; 95% CI = 0.21, 1.41). After adjusting for false discovery, results were only significant for δ1 and α1. We observed a significant interaction by sex for the association with δ1, and stratified analyses revealed the association was only significant among girls. Conclusion: Model-derived growth metrics were consistent with published growth standards. This novel application of nonlinear growth modeling enabled detection of altered infant growth dynamics in relation to prenatal PFOA exposure. Our results may help describe how PFOA yields lower birthweights, but higher weight later in childhood. Future applications may characterize adolescent growth or additional metrics of biological interest.

  • 44.
    Tanner, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Att lära sig skriva nationella prov2017In: Att ständigt bli bedömd: Elevers berättelser om betyg och nationella prov / [ed] Héctor Pérez Prieto, Håkan Löfgren, Lund: Studentlitteratur AB, 2017, p. 83-108Chapter in book (Other academic)
  • 45.
    Tanner, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Att visa vad man kan. Elever som medspelare i förändrade policypraktiker om bedömning i år sex2016In: Kapet (elektronisk), E-ISSN 2002-3979, Vol. 12, no 1, p. 1-20Article in journal (Refereed)
    Abstract [sv]

    I den här artikeln studeras hur policyförändringar när det gäller betyg och nationella prov i årskurs sex framträder i elevers interaktion. Den fråga som specifikt utforskas är hur eleverna positionerar sig i relation till förändrade bedömningspraktiker samt vilka ideala elevidentiter som därigenom framträder. Ett urval från gruppintervjuer med elever i årskurs sex har analyserats med fokus på hur de i interaktionen konstruerar berättelser om prov och bedömning i undervisningen. Resultatet visar hur policydiskurser görs som samkonstruktioner i elevernas interaktion. Ett dubbelt elevideal framträder där man som elev både förväntas prestera och ta ansvar för att visa vad man kan, samtidigt som man också förväntas kunna tänka självständigt och argumentera för sin sak – men på ett sätt som faller inom ramen för systemets officiella retorik. Eleverna framstår som kompetenta medspelare och aktörer inom systemet som bidrar till görandet av policy. Samtidigt är de också objekt för de förändringar som policyreformer syftar till att påverka. Resultatet väcker frågor om villkor för elevers deltagande i policyförändringar, och inte minst när det gäller elevers möjligheter till att göra motstånd och kunna påverka de elevideal som formas i samband med utbildningspolitiska reformer i ett allt mer marknadiserat utbildningssystem.

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    Kapet
  • 46.
    Tanner, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Evolving literacy practices in the classroom: Choices, problem solving and responsibilities in desk interaction2015Conference paper (Refereed)
    Abstract [en]

    This presentation focuses on a specific kind of learning situation in the classroom, desk interactions. This means situations when students work individually at their desks while the teacher moves around in the classrooms to help and supervise them. Almost without exceptions these interactions involve the use of texts; they are literacy events linked to school specific literacy practices (Barton & Hamilton, 1998; Barton, 2007; Street, 1983).  This presentation aims at exploring how and which literacy practices gets produced and reproduced in these literacy events in interactions between teachers, students and texts. It builds on video-data from an ethnographic classroom study in year 4 and 5 focusing on school subjects Swedish and Geography. Conversation Analysis (Hutchby & Wooffitt, 2008; Goodwin, 2001) has been used to show how teachers and students, using both verbal and non-verbal resources, continuously relate to, use and contribute to shape institutionally shaped literacy practices as resources in interaction. The result shows that texts in these situations are primarily used to make short references to index where to find knowledge, remind each other of previously shared knowledge or to regulate school work. A conclusion is that the literacy practices that evolve in these situations to a higher degree promotes students responsibilities to independently make choices, solve problems and move on with their work, than making explorations of the texts themselves the object of learning.

  • 47.
    Tanner, Marie
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Från en skola för alla till en skola för varje?2009In: Kapet, ISSN 1653-4743, Vol. 1, no 1, p. 77-89Article in journal (Other academic)
    Abstract [sv]

    Syftet med artikeln är att diskutera hur innebörden av begreppet ”en skola för alla” förskjutits genom den förändrade utbildningspolitik vi sett under de senaste decennierna, som utmärks av mål- och resultatstyrning utifrån en i grunden neo-liberal ideologi. Genom att sätta begreppet i relation till olika tolkningar av en skola för alla som medel för social rättvisa, det demokratiska deltagarperspektivet respektive den kompensatoriska lösningen, blir det tydligt att de reformer som nu genomförs inom det utbildningspolitiska området medför en förskjutning av begreppets innebörd så att det istället skulle kunna beskrivas som ”en skola för varje”. Debatten om hur skolans kunskapsmässiga och demokratiska uppdrag kan förenas behöver fördjupas, liksom vilken innebörd vi egentligen vill lägga i begreppet ”en skola för alla”.

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  • 48.
    Tanner, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education.
    Förenklad debatt om katederundervisning2014In: Svenskläraren, ISSN 0346-2412, no 3, p. 10-11Article in journal (Other (popular science, discussion, etc.))
  • 49.
    Tanner, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Lärande i skrifthändelser: Om undervisning och bänkinteraktion i mellanstadiets skriftpraktiker.2013Conference paper (Refereed)
    Abstract [sv]

    Det övergripande syftet med mitt pågående avhandlingsprojekt är att utifrån ett interaktionsperspektiv studera bänkinteraktioner mellan lärare och elever i skrifthändelser på mellanstadiet. Med utgångspunkt i det sociala perspektiv på skriftspråklighet som beskrivs inom fältet New Literacy Studies (Heath, 1982; Barton, 2007; Gee, 2008) studerar jag på vilket sätt lärare och elever i de studerade skrifthändelserna i sin interaktion orienterar sig mot situationen som en lärandeaktivitet med ett särskilt intresse för hur lärarens deltagande organiseras. Två mellanstadieklasser, år 4 och 5, från olika skolor har följts periodvis under ett läsår, där vardagliga skriftpraktiker i olika ämnen har dokumenterats genom videoinspelning och fältanteckningar. Studiens urval avgränsas till skrifthändelser vid s.k. bänkinteraktioner, dvs. tillfällen med individuellt bänkarbete då läraren rör sig mellan olika elever och främst intar en handledande roll. Metodologiskt använder jag mig av samtalsanalys, CA, för att studera hur lärande i interaktion (Melander & Sahlström, 2010) organiseras med användande av verbala och icke-verbala semiotiska resurser (Goodwin, 2000; 2013). Studiens resultat förväntas bidra till klassrumsforskningen med kunskap om bänkinteraktioner som organisationsform och på vilket sätt detta kan relateras till formandet av mellanstadiets skriftpraktiker.

  • 50.
    Tanner, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Lärarens väg genom klassrummet: Lärande och skriftspråkande i bänkinteraktioner på mellanstadiet2014Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This dissertation takes an interest in learning and literacy in everyday interaction in the middle year classroom. It is based on a view of learning as emically construed in social interaction. Conversation Analysis (CA) and the concept of epistemic stance are used as a theoretical framing for describing in what way, and with what verbal and non-verbal resources, learning is achieved in desk interaction, i.e. when students work individually at their desks while the teacher moves around to support them. Almost without exceptions, these interactions involve the use of texts. Hence, they are viewed as situated literacy events that are part of the institutionally shaped literacy practices as described in the field of New Literacy Studies.

    The empirical data for this study comes from a video-ethnographic study in two middle year classrooms in grade four and five. Out of a total of 70 hours of video documentation, a selection of interrelated desk interactions was made. These were analyzed as learning trajectories and compared from two perspectives. Firstly, learning trajectories when a teacher repeatedly interacts with the same student about the same learning content were analyzed. Secondly, the changes in the teacher’s epistemic stance when interacting with different students about the same learning content in repeated desk interactions were studied.

    The analysis shows that the teacher’s trajectories through the classroom build infrastructures for learning, enabling differentiation between students within the constraints and possibilities of evolving routines. Learning in desk interaction mainly relies on the use of text references to index previously shared knowledge. Epistemic topicalizations and recurring semiotic fields are shown to be crucial resources for both maintaining and changing the epistemic stance of the participants towards the learning content constituted in interaction. A conclusion is that the shared experiences of teachers and students in collective literacy events serve as important resources for learning in individual desk interaction.

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    2014_28_Tanner
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