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  • 1.
    Borg, Linda
    et al.
    Karlstad University, University Library.
    Dyrman, Ann
    Karlstad University, University Library.
    Åkerlund, Dan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Guide till Zotero2017Other (Other (popular science, discussion, etc.))
    Download full text (pdf)
    fulltext
  • 2.
    Engblom, Charlotte
    et al.
    Uppsala Universitet.
    Andersson, Katharina
    Högskolan Gävle.
    Åkerlund, Dan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Young students making textual changes during digital writing2020In: Nordic Journal of Digital Literacy, E-ISSN 1891-943X, Vol. 15, no 3, p. 190-201Article in journal (Refereed)
    Abstract [en]

    In this small-scale study young students' digital writing as it unfolds in real time via screen recordings is discussed. The students attend the first and third year of schooling in Sweden and are recorded during lessons. The aim is to describe students' digital writing as they use computers to create texts, with a specific focus on the changes the students make. The type of change, its cause, whether the change results in correct or incorrect language use, and the semantic and syntactic consequences of the changes are analysed. The results show that changes are made locally, and that the students focus on dealing with software underlining that indicates problems with spelling or grammar. Revisions on deeper meaning-making levels, such as additions, insertions or reorganisations, are generally not performed even though such operations are easily accomplished with digital tools. Seven different strategies when dealing with underlining are identified, and how the students' linguistic knowledge about spelling, rules for writing and digital literacy skills are used in explorative ways to avoid underlining is described. The students' responsiveness toward following a correctness norm affects the semantic depth of the texts as misspelled words get erased or exchanged for more non- specific words. Syntactic structure is also affected resulting in non-conventional punctuation due to misunderstandings concerning the reason for software underlining. The outcomes show a close relationship between operational literacy and meaning-making as the content of the students' texts often changes when underlining shows up on the screen. Identity formation is also at stake when a misunderstanding positions student as unaware of punctuation when the problem concerns the software's rule of spacing after full stops. Different aspects of operational literacy and their significance for a social conception of literacy is suggested to inform teachers' planning of text creation using digital tools in the classroom.

    Download full text (pdf)
    fulltext
  • 3.
    Enochsson, Ann-Britt
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Buskqvist, Ulf
    Karlstad University, Faculty of Economic Sciences, Communication and IT, Department of Media and Communication Studies.
    Åkerlund, Dan
    Karlstad University, Faculty of Economic Sciences, Communication and IT, Department of Media and Communication Studies.
    Understanding learning design when the classroom goes online2010Conference paper (Refereed)
    Abstract

    The Internet is increasingly being used by educators and educational institutions not only for information seeking, but also for communication and publishing students work. This paper explores how this can affect the learning situation and how we can understand the difference between an assignment carried out by a student and which is handed over directly, and only, to the teacher, compared to something that will be published and public on the net.

    The Learning Design Sequence developed by Selander (2008) has been used as an analytical tool when analyzing 5 examples from schools using web 2.0. Not having the teacher as the only addressee for a school assignment changes the value of the work and opens up for further development of knowledge, and we argue that the Selander model in some cases can be extended, when the classroom goes on line.

  • 4.
    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.))
  • 5.
    Tanner, 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 Education, Centre for Research on the Teaching and Learning of Languages and Literature.
    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 Educational Studies (from 2013).
    Buskqvist, Ulf
    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).
    Ett papperslöst klassrum?: Utmaningar för det uppkopplade klassrummets literacypraktiker2017In: Textkulturer / [ed] Ljung-Egeland, B., Olin-Scheller, C., Tanner, M. & Tengberg, M., Karlstad: Karlstads universitet, 2017, p. 175-194Chapter in book (Refereed)
  • 6.
    Åkerlund, Dan
    Karlstad University, Faculty of Economic Sciences, Communication and IT, Department of Media and Communication Studies. Karlstad University, Faculty of Economic Sciences, Communication and IT, Centre for HumanIT.
    7B har ingen webbtidning2005Book (Refereed)
  • 7.
    Åkerlund, Dan
    Karlstad University, Faculty of Economic Sciences, Communication and IT, Department of Media and Communication Studies. Karlstad University, Faculty of Economic Sciences, Communication and IT, Centre for HumanIT.
    Den vidgade yttrandefriheten1989Report (Other academic)
  • 8.
    Åkerlund, Dan
    Karlstad University, Faculty of Economic Sciences, Communication and IT, Department of Media and Communication Studies. Karlstad University, Faculty of Economic Sciences, Communication and IT, Centre for HumanIT.
    Eleven som journalist - Publicistiskt arbetssätt2006Other (Other (popular science, discussion, etc.))
  • 9.
    Åkerlund, Dan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Elever syns på nätet: Multimodala texter och autentiska mottagare2013Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This study is based on the notion that all students are likely to have a computer of some kind as their primary tool at school within a few years. The overall aim is to contribute to the knowledge of what this development of computer-assisted multimodal text production and communication on and over the net may entail in a school context.

    The study has an abductive approach drawing on theory from Media and Communication studies and from Pedagogy - particularly on media pedagogy, multimodality, storytelling, conversation research and deliberative democracy – and is based on a DBR project in three schools. The empirical data are retrieved from four school classes, school years 4 and 5, with good access to computers and digital cameras. The classes have used the class blogs to tell the blog visitors about their school work and Skype to communicate with other classes in Sweden and Tanzania. A variety of research methods was employed: content analysis of texts, observations with field notes and camera documentation, interviews with individual students, group interviews with teachers and students, and a small survey. The study is essentially qualitative, focusing on students’ different perceptions. A small quantitative study was conducted to determine if any factors and variables could be linked to each other and to enable comparisons of the surveyed group with other research results.

    The results suggest that more computers at school offer more opportunities for real-life assignments and the chance to secure an authentic audience to the students’ production; primarily the students’ parents and relatives, students in the same class and at other schools. A theoretical analysis model to determine the degree of reality and authenticity in various school assignments was developed.

    The results also indicate that having access to cameras for documenting various events in the classes and to an authentic audience can create new opportunities for storytelling that have not been practiced previously at school. The documentary photo invites a viewer into the present tense of the image and the location where the picture was taken, whoever took the picture. It is used by the students and here too, a model has been developed to describe this relationship.

    The study also focuses on the freedom of expression and democracy. One of the more unexpected findings is that the students in the study did not see that they can influence other people’s perceptions or change various power structures through communication on the web, neither in nor outside of school.

  • 10.
    Åkerlund, Dan
    Karlstad University, Faculty of Economic Sciences, Communication and IT, Department of Media and Communication Studies. Karlstad University, Faculty of Economic Sciences, Communication and IT, Centre for HumanIT.
    Elevers foton i sociala medier från klassrummet: Om skrivandet och lärandet kan stärkas genom elevers egna fotografier och genom användning av sociala medier2011In: Elevers foton i sociala medier från klassrummet: Om skrivandet och lärandet kan stärkas genom elevers egna fotografier och genom användning av sociala medier, 2011Conference paper (Other academic)
    Abstract [sv]

    Under 2010/11 genomför jag ett forsknings- och utvecklingsprojekt runt sociala medier ifyra klasser i årskurs 4 (tioåringar) i Karlstad kommun med stöd från Internetfonden,Karlstads universitet och Åbo Akademi i Vasa. Sociala medier i detta sammanhang är enpublik klassblogg i var klass och Skype som direktkommunikationsverktyg mellan olikasvenskspråkiga klasser i flera länder.Den första erfarenheten i detta projekt var att barn i den aktuella åldern behöver egnabilder och framförallt foton för att kunna kommunicera över nätet. Utan bilder blir ocksåbarns berättelser kring skolarbetet ointressanta för andra att läsa; det här vet barnen.Med bilder och inte minst fotografier, skapas nyfikenhet, och fotografierna blir också ettbevis på äkthet; vi har träffat den här personen, det här är den första blåsippan eller detvar just Anna som här vann löpartävlingen. Med kameran som redskap skapas en nyberättarresurs, samtidigt som fotograferandet i sig kräver en egen kompetens.Frågeställningarna i detta forskningsprojekt handlar om hur elever ser på sin egentextproduktion, i vid bemärkelse, när mottagaren finns utanför klassrummet. Genomstödet från Internetfonden kunde kameror köpas in under mars 2011 och på detta sätthoppas jag att den övergripande frågeställningen kan både breddas och fördjupas till attomfatta flera olika yttryckssätt. Projektet är således i ett mycket tidigt stadium och idetta konferensbidrag kommer jag endast att kunna ge några exempel på hurkamerorna använts i klassbloggen. Utifrån dessa exempel för jag teoretiska resonemangkring hur barns egna foton på en publik klassblogg kan påverka undervisningen ochelevernas upplevelse av skolarbetet. Projektet undersöker således hur dessamultimodala uttryckssätt påverkar barns förmåga till berättande och hur dessa estetiskasätt att uttrycka sig på påverkar intresset för läsning och skrivning – och även omvänt.

  • 11.
    Åkerlund, Dan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Guide till akademiskt skrivande: Om att skriva rapporter, uppsatser och självständiga arbeten på universitet och högskolor2017 (ed. 2.0)Book (Other (popular science, discussion, etc.))
    Download full text (pdf)
    fulltext
  • 12.
    Åkerlund, Dan
    Karlstad University, Faculty of Economic Sciences, Communication and IT, Department of Media and Communication Studies. Karlstad University, Faculty of Economic Sciences, Communication and IT, Centre for HumanIT.
    Internet publishing as a didactic method2005Conference paper (Refereed)
  • 13.
    Åkerlund, Dan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Geography, Media and Communication.
    Klassen i dialog med omvärlden: Pedagogiska vinster när skolan syns på nätet2013Book (Other (popular science, discussion, etc.))
    Download full text (pdf)
    Klassen i dialog ...
  • 14.
    Åkerlund, Dan
    Karlstad University, Faculty of Economic Sciences, Communication and IT, Department of Media and Communication Studies. Karlstad University, Faculty of Economic Sciences, Communication and IT, Centre for HumanIT.
    Publicistiska arbetssätt i skolan2008Book (Refereed)
  • 15.
    Åkerlund, Dan
    Karlstad University, Faculty of Economic Sciences, Communication and IT, Department of Media and Communication Studies. Karlstad University, Faculty of Economic Sciences, Communication and IT, Centre for HumanIT.
    Pupils motivation to net publishing2007Conference paper (Refereed)
  • 16.
    Åkerlund, Dan
    Karlstad University, Faculty of Economic Sciences, Communication and IT, Department of Media and Communication Studies. Karlstad University, Faculty of Economic Sciences, Communication and IT, Centre for HumanIT.
    Social media and the boundless classroom: A multimodal design theoretical perspective on young students’ use of blogs and digital cameras in their school work2011Conference paper (Refereed)
    Abstract [en]

    In this paper I will, from a multimodal perspective, examine how social media maychange the relationship between students' own-produced texts and the schoolsubject that is studied. I will also discuss some empirical observations from learningsettings and argue that use of photographic practices combined with the publishingof students’ school work in social media stimulates students' written textproduction.With the introduction of user friendly and cheap digital cameras in the classroom,together with computers, the opportunities for students to combine their ownphotos with written text, changes drastically. From multimodal and designtheoretical perspective, school work can be seen as text production (in the widestsense) and a transformation of others texts and students’ own experiences to newforms of text, a process that also involves a performance where the student'sknowledge is reflected. With the class blogs and wikis students are able to showtheir work for an audience that not share all the knowledge and experiencesdescribed in the text; something that otherwise usually is the case in a classroomwhen the text is submitted to the teacher.

  • 17.
    Åkerlund, Dan
    Karlstad University, Faculty of Economic Sciences, Communication and IT, Department of Media and Communication Studies. Karlstad University, Faculty of Economic Sciences, Communication and IT, Centre for HumanIT.
    Social media in the classroom: Different perspectives on young students’ use of blogs and digital cameras in their school work2011Conference paper (Other academic)
    Abstract [en]

    In this paper I will, from a multimodal perspective, examine how social media maychange the relationship between students' own-produced texts and the schoolsubject that is studied. I will also discuss some empirical observations from learningsettings and argue that use of photographic practices combined with the publishingof students’ school work in social media stimulates students' written textproduction. This way to create multimodal texts, also changes the language, awayfrom the facts list, and in favour of narrative.With the introduction of user friendly and cheap digital cameras in the classroom,together with computers, the opportunities for students to combine their ownphotos with written text, changes drastically. From multimodal and designtheoretical perspective, school work can be seen as text production (in the widestsense) and a transformation of others texts and students’ own experiences to newforms of text, a process that also involves a performance where the student'sknowledge is reflected. With the class blogs and wikis students are able to showtheir work for an audience that not share all the knowledge and experiencesdescribed in the text; something that otherwise usually is the case in a classroomwhen the text is submitted to the teacher.

  • 18.
    Åkerlund, Dan
    Karlstad University, Faculty of Economic Sciences, Communication and IT, Department of Media and Communication Studies. Karlstad University, Faculty of Economic Sciences, Communication and IT, Centre for HumanIT.
    Sociala medier och naturvetenskaplig undervisning: Om hur faktatextskrivandet och den naturvetenskaplig undervisning kan stärkas genom elevers egna fotografier och genom användning av sociala medier2011Conference paper (Refereed)
    Abstract [sv]

    Under 2010/11 genomför jag ett forsknings- och utvecklingsprojekt kring socialamedier i fyra klasser i årskurs 4 (= 10-åringar) i Karlstad; en publik klassblogg i varklass och Skype som direktkommunikationsverktyg mellan olika svenskspråkigaklasser i flera länder. Frågeställningarna i detta projekt kretsar kring hur elever ser påsin egen textproduktion när mottagaren av skolarbetet finns utanför klassrummet;på nätet. Projektet undersöker också hur en kombination av elevers egna fotografieroch skrivna texter påverkar barns berättarförmåga. Till projektet har jag kunnatanskaffa kameror och mikroskop men USB-kamera och avsikten med detta är att geeleverna fler sätt att kommunicera och utveckla sitt berättande på, inte minst inomnaturvetenskap. Frågan som ställs här är om sociala medier, i kombination medfotograferande, kan användas i undervisning om naturvetenskap och vad som i så fallär skillnaden mellan detta sätt att producera texter och redovisa sina kunskaper ijämförelse med den traditionella undervisningen.

  • 19.
    Åkerlund, Dan
    Karlstad University, Faculty of Economic Sciences, Communication and IT, Department of Media and Communication Studies. Karlstad University, Faculty of Economic Sciences, Communication and IT, Centre for HumanIT.
    Texter från klassrummet och ut på nätet2008In: Svenskläraren nr 2 - 2008Article in journal (Other (popular science, discussion, etc.))
  • 20.
    Åkerlund, Dan
    Karlstad University, Faculty of Economic Sciences, Communication and IT, Department of Media and Communication Studies. Karlstad University, Faculty of Economic Sciences, Communication and IT, Centre for HumanIT.
    Ungas lärande i sociala medier2011In: Unga nätmiljöer: Nya villkor för samarbete och lärande / [ed] Alexandersson, Mikael & Hansson, Thomas, Studentlitteratur, 2011, p. 24-42Chapter in book (Refereed)
  • 21.
    Åkerlund, Dan
    Karlstad University, Faculty of Economic Sciences, Communication and IT, Department of Media and Communication Studies.
    Wiping out the White board in China2010In: Abstracts: Active Citizenship : NERA's 38th Congress, Malmö: Malmö Högskola , 2010, p. 68-Conference paper (Other academic)
    Abstract [en]

    To have class room lessons in mathematics over the Internet in Göteborg and Shanghai at the same time.Online classrooms and distance education have been developed and discussed a lot during the last ten years; i.e. online lectures from one teacher to a group of distance students. But connecting two classrooms with each other on a regular basis through video conferencing and programs like Skype, are more of an exception. The question is why. After all, this technique has been around for a while; it is easy and works rather well even over rather poor conditions.A teacher in mathematics in Göteborg and her high school class has on a monthly basis a couple of lessons together with a high school class on the same level in Shanghai in China and she has taken the Skype technique a bit further. Today she works with a SmartBoard solution, where these electronic whiteboards are simultaneously updated, in China and in Sweden, together with sound and video connection with Skype and text messages on MSN. Between the lessons the students keep in touch with each other through MSN and e-mail.This poster will describe one of these events with photos together with interviews with students and teachers; hopefully on both ends. One part of the poster will conclude pros and cons, possibilities and problems and ask questions about what other advantages such a cooperation between class rooms can have apart from a deeper mathematical knowledge.

  • 22.
    Åkerlund, Dan
    Karlstad University, Faculty of Economic Sciences, Communication and IT, Department of Media and Communication Studies. Karlstad University, Faculty of Economic Sciences, Communication and IT, Centre for HumanIT.
    Yttrandefrihet - för alla?1993In: Om medieverkstäder, lokal-TV och annat / [ed] K. Stigbrand, 1993Chapter in book (Other academic)
  • 23.
    Åkerlund, Dan
    et al.
    Karlstad University, Faculty of Economic Sciences, Communication and IT, Department of Media and Communication Studies.
    Buskqvist, Ulf
    Karlstad University, Faculty of Economic Sciences, Communication and IT, Department of Media and Communication Studies.
    Enochsson, Ann-Britt
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Learning design when the classroom goes online2010Conference paper (Refereed)
    Abstract

    The Internet is increasingly being used by educators and educational institutions not only for information seeking, but also for communication and publishing students work. This paper explores how this can affect the learning situation and how we can understand the difference between an assignment carried out by a student and which is handed over directly, and only, to the teacher, compared to something that will be published and public on the net.

    The Learning Design Sequence developed by Selander (2008) has been used as an analytical tool when analyzing 5 examples from schools using web 2.0. Not having the teacher as the only addressee for a school assignment changes the value of the work and opens up for further development of knowledge, and we argue that the Selander model in some cases can be extended, when the classroom goes on line.

1 - 23 of 23
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