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Skoog, Marianne
Publications (10 of 13) Show all publications
Sundberg, B., Areljung, S., Skoog, M., Ottander, C. & Due, K. (2018). Broar för naturvetenskap: kontinuitet i övergången mellan förskola, förskoleklass och årskurs 1-3. In: : . Paper presented at Nationell ämnesdidaktisk konferens (NÄD2018), Kristianstad, Sweden, April 26-27, 2018.
Open this publication in new window or tab >>Broar för naturvetenskap: kontinuitet i övergången mellan förskola, förskoleklass och årskurs 1-3
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2018 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

Sessionen inleds med en presentation av de första resultaten från ett nystartat projekt som avser att synliggöra hinder och möjligheter för en kontinuitet i undervisning av naturvetenskap för yngre barn i de olika skolformerna förskola, förskoleklass samt åk 1-3.

Projektets har två utgångspunkter: 1) de forskningsrön som indikerar att barns ämnesmässiga erfarenheter inte tas tillvara i samband med övergångar mellan skolformerna och 2) den speciella problematik som uppstår i samband med övergångar just mellan förskola, förskoleklass och skola där barnen övergår från en undervisningskultur till en annan. Kulturerna skiljer sig när det gäller synen på barnet, lärande och kunskap vilket i sin tur påverkar hur man formar aktiviteter med ett lärandeinnehåll. De olika skolformerna styrs också av två olika läroplaner: Lpfö 98 och Lgr 11 med olika krav på t.ex. barns deltagande och lärande.

Projektet bygger på praktiknära forskningsmetoder utifrån tredje generationens verksamhetsteori och teorin om expansivt lärande (Engeström & Sannino 2010). Det genomförs via formativa interventioner (Penuel 2014) där forskare samarbetar med lärare från tre olika enheter som vardera omfattar förskola, förskoleklass och lågstadium.  Målet är att bidra med både generell kunskap om verksamhetsutveckling i pedagogiska miljöer, och specifik kunskap om hur barn/elever kan erbjudas ämnesmässig kontinuitet i samband med övergångar.

Resultatpresentationen fokuseras till två av projektets fem huvudfrågor: 1) Vilka föreställningar har lärare i förskola, förskoleklass samt åk 1-3 om sitt uppdrag att undervisa i naturvetenskap och vad får det för betydelse för hur naturvetenskapliga aktiviteter formas i respektive utbildningskultur? 2) Vilka hinder och möjligheter finns för kontinuitet mellan skolformerna generellt när det gäller pedagogisk verksamhet och specifikt i samband med undervisning i naturvetenskap?

Utifrån de resultat som presenteras inbjuds deltagarna till en diskussion om hur ämnesmässig kontinuitet kan främjas i samband med övergångar mellan skolformer.

National Category
Didactics Pedagogy
Identifiers
urn:nbn:se:oru:diva-72017 (URN)
Conference
Nationell ämnesdidaktisk konferens (NÄD2018), Kristianstad, Sweden, April 26-27, 2018
Available from: 2019-02-01 Created: 2019-02-01 Last updated: 2019-02-05Bibliographically approved
Schmidt, C. & Skoog, M. (2018). Digital resources in diverse classrooms: combining digital technology with functional and critical literacy. In: NERA 2018- 46th CONGRESS. Educational Research: Boundaries, Breaches and Bridges: Abstracts. Paper presented at 46th Congress of the Nordic Educational Research Association (NERA 2018), Oslo, Norway, March 8-10, 2018 (pp. 336-337).
Open this publication in new window or tab >>Digital resources in diverse classrooms: combining digital technology with functional and critical literacy
2018 (English)In: NERA 2018- 46th CONGRESS. Educational Research: Boundaries, Breaches and Bridges: Abstracts, 2018, p. 336-337Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Through the use of various digital resources, it is crucial that education support student’s subject- and literacy learning in integrated ways (Cummins, 2001; Schmidt & Skoog, 2016). Since digital literacies, compared with printed literacies, bring about other ways of producing and using texts in terms of multimodality and hybridity across time and space, this challenge the conditions for in what ways teaching and learning is carried out in classrooms (Kress & Selander, 2011; Walsh, 2008). In Sweden, new knowledge demands regarding digital competence will be implemented, among other things with regards to source criticism. To understand who has produced a text and with what purpose, and how to evaluate this information, are part of fundamental critical approaches, which includes source criticism (Janks, 2010). Drawing on a larger classroom study, this paper focuses on teachers and students use of digital resources during 24 lessons in two Grade six classrooms in the subject areas of Laws and Right and Information and Commercials. Our focus is on in what ways the digital resources and their content are introduced and drawn upon, and which approaches of source criticism that are integrated. We ask:

• What digital resources are included?

• In what ways are these resources introduced and used?

• What approaches of source criticism emerge?

• Do any differences emerge when comparing digital and printed resources?

Drawing on video recordings and retrospective interviews with teachers and students, we have analysed the data in relation to the above aim and questions. The analysis reveals the multifaceted possibilities of digital resources, such as web sites, video clips, online educational portals and so on. The analysis makes it clear that interaction and dialogue in relation to the digital resources tend to be overlooked, when compared with the printed resources. Further, the result sheds light on the challenges regarding source criticism. In both subject areas, norms and values are present, but not deepened in relation to the subject content.

We argue, that in order to compare and evaluate digital and online information, and to create knowledge, students need to be supported in the beginning of and throughout the learning process (Alexander, 2008; Schmidt & Skoog, 2016). In addition, we argue that critical reflections must be connected to subject specific content in relation to diversity and equality, and articulated and practiced through teachers’ and students’ own talk (Alexander, 2008; Schmidt & Skoog, 2017).

ReferencesAlexander, R. (2008). Essays on Pedagogy. London & New York: Routledge.Cummins, J. (2001). Negotiating Identities: Education for Empowerment in a Diverse Society. Second Edition. Los Angeles: California Association for Bilingual Education.Janks, H. (2010). Literacy and Power. London: Routledge.Kress, G. & Selander, S. (2011). Multimodal design, learning and cultures of recognition. Internet and Higher Education 15 (2012) 265–268Schmidt, C. & Skoog, M. (2016). Classroom interaction and its potential for literacy learning. Nordic Journal of Literacy Research 3, pp. 45–60. http://dx.doi.org/10.23865/njlr.v3.474Walsh, M. (2008). Worlds have collided and modes have merged: classroom evidence of changed literacy practices. Literacy, 42 (2), pp. 101–108.

National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-65804 (URN)
Conference
46th Congress of the Nordic Educational Research Association (NERA 2018), Oslo, Norway, March 8-10, 2018
Available from: 2018-03-14 Created: 2018-03-14 Last updated: 2019-02-04Bibliographically approved
Schmidt, C. & Skoog, M. (2018). The question of teaching talk: Targeting diversity and participation. In: Ninni Wahlström & Daniel Sundberg (Ed.), Transnational curriculum standards and classroom practices: the new meaning of teaching (pp. 83-97). London: Taylor & Francis
Open this publication in new window or tab >>The question of teaching talk: Targeting diversity and participation
2018 (English)In: Transnational curriculum standards and classroom practices: the new meaning of teaching / [ed] Ninni Wahlström & Daniel Sundberg, London: Taylor & Francis, 2018, p. 83-97Chapter in book (Refereed)
Place, publisher, year, edition, pages
London: Taylor & Francis, 2018
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-64157 (URN)978-1-138-08749-1 (ISBN)978-1-315-11042-4 (ISBN)
Projects
Understanding Curriculum Reforms - A Theory-Oriented Evaluation of the Swedish Curriculum Reform Lgr 11.
Available from: 2018-01-16 Created: 2018-01-16 Last updated: 2018-03-16Bibliographically approved
Areljung, S., Due, K., Ottander, C., Skoog, M. & Sundberg, B. (2018). The role of children’s drawings in science teaching: A comparison across preschool, preschool class and early primary school. In: : . Paper presented at XVIII Symposium of the International Organization for Science and Technology Education (IOSTE 2018), Malmö, Sweden, August 13-17, 2018.
Open this publication in new window or tab >>The role of children’s drawings in science teaching: A comparison across preschool, preschool class and early primary school
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2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Particularly since many children in early childhood education (ECE) (education for children from birth to 8 years) do not yet write, teachers and researchers tend to use children’s drawings to assess their developing science learning. Previous studies show that children’s choices on what to include in their drawings are affected by local cultures of what constitutes a good representation. However, there is a lack of studies that focus on the teacher perspective, in terms of why and how they include drawing activities in their science teaching. Further, there are currently no studies that compare the role of drawings in science teaching across ECE sectors. The study is part of a larger study which aims to to advance our understanding of how to bridge science teaching across ECE sectors (preschool, preschool class, early primary school). Here, our specific aim is to examine how educational cultures of different ECE sectors interact with teacher’s objectives for using children’s drawings in science activities. We use Activity Theory to analyse field data (notes, photos, videos) from science activities that include children’s drawings, as well as recordings from group discussions with teachers. First, we focus on the relation between the purpose of the activity, the tools used, the local educational culture, and the outcome of each activity. Second, we compare our results across ECE sectors. Our preliminary results indicate that the purpose of drawing activities vary across sectors. In preschool, children’s drawings may serve to tell stories, while in early primary school, drawings may serve as a part of observation practice or to display children’s understandings of science concepts. The results are discussed in relation to children’s transitions between educational cultures, and whether teachers should explicitly scaffold scientific drawing in ECE.

National Category
Educational Sciences
Research subject
didactics of natural science; educational work
Identifiers
urn:nbn:se:oru:diva-72108 (URN)
Conference
XVIII Symposium of the International Organization for Science and Technology Education (IOSTE 2018), Malmö, Sweden, August 13-17, 2018
Projects
Broar för naturvetenskap
Funder
Swedish Research Council, 2016-03868
Available from: 2019-02-04 Created: 2019-02-04 Last updated: 2019-02-06Bibliographically approved
Schmidt, C. & Skoog, M. (2017). Classroom interaction and its potential for literacy learning. Nordic Journal of Literacy Research, 3(1), 45-60
Open this publication in new window or tab >>Classroom interaction and its potential for literacy learning
2017 (English)In: Nordic Journal of Literacy Research, E-ISSN 2464-1596, Vol. 3, no 1, p. 45-60Article in journal (Refereed) Published
Abstract [en]

This article elaborates on classroom interaction in relation to literacy learning across the curriculum. Drawing on a study in two grade six classrooms in Sweden, we report on identified possibilities of interaction during 12 lessons in the two subject areas of Law and Rights and World Religions. The analysis focuses on the register of repertoires for interaction through organisation and teaching talk and, to some extent, learning talk (Alexander, 2008). These repertoires, and the possibilities they create, are related to Cummins’ (2001) framework. The results elucidate the important role interaction plays for students’ learning of literacy through subject content and vice versa. Drawing on the results, we argue it is necessary to consider the students to be participants with resources, who can increase their possibilities of taking active part in both the initial, intermediate and final phases of learning in various subject areas if interaction is more present. In this way the students can get access to classroom practices, drawing on various subject content, that more strongly support them to develop sustainable abilities of literacies and specific subject knowledge. The latter is necessary for the learning of all subjects across the curriculum, but also for future commitment within society and citizenship.

Place, publisher, year, edition, pages
Cappelen Damm Akademisk, 2017
Keywords
Classroom interaction; literacy learning; across the curriculum and subject content
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-58362 (URN)10.23865/njlr.v3.474 (DOI)
Available from: 2017-06-28 Created: 2017-06-28 Last updated: 2018-01-23Bibliographically approved
Schmidt, C. & Skoog, M. (2017). The Question of Teaching Talk. In: 3rd European Conference on Curriculum Studies Curriculum: Theory, Policy, Practice: 16-17 June 2017, University of Stirling: Book of Abstracts. Paper presented at 3rd European Conference on Curriculum Studies: Theory, Policy, Practice, Stirling, Scotland, June 16-17, 2017 (pp. 77-78).
Open this publication in new window or tab >>The Question of Teaching Talk
2017 (English)In: 3rd European Conference on Curriculum Studies Curriculum: Theory, Policy, Practice: 16-17 June 2017, University of Stirling: Book of Abstracts, 2017, p. 77-78Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

1) An overview/summary of the paperThis paper is part of the larger project 'Understanding Curriculum Reforms - A Theory-Oriented Evaluation of the Swedish Curriculum Reform Lgr 11'. Mainstream classrooms of today are characterized of standardized curriculums, but also of diversity in relation to student’s multilingual and cultural backgrounds as well of a plurality of texts offline and online. Students with different backgrounds, needs and resources, are in the middle school years facing demands of coping with more compact texts of subjects content, including more of specific academic language (Gibbons, 2009).

Drawing on data from two Swedish grade six classrooms in the subjects of social sciences, this paper focuses on the repertoire of teaching talk and especially the issue of used and posed questions.

The aim is to identify what characterizes the register of teaching talk and to explore how this relate to and affect student´s own learning talk, and possibilities of participation within education.

2) Theoretical and methodological approaches (as applicable)This study draws on Alexander's (2001) methodological framework regarding teaching talk and learning talk together with Cummins (2001) framework for successful academic learning, which highlight conditions and possibilities essential for all students learning, despite variation in language backgrounds. Students’ possibilities of learning talk means altogether an active use of language and subject content such as asking different kind of questions and acting upon different kind of answers (Alexander, 2001; Cummins, 2001).

The data encompasses video recordings of 24 lessons from two different classrooms in two different schools and municipalities in Sweden, which altogether means 21.5 hours of video recordings. Further, interviews with students and teachers have been conducted. Both classrooms are characterized of being culturally and linguistically diverse.

3) Key findings and/or conclusionsThe identified possibilities of teaching talk comprise to a high extent of instruction, monologue and recitation/ rote, which often blend into one another. This case study, and the result of the larger study as a whole, reveals how pseudo-enquiry questions are used rhetorically, being embedded in teaching talk of mainly recitation and instruction. The use of pseudo questions and also of how the teachers are steering away from ‘dilemmas” that appear through the subject content as well as through the students own authentic questions about the same content, reveals an uncertainty of dealing with diversity. Altogether this refers to conditions and possibilities for students to master literacy within and about subjects content, and in relation to democratic values of the curriculum.

4) The significance of the paperThis paper sheds light on in what ways the curriculum is enacted and broken down into tasks and activities through the repertoire of teaching talk, which will be related to the larger comparative classroom study as a whole and in relation to both pedagogy as act and pedagogy as discourse (Alexander, 2009).

National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-65803 (URN)
Conference
3rd European Conference on Curriculum Studies: Theory, Policy, Practice, Stirling, Scotland, June 16-17, 2017
Available from: 2018-03-14 Created: 2018-03-14 Last updated: 2018-03-19Bibliographically approved
Schmidt, C. & Skoog, M. (2016). Repertoires of classroom interaction and its potential for literacy learning in two Swedish classrooms in the middle school years. In: : . Paper presented at European Conference on Educational Research (ECER 2016), Leading Education: The Distinct Contributions of Educational Research and Researchers, Dublin, Ireland, August 23-26, 2016.
Open this publication in new window or tab >>Repertoires of classroom interaction and its potential for literacy learning in two Swedish classrooms in the middle school years
2016 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper discusses interactional conditions and possibilities in classrooms related to literacy education during the middle school years. The paper draws on an ongoing study[1], where interactional processes of learning through languages, literacies and texts, were followed closely during one year in two multilingual Swedish classrooms. Students as all citizens need to be able to sort, comprehend and critically review texts and their content, capacities, that all are stressed in the Swedish national curriculum (National Agency of Education, 2011). Our work is informed by understandings of literacy as social practice in the tradition of the New Literacy Studies (see for example Street, 2003). Literacy practices here embody multifaceted and pluralistic uses of literacies for different purposes, which include a wide range of texts and languages. These literacy practices are socially situated in student’s everyday lives, in and out of school. We conceptualize language and literacy learning as depending on comprehensible input as well as interaction and meaningful use of literacies and languages, where also more formal aspects of the latter have to be integrated (Cummins, 2001). This is not to suggest that there is not a cognitive element to how well students learn literacy, but we believe there is also a social element to learning literacy and to how students are constructed as literacy learners (see for example Heath, 1983; Heller, 2008). Here processes of interaction play a crucial role for the establishing of classroom literacy practices, which efficiently support all students’ literacy learning. We bring this conceptual framework to an analysis of classroom interaction, drawing on the above study, and more specifically three lessons from respectively two multilingual classrooms with twelve-year-old students. Each of the two units of lessons covers the interdisciplinary theme Law and Right and World Religions. Our aim is to draw key insights for how processes of interaction are organized to support literacy learning across the curriculum. We look for ways of organizing interaction in different situations and aspects of everyday classroom practices, such as; whole class teaching, collective group work led by teacher, collaborative and pupil led group work, one-to-one (teacher and pupil) and pupils working in pairs (see Alexander, 2008, p. 187). We ask:

  • What repertoires of classroom interaction can be identified?

  • Do different repertoires of classroom interaction interplay with each other and, if so, in what ways?

  • What are the consequences considering the above questions for the participating students learning of reading and writing across the curriculum?

[1] The ongoing research project, which the above case studies are a part of, has got the title Understanding Curriculum Reforms – A Theory-oriented Evaluation of the Swedish Curriculum Reform Lgr 11. Scientific leaders are Ninni Wahlström, Professor in Pedagogy and Daniel Sundberg, Professor in Pedagogy, at Linnaeus University in Sweden. This research project, which is financed by the Swedish Research Council, got started in 2014 and will be finished in 2017. For more information see http://lnu.se/employee/ninni.wahlstrom?l=en

Method: This study is centered on different ways of organizing interaction for the teaching and learning of content and capabilities across the curriculum in two Swedish and multilingual classrooms. Video- and audio recording has been conducted of three lessons in two classrooms. In the course of time two interviews with the class teacher and groups of different students have been carried out. In the interviews the recordings have functioned as shared content, making reflection and analyses of communication- and interaction processes possible from both teachers’ and students’ perspectives. In this field work, inspired by ethnographical methods, we have been striving for a reflexive approach, meaning that we have sought to take part of the participating teacher’s and student’s perspectives within contextualized social practices (Hammersley & Atkinson, 1989). Altogether transcripts from video- and audio recording and interviews together with field notes and photos of artifacts and works samples create the empirical data.

In analyzing the data Alexander’s (2008) categories of organizing classroom interaction has been used. Through detailed descriptions from what we have observed together with the students and the teachers explanations and utterances, a fine-grained observation scheme has been developed and used for the analysis of the created empirical material.  This analysis of the visible and existent interactional processes will in the next step be related to Cummins (2001) conclusions of approaches that make successful literacy learning possible for all students.

Expected outcomes: By analyzing processes of interaction in these classrooms we believe that we are able to identify some key insights regarding literacy pedagogy in relation to conditions and possibilities of language and literacy learning (Cummins, 2001). The paper aims to shed light on and develop conceptual understandings of the relationships between processes of interaction and access to quality literacy teaching and learning. The key intent of this paper is to provide insight into how carefully organized and closely followed and evaluated processes of interaction across the curriculum can mean literacy success for all students, something that is high on the educational agenda in contemporary Europe. In contemporary times, teachers meet demands of assessing student’s literacy learning, in ways, which might result in the creating of learning spaces where the same target might get lost (see for example Vesteraas Danbolt & Iversen Kulbrandstad, 2012). Such policy initiatives might result in our schools and educators losing sight of the importance of classroom interaction as well as the resources and experiences of literacy that students might bring to school. In this paper we aim to fore ground the implications of interaction and the crucial role it plays for students language and literacy learning across the curriculum. We argue that the latter is crucial for all students and in whole necessary for multilingual learners. The paper is relevant to European classrooms and by providing key insights from this smaller classroom study our ambition is to contribute to spaces for dialogue and comparison between researchers and educators in Europe as well as between nations and systems. 

References

Alexander, Robin (2008). Essays on Pedagogy. London, New York: Routledge.

Cummins, Jim (2001). Negotiating Identities: Education for Empowerment in a Diverse Society. Second Edition. Los Angeles: California Association for Bilingual Education.

Hammersley & Atkinson, 1989

Heath, Brice Shirley (1983). Ways with words. Language, life and work in communities and classrooms. Cambridge: Cambridge University Press.

Heller, Monica (2008): Bourdieu and literacy education. In James Albright, & Alan Luke, red: Pierre Bourdieu and literacy education, s. 50-67. New York: Routledge.

National Agency for Education (2011). Curriculum for the compulsory school, preschool class and the leisure-time centre 2011. Stockholm: National Agency for Education.

Street, Brian V. (2003). "What's "new" in New Literacy Studies? Critical approaches to literacy in theory and practice". Current issues in comparative education 5 (2): 77–91.

Vesteraas Danbolt, Anne Marit & Iversen Kulbrandstad, Lise (2012). Teacher Reflections Under

Changing Conditions for Literacy Learning in Multicultural Schools in Oslo. In Anne Pitkänen-Huhta & Lars Holm, ed: Literacy Practices in Transition. Perspectives from the Nordic Countries, p. 209-227. Bristol, NY, Ontario: Multilingual Matters.

National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-65802 (URN)
Conference
European Conference on Educational Research (ECER 2016), Leading Education: The Distinct Contributions of Educational Research and Researchers, Dublin, Ireland, August 23-26, 2016
Available from: 2018-03-14 Created: 2018-03-14 Last updated: 2018-03-19Bibliographically approved
Wahlström, N., Skillmark, A. & Skoog, M. (2013). Contextualizing critical literacy. In: : . Paper presented at NFPF/ NERA, Nordic Conference on Educational Research, Reykjavik, Iceland, March 7-9, 2013.
Open this publication in new window or tab >>Contextualizing critical literacy
2013 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper concerns critical literacy and its relation to society. The microanalytic focus on texts, methods and learners in critical literacy studies needs to be supplemented by addressing how local text practices are shaped in relation to larger social forces and global changes, as Luke & Freebody (1997) argue, when they emphasize that these larger perspectives “can form the very bases and objects of study of a critical literacy curriculum”. They ask for a stronger social imagination in guiding literacy education, acknowledging globalized political and environmental challenges as well as new communication patterns. To capture these wider social conditions, we take our starting point in the concept of cosmopolitanism.

Drawing on a growing interest for empirical studies in critical literacy and literacy content in early literacy education (e.g. Bergöö & Jönsson 2012, Schmidt & Gustavsson 2011), we will in this paper more clearly address the question: ‘critical literacy in relation to what?’ when conducting empirical studies. Thus, the aim of this paper is to answer the following two interrelated research questions: With what concepts can the ambiguous term ‘critical literacy’ be characterized? How can critical literacy be related to the wider society through the concept of cosmopolitanism?

This study is a conceptual analysis in the border zone between empirical literacy studies and studies in sociology/philosophy, where we examine the possibilities of establishing a link between the concepts of critical literacy and cosmopolitanism. Thus we examine connections between basic assumptions in critical literacy through the lens of three scholars within the genre: Anne Haas Dyson (1997), Vivian Maria Vasques (2004) and Hilary Janks (2010), in relation to three perspectives on cosmopolitanism: as cosmopolitan orientation, as cosmopolitanization and as a communicative cosmopolitanism.

The analysis shows that critical literacy can be understood as a socio-political approach to literacy, framed by a critical social theory of cosmopolitanism, in its focus on deconstructing and reconstruction of texts and images.

Relevance: The paper elaborate on the relation between two topical international research concepts, critical literacy and cosmopolitanism, which represent an interest for Nordic researchers

National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-65763 (URN)
Conference
NFPF/ NERA, Nordic Conference on Educational Research, Reykjavik, Iceland, March 7-9, 2013
Available from: 2018-03-14 Created: 2018-03-14 Last updated: 2018-03-19Bibliographically approved
Wahlström, N. & Skoog, M. (2012). A 'pluralistic literacy' - is there a need for such a didactic concept?. Paper presented at The Nordic Educational Research Association, NERA, Copenhagen, March 8-10, 2012.
Open this publication in new window or tab >>A 'pluralistic literacy' - is there a need for such a didactic concept?
2012 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

With the concept of pluralistic literacy, we base the term literacy as a critical notion in an education characterized by pluralism (c.f. Kalantzis & Cope 2000), and transaction (c.f. Dewey 1949/1991). Pluralistic literacy is critical because it starts from the assumption that literacy is about “social power” and that a critical literacy education needs to go beyond literacy as a skill, “to engage students in the analysis and reconstruction of social fields” (Luke 2000, p. 451). Luke starts from the presupposition that reading and writing are about social power (ibid.). The critical aspect opens a reflective gap for the students to what is well-known as well as to what has earlier been unknown; a gap in which students reach a necessary distance to understand others, and others point of view (c.f. Haas Dyson 1997). Besides “which offer of meaning”, or “which story” the teacher choose to teach from, the didactic questions will be:  What sort of literacy do I invite my students to be (new) members of?  Is it possible for my students to ‘carry over’ some of their earlier experiences from other literacies into this literacy?  How to analyze the didactic questions of the what and the how is discussed in relation to an ethnographic two-years study of “written language learning” (and teaching), from preschool class through the first school year (Skoog 2012).

Keywords
literacy, globalization, critical literacy, transaction
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-22917 (URN)
Conference
The Nordic Educational Research Association, NERA, Copenhagen, March 8-10, 2012
Available from: 2012-05-21 Created: 2012-05-21 Last updated: 2017-10-17Bibliographically approved
Skoog, M. (2012). Skriftspråkande i förskoleklass och årskurs 1. (Doctoral dissertation). Örebro: Örebro universitet
Open this publication in new window or tab >>Skriftspråkande i förskoleklass och årskurs 1
2012 (Swedish)Doctoral thesis, monograph (Other academic)
Place, publisher, year, edition, pages
Örebro: Örebro universitet, 2012. p. 236
Series
Örebro Studies in Education, ISSN 1404-9570 ; 33
National Category
Social Sciences Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-20277 (URN)978-91-7668-836-6 (ISBN)
Public defence
2012-01-13, Hörsal P2, Fakultetsgatan 1, Örebro universitet, Örebro, 13:15
Opponent
Supervisors
Available from: 2011-11-02 Created: 2011-11-02 Last updated: 2017-10-17Bibliographically approved
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