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Olsson Jers, CeciliaORCID iD iconorcid.org/0000-0003-3958-3971
Publications (10 of 42) Show all publications
Nygård Larsson, P., Olsson Jers, C. & Persson, M. (Eds.). (2022). Fjortonde nationella konferensen i svenska med didaktisk inriktning Didaktiska perspektiv på språk och litteratur i en globaliserad värld: Malmö 18–19 november 2020. Malmö universitet
Open this publication in new window or tab >>Fjortonde nationella konferensen i svenska med didaktisk inriktning Didaktiska perspektiv på språk och litteratur i en globaliserad värld: Malmö 18–19 november 2020
2022 (Swedish)Collection (editor) (Refereed)
Place, publisher, year, edition, pages
Malmö universitet, 2022. p. 263
Series
Texter om svenska med didaktisk inriktning Nationella nätverket för svenska med didaktisk inriktning, ISSN 1651-9132 ; 14
National Category
Didactics
Identifiers
urn:nbn:se:mau:diva-52839 (URN)10.24834/isbn.9789178772858 (DOI)978-91-7877-284-1 (ISBN)978-91-7877-285-8 (ISBN)
Available from: 2022-06-14 Created: 2022-06-14 Last updated: 2023-07-04Bibliographically approved
Nygård Larsson, P., Olsson Jers, C. & Persson, M. (2022). Förord. In: Nygård Larsson, Pia; Olsson Jers, Cecilia; Persson, Magnus (Ed.), Fjortonde nationella konferensen i svenska med didaktisk inriktning: Didaktiska perspektiv på språk och litteratur i en globaliserad värld : Malmö 18–19 november 2020 (pp. 5-8). Lund: Media-Tryck
Open this publication in new window or tab >>Förord
2022 (Swedish)In: Fjortonde nationella konferensen i svenska med didaktisk inriktning: Didaktiska perspektiv på språk och litteratur i en globaliserad värld : Malmö 18–19 november 2020 / [ed] Nygård Larsson, Pia; Olsson Jers, Cecilia; Persson, Magnus, Lund: Media-Tryck , 2022, p. 5-8Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Media-Tryck, 2022
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-53504 (URN)978-91-7877-284-1 (ISBN)978-91-7877-285-8 (ISBN)
Available from: 2022-06-23 Created: 2022-06-23 Last updated: 2023-08-23Bibliographically approved
Olsson Jers, C. & Wärnsby, A. (2022). Hinder och frihet: Forskarstuderande reflekterar över actio och pronuntiatio i forskningskommunikation. Rhetorica Scandinavica (84), 23-38
Open this publication in new window or tab >>Hinder och frihet: Forskarstuderande reflekterar över actio och pronuntiatio i forskningskommunikation
2022 (Swedish)In: Rhetorica Scandinavica, ISSN 1397-0534, E-ISSN 2002-7974, no 84, p. 23-38Article in journal (Refereed) Published
Abstract [en]

The analysis of 45 written reflections on the rhetorical working process from a postgraduate course in research communication reveals the postgraduate students to reflect on actio and pronuntiatio in standardised ways and to a lesser extent than on the other canons. This applies both to the physical and the digital iterations of the course. The students often link actio and pronuntiatio to elocutio and memoria and view oral presentations from a speaker-centered rather than audience-centered perspective. Not surprisingly, the students note that their body language becomes limited in the digital classroom and that they, therefore, must utilise their voices more. Depending on the students’ understanding of actio and pronuntiatio, utilising these can become a barrier or a breakthrough for successful research communication. These results prompt further discussion of actio’s and pronuntiatio’s potential for teaching research communication in the physical and the digital spaces.

Abstract [sv]

Undersökningen av 45 skriftliga reflektioner över actio och pronuntiatio från en forskarutbildningskurs i forskningskommunikation visar att de forskarstuderade reflekterar över actio och pronuntiatio i mindre omfattning och på ett mindre personligt sätt än över de övriga faserna i partes. Detta gäller både då kursen gavs i det fysiska och i det digitala klass­rummet. De forskarstuderande nyanserar till viss del sin förståelse för actio och pronuntiatio genom att koppla dem till elocutio och memoria. Många utgår från egna behov som talare snarare än publikens behov som lyssnare. De forskarstuderande noterar att kroppsspråkets möjligheter digitalt begränsas och att rösten måste kompensera för det, vilket är ­förväntat. Beroende på de forskarstuderandes förståelse för actio och pronuntiatio kan dessa ge uttrycksfrihet eller utgöra ett hinder i forskningskommunikation. Resultaten fordrar vidare diskussion om actios och pronuntiatios potential för forskningskommunikation i det fysiska och det digitala rummet.

Place, publisher, year, edition, pages
Retorikförlaget, 2022
Keywords
actio, pronuntiatio, research communication, postgraduate education
National Category
Learning General Language Studies and Linguistics
Research subject
Science education
Identifiers
urn:nbn:se:mau:diva-56037 (URN)10.52610/xvlb9681 (DOI)
Available from: 2022-11-15 Created: 2022-11-15 Last updated: 2024-01-17Bibliographically approved
Sundmark, B. & Olsson Jers, C. (2022). The challenge of creativity: Using picturebook sequencing for creative writing. In: Exploring Challenging Picturebooks in Education: International Perspectives on Language and Literature Learning (pp. 229-245). Routledge
Open this publication in new window or tab >>The challenge of creativity: Using picturebook sequencing for creative writing
2022 (English)In: Exploring Challenging Picturebooks in Education: International Perspectives on Language and Literature Learning, Routledge, 2022, p. 229-245Chapter in book (Other academic)
Abstract [en]

With the aim to develop good teaching practices with regard to language development and literary competence the chapter demonstrates how sequences of pictures – in this case two sets of illustrations by Russian illustrator Igor Oleynnikov – were used in two different but related ways in the teaching of literature and language: to create a better understanding of how literature works, and to stimulate creativity. In a first workshop, the focus was on a Russian version of “Snow White,” called “The Dead Tsarevna and Seven Bogatyrs.” The task, assigned to groups of four, was to arrange the randomly presented illustrations in such a way that the sequence made narrative sense. The second workshop was devoted to Oleynnikov’s illustrations to “Judges.” The workshops were carried out with two different cohorts of students, one in secondary, and one tertiary education. In the chapter it is shown that each of the interpretive, collaborative, and creative stages represents a learning opportunity that engages the students’ linguistic and literary competence, as well as their aesthetic sensibilities and metacognitive faculties.

Place, publisher, year, edition, pages
Routledge, 2022
Series
Routledge Research in Education, E-ISSN 2155-5664
National Category
General Literature Studies
Identifiers
urn:nbn:se:mau:diva-48539 (URN)10.4324/9781003013952-15 (DOI)2-s2.0-85116561254 (Scopus ID)9781000413717 (ISBN)9780367856250 (ISBN)9781003013952 (ISBN)
Available from: 2021-12-29 Created: 2021-12-29 Last updated: 2024-01-12Bibliographically approved
Malmbjer, A., Olsson Jers, C. & Wärnsby, A. (2022). Vikten av ett nationellt professionsspråk för teori- och praktikutveckling i svensk högre utbildning: Exemplet forskning om respons på studenters skriftliga och muntliga framställning. Educare (3), 62-74, Article ID 3.
Open this publication in new window or tab >>Vikten av ett nationellt professionsspråk för teori- och praktikutveckling i svensk högre utbildning: Exemplet forskning om respons på studenters skriftliga och muntliga framställning
2022 (Swedish)In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 3, p. 62-74, article id 3Article in journal (Refereed) Published
Abstract [en]

 

To compile empirical research published in Swedish about instructor feedback on student written and oral production in Swedish higher education, we have conducted a systematic survey of recent publications (2010-2020) in seven Swedish academic peer-reviewed journals with educational foci. The results of this survey were surprising: during the last ten years, only two studies in Swedish investigating instructor feedback on student writing were published. We found no studies on instructor feedback on student oral production. Moreover, these studies defined the concept of feedback vaguely and used it inconsistently. Not only is the fact that there are so few studies in Swedish on feedback in higher education remarkable, but the inconsistent use of the concept also makes theoretical and pedagogical development difficult. Based on these findings and, to a degree, contrary to the current policies encouraging international publication, we argue that more research publication should also be encouraged in Swedish on Swedish higher education for higher education practitioners.

Place, publisher, year, edition, pages
Malmö: Malmö universitet, 2022
Keywords
professionsspråk, publiceringsspråk, respons, skriftlig och muntlig framställning, högre utbildning
National Category
Educational Sciences General Language Studies and Linguistics
Identifiers
urn:nbn:se:mau:diva-50274 (URN)10.24834/educare.2022.3.3 (DOI)
Available from: 2022-02-17 Created: 2022-02-17 Last updated: 2023-03-28Bibliographically approved
Olsson Jers, C. & Wärnsby, A. (2018). Assessment of situated orality: The role of reflection and revision in appropriation and transformation of new knowledge (ed.). Assessment & Evaluation in Higher Education, 43(4), 586-597
Open this publication in new window or tab >>Assessment of situated orality: The role of reflection and revision in appropriation and transformation of new knowledge
2018 (English)In: Assessment & Evaluation in Higher Education, ISSN 0260-2938, E-ISSN 1469-297X, Vol. 43, no 4, p. 586-597Article in journal (Refereed) Published
Abstract [en]

In this study, we aim to investigate how students on a cross-disciplinary postgraduate course in research communication describe the formative peer feedback they have received on their oral presentations and what impact they report it has had on their performance. The study is based on a qualitative analysis of 36 transcribed video recordings from the course. Our findings show that the students, through their reflections and revisions, clearly demonstrate to have appropriated and, in some cases, also transformed the course content: they were able to select parts of the feedback relevant to their development and redefine some of the concepts to suit rhetorical situations. Surprisingly, feedback on deficits in student presentations resulted both in reflection and revision, while affirmatory feedback resulted, if at all, in reflection only. These results may help develop effective educational tools for assessment of oral performances in higher education.

Place, publisher, year, edition, pages
Taylor and Francis, 2018
Keywords
situated orality, revision, formative feedback, research communication, rhetoric
National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:mau:diva-3143 (URN)10.1080/02602938.2017.1383356 (DOI)000430073900006 ()2-s2.0-85031104931 (Scopus ID)23617 (Local ID)23617 (Archive number)23617 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2024-02-05Bibliographically approved
Olsson Jers, C. (2015). Respons på forskningskommunikation: forskarstuderandes tvärvetenskapliga möten (ed.). Rhetorica Scandinavica, 69, 46-68
Open this publication in new window or tab >>Respons på forskningskommunikation: forskarstuderandes tvärvetenskapliga möten
2015 (Swedish)In: Rhetorica Scandinavica, ISSN 1397-0534, E-ISSN 2002-7974, Vol. 69, p. 46-68Article in journal (Refereed)
Abstract [sv]

I denna artikels blickpunkt finns forskarstuderande från olika discipliner som möts i en kurs om att presentera forskning och forskningsresultat muntligt för olika typer av åhörare. Författarens intresse är att undersöka hur dessa möten gestaltas och vilken betydelse respons har för de forskarstuderandes kunskapsbygge om forskningskommunikation. Ett väntat resultat var att de forskarstuderande skulle utmanas i synen på muntlig forskningskommunikation. Ett mer oväntat resultat var att humor fram­träder som en del av kunskapsbygget kring responsgivning av forskningskommunikation. Ett annat överraskande resultat var den betydelse andra forskarstuderandes erfarenheter fick för det egna ethosbyggandet. I två övergripande tema, Kommunikations­mönster utmanas och Meningsfulla möten, presenteras dessa och andra resultatet. Artikeln avslutas med en diskussion om betydelsen av tvär­vetenskapliga möten när forskar­studerande bygger muntliga ethos.

Abstract [en]

The focus of this article is the interaction between doctoral students from different disciplines who meet in a PhD course concerned with the oral presentation of research in both academic and popular contexts. The author investigates how the meetings unfold with special attention to the way knowledge building about science communication is developed through peer response. One predictable result was that the graduate students would develop a more nuanced view of verbal research communication. A more unexpected result was that humour emerged as part of the knowledge-building around feedback on research communication. Another surprising result was the importance of other doctoral students’ experiences as a factor in establishing individual ethos. The results of the analysis are presented under two headings: “challenging communication patterns” and “meaningful meetings”. The article concludes with a discussion of the knowledge building around oral communication that happens through dialogue and collaborative reflection.

Place, publisher, year, edition, pages
Retorikförlaget, 2015
Keywords
feedback, interdisciplinary meetings, oral presentation, collaborative knowledge building, respons, interaktion, higher education, högre utbildning, retorik, forskningskommunikation
National Category
Humanities and the Arts
Identifiers
urn:nbn:se:mau:diva-3359 (URN)20070 (Local ID)20070 (Archive number)20070 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2024-01-17Bibliographically approved
Olsson Jers, C. (2014). Förändra sitt ethos i högre utbildning: svårt eller enkelt? (ed.). Paper presented at Nordiska konferensen för retorikforskning, Lund, Sweden (2014). Paper presented at Nordiska konferensen för retorikforskning, Lund, Sweden (2014).
Open this publication in new window or tab >>Förändra sitt ethos i högre utbildning: svårt eller enkelt?
2014 (Swedish)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [sv]

I Sverige författar Universitetskanslersämbetet (tidigare Högskoleverket) på uppdrag av regeringen kunskapsmål i den så kallade högskoleförordningen (1993:100). Dessa kunskapsmål reglerar vad som ska uppnås för examen i högre utbildning. Högskoleförordningen är styrande för vad som sedan skrivs fram av olika lärosäten i utbildnings- och kursplaner. Det som intresserar mig i ett projekt kallat Kommunikation mot profession är hur kunskapsmål om studentens muntliga färdighet och förmåga skrivs fram i dessa utbildningsdokument. Det övergripande syftet med forskningsprojektet är att identifiera på vilket sätt muntliga kommunikativa förmågor i utbildning korresponderar med den kommunikativa kompetens som efterfrågas i professionell verksamhet. Jag har textgranskat utbildningsdokument i hierarkisk ordning – högskoleförordning, utbildningsplaner, kursplaner och kursguider för sjuksköterskeutbildningen på ett lärosäte – samt granskat 111 självvärderingar från olika professionsutbildningar som görs i samband med den kvalitetsvärdering som pågår av svensk högre utbildning år 2011-2014. Den forskningsfråga jag besvarar genom textgranskningen är ”Vilka möjligheter ges studenter att förändra sitt ethos i utbildning?”. Ett resultat är att det verkar finnas svårigheter att variera skrivningar som gäller kunskapsmålet om muntlig framställning vilket jag menar kan försvåra lärarens iscensättning av undervisning i muntlighet. På denna framläggning vill jag diskutera möjligheter och svårigheter att iscensätta undervisning i muntlighet utifrån de kunskapsmål som formuleras i styrande dokument.

Keywords
rhetoric, orality, professional studies, professional language
National Category
Social Sciences
Identifiers
urn:nbn:se:mau:diva-11857 (URN)18291 (Local ID)18291 (Archive number)18291 (OAI)
Conference
Nordiska konferensen för retorikforskning, Lund, Sweden (2014)
Available from: 2020-02-29 Created: 2020-02-29 Last updated: 2022-06-27Bibliographically approved
Olsson Jers, C. (2014). Pedagogical gains with word-for-word scripts in oral presentations (ed.). Paper presented at Writing Studies Colloquium, Malmö, Sweden (2014). Paper presented at Writing Studies Colloquium, Malmö, Sweden (2014).
Open this publication in new window or tab >>Pedagogical gains with word-for-word scripts in oral presentations
2014 (English)Conference paper, Poster (with or without abstract) (Other academic)
Abstract [en]

On one hand, when scientific language is used in a popular context, the effect can be that researchers are incomprehensible. On the other hand, the use of a laymen language in scientific contexts often discredits the researcher. This paradox is acknowledged in the Swedish Higher Education Ordinance, which specifies that PhD-students must be able to present their research to different audiences upon the completion of their education, both academic and non-academic audiences. For the last four years I have been the course co-ordinator for a PhD-course “Presenting research for different audiences,” in which the participants are examined through two oral presentations to different imaginary audiences, that of academic peers and that of interested laymen. To make the students aware of the importance of language choices in this context, I ask them to write word-for-word scripts for both presentations. At the beginning, the main reason was to help me to better understand the various research fields and topics chosen and to give me insight into both the process and the product before the examination. This teacher-centered pedagogical approach has, however, proved to be a learning situation conductive of language development in the PhD-students; through these word-for-word scripts, the rhetorical function of language is made prominent in an unexpected way. My current research project Narratives in research communication: the story as an academic argument draws on the empirical material collected for four years in form of word-for-word scripts, both for the scientific and popular presentations for each student in the course. The aim of the project is to make visible and explore the narratives of scientific argument. I found that the student’s awareness of the different audiences is more prominent in their language choices if they are asked to compose word-for-word scripts than otherwise. In this talk, I focus on the educational situations thatarise when PhD-students compile word-for-word scripts instead of the more traditional scripts based on keywords. References Baur, Martin W. (2008). Survey research and the public understanding of science. I Trench, Brian (red.). Handbook of public communication of science and technology. London, UK: Routledge. ss. 111-130. Baur. Martin W. 2009). The evolution of public understanding of science – discourse and comparative evidence. I Science, technology and society. 14 (2). ss. 221-240. Garrett, Peter (2010). Attitudes to language. Cambridge: Cambridge University Press. Irwin, Alan & Wynne, Brian (red.) (1996). Misunderstanding science? The public reconstruction of science and technology. Cambridge: Cambridge Univ. Press. Jørgensen, Charlotte, Kock, Christian & Rørbech, Lone (2011). Retorik der flytter stemmer: hvordan man overbeviser i offentlig debat. Ödåkra: Retorikförlaget Olsson Jers, Cecilia (2010). Klassrummet som muntlig arena: att bygga och etablera ethos. Diss. Lund : Lunds universitet. Olsson Jers, Cecilia (2011-2013) Kommunikation mot profession. Muntlighet som en del av den kommunikativa kompetensen i utbildning: http://www.mah.se/Forskning/Sok-pagaende-forskning/Kommunikation-mot-profession-Muntlighet-som-en-del-av-den-kommunikativa-kompetensen-i-utbildning/ Weber, James R. och Schell Word, Charlotte (2001). The Communication Process as Evaluative Context: What Do Nonscientist Hear When Scientists Speak. I BioScience June 2001, 15 (6).

Keywords
rhetoric, oral presentation, scripts
National Category
Social Sciences
Identifiers
urn:nbn:se:mau:diva-11913 (URN)18290 (Local ID)18290 (Archive number)18290 (OAI)
Conference
Writing Studies Colloquium, Malmö, Sweden (2014)
Available from: 2020-02-29 Created: 2020-02-29 Last updated: 2022-06-27Bibliographically approved
Olsson Jers, C. (2014). Speech as a part of literacies nexus (ed.). Paper presented at Applied Linguistics and Professional Practice (ALAPP), Geneva (2014). Paper presented at Applied Linguistics and Professional Practice (ALAPP), Geneva (2014).
Open this publication in new window or tab >>Speech as a part of literacies nexus
2014 (English)Conference paper, Poster (with or without abstract) (Other academic)
Abstract [en]

Communicative competence is increasingly in demand in the workplace. If you aren´t able to communicate in a competent manner, you risk not being given the responsibilities you want or perhaps not even finding employment in the first place. This entails a great responsibility on part of the university to ensure that the students are equipped with adequate communication skills for their professional life. The project, Communication towards profession, aimed to identify in which way oral communicative performance in individual courses corresponds to the communicative competence that is required in professional life. The overarching research question central to the project is: Which possibilities are students given to change their ethos during their education? The main focus of my project is on Nursing science programme. I particularly investigate communication patterns in nurse trainees. Nursing has become science in 1993 in the Swedish higher education system. This means that national targets are formulated in the governing documents. Based on The Higher Education Ordinance formulations, training can be arranged in different ways at different universities. These formulations trickle or seep down into other documents through reformulations and concretisations. All these documents are intended to support the students in their understanding of literacies nexus in higher education. On this poster, I will summarize two analyzes: textual analysis of policy documents on different levels, and interviews with faculty in nursing education. The results of the analyzes indicate that there are difficulties to concretize and verbalize what in support of the oral language consists. My point of departure is in socio-culturally oriented research on academic language. For this investigation, however, I also use rhetorical-oriented approach.

Keywords
academic literacies, rhetoric, professional language
National Category
Social Sciences
Identifiers
urn:nbn:se:mau:diva-12035 (URN)18293 (Local ID)18293 (Archive number)18293 (OAI)
Conference
Applied Linguistics and Professional Practice (ALAPP), Geneva (2014)
Available from: 2020-02-29 Created: 2020-02-29 Last updated: 2022-06-27Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-3958-3971

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