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Publications (10 of 45) Show all publications
Bergman, L. & Hessel, F. (2024). From “Confusion” and “Fear” to “Broadened Horizons.” Students’ Transformative Experiences in Two Higher Education Contexts: Argentina and Sweden. Journal of Transformative Education, 22(2), 137-156
Open this publication in new window or tab >>From “Confusion” and “Fear” to “Broadened Horizons.” Students’ Transformative Experiences in Two Higher Education Contexts: Argentina and Sweden
2024 (English)In: Journal of Transformative Education, ISSN 1541-3446, E-ISSN 1552-7840, Vol. 22, no 2, p. 137-156Article in journal (Refereed) Published
Abstract [en]

This article explores students' experiences of intellectual, social, and emotional growth during the first year at university and the extent to which these experiences can be considered transformative (Mezirow, 1981). The study is a qualitative interpretative multiple-case study built on semi-structured interviews with students in two higher education contexts, Argentina and Sweden. The results show that most students experience similarly interrelated changes concerning self-confidence, knowledge- and language abilities, critical thinking, and values and beliefs. For some students, these changes lead to profound shifts in how they perceive themselves and their possibilities. Such transformative experiences are emancipatory and empowering, giving students more control over their lives. Other students are gradually changing, experiencing growth in knowledge, literacy, and self-confidence. However, they do not yet experience profound changes in their worldview and how they perceive themselves. Contextual factors related to family life and future profession affect the significance the students attach to experienced changes.     

Place, publisher, year, edition, pages
Sage Publications, 2024
Keywords
critical reflection, transformative learning, social change
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-61849 (URN)10.1177/15413446231179896 (DOI)001008288700001 ()2-s2.0-85162935790 (Scopus ID)
Funder
The Swedish Foundation for International Cooperation in Research and Higher Education (STINT)
Available from: 2023-08-15 Created: 2023-08-15 Last updated: 2024-04-12Bibliographically approved
Bergman, L. (2024). Students' reading in higher education: Challenges and ways forward. Journal of Adolescent & Adult Literacy, 67(6), 414-423
Open this publication in new window or tab >>Students' reading in higher education: Challenges and ways forward
2024 (English)In: Journal of Adolescent & Adult Literacy, ISSN 1081-3004, E-ISSN 1936-2706, Vol. 67, no 6, p. 414-423Article in journal (Refereed) Published
Abstract [en]

This article deals with reading as a significant challenge for higher education students. The study aimed to understand students' experiences of challenges in reading during their first three semesters at university and how they handled these challenges. It is a qualitative case study built on in-depth interviews with nine people studying to be primary teachers and their diaries about reading experiences in the academy. The findings show that students experience considerable anxiety and stress regarding finding enough time for reading tasks and comprehending what they read. They soon discover that extensive reading is a prerequisite for writing, questioning, and active participation in lectures and seminars. Despite experiences of lack of support from their teachers, most students identify new approaches and strategies to develop their reading, moving from passive to active engagement with texts. The findings implicate that continuous support from disciplinary experts is crucial for students' reading and writing development. Such support includes inviting students to participate in disciplinary practices, its tools, concepts, ways of thinking, genres used, approaches to reading, and what it means to reason, analyze, and argue in a discipline.

Place, publisher, year, edition, pages
John Wiley & Sons, 2024
Keywords
academic and disciplinary literacy, inclusion, reading in higher education, reading to write
National Category
Pedagogy
Identifiers
urn:nbn:se:mau:diva-66833 (URN)10.1002/jaal.1346 (DOI)001189619500001 ()2-s2.0-85189496871 (Scopus ID)
Available from: 2024-04-22 Created: 2024-04-22 Last updated: 2024-07-30Bibliographically approved
Bergman, L. & Davidsson, E. (2023). Förstaårsstudenters akademiska skrivande och hur det kan utvecklas. Educare (1), 152-182
Open this publication in new window or tab >>Förstaårsstudenters akademiska skrivande och hur det kan utvecklas
2023 (Swedish)In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 1, p. 152-182Article in journal (Refereed) Published
Abstract [en]

A major challenge for first-year students is the demands on academic writing. The purpose of the study is to identify students' difficulties with writing at the beginning of their education to contribute to the discussion about how students' writing development can be supported. The overall theoretical perspective is systemic functional linguistics (SFL). The data consists of texts from the first examination of a primary teacher program. The analysis includes partly a corpus analysis of 125 texts concerning sentence length, word length, the proportion of long words, word variation, and lexical profile, and partly a qualitative text analysis of a selection of eleven students' texts from the larger group concerning text cohesion, composition and use of references. The results indicate that the task design is of great importance for how advanced the students' texts are, based on the proportion of long words, word variation, and lexical profile. Furthermore, students struggle with paragraph division and creating clear relationships between and within paragraphs to create coherent texts. The results also show that the students need support to develop their ability to write from sources. Based on the results, the authors discuss how subject teachers in higher education can support students' writing development. 

Place, publisher, year, edition, pages
Malmö University Press, 2023
Keywords
akademiskt skrivande, studenters skrivutveckling, pedagogiska implikationer, textanalys, ämneslitteracitet.
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-61818 (URN)10.24834/educare.2023.1.833 (DOI)
Projects
LIT Disciplinary literacy and inclusive teaching
Available from: 2023-08-15 Created: 2023-08-15 Last updated: 2023-08-25Bibliographically approved
Bergman, L. & Wennås Brante, E. (2022). "Vad är det som gäller här?": Förstaårsstudenters möten med akademiens litteracitetspraktiker. In: Anders Jakobsson, Pia Nygård Larsson, Lotta Bergman (Ed.), Ämneslitteracitet och inkluderande undervisning: (pp. 303-332). Lund: Studentlitteratur AB
Open this publication in new window or tab >>"Vad är det som gäller här?": Förstaårsstudenters möten med akademiens litteracitetspraktiker
2022 (Swedish)In: Ämneslitteracitet och inkluderande undervisning / [ed] Anders Jakobsson, Pia Nygård Larsson, Lotta Bergman, Lund: Studentlitteratur AB, 2022, p. 303-332-Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2022
National Category
Humanities and the Arts
Identifiers
urn:nbn:se:mau:diva-54543 (URN)978-91-44-15241-7 (ISBN)
Projects
Disciplinary Literacy and Inclusive Teaching (LIT)
Available from: 2022-08-25 Created: 2022-08-25 Last updated: 2022-08-25Bibliographically approved
Jakobsson, A., Nygård Larsson, P. & Bergman, L. (Eds.). (2022). Ämneslitteracitet och inkluderande undervisning (1ed.). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Ämneslitteracitet och inkluderande undervisning
2022 (Swedish)Collection (editor) (Other academic)
Abstract [sv]

Litteracitet har traditionellt beskrivits utifrån människors läs- och skrivförmågor eller förmågan att hantera siffror och enkla problemlösningssituationer i vardagen. I den här antologin tar författarna i stället avstamp i ett vidgat perspektiv på begreppet för att undersöka hur det gestaltar sig inom olika ämnesområden.

Genom exempel från olika klassrum och ämnen belyser författarna ämneslitteracitet och ger uppslag till hur lärare kan arbeta för att utveckla och förstärka elevers ämnesspråkliga kunskaper och förmågor. Utgångspunkten är att ämneslitteracitet och ämnes­kunskaper utvecklas i nära samspel, vilket återspeglas i ett specifikt agerande som tar sig olika uttryck i olika ämnen. Här diskuteras även på vilka sätt som fokus på ämneslitteracitet och ett språk- och kunskapsutvecklande arbetssätt kan medverka till en inkluderande undervisning.

Boken vänder sig främst till lärarstudenter och lärare i grundskola, gymnasieskola och vuxenutbildning.

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2022. p. 336 Edition: 1
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-53458 (URN)978-91-44-15241-7 (ISBN)
Available from: 2022-06-23 Created: 2022-06-23 Last updated: 2023-01-18Bibliographically approved
Jakobsson, A., Nygård Larsson, P. & Bergman, L. (2022). Ämneslitteraciteter i skola och högre utbildning (1ed.). In: Jakobsson, Anders; Nygård Larsson Pia; Bergman, Lotta (Ed.), Ämneslitteracitet och inkluderande undervisning: (pp. 15-30). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Ämneslitteraciteter i skola och högre utbildning
2022 (Swedish)In: Ämneslitteracitet och inkluderande undervisning / [ed] Jakobsson, Anders; Nygård Larsson Pia; Bergman, Lotta, Lund: Studentlitteratur AB, 2022, 1, p. 15-30Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2022 Edition: 1
National Category
Didactics
Identifiers
urn:nbn:se:mau:diva-53459 (URN)978-91-44-15241-7 (ISBN)
Projects
Forskningsprogrammet Disciplinary literacy and inclusive teaching (LIT)
Available from: 2022-06-23 Created: 2022-06-23 Last updated: 2023-01-18Bibliographically approved
Bergman, L., Bringéus, E. & Economou, C. (2021). Litteraturundervisning och interkulturella möten (1ed.). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Litteraturundervisning och interkulturella möten
2021 (Swedish)Book (Other academic)
Abstract [sv]

I Litteraturundervisning och interkulturella möten behandlas frågor om hur ett väl genomtänkt arbete med skönlitteratur kan få oss att utmana föreställningar och tankemönster. I mötet med det som är främmande och annorlunda kan både elever och lärare lockas att gå utanför sina bekvämlighetszoner och kritiskt granska både sig själv och det egna samhället. Boken ger både konkreta exempel på arbete med skönlitteratur i heterogena klassrum och teoretiska perspektiv på läsande och lärande. Lärarnas viktiga roll i valet av texter, arbetsformer och i relation till eleverna ägnas särskild uppmärksamhet. Målet är att skapa en trygg arena som ger utrymme för en mångfald av engagerade röster och kritisk reflektion.  

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2021. p. 123 Edition: 1
Keywords
interkulturella möten, kritisk reflektion, litteraturundervisning, svenska, svenska som andraspråk, värdegrund
National Category
Pedagogical Work
Research subject
Child and youth studies
Identifiers
urn:nbn:se:mau:diva-45772 (URN)9789144114842 (ISBN)
Available from: 2021-09-09 Created: 2021-09-09 Last updated: 2024-06-11Bibliographically approved
Bergman, L. (2020). Från sårbar till hållbar skrivutveckling i högra utbildning. In: Barbro Bruce (Ed.), Från sårbarhet till hållbarhet i lärande och undervisning: (pp. 189-206). Studentlitteratur AB
Open this publication in new window or tab >>Från sårbar till hållbar skrivutveckling i högra utbildning
2020 (Swedish)In: Från sårbarhet till hållbarhet i lärande och undervisning / [ed] Barbro Bruce, Studentlitteratur AB, 2020, p. 189-206Chapter in book (Other academic)
Place, publisher, year, edition, pages
Studentlitteratur AB, 2020
National Category
Pedagogy
Identifiers
urn:nbn:se:mau:diva-45685 (URN)9789144138824 (ISBN)
Available from: 2021-09-06 Created: 2021-09-06 Last updated: 2022-04-26Bibliographically approved
Bergman, L. (2019). Forskningscirkeln som resurs för utveckling av bibliotekariers läsfrämjande verksamhet (ed.). Nordisk Tidsskrift for informations- og kulturformidling, 8(1), 36-50
Open this publication in new window or tab >>Forskningscirkeln som resurs för utveckling av bibliotekariers läsfrämjande verksamhet
2019 (Swedish)In: Nordisk Tidsskrift for informations- og kulturformidling, ISSN 2245-2931, E-ISSN 2245-294X, Vol. 8, no 1, p. 36-50Article in journal (Refereed) Published
Abstract [sv]

Under de senaste decennierna har bibliotekariers professionella roll genomgått stora förändringar både när det gäller arbetets innehåll och dess komplexitet, vilket har lett till ett ökat behov av kompetensutveckling. Behovet är särskilt framträdande när det gäller det läsfrämjande arbetet mot olika grupper där läsningen och läsförmågan har försämrats (Sverige. Litteraturutredningen, 2010). I den här artikeln analyseras arbetet i två ”forskningscirklar” där bibliotekarier reflekterar över och utforskar olika möjligheter för den läsfrämjande verksamheten på sina respektive arbetsplatser. Syftet med artikeln är att förstå hur forskningscirkeln kan användas som resurs för kunskapsutveckling, förändring och utveckling av bibliotekariers arbete med läsfrämjande i olika kontexter. Det övergripande teoretiska perspektivet är sociokulturellt (Vygotskij 1978, Bakhtin, 1984; Wertsch 1998). Materialet består av audioinspelade träffar i forskningscirkeln, de reflektioner jag skrev i anslutning till dessa träffar och intervjuer med deltagarna. Resultatet visar hur deltagarna blev viktiga resurser för varandra genom utbytet av erfarenheter och betydelsen av kritisk reflektion. I de utforskande projekt som deltagarna genomförde i sina respektive verksamheter utmanades deltagarnas flexibilitet och förmåga att stå ut med osäkerhet och förbli öppna för förändring. Intervjuerna indikerar att förändringar skett i deltagarnas förståelse av det läsfrämjande arbetet och att forskningscirkeln som form för kompetensutveckling kan leda till bestående resultat. Arbetet i cirkeln kopplades till diskussioner om förändringar i bibliotekariers professionella roll och de utmaningar som ligger i ett vidare samhälls- och demokratiperspektiv där frågor om människors tillgång till språk, kunskap, makt och demokratisk inflytande blir avgörande för utvecklingen av bibliotekariers arbete.

Abstract [en]

In recent decades, changes in the professional role of librarians – in terms of both content and complexity – have led to an increased need for further education. This need is particularly prominent in reading promotion for groups where reading and reading proficiency is decreasing (Sverige. Litteraturutredningen 2010). This article concerns two “research circles” where librarians reflected on and explored different possibilities for reading promotion. The purpose of this article is to understand how the research circle was used as a resource for knowledge building, and for the changes and development of the librarians’ work with reading promotion in different contexts. The overarching theoretical framework is sociocultural (Vygotskij 1978, Bakhtin, 1984; Wertsch 1998). The source of data used includes audio-recorded meetings, the reflections I wrote in proximity to the meetings and interviews with the participants. The results show how the participants became important resources for each other through the exchange of experiences and through critical reflection. The investigations challenged the participants’ flexibility and ability to cope with uncertainty and to remain open to change. The interviews indicate that there have been changes in the participants' understanding of reading-promotion and that this kind of supplementary education has the prerequisites to achieve lasting results. The research circle work was linked to a discussion regarding the changed professional role of librarians and the challenge of linking the profession to a wider social and democracy perspective, where questions about access to language, knowledge, power and democratic influence are crucial for the development of librarians’ professional work.

Place, publisher, year, edition, pages
Institut for Informationsstudier, Københavns Universitet, 2019
Keywords
aktionsforskning, bibliotekariers arbete, kompetensutveckling, kollaboration, kritisk reflektion, läsfrämjande
National Category
Social Sciences
Identifiers
urn:nbn:se:mau:diva-3200 (URN)10.7146/ntik.v8i1.115602 (DOI)30376 (Local ID)30376 (Archive number)30376 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2022-04-26Bibliographically approved
Persson, M., Bergman, L. & Karlsson, E. (2018). Critical reading and ordinary reading - within and beyond the academy (ed.). Paper presented at Between passion and profession : Idioms, performances and institutions of critique., Frankfurt, Germany (15-17 november 2018). Paper presented at Between passion and profession : Idioms, performances and institutions of critique., Frankfurt, Germany (15-17 november 2018). : Schreibszene Frankfurt, Goethe Universität
Open this publication in new window or tab >>Critical reading and ordinary reading - within and beyond the academy
2018 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

Critical reading is in crisis, it is said. It has run out of steam (Latour 2004), become formulaic (Hayles 2012), and it “singularly fails to surprise” (Felski 2009). This diagnosis can and should be questioned. What is really at stake in the current struggle over the reading practices of literary studies? In our presentation we will highlight some results from the research project The Dialectic of Immersion. Academic and ordinary reading practices in the new media landscape. We want to problematize the common assumption that reading within literary studies is characterized by critical distance whereas everyday reading practices are naïve and immersive. Our hypothesis is that the relationship between critique and immersion is far more complex and multifaceted than this dichotomy suggests, and that critique neither is “owned” by the academy, nor that immersion is absent from it. One way to bring this complexity into the light is to focus on the performative dimensions of reading, which, in its turn, forces us to work not just theoretically but also empirically. Based on ethnographic methodology, our project explores the way reading literature actually is carried out within literary studies (during a group of students’ first year), and within a number of arenas outside academia, e.g. private reading groups, live book clubs, and literary festivals. Theoretically, we draw on actor-network-theory, reception studies, and the sociology of Pierre Bourdieu and Ann Swidler. Central research questions are: Which different concrete reading practices can be discerned within literary studies on the one hand and in a number of arenas for reading outside academia on the other? Which are the most significant differences and similarities, and how can these be explained?

Place, publisher, year, edition, pages
Schreibszene Frankfurt, Goethe Universität, 2018
Keywords
critical reading, ordinary reading, literary studies, book clubs
National Category
Humanities and the Arts
Identifiers
urn:nbn:se:mau:diva-11930 (URN)26967 (Local ID)26967 (Archive number)26967 (OAI)
Conference
Between passion and profession : Idioms, performances and institutions of critique., Frankfurt, Germany (15-17 november 2018)
Available from: 2020-02-29 Created: 2020-02-29 Last updated: 2023-07-04Bibliographically approved
Projects
Inlevelsens dialektik. Om litteraturvetenskapliga och vardagliga läspraktiker i det nya medielandskapet; Malmö UniversityDeveloping academic literacies in higher education contexts – Challenges and opportunities for students with different backgrounds; Malmö University
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-9243-0766

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