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  • 1.
    Adelmann, Kent
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Bergman, Lotta
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Dahlbeck, Per
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Hermansson, Carina
    Jönsson, Karin
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Nygård Larsson, Pia
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Olsson Jers, Cecilia
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Persson, Magnus
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Thavenius, Marie
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Widén, Pär
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Språkutveckling, medier och demokrati2014In: Medie- och informationskunnighet i Norden: en nyckel till demokrati och yttrandefrihet / [ed] Ulla Carlsson, Nordicom, 2014, p. 117-121Chapter in book (Other academic)
    Abstract [sv]

    Vi som har skrivit denna artikel är alla verksamma inom forskningsmiljön Svenska med didaktisk inriktning (SMDI) vid Malmö högskola. Frågor om språkutveckling i bred bemärkelse står här i centrum. För närvarande är vi engagerade i projektet ”SMDI och lärande i medielandskapet 2.0”. Vår teoretiska plattform kan beskrivas som medieekologisk, vilket kortfattat uttryckt innebär att vi är intresserade av de mångfaldiga och komplexa relationerna mellan medier och kommunikativa kompetenser (Elmfeldt & Erixon 2007; Erixon 2012; Hayles 2002). Dessa relationer förstås därför inte, som så ofta annars i skolsammanhang, i termer av enkelriktad påverkan eller effekter (exempelvis datorns och internets negativa inverkan på skriftspråket). Vår huvudpoäng i denna artikel är att medie- och informationskunnighet, MIK, handlar om, borde handla om, framför allt två saker: språkutveckling och demokrati.

  • 2.
    Adelmann, Kent
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Bergman, Lotta
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Dahlbeck, Per
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Jönsson, Karin
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Nygård Larsson, Pia
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Olsson Jers, Cecilia
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Persson, Magnus
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Widén, Pär
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Kommunikativa kompetenser i det nya medielandskapet2013In: Medie- och informationskunnighet i nätverkssamhället: skolan och demokratin / [ed] Ulla Carlsson, Nordicom, 2013, p. 59-65Chapter in book (Other academic)
  • 3.
    Bergman, Lotta
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Aktionsforskande bibliotekarier: En rapport om läsfrämjande verksamhet2016Collection (editor) (Other academic)
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  • 4.
    Bergman, Lotta
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Educare 2013:2: Samhällsfrågor i skolans matematik- och NOundervisning2013Collection (editor) (Other academic)
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  • 5.
    Bergman, Lotta
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Forskning om barndom och ungdom i förändring vid Malmö högskola2011Report (Other academic)
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  • 6.
    Bergman, Lotta
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Forskningscirkeln som resurs för att utveckla lärares kunskap om hur de kan stödja studenters läs- och skrivutveckling i högre utbildning2014In: NU2014: Abstracts, 2014, article id 163Conference paper (Other academic)
    Abstract [sv]

    Presentationen bygger på resultat från ett forskningsprojekt där syftet var att undersöka hur en grupp lärare i högre utbildning kollaborativt reflekterar över och utvecklar kunskap om hur de kan stödja studenters läs- och skrivutveckling integrerat med sin ämnesundervisning. Projektet är influerat av aktionsforskning; det handlar om att utveckla och förändra en aktivitet, men också att få kunskap om vad som händer i processen (Aagaard Nielsen & Svensson, 2006; Somekh, 2006). Inom ramen för en forskningscirkel fick åtta kollegor från olika discipliner och ämnen möjlighet att delta i en kontinuerlig dialog där erfarenhetsbaserad och forskningsbaserad kunskap kunde mötas. Projektet varade i tre terminer och innebar även att deltagarna planerade och genomförde småskaliga undersökningar i sin egen praktik, där olika sätt att stödja studenterna prövades för att sedan analyseras och utvärderas i gruppen. För att förstå processen och interaktionen i forskningscirkeln har jag använt sociokulturell teori (Wertsch, 1998) samt teorier om den kritiska reflektionens betydelse för utveckling och förändring av vårt sätt att tänka och handla (Mezirow, 1998; Mälkki, 2011). Det empiriska materialet består av 10 audioinspelade forskningscirkelträffar, intervjuer med de åtta deltagarna samt de reflektioner jag som handledare skrev i anslutning till arbetet i forskningscirkeln. Resultatet visar att deltagarnas erfarenhetsbaserade berättelser tillsammans med läsning av forskningslitteratur blev kraftfulla resurser i gruppens meningsskapande arbete. Dessa resurser gav möjlighet till igenkänning och bekräftelse såväl som utmaningar. I mötet mellan praktik och teori skapades förutsättningar för jämförelser mellan individuella och institutionella praktiker och för kritisk reflektion och förändring i sätt att tänka och handla. Gruppens samtal var inledningsvis orienterade mot brister hos studenter och i tidigare utbildning men kom alltmer att fokusera möjligheter och strategier för att förändra den egna undervisningspraktiken och institutionernas arbete. Mer uppmärksamhet ägnades åt aktiviteter, interaktionsmönster och processer som studenterna behöver involveras i för att utforska sätt att tänka, läsa och skriva inom en disciplin. Deltagarna utvecklade en bredare syn på akademisk literacy och en ökad medvetenhet om vikten av att tillsammans med studenterna uppmärksamma språkets betydelse för tänkande och kunskapsbildning. I framläggningen diskuterar jag forskningscirkeln som resurs för att utmana deltagarnas uppfattningar och värderingar och betydelsen av att de genomförde egna småskaliga forskningsprojekt men också de hinder som uppstod i processen. Vidare granskar jag kritiskt min dubbla roll som både handledare och forskare. Referenser Aagaard Nielsen, K. & Svensson, L. (Eds.) (2006). Action and Interactive Research. Beyond Practice and Theory. Maastricht: Shaker Publishing. Mezirow, J. (1998). "On critical reflection". Adult Education Quarterly, 48(3), 185-198. Mälkki, K (2011). Theorizing the Nature of Refelction. Helsinki: University Print. Wertsch, J. (1998). Mind as action. New York, Oxford: Oxford University Press. Somekh, B (2006). Action Research. A Methodology for Change and Development. New York: Open University Press.

  • 7.
    Bergman, Lotta
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Forskningscirkeln som resurs för utveckling av bibliotekariers läsfrämjande verksamhet2019In: Nordisk Tidsskrift for informations- og kulturformidling, ISSN 2245-2931, E-ISSN 2245-294X, Vol. 8, no 1, p. 36-50Article in journal (Refereed)
    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.

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  • 8.
    Bergman, Lotta
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Från sårbar till hållbar skrivutveckling i högra utbildning2020In: Från sårbarhet till hållbarhet i lärande och undervisning / [ed] Barbro Bruce, Studentlitteratur AB, 2020, p. 189-206Chapter in book (Other academic)
  • 9.
    Bergman, Lotta
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    ... gudarna och litteratur och sånt där, det spolar jag liksom2008In: Yrkesläraren, no 2/2008Article in journal (Other (popular science, discussion, etc.))
  • 10.
    Bergman, Lotta
    Malmö högskola, School of Teacher Education (LUT), Children-Youth-Society (BUS). Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Gymnasieskolans svenskämnen: en studie av svenskundervisningen i fyra gymnasieklasser2007Doctoral thesis, monograph (Other academic)
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  • 11.
    Bergman, Lotta
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Identitetsutveckling och lärande. Några teoretiska utgångspunkter2003Conference paper (Other academic)
  • 12.
    Bergman, Lotta
    Malmö högskola, School of Teacher Education (LUT), Children-Youth-Society (BUS). Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Kulturarvet och en vidgad kultursyn i gymnasieskolans svenskundervisning2005In: Konferens: Kulturstudier i Sverige. Nationell forskarkonferens, 13–15 juni, 2005, Norrköping, Sweden, Linköping Electronic Conference Proceedings , 2005, p. 139-156Conference paper (Other academic)
    Abstract [sv]

    Vilka samtal om kultur och kulturarv förs inom ramen för svenskämnet i dagens gymnasieskola? Skolan har traditionellt haft en snäv definition av vad kultur och kulturell kompetens är och risken finns att en sådan definition fungerar exkluderande och därmed förstärker de skillnader som finns i elevers olika förutsättningar att finna mening i och lyckas med sina studier. En vilja att vidga text- och kulturbegreppet och ett närmande till ungdomars egen kulturförståelse kan spåras i gymnasieskolans kursplaner för svenskämnet. Vilket kulturellt innehåll som ungdomar från olika gymnasieprogram möter i den faktiska undervisningen och varför detta innehåll väljs är frågor jag söker svar på i mitt avhandlingsprojekt. Jag undersöker också i vilken utsträckning ungdomarna bjuds in i samtal, muntliga eller skriftliga, om kulturellt betydelsefulla frågor i vår tid, samtal där unga människors intressen och erfarenheter tas till vara? Min empiriska studie bygger på intervjuer med lärare och elever från olika gymnasieprogram och observationer i den klassrumspraktik där svenskämnets innehåll förhandlas och gestaltas.

  • 13.
    Bergman, Lotta
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Läsning som passion och social praktik: Om läspraktiken i en bokcirkel2018In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 2018:1, p. 69-90Article in journal (Refereed)
    Abstract [en]

    This article deals with research on the reading practice of ordinary readers in a book club. The background is the increasing interest in book club activities, but also the growing gap between professional reading within the academy, characterized by critical distance and analysis, and ordinary readers reading, often considered as immersive, naïve and uncritical. The lack of research on ordinary readers reading has been noticed by several scholars (Felski, 2008, Miall, 2006; Persson, 2011). The purpose of the study is to understand the characteristic features of the reading practice and the meaning making processes that takes place within it. The case study was carried out in a book club with seven women who meet regularly to discuss fiction. The material consists of four documented meetings, interviews with all participants and notes taken in connection with the meetings. The result show a multifaceted reading practice characterized by, on the one hand, immersion and strong emotions and, on the other hand, critical reflections on both the fictional and the real world. The reading practices affects the participants’ reflections on their lives and their place in society in a decisive way. The result can provide important insights for the teaching of literature.

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  • 14.
    Bergman, Lotta
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Möten mellan teori och praktik. Lärares sökande efter en meningsfull litteraturundervisning2010In: Växtkraft / [ed] Madeleine Ellvin, Lena Manderstedt, Svensklärarföreningen , 2010, p. 80-93Chapter in book (Other academic)
  • 15.
    Bergman, Lotta
    Malmö högskola, School of Teacher Education (LUT), Children-Youth-Society (BUS). Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Samtal i ett vidgat perspektiv2007Conference paper (Other academic)
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  • 16.
    Bergman, Lotta
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Students' reading in higher education: Challenges and ways forward2024In: Journal of Adolescent & Adult Literacy, ISSN 1081-3004, E-ISSN 1936-2706Article in journal (Refereed)
    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.

  • 17.
    Bergman, Lotta
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Supporting academic literacies: university teachers in collaboration for change2016In: Teaching in Higher Education, ISSN 1356-2517, E-ISSN 1470-1294, Vol. 21, no 5, p. 516-531Article in journal (Refereed)
    Abstract [en]

    This article deals with an action research project, where a group of university teachers from different disciplines reflected on and gradually extended their knowledge about how to support students’ academic literacy development. The project was conducted within a ‘research circle’ (Bergman 2014), in which the teachers engaged in a continuous dialogue where experience-based and research-based knowledge could meet. The two-year long process was divided into three phases: exchange of experiences and knowledge, small-scale empirical investigations in the participants own teaching, and presentations of the outcome of the research circle work. The main focus in this article is the second phase. The choice of small-scale-investigations, and how they were discussed and developed in the collaborative work, will be foregrounded as well as the changes that occurred in the participants’ teaching practices and how the participants value the outcome of the research circle work.

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  • 18.
    Bergman, Lotta
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Svenskämnet och de kulturella förändringarna2005In: Perspektiv på didaktik: Svenskämnet i fokus, Svensklärarföreningen , 2005Chapter in book (Other academic)
  • 19.
    Bergman, Lotta
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    The Research Circle as a Resource in Challenging Academics' Perceptions of how to Support Students' Literacy Development in Higher Education2014In: Canadian Journal of Action research, ISSN 1925-7147, Vol. 15, no 2, p. 3-20Article in journal (Refereed)
    Abstract [en]

    This article deals with an action research project in which a group of academics from different disciplines reflect on and gradually extend their knowledge on how to support students’ academic literacy development. The aim of this research is to understand how the collaborative work becomes a resource in challenging participants’ initial perceptions. The results show that participants’ experience-based stories play a significant role alongside research-based knowledge. The participants’ conversations change character from focusing on approaches to remedy students’ failings to focusing on participants’ individual teaching practices and institutional responsibilities. Accordingly, a basis for change and development is created.

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  • 20.
    Bergman, Lotta
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    University teachers' negotiating different approaches to students' difficulties in acquiring academic genres2012Conference paper (Other academic)
    Abstract [en]

    Many students’ experience difficulties in acquiring the academic language; especially writing texts that meet the expectations and requirements of the education, but also to read and understand academic texts. Students’ difficulties in reading and writing in academic genres has received considerable attention in research and debate during the last decades. A less recognized issue is that university teachers in various disciplines and subjects and with varying success is trying to support students in their language development. Some of them make a lot of effort in supporting the students in different ways, aware of the fact that academic literacy practices, reading, writing and critical thinking, are of crucial importance for student's success. This effort is often done without having any education in language and language development and in most cases without support from their institutions. The focus of this paper is, firstly, to present an ongoing action research project where I explore how a group of university teachers develop their potentials to support students in their academic literacy development. The processes I explore take place within a research circle where colleagues from different faculties of the university, with support from me as a supervisor, get the opportunity to engage in a continuing dialogue where experience-based and research-based knowledge can meet. The participants also carry out a small-scale empirical investigation in their own practice based on the knowledge building that takes place in the research circle. Secondly, I will discuss some findings from the first semester of the research circle, where university teachers negotiate different approaches to students’ difficulties to read and write in academic genres.

  • 21.
    Bergman, Lotta
    et al.
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Bringéus, Eva
    Litteraturläsning som didaktisk utmaning - en forskningscirkel om litteraturundervisning på 2000-talet2010Report (Other academic)
    Abstract [sv]

    I rapporten presenteras resultatet av en forksningscirkel som genomfördes av en grupp gymnasielärare på S:t Petri skola i Malmö. Deltagarna i forskningscirkeln reflekterade över och diskuterade både den egna och kollegornas syn på litteraturundervisningens betydelse och funktion i dagens skola, i relation till det samhälle vi lever i och de elever vi möter i dagens mångkulturella klassrum. De sex forskningsprojekt som lärarna genomförde i sina egna klasser redovisas i rapporten.

  • 22.
    Bergman, Lotta
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Bringéus, Eva
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Economou, Catarina
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Litteraturundervisning och interkulturella möten2021 (ed. 1)Book (Other (popular science, discussion, etc.))
    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.  

  • 23.
    Bergman, Lotta
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Davidsson, Eva
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Förstaårsstudenters akademiska skrivande och hur det kan utvecklas2023In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 1, p. 152-182Article in journal (Refereed)
    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. 

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  • 24.
    Bergman, Lotta
    et al.
    Malmö högskola, School of Teacher Education (LUT).
    Ericsson, Ingegerd
    Educare 2011:3: Tema: Tvåspråkig undervisning på svenska och arabiska i mångkulturella storstadsskolor2011Collection (editor) (Other academic)
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  • 25.
    Bergman, Lotta
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Ericsson, IngegerdMalmö högskola, Faculty of Education and Society (LS), Department of Sport Sciences (IDV).
    Educare 2012:1: Artiklar2012Collection (editor) (Other academic)
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  • 26.
    Bergman, Lotta
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Ericsson, IngegerdMalmö högskola, Faculty of Education and Society (LS), Department of Sport Sciences (IDV).
    Educare 2013:1: Artiklar2013Collection (editor) (Other academic)
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  • 27.
    Bergman, Lotta
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Ericsson, IngegerdMalmö högskola, Faculty of Education and Society (LS), Department of Sport Sciences (IDV).Hartsmar, NannyMalmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).Lang, LenaMalmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).Ljungberg, CarolineMalmö högskola, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).Småberg, ThomasMalmö högskola, Faculty of Education and Society (LS), Department of Individual and Society (IS).Söderman, JohanMalmö högskola, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Educare 2014:2: Childhood, Learning and Didactics2014Collection (editor) (Other academic)
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  • 28.
    Bergman, Lotta
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Hessel, Frida
    Laboratorio de Investigación en Ciencias Humanas (LICH), Escuela de Humanidades, Universidad Nacional de San Martín, Buenos Aires, Argentina.
    From “Confusion” and “Fear” to “Broadened Horizons.” Students’ Transformative Experiences in Two Higher Education Contexts: Argentina and Sweden2024In: Journal of Transformative Education, ISSN 1541-3446, E-ISSN 1552-7840, Vol. 22, no 2, p. 137-156Article in journal (Refereed)
    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.     

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    fulltext
  • 29.
    Bergman, Lotta
    et al.
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Hultin, Eva
    Lundström, Stefan
    Molloy, Gunilla
    Makt, mening, motstånd: Litteraturundervisningens dilemman och möjligheter2009Book (Other academic)
    Abstract [sv]

    Boken ger fyra forskares perspektiv på elevers litteraturläsning och skrivutveckling. Författarna diskuterar svenskämnets djupare mening, litteraturens värde och de grundläggande frågorna om varför lärare och elever ska läsa tillsammans och hur de läser.

  • 30.
    Bergman, Lotta
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Lundahl, Bo
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Theoretical underpinnings and ideals2013In: Observing language teaching practices in Saint Petersburg and Malmö: A two-year intercultural project involving students and faculty members from the State University of Saint Petersburg and Malmö University;1 / [ed] Bo Lundahl, Malmö University, Faculty of Education and Society , 2013, p. 17-18Chapter in book (Other academic)
    Abstract [en]

    An account of the theoretical thinking underpinnings of an intercultural project.

    Download full text (pdf)
    FULLTEXT01
  • 31.
    Bergman, Lotta
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Olsson Jers, Cecilia
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Vilken väg tar den kritiska granskningen?: Studenter i samtal om en vetenskaplig artikel2014In: Högre Utbildning, E-ISSN 2000-7558, Vol. 4, no 1, p. 35-47Article in journal (Refereed)
    Abstract [en]

    Previous research indicates students’ difficulties in acquiring academic reading and writing literacies. Achieving language proficiency expected in higher education often requires hard work from students. An important task but also a challenge for university teachers is to support students in developing the reading, writing and critical thinking required in higher education. This article is based on a qualitative study of students' text-based conversations on a scientific article included in their course. Their task was to examine critically the qualities of the article based on a number of typical features in scientific texts. The conversations were recorded in four student groups with four to five students in each group. Our aim is to discuss the potentials that the content of the conversations gave for developing students understanding of the article and its context. We identified three themes relevant to the students’ comprehension: students’ views of the text's usability, their views of its reliability, and their attitudes towards the text. The results highlight the teacher’s role in supporting students' reading and writing. Furthermore, the study indicates that students need to develop their discourse awareness as well as their knowledge about the scientific process and the process of writing- and publishing, to understand and be able to critically examine a scientific text.

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  • 32.
    Bergman, Lotta
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Olsson Jers, Cecilia
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Why is a researchers’ professional life important to students?2014Conference paper (Other academic)
    Abstract [en]

    Previous research indicated students’ difficulties in acquiring academic reading and writing literacies. Achieving language proficiency expected in higher education often requires hard work from students. Their problems with reading and writing academic texts also presents a challenge for university teachers, who are expected to support students in their academic language development. Our research project aims at exploring how text-based conversations can be used to develop students' understanding of the conventions in academic texts, as well as students’ ability to examine these texts critically. Students’ need for continuous support, related to the educational content, has been discussed before (e.g. Lea & Street, 1998; Monroe, 2003). University teachers, regardless of their subjects or disciplines, can support students’ reading and writing development in a variety of ways (e.g. Lillis & Scott, 2007; Wingate, 2011). Our point of departure is in socio-culturally oriented research on academic writing (e.g. Lea & Street, 1998; Blåsjö, 2004). For this investigation of text-based conversations, however, we also use more text-oriented and genre-based approaches (e.g. Hyland, 2004; Bazerman, Bonini & Figueiredo, 2009). Our project is based on a qualitative study of students' conversations on a scientific text included in their course. The text-based conversations were conducted during a three-hour session, in which the first part included a joint teacher-led discussion between the students and the teacher. This discussion was based on issues focusing some fundamental aspects of a text and its context: what is the problem and purpose of the study, what methods are used and for whom is this article written. The second half of the session was devoted to group discussions, where the task was to examine critically the qualities of the text based on a number of typical features in scientific texts, such as clarity, transparency, independency of context, text structure, and validity claims. The purpose of the assignment was for students to engage in a close reading of the text. These text-based conversations were recorded in several student groups. The recorded material was subsequently transcribed and analysed. We identified three themes relevant to the students’ comprehension of the academic text discussed: the text's usability, the text's reliability, and students' attitudes towards the text and the researchers. The results highlight the teacher’s role in supporting students' reading and writing. Furthermore, the study indicates that students need knowledge about researchers’ working conditions and their writing to understand why academic texts look as they do. In this talk, we focus on the critical potential of text-based conversations as a tool for students’ reading and writing development. References: Bazerman, C., Bonini, A. & Figueiredo, D.D.C. (Eds.). (2009). Genre in a changing world. Fort Collins, Colorado: WAC Clearinghouse. Blåsjö, M. (2004). Studenters skrivande i två kunskapsbyggande miljöer. Stockholm: Almqvist och Wiksell International. Hyland, K. (2004). Disciplinary Discourse. Social Interactions in Academic writing. Michigan: The University of Michigan Press. Lea, M. R. & Street, B. V. (1998). Student writing in higher education: An academic literacies approach. Studies in Higher Education, 23(2), 157-172. Lillis T. M. & Scott, M. (2007). Defining academic literacies research. Issues of epistemology, ideology and strategy. Journal of Applied linguistics, 4(1), 5-32. Monroe, J. (2003). Writing in the disciplines. Peer Review, 6(1), 5-32. Wingate, U., Andon, N. & Cogo, A. (2011). Embedding academic writing instruction into

    Download full text (jpg)
    FULLTEXT01
  • 33.
    Bergman, Lotta
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Persson, Magnus
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Författaren i klassrummet: en pilotstudie2013In: Literacy i laeringskontekster / [ed] Dagrun Skjelbred, Aslaug Veum, Cappelen Damm Akademisk, 2013, p. 66-77Chapter in book (Other academic)
  • 34.
    Bergman, Lotta
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Persson, Magnus
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Läsningens scener2013In: Läsning / [ed] Jenny Björkman, Björn Fjaestad, Makadam Förlag, 2013, p. 122-134Chapter in book (Other academic)
    Abstract [sv]

    I denna artikel görs en analys av vilka olika scener för läsning som ett författarbesök i skolan kan ge upphov till. Vidare undersöks författarbesöket som en helhet och social praktik där elevernas arbete med den aktuella skönlitteraturen såväl före som efter själva besöket kartläggs.

  • 35.
    Bergman, Lotta
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Wennås Brante, Eva
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    "Vad är det som gäller här?": Förstaårsstudenters möten med akademiens litteracitetspraktiker2022In: Ämneslitteracitet och inkluderande undervisning / [ed] Anders Jakobsson, Pia Nygård Larsson, Lotta Bergman, Lund: Studentlitteratur AB, 2022, p. 303-332-Chapter in book (Other academic)
  • 36.
    Jakobsson, Anders
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Nygård Larsson, PiaMalmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.Bergman, LottaMalmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Ämneslitteracitet och inkluderande undervisning2022Collection (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.

  • 37.
    Jakobsson, Anders
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.
    Nygård Larsson, Pia
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Bergman, Lotta
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Ämneslitteraciteter i skola och högre utbildning2022In: Ämneslitteracitet och inkluderande undervisning / [ed] Jakobsson, Anders; Nygård Larsson Pia; Bergman, Lotta, Lund: Studentlitteratur AB, 2022, 1, p. 15-30Chapter in book (Other academic)
  • 38.
    Olsson Jers, Cecilia
    et al.
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Bergman, Lotta
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Textsamtal som stöd för studenters akademiska skrivande2011Conference paper (Other academic)
    Download full text (pdf)
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  • 39.
    Olsson Jers, Cecilia
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Bergman, Lotta
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Vilken väg tar den kritiska granskningen? Studenter i samtal om en vetenskaplig artikel2014In: NU2014: Abstracts, 2014, article id 192Conference paper (Other academic)
    Abstract [sv]

    Tidigare forskning visar att studenter har svårt att tillägna sig det språk som används i högre utbildning (Lea & Street, 1998; Hoel Løkensgard, 2010). Hindren för studenten kan bli så stora att de får svårt att genomföra sina studier. En viktig uppgift men också en stor utmaning för högskolans lärare är att stödja studenter så att fler får möjlighet att fullfölja sin akademiska utbildning. Vi har genomfört ett forskningsprojekt där syftet var att utforska hur textsamtal kan användas för att utveckla studenters förståelse för vetenskapliga texter och deras förmåga att kritiskt granska dessa. Forskning om studenters svårigheter att utveckla ett akademiskt språk har haft ett starkt fokus på skrivandet medan läsningen oftast tagits för given. Högskolans lärare behöver erbjuda rikliga tillfällen där studenter engageras i aktivt arbete med att både samtala, läsa och skriva i det kunskapsbyggande arbetet. I ett sådant arbete kan olika språkliga aktiviteter gå in i och befrukta varandra (Liberg, 2003; Langer & Flihan, 2000). Studenters behov av kontinuerligt lärarstöd för att utveckla sitt skrivande, läsande och kritiska tänkande integrerat med utbildningens innehåll diskuteras av flera forskare (se t.ex. Lea & Street, 1998; Lillis & Scott, 2007). I vårt forskningsprojekt utgår vi i huvudsak från sociokulturellt orienterad forskning om akademisk literacy (se t.ex. Lea & Street, 1998; Blåsjö, 2004). Vi har emellertid också hämtat inspiration från mer textorienterad och genrebaserad forskning (se t.ex. Hyland, 2004; Bazerman, Bonini & Figueiredo, 2009). Undersöknigne är kvalitativ och grundar sig på textsamtal som genomfördes under ett tre timmar långt lektionspass. Den första delen av lektionen var lärarledd. Den andra delen ägnades åt textsamtal i mindre grupper där uppgiften var att kritiskt granska kvaliteter i en vetenskaplig text med utgångspunkt i ett antal typiska särdrag. Fyra textsamtal spelades in, transkriberades och analyserades. Vi identifierade tre teman som var relevanta för studenternas förståelse av den vetenskapliga texten: studenternas syn på textens användbarhet och tillförlitlighet samt deras attityder till texten. I denna framläggning fokuseras de hinder i form av negativa attityder som kom att begränsa studenternas förståelse. Undersökningens resultat understryker lärarens viktiga roll i textsamtalen och pekar bland annat på att studenter behöver utveckal såväl diskursmedvetenhet som kunskap om de villkor som omger forskare och deras skrivande för att förstå och kritiskt kunna granska en vetenskaplig artikel. Referenser Bazerman, C, Bonini, A. & Figueiredo, D.D.C. (Eds.)(2009). Genre in a Changing World. Fort Collins, Colorado: WAC Clearinghouse. Bergman, L. & Olsson Jers, C. (in press). "Vilken väg tar den kritiska granskningen? Studenter i samtal om en vetenskaplig artikel". Högre utbildning, 4(1). Blåsjö, M (2004). Studenters skrivande i två kunskapsbyggande miljöer. Stockholm: Almqvist & Wiksell International. Hoel, T. L. (2010). Skriva på universitet och högskolor. En bok för lärare och studenter. Lund: Studentlitteratur. Hyland, K (2004). Disciplinary Discourse. Social Interactions in Academic Writing. Michigan: The University of Michigan press. Langer, J & Flihan, S. (2000). "Writing and Reading relationships. Constructive tasks". In R. Indrisano & J. R. Squire (Eds.), Writing: Research/Theory/Practice. Newark, DE: International Reading Association. Lea, M. R. & Street, B. V. (1998). "Student writing in higher education. An academic literacies approach". Studies in Higher Education, 23(2), 157-172. Liberg, C. (2003). "Flerstämmighet, skolan och samhällsuppdraget". Utbildning och demokrati. Tidskrift för didaktik och utbildningspolitik, 12(2), 13-29. Lillis, T. M. & Scott, M. (2007). "Defining academic literacies research. Issues of epistemology, ideology and strategy". Journal of Applied Linguistics, 4(1), 5-32

  • 40.
    Olsson Jers, Cecilia
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Bergman, Lotta
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Why is researchers’ professional life important for students?2014Conference paper (Other academic)
    Abstract [en]

    Previous research indicated students’ difficulties in acquiring academic reading and writing literacies. Achieving language proficiency expected in higher education often requires hard work from students. Their problems with reading and writing academic texts also presents a challenge for university teachers, who are expected to support students in their academic language development. Our research project aims at exploring how text-based conversations can be used to develop students' understanding of the conventions in academic texts, as well as students’ ability to examine these texts critically. Students’ need for continuous support, related to the educational content, has been discussed before (e.g. Lea & Street, 1998; Monroe, 2003). University teachers, regardless of their subjects or disciplines, can support students’ reading and writing development in a variety of ways (e.g. Lillis & Scott, 2007; Wingate, 2011). Our point of departure is in socio-culturally oriented research on academic writing (e.g. Lea & Street, 1998; Blåsjö, 2004). For this investigation of text-based conversations, however, we also use more text-oriented and genre-based approaches (e.g. Hyland, 2004; Bazerman, Bonini & Figueiredo, 2009). Our project is based on a qualitative study of students' conversations on a scientific text included in their course. The text-based conversations were conducted during a three-hour session, in which the first part included a joint teacher-led discussion between the students and the teacher. This discussion was based on issues focusing some fundamental aspects of a text and its context: what is the problem and purpose of the study, what methods are used and for whom is this article written. The second half of the session was devoted to group discussions, where the task was to examine critically the qualities of the text based on a number of typical features in scientific texts, such as clarity, transparency, independency of context, text structure, and validity claims. The purpose of the assignment was for students to engage in a close reading of the text. These text-based conversations were recorded in several student groups. The recorded material was subsequently transcribed and analysed. We identified three themes relevant to the students’ comprehension of the academic text discussed: the text's usability, the text's reliability, and students' attitudes towards the text and the researchers. The results highlight the teacher’s role in supporting students' reading and writing. Furthermore, the study indicates that students need knowledge about researchers’ working conditions and their writing to understand why academic texts look as they do. In this talk, we focus on the critical potential of text-based conversations as a tool for students’ reading and writing development. Bazerman, C., Bonini, A. & Figueiredo, D.D.C. (Eds.). (2009). Genre in a changing world. Fort Collins, Colorado: WAC Clearinghouse. Blåsjö, M. (2004). Studenters skrivande i två kunskapsbyggande miljöer. Stockholm: Almqvist och Wiksell International. Hyland, K. (2004). Disciplinary Discourse. Social Interactions in Academic writing. Michigan: The University of Michigan Press. Lea, M. R. & Street, B. V. (1998). Student writing in higher education: An academic literacies approach. Studies in Higher Education, 23(2), 157-172. Lillis T. M. & Scott, M. (2007). Defining academic literacies research. Issues of epistemology, ideology and strategy. Journal of Applied linguistics, 4(1), 5-32. Monroe, J. (2003). Writing in the disciplines. Peer Review, 6(1), 5-32. Wingate, U., Andon, N. & Cogo, A. (2011). Embedding academic writing instruction into subject teaching. A case study. Active Learning in Higher Education, 12(1), 69-81.

    Download full text (pdf)
    FULLTEXT01
  • 41.
    Persson, Magnus
    et al.
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Bergman, Lotta
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Författaren i klassrummet2011Conference paper (Other academic)
    Abstract [sv]

    Att kulturarbetare besöker skolor och träffar elever är inget nytt inom svenskt utbildningsväsende. Kulturarbetarnas engagemang i skolan kan naturligtvis ta sig många olika uttryck – från ”gästspel” under en enstaka lektion till mera långsiktiga samarbeten i projektform. Dessa möten begränsas emellertid ofta av de medverkande aktörernas föreställningar om den ”andra” partens intressen, motiv och kompetenser. Kulturarbetare kan uppleva en rädsla för att deras konst ”pedagogiseras” samtidigt som skolan kan uppleva att kulturens representanter inte visar tillräckligt intresse för hur konsten skulle kunna användas också som ett redskap för lärande. Vi kommer att berätta om ett nyligen startat forskningsprojekt som handlar om vad som händer när skönlitterära författare besöker ett klassrum. Varje år arrangerar Författarcentrum drygt 2000 författarbesök i svenska skolor. För författarna innebär besöken en möjlighet att nå ut till en ny publik och potentiellt vinna nya läsare och köpare av sina böcker men det kan också finnas andra motiv som t.ex. att författaren vill stimulera barns läsande och skrivande. För elever och lärare innebär det att skolans boksamtal och litteraturundervisning temporärt eller kanske för längre tid kan få en annan utformning och inriktning. Genom ”en riktig författares” närvaro i klassen öppnas kanske för en annan typ av lärande – mera kreativt, autentiskt och ”på riktigt”. Trots att författarbesök i skolan genomförts under lång tid har denna företeelse i den svenska skolan ännu inte beforskats alls. Vilka potentialer för lärande erbjuder författarbesök i skolan och på vilka sätt skiljer de sig från skolans mera traditionella sätt att arbeta med skönlitteratur? I vårt projekt kommer vi att undersöka vilken kunskap och förståelse författaren respektive läraren vill att eleverna ska utveckla genom aktiviteten som helhet dvs. förberedelserna, författarbesöket och efterarbetet. Vi kommer också att undersöka vilken kunskap och förståelse eleverna upplever att de utvecklar genom aktiviteten. En annan central fråga är vilka uppfattningar om litteraturens funktion, värde och användning som förhandlas i mötet mellan författaren, läraren och eleverna. Vi tänker oss preliminärt att följa, dokumentera och analysera 4 författarbesök i sin helhet. Metoder som kommer att användas är intervjuer och observationer. Teoretiska utgångspunkter finns inom litteraturdidaktisk forskning, performance studies, forskning om litteraturens offentligheter samt teorier om estetikens och det kreativa lärandets villkor i skolan. Författarbesöken i skolan innebär normalt ett avbrott eller en avvikelse från den traditionella pedagogiska verksamheten. Vilka potentialer för lärande rymmer sådana avvikelser? Författarbesöken utgör en ambivalent och intressant kategori som utmanar hävdvunna distinktioner som formellt/informellt lärande. Pedagogiska och didaktiska diskurser fokuserar och premierar normalt långa tidsförlopp som en förutsättning för kvalitativt lärande. Som princip betraktad äger den givetvis sin riktighet. Men ur ett utbildningsvetenskapligt forskningsperspektiv innebär det att en vanligt förekommande ”avvikelse” i skolans litteraturundervisning hamnar i total skugga, och frågan om författarbesökens kreativa potentialer lämnas därmed obearbetad och oproblematiserad. Vi vill med vårt projekt bidra med ny kunskap om detta och vi kommer i vår presentation kort att redogöra för några av resultaten från en färsk pilotstudie vi har genomfört.

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    fulltext
  • 42.
    Persson, Magnus
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Bergman, Lotta
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Reluctant Authorities: the Author in the Classroom2013Conference paper (Other academic)
    Abstract [en]

    As in the literary public sphere in general, there is a renewed desire to get close to the author behind the work also in the teaching of Swedish as a school subject. By this we do not mean teachers’ and pupils’ possible tendency to interpret the works through a biographical filter, but rather the author's actual physical presence in the classroom. Each year, more than 2,000 author visits are conducted in Swedish schools. Author visits constitute a large and important part of the recurrent policy efforts to get more culture into schools. Pupils’ literacy development is typically highlighted as a main goal for these efforts. But what actually happens during such author visits? In an ongoing project, we have followed and documented the highly popular and critically acclaimed Swedish author of books for young people Per Nilsson's visits in three different secondary school classes. In our presentation, we will show how the author’s performance can be described as an interaction between four various roles: author, narrator, debater and actor. In particular, we will focus on how the author’s authority over the interpretation of his own text is subjected to extensive and contradictory negotiations.

  • 43.
    Persson, Magnus
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Bergman, Lotta
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Karlsson, Erik
    Critical reading and ordinary reading - within and beyond the academy2018Conference paper (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?

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