This chapter addresses the “where” of children’s literature – that is, the settings, the playworlds, the places and spaces of the fictional universe, and the maps and means by which stories make room(s) in the minds of readers. The underlying assumption is that a sense of place (the “where”) is central to the experience of literature. Drawing on examples from the international canon of children’s literature, we show how critics, from Bakhtin and Lewis to Tuan, Bachelard, and Lefebvre, have theorized literary geography (in a wide sense) and developed different critical approaches to it.

How can a digital tool as the camera app be used to widen and deepen pupils’ possibilities to make meaning and develop their literacy? 

The digitization of society has made a range of different modes more accessible for meaning making and has had a major impact on how we communicate and learn (Jewitt (Ed.), 2014; Selander & Kress, 2010; Kress, & van Leeuwen, 2021). In my PhD study, I have chosen to explore one of the possibilities that the digitization has made more accessible: photography. 

In close collaboration with a group of teachers and their pupils aged 10–12 years, I explore the potentials for meaning making when pupils experience and represent the world through photography. The study has a multiliteracies perspective and is framed by social semiotic theory. The empirical data consists of field notes, video documentation and the pupils’ photographs when they visually answer questions like: What is geography?; What is a noun?; Where is your favourite place in school?; What is power?; What is faith?, and when the children create storybooks, document their work during lessons and argue visually. In my material I identify ‘visual literacy events’ when children photograph, edit and read photographs, and in the analytical process I explore the children’s meaning making with121‘strata’, ‘metafunctions’ and ‘positions’ as analytical tools (Arvedsen & Illeris, 2011; Illeris, 2012; Kress & van Leeuwen, 2001, 2021).

The preliminary findings show that when pupils experience and represent the world through photography different kinds of practices are established with different potentials för meaning making. At ICOM-11 I will discuss the potentials for meaning making of these practices under the headings ‘experience’, ‘agency’, ‘perspective’ and ‘epistemological commitment’ in relation to literacy. 

Keywords: photography, meaning making, agency, visual literacy event and literacy 

References

Arvedsen, K. & Illeris, H. (2011). Visual Phenomena and Visual Events. SomeReflections around the Curriculum of Visual Culture Pedagogy. Research in Arts and Education, 2011(2), 44-63. https://doi.org/10.54916/rae.118750

Jewitt, C. (2014). The Routledge handbook of multimodal analysis. Routledge.

Kress, G. & van Leeuwen, T. (2001). Multimodal discourse: the modes and media of contemporary communication. Arnold.

Kress, G. & van Leeuwen, T. (2021). Reading images: the grammar of visual design. Routledge.

I denna kvalitativa studie undersöktes två lärares iscensättning av gemensamt återberättande av sagan Rödluvan och vargen som ett exempel på narrativ genre. Båda lärarna använde den grafiska modellen Berättelseansiktet i en storgruppsdiskussion i årskurs 1 i svensk grundskola. Studien sker med bakgrund i en textanalytisk studie som analyserade aktuella styrdokument, grafiska modeller samt annat läromaterial med inriktning mot narrativ text i tidiga skolår (Ridell & Walldén, 2023). Presentationen lägger särskilt fokus på respektive lärares intermodala undervisningspraktik där 1) olika uttrycksformer promptade aspekter av narrativ text och 2) förhandlade kring innehållet i sagan utifrån elevernas förslag.

Studien tillämpar ramverket design för lärande (DfL) samt ett socialsemiotiskt ramverk som innefattar genreteori och visual grammar. Med dessa utgångspunkter synliggörs både lärarnas aktiva bruk av multimodala resurser i undervisningsmomentet samt vilket kunskapsinnehåll avseende narrativa texter som främjades. För att urskilja ytterligare nyanser i lärarnas olika didaktiska iscensättning användes även Bernsteins inramning samt horisontell och vertikal diskurs.

Utifrån video- och ljuddata producerade i två klassrum studerades iscensättningen i form av olika visuella, verbala och gestikulära uttrycksformer samt lärarens sätt att utnyttja skrivtavlan och styra interaktionen med eleverna. Forskningsfrågorna lyder: Hur kan aspekter av narrativ genre bli visuellt, verbalt och gestikulärt promptat i iscensättning av textdekonstruktion och -rekonstruktion? Vilka metafunktionella dimensioner och genreteoretiska aspekter hamnar i förgrunden i förhandlingen av Rödluvan och vargen?

Tentativa resultat visar att lärarnas varierade iscensättning genom olika visuella representationer påverkade elevernas handlingsutrymme. Båda lärarna iscensatte en ideationellt orienterad dekonstruktion och rekonstruktion av sagan med fokus på karaktärer och händelseförlopp. Elevernas förslag på spänningsskapande interpersonella aspekter erkändes i huvudsak när de drev handlingen framåt.

The aim of the present study was to contribute knowledge about how adult L2 learners perceived their possibilities to use and develop the target language (Swedish) when formal language teaching was combined with placements. Situated in the context of Swedish for Immigrants (SFI), the study drew inspiration from action research and ethnographic methodology. A thematic analysis was conducted underpinned by the systemic-functional linguistic concepts of field, tenor and mode. The findings showed that the students highly valued interaction with L1 Swedish speakers outside of the classroom. Several of the students described rich opportunities to interact socially, which, however, also entailed anxiety about their status as L2 speakers. A few of the students reported accessing field-specific language and literacy practices that aligned with their current career goals. However, students with placements relating to kitchen, garage and warehouse work voiced feeling isolated and having little opportunity for social interaction. While students in the first of two course instances found it difficult to discuss and exemplify language they had learnt, a vocabulary assignment developed for the second course instance facilitated discussions about placement-related words and expressions. Implications for teaching are discussed, including using authentic examples of workplace discourse as preparation for placement visits.

Vuxna som målgrupp är svagt representerad inom skrivdidaktisk forskning (Vetenskapsrådet, 2019). Min studie bygger på praktiknära forskning och data som har samlats in under ca 6 månader i en grupp med vuxna andraspråksinlärare som studerar inom grundläggande vuxenutbildning. På den här nivån ställs eleverna inför större utmaningar vilket bland annat innebär att kunna skriva texter som kan klassificeras som diskursiva. Med stöd i tidigare forskningsresultat (Sandgaard-Ekdahl & Walldén, 2022) fokuserar jag på klassrumsaktiviteter, med en tydlig genrepedagogisk inramning, som har potential att stödja andraspråksinlärares skrivutveckling. Metoden är inspirerad av såväl aktionsforskning som etnografisk metod och materialet omfattas av observationer och ljud -och videoinspelningar i klassrummet samt elevtexter som samlas in under skrivförloppet. 

I min presentation kommer jag framför allt att belysa andraspråkselevers arbete med texter inom några vanliga skolgenrer, rådgivande brev och argumenterande text, med tonvikt på den senare. Studien fokuserar lärarledd metaspråklig stöttning och den stöttning som de kollaborativa aktiviteterna i klassrummet kan erbjuda. En viktig utgångspunkt var att erbjuda eleverna en språklig stöttning som går utöver det vanliga fokuset på genretypiska stegstrukturer (Sandgaard-Ekdahl & Walldén, 2022). Teoretisk inspiration hämtas från den systemisk funktionella lingvistiken som utgår från språkets sociala och meningsskapande funktion och erbjuder en teoretisk modell för att undervisa om språk och genom språk (Halliday, 1977; Halliday & Mathiessen, 2014). 

De dokumenterade aktiviteterna synliggör dekonstruktion av texter och samtal om texttypiska drag. Av resultatet framgår att eleverna använder interpersonella språkliga resurser som stöd i sitt skrivande. Likaså tar eleverna textuella resurser i bruk såsom logiska sambandsord, samt ideationella resurser i form av ämnesord som har haft en framträdande plats i klassrumssamtalen. Studien ger teoretiska och pedagogisk-praktiska redskap för metaspråklig stöttning på lokal textnivå för att stödja andraspråkselevers skrivutveckling.

 Referenser:

Halliday, M. A. K. (1977). Explorations in the Functions of Language. London: Edward Arnold.

Halliday, M. A. K. & Mathiessen, C. (2014). Halliday's introduction to functional grammar (4 ed.). Routledge., (4 ed.). Routledge.

Sandgaard-Ekdahl, Hanna & Walldén, Robert (2022). Forskning om undervisning och lärande, vol 10, nr 2, s. 55-87

Vetenskapsrådet (2019). Forskningsöversikt 2019. Utbildningsvetenskap. Vetenskapsrådet.

Under de senaste decennierna har utbildningen i svenska för invandrare (sfi) blivit allt starkare kopplad till arbetsmarknaden. Samtidigt tyder tidigare forskning på att sfi-undervisningens relevans för språkligt deltagande utanför klassrummets väggar behöver stärkas (t.ex. Ahlgren & Rydell, 2020;Wedin & Shaswar, 2022). Denna presentation ger en praktiknära och kvalitativ belysning av en kommuns satsning på en sfi-kurs där klassrumsundervisningen integrerades med elevers praktik inom olika branscher. Undervisningen hade inspirerats av tidigare forskning om språkpraktik (Sandwall, 2013) som har visat behovet av atts kapa meningsfull transfer mellan praktikplats och klassrum. Eleverna fick därför språktränande uppgifter som de genomförde under veckovisa praktikdagar som de sedan redovisade inför klasskamraterna.

Presentationen utgår från följande frågeställningar: Vilka erfarenheter beskriver sfi-eleverna av att använda och utveckla målspråket (svenska) under språkpraktiken och lektionsmomenten? Vad kännetecknar klassrumsinteraktionen under ett specifikt moment som sökte skapa transfer mellan praktikplats och klassrum, nämligen elevers presentationer av en ordförrådsuppgift?

Forskningen följde en praktiknära och etnografiskt inspirerad ansats där forskaren och den deltagande läraren samarbetade. 20 sfi-elever ingick i studien som studerade kurs C och D. Undervisningen dokumenterades genom observationer, ljudinspelningar och intervjuer under två kurstillfällen som varade totalt 20 veckor. Tematiseringen av elevernas upplevelser av språkpraktiken inspirerades av situationsvariabler för språkanvändning som har utvecklas inom systemisk-funktionell lingvistik. För analys av klassrumsdiskussioner om ord eleverna hade valt ut från praktikplatserna användes semantiska begrepp från Legitimation Code Theory (Maton, 2013; Walldén & Någord Larsson, 2021). Resultatet visar att elever som praktiserade på äldreboenden och förskolor uppgav relativt rikliga språkanvändningsmöjligheter medan det motsatta fallet gällde för elever med branschval inom lager och kök. Under klassrumssamtalen kopplade till elevernas ordförrådsuppgift skedde en rik interaktion om situationsberoende betydelser av ord och uttryck som kan kopplas till olika språkliga domäner. Momentet öppnade upp för en kunskapsbyggande interaktion där både läraren och eleverna bidrog till att kontextualisera de olika betydelserna.

The focus in this study is methods for screening young children’s, subitizing abilities. Subitize is in this project defined as identifying the number of things in a setsimply by quickly looking at them and without counting them one by one. The aim of the study is to compare two different screening instruments for identifyingchildren’s subitizing abilities, individually and in groups of children, in a Swedish preschool class context. In total, data from 44 children is collected, who havetaken one group test (Ability to Quickly See Quantity - AQSQ), and an individual test (Number Set Test - NST). The research question was if the children’sresults correlate with each other, or not, no matter of test conditions (individual/group). The results show a moderate to strong positive correlation, usingPearson and T-test Pair Samples Correlation (r=.559 p=

Although the teaching of narrative texts in primary school is well researched, there is a lack of insight into how visual models and multimodal prompts are used by teachers to convey genre-specific knowledge. Therefore, we conducted a multimodal study of the teaching practices in two first-grade classrooms during joint re-tellings of the folktale Little Red Riding Hood and subsequent interactions around narrative genre. In both cases, the teachers used the graphical model The Story Face as well as a whiteboard canvas in their orchestrations. Data was collected in the form of audio and video recordings. Underpinned by a social semiotic framework combined with Bernstein’s concept framing, the analyses revealed that both teachers focused on story events and the story’s macrostructure while displaying different orientations in the use of verbal language and visual representations. This resulted in different emphases on either story-specific or more general features of narrative genre. Furthermore, the students showed an interest in iconic and suspense-building story dialogue, but this aspect was generally de-emphasized by the teachers’ use of verbal language and visual resources. Based on these findings, we discuss the significance of studying teachers’ differing orchestrations through overlapping modes.

Children use digital environments at an early age and should be supported from the start of school to a conscious and critical way of navigating the internet.Previous studies show that children have vague ideas about how the information has ended up on the internet, how it should be read and evaluated. In thisexploratory study, we investigated how children start an internet search, how they formulate their search query and what they pay attention to when the searchresult is obtained, as well as how they read the information from the screen. 15 eight-year-old children performed the searches in small groups, using one tabletin joint searches. The children's speech and screen activity were recorded. The data was analyzed with the help of Luke and Freebody's resource model to callin different dimensions of reading competence that are actualized when students initiate searches and navigate search results. The results show that thestudents can use speech and writing to quickly search for specific information. At the same time, they are disinclined to stop and reflect on the relevance,credibility, and sender of the search results. With interactional support, some students were able to identify the sender of the information and reason about which50type of sender might be credible. To reach a more developed thinking and awareness that digital information has a sender, teaching that promotes criticalinformation awareness and multimodal text competence is required. 

Per Dahlbeck & Pär Widén kritiserar påståendet att “Ibland kan ett F ändå vara ett riktigt bra betyg” från Sydsvenskans ledarskribent. De ställer sig undrande inför sakligheten i Sydsvenskans ledare och ifrågasätter textens allmänna tyckande. Behöver inte behöver ledarskribenter i Sydsvenskan utgå varken från beprövad erfarenhet eller vetenskaplig grund?

Svenskan har två plurala obestämda artiklar: ena och några. Bruket av ena är dock mycket begränsat; artikeln tycks fungera endast i beskrivande, värderande och rematiska nominalfraser (Teleman et al. 1999, s. 410). I Collberg och Agebjörns (2023) korpusstudie förekom ena företrädesvis i predikativer, som i Barnen är ena riktiga vildingar. Artikeln förekom också i utbrutna led och egentliga subjekt samt undantagsvis i objekt. Däremot förekom den aldrig i subjekt eller adverbial och aldrig i topikaliserade fraser. Föreliggande studie undersöker i vilken utsträckning detta begränsade bruk av den plurala obestämda artikeln ena styrs av syntaktiska respektive informationsstrukturella faktorer. Med en experimentellt designad enkät testas hur acceptabilitetsbedömningar av meningar med ena beror dels på nominalfrasens grammatiska funktion, dels på dess informationsstrukturella funktion, operationaliserad som position i relation till meningens verb. Som kontrollvillkor används motsvarande meningar med default-artikeln några. Preliminära resultat visar att ena fungerar lika bra som några i predikativer och utbrutna led, sämre än några i subjekt, egentliga subjekt och objekt samt inte alls i adverbial. Nominalfrasens position i relation till verbet verkar inte påverka bedömningarna av ena-meningarna mer än bedömningarna av några-meningarna. Sammantaget tyder detta på att bruket av den plurala obestämda artikeln ena styrs av syntaktiska snarare än informationsstrukturella begränsningar. 

Ordförråd är en central komponent i andraspråksinlärares kommunikativa språkfärdighet. Forskning har visat att ordförrådsutveckling påverkas av inlärares användning av ordinlärnings-strategier och att sådana strategier kan läras ut. Därför är det rimligt att anta att andraspråks-inlärares skolbakgrund inverkar på deras strategianvändning och ordförrådsutveckling. Denna pilotstudie fokuserade på strategianvändning och ordkunskap hos 42 sfi-elever med varierande skolbakgrund. Alla läste kurs D och var alltså på ungefär samma språkliga nivå. Med modifierade versioner av Bokanders (2016) ordkunskapstest och LaBontees (2017) strategi-användningstest utforskade vi samband mellan deltagarnas skolbakgrund, strategianvändning och ordkunskap. Resultaten visade att sociala strategier, som att använda nya ord i kommunikativa situationer, korrelerade positivt med ordkunskap. Skolbakgrund tycktes inte påverka elevernas benägenhet att använda sådana strategier. Strategier för att befästa redan bekanta ord föredrogs i högre utsträckning av elever med kortare skolbakgrund. Denna preferens korrelerade negativt med ordkunskap. Strategier för att utvidga ordförrådet, exempelvis genom att utifrån kontexten gissa vad okända ord betyder, föredrogs av elever med längre skolbakgrund. Denna preferens korrelerade positivt med ordkunskap. Dessutom var elever med längre skolbakgrund mer benägna att planera sin ordinlärning. En viktig implikation av studien är att sfi-elever med kortare skolbakgrund behöver stöttas i att använda strategier som syftar till att utvidga ordförrådet och inte bara till att befästa redan kända ord. Dessa elever behöver även stöttas för att planera en långsiktigt hållbar ordförrådsutveckling. 

Research in SLA has traditionally involved mainly well-educated language learners. Therefore, scholars have recently pointed out the need to investigate more diverse populations of L2 learners (Andringa & Godfroid 2019). The present project responds to this call by examining the role of educational background in vocabulary-learning-strategy use and vocabulary knowledge in immigrants studying L2 Swedish. Research on individual differences in SLA suggests that strategy use may affect learning outcomes and that strategies might also be successfully instructed (Griffiths, 2022). Hence one can speculate that well-educated learners have generally more efficient strategies, giving them an advantage compared to less educated learners. However, findings are inconclusive with regard to the relationship between educational background and strategic behavior (LaBontee 2019). The present study addresses this knowledge gap.

In this ongoing project, a questionnaire was distributed to 42 adult immigrants studying L2 Swedish at the A2 level. The group was heterogeneous with regard to age (Mdn = 35; IQR = 2545), length of residence in Sweden (Mdn = 4; IQR = 2–5), years of education (Mdn = 10; IQR = 9–14), and language background; the most represented L1s among the participants were Arabic, Kurdish and Farsi. Vocabulary knowledge was measured with a modified version of Bokander’s (2016) SweLT test, with items selected to match the participants’ level of L2 Swedish. Use of vocabulary-learning strategies was examined with a modified version of Labontee’s (2019) SVLSS 2.0 test. Together, these data enable us to explore interactions between educational background, vocabulary knowledge, and strategy use, while controlling for participants’ age, time of residence, and language background.

Data collected so far indicate that learners with a shorter education generally use fewer vocabulary-learning strategies, compared to learners with longer education. Importantly, learners with shorter education also appear to prefer basic strategies, like writing and rehearsing wordlists, and this preference is negatively correlated with vocabulary knowledge. In contrast, learners with longer education prefer contextual strategies, like guessing the meaning of new words, and this preference is positively correlated with vocabulary knowledge. In other words, while lesseducated learners appear to focus on rehearsing words, more well-educated learners strive to learn new words in an autonomous way, which may enable them to acquire a larger vocabulary. These results suggest that research on vocabulary-learning-strategy use in well-educated L2 learners cannot be directly generalised to other populations. In addition, the findings may be helpful for L2 teachers aiming at individualising their strategy-use instruction. 

I många språk har obestämda artiklar utvecklats från singulara räkneord som en (t.ex. Heine 1997). Detta semantiska arv förklarar varför obestämda artiklar typiskt endast används med singulara substantiv. I nusvenskan kan dock den obestämda artikeln en användas i plural, då som ena, typiskt i beskrivande och värderande predikativer (Collberg & Agebjörn 2023; Delsing 1993:31–35; Teleman m.fl. 1999:410; Terner 1922:120); se (1).

(1) Barnen är ena riktiga vildingar just nu.  

Av tidigare studier framgår att dagens bruk av artikeln en är i stort sett etablerat vid 1500talets mitt (Brandtler & Delsing 2010, Srkzypek 2012; se även Nivre 2002). Emellertid fokuserar dessa studier främst på obestämd artikel i argumentella nominalfraser snarare än på sådana nominalfraser där ena vanligtvis förekommer. Denna studie syftar till att utreda den historiska utvecklingen av den plurala obestämda artikeln ena. Materialet utgörs av excerperade exempel från texter under perioden 1500 till i dag. Vi undersöker vid vilken tid och i vilka syntaktiska kontexter artikeln används, och vi diskuterar hur dagens användning av ena-artikeln har etablerats. 

In this article I analyze Tove Jansson’s art of the miniature. Drawing on Gaston Bachelard’s conceptualization of the miniature and adapting it to the critical discourse of children’s literature and the miniature, I argue that Jansson’s verbal and visual art in general, and in the Moomin series in particular, can be understood in terms of a “miniaturizing imagination”. Thus, the miniature in Tove Jansson’s work – verbal, visual, artifactual – typically achieves condensation and enrichment rather than reduction, a “poetic space” to use Bachelard’s term. Tove Jansson’s “muminalism” serves to open up the fictional world of the Moomintrolls in an act of fictional world-building.

As traditional musical accompaniment to children's play in Java, tembang dolanan —an assemblage of Javanese children's songs— has only been studied for their didactic values (e.g. Nugrahani, 2012) and capacity to preserve local wisdom (e.g. Sari et al., 2020) as well as character building (e.g. Dhalu et al., 2020). This reflects the lack of childism (Deszcz-Tryhubczak & Garcia Gonzales, 2022) in examining tembang dolanan, consequently disregarding the assemblage's intrinsic playful qualities —qualities closely associated with children. This paper aims to reinstate the childism paradigm in the study of tembang dolanan by focusing and scrutinizing the elements of play within the said musical assemblage. The concept of play, in this study, is analyzed through the close reading of the poetic elements, such as word choices, images, sounds, and the use of nonsense in the lyrics. Focus on the collaborative creation of play sphere through the sobg is also employed in the study, mainly through the framework of playworld (You & Malilang, 2017).  

This paper examines the introduction of Visual Thinking Strategies (VTS) in Denmark and its potential as a pedagogical tool used throughout Danish education culture and particularly in Danish primary schools. The first active Danish users of and trainers in VTS in the country provide purposive qualitative interview data through structured e-mail interviews focused on their experiences with VTS and their impressions of this pedagogical tool in the Danish education culture context. The analysis of this qualitative data indicates that VTS is highly and widely adaptable to Danish education culture which, like other Scandinavian education systems, is based on bildung didactic principles. In their contemporary manifestation, these principles value the emancipation of the individual and the promotion of democratic learning processes. The introduction of VTS is still a work in progress in the Danish context and is not yet formally used in the school system. However, it is precisely there that a rich vein of opportunities exists for VTS in Denmark.

The purpose of the interdisciplinary project is to generate knowledge about the pedagogical potentials and limitations of multilingual practices in mathematics and science education. We specifically aim to explore and problematise how multilingual approaches and activities may promote mathematics and science teaching and learning in school years 4–9. The qualitative project is conducted by an interdisciplinary research team that integrates theories from educational research in didactics, sociology and linguistics, including translanguaging theories. The project’s four-year period comprises initial exploration of existing pedagogical practices, mainly through workshops with teachers, classroom observations and interviews with students and teachers, in four culturally and linguistically diverse schools. This explorative phase is followed by a two-year period of pedagogical interventions, in which teachers and researchers together design, carry out and analyse classroom interventions. The interventions involve exploring the pedagogical potentials and limitations for promoting multilingual resources for teaching and learning. Further, students’ identities as engaged learners of mathematics and science are explored. Our ambition is for the project to contribute with new and multifaceted knowledge on the complexity of teaching and learning in multilingual mathematics and science classrooms in mainstream compulsory schools in which the students have a variety of language backgrounds.

Practice-near research has been on the agenda in education policy during the last few years in Sweden. The research is supposed to make the academy and school collaborate and the expectations are high. This article aims to give an account of different kinds of expectations of practice-near research, and the underlying perceived problems it is supposed to solve, in the Swedish educational context. Drawing from theories from the research field sociology of expectations and Carol Bacchi’s discourse analytic WPR approach (What’s the problem represented to be?), different kinds of documents on practice-near research were analysed. Five anticipatory narratives about practice-near research were identified: practice-near research for ensuring a school based on ‘scientific knowledge and proven experience’, as a cure of educational research of little relevance, for increasing teaching efficiency, for making teacher education research-based, and for increasing attractiveness of the teaching profession. The article concludes with a discussion of the anticipatory narratives related to discourses of change and education crisis.

Syftet med studien är att undersöka och belysa studenters upplevelser av och tankar om drama- och språkintegrerad undervisning. Frågeställningen som studien ska besvara är: Hur iscensätter studenterna sig själva som lärande individer i slutet av kursen? och Vilka språkförmågor och -färdigheter uppger studenterna ha utvecklat under kursen? Studiens teoretiska grund består av teorin om multimodal didaktisk design för lärande (Selander & Kress, 2010). Materialet för studien består av klassrumsobservationer, videoinspelade intervjuer, och gestaltning samt av skrivna reflektionstexter. Resultatet visar att studenterna är skeptiska mot en drama- och språkintegrerad undervisning vid kursens start. I slutet av kursen är de positivt inställda till arbetssättet i intervjuer och i reflektionstexter, men när de gestaltar lärresurser ser de inte gestaltningen som en sådan.

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.     

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. 

This article is about how negative discourses of teacher education position teacher educators and how they might influence or inspire action. We use self-study methods to investigate the political dimension of teacher education in two national contexts: Sweden and the USA. More specifically, we examine the emotions stirred by the positioning related to being a teacher educator and how those emotions can be used to take a line to and resist boundaries that limit us within the profession in the two contexts. We aim to contribute to the self-study field by emphasizing a political dimension, in addition to the personal and professional dimensions of teacher education more often studied by scholars. Using the concepts of positionality, emotions, liminality, and action, we conclude that the liminal spaces offered us time to think about the emotions we have experienced due to the derisive discourses that position us in negative ways as teacher educators, and with that thinking came opportunities to reflect on our identity as teacher educators and what we look to accomplish as teacher educators. A new understanding of liminality as a space of possibility has boosted us to take action. An important conclusion is that emotional labor can be a hindrance in relation to teacher educator action, while emotions can act as clues for opportunities of growth and action. Telling our stories opened space for us to use our emotions to take a line to and resist the derogatory discourse, engage in the political, and move closer to becoming teacher educator activists.

This paper aims to share new knowledge about tensions in establishing a new school in a marketised educational landscape, with a special focus on teachers’ experiences of enacting a highly profiled vision. The paper is based on a single case study using observations, surveys, interviews and document studies. To cover the complex enactment process, we have created a multilayered enactment triangle to analyse the enactment process of the school and strategies the teachers use to realise the vision. To be able to hold on to the vision when the first generation of students arrive, the teachers in this study connect the vision to a more abstract ‘future school’. Meanwhile, in the daily practice in the ‘present school’, they perceive difficulties in working in line with the vision. The relations between teachers and vision and the relations between teachers and students, respectively, become parallel lines. It seems then, that for visionary work to function from the start in a newly established school, all the relations in the enactment triangle, i.e. between the vision and the teachers, the vision and the students, and the teachers and the students, need to be there.

 The slogan “digital first” has become a buzzword for public organisational development at the local, regional, and national levels in Sweden. The slogan alludes to the idea that providing information to and communication with citizens should take place primarily through digital channels. This idea is also popular in other parts of the digitalised world. Obviously, digital solutions have the potential to become pedagogical, reliable, and effective interfaces for governmental interaction with citizens. However, the extent to which they are actually accessible, brought to use, and valued among older adult users (more than 65 years of age) has not attracted much research interest. Drawing on national survey data, collected in November–December 2020, on Swedish citizens (aged 65 to 90 years), this article will start to compensate for this deficit. First, it analyses the extent to which citizens have physical access to required devices and how access is related to material, discursive, and social resources. Second, it analyses resources and usage of important platforms for public services for older adults: the Pensions Agency, health care, e-pharmacy, the Social Insurance Agency, and the Tax Agency. Finally, the article examines outcomes: feelings and attitudes towards experiences of encountering a digitalising society. The article demonstrates how all three levels of divides—access, usage, and outcomes—are clearly related to older adults’ access to material, discursive, and social resources, as well as to age and pre-retirement experience with computers. It is comparatively younger individuals with longer formal education and at least average incomes and social networks who benefit the most from digitalised public services.

The project Spaces for multilingualism is founded by the Swedish Research Council (2022-2026). The purpose of the interdisciplinary project is to generate knowledge about the pedagogical potentials and limitations of multilingual practices in mathematics and science education. We specifically aim to explore and problematise how multilingual approaches and activities may promote mathematics and science teaching and learning in school years 4–9. The qualitative project is conducted by an interdisciplinary research team that integrates theories from educational research in didactics, sociology and linguistics, including translanguaging theories. The project’s four-year period comprises initial exploration of existing pedagogical practices, mainly through workshops with teachers, classroom observations and interviews with students and teachers, in four culturally and linguistically diverse schools. This explorative phase is followed by a two-year period of pedagogical interventions, in which teachers and researchers together design, carry out and analyse classroom interventions. The interventions involve exploring the pedagogical potentials and limitations for promoting multilingual resources for teaching and learning. Further, students’ identities as engaged learners of mathematics and science are explored. Our ambition is for the project to contribute with new and multifaceted knowledge on the complexity of teaching and learning in multilingual mathematics and science classrooms in mainstream compulsory schools in which the students have a variety of language backgrounds. The presentation will focus on the explorative phase of the study and the preliminary results from interviews with students and teachers as well as workshops in which teachers and researchers collaborated. We will also present the ongoing preparations for the interventional phase of the study.

This presentation and workshop are a practical exploration of how Visual Thinking Strategies (VTS), used as an inclusive strategy, can be used as an effective tool to support Universal Design for Learning (UDL) in providing multiple means of engagement, representation, action and expression for every student in our learning environment. Originally developed for Art education, VTS uses art to teach visual literacy, thinking skills and communication skills to young people. VTS is an invitational space where unique perspectives are valued and explored. It uses safe and accessible questions to initiate an active process of discovery and provides opportunities to build on prior knowledge, develop critical thinking, and progress learning. More recently, researchers and educators have explored VTS in the inclusion space and the interconnection between VTS and UDL across curriculum areas. This presentation and workshop will give participants a brief overview of VTS before signposting how, as an inclusion strategy, it aligns with the vision of UDL and can be used as a practical tool in our learning environments. Participants will have the opportunity to engage with the VTS process and reflect on how this strategy can support inclusion in their subject area. This will be of interest to early childhood, primary and post-primary (secondary) teachers of all subjects. It will also be of interest to those with an interest in Arts Education.

Although co-creation of artefacts is a common practice in virtual exchange (VE), there are still few studies that explore the connection between collaboration on multimodal texts and student teachers' development of intercultural and pedagogical awareness. Based on a trinational VE, coincidentally developed during the outbreak of the pandemic in March 2020, this case-study explores how COVID-19, as the impromptu context for VE, fostered preservice teachers' intercultural and pedagogical perspectives. Through a multiliteracies approach, findings indicate that co-creation both generated and scaffolded intercultural dialogue and that, the disruption caused by the pandemic was experienced by students as an expansive learning opportunity.

This qualitative study explores student learning progression through reflective writing on a tertiary-level course in social work. The study is based on the content analysis of three sets of data: student reflective writing, instructor formative feedback on this writing, and student end-of-course reflections. Our findings demonstrate that structured, scaffolded reflection and continuous formative feedback stimulated learning progression, increased awareness of one’s own learning strategies, and supported the adoption of an explorative, reflective stance in students. Therefore, the experimental course design with several reflective tasks created the sought-after intersection of the academic and professional literacies. This design stimulated student engagement and resulted in high attendance. This design is particularly suitable in heterogeneous classrooms and promotes student inclusion and active learning.

The ongoing dissertation study When does multilingualism become a resource for learning? is an action research study within the language didactics research field. The aim is to contribute with knowledge about multilingual students’ language and knowledge development when they get the opportunity to use different languages in subject learning. The overall research question is What enables and constrains the learning and identity development for multilingual students in subject teaching where teachers implement pedagogical translanguaging? 

The study is conducted in linguistically heterogeneous classes in Geography, Civics and Swedish as a second language in year 6 and 7 in a Swedish compulsory school where all students have a first language other than Swedish, where many different languages are represented, and where teachers have limited knowledge of these languages. The study has an iterative intervening design with observations, individual and collaborative teacher reflections and teacher and student interviews as empirical material.  

The theoretical framework consists of Crosslinguistic Translanguaging Theory, The Continua of Biliteracy and The Theory of Practice Architectures. 

The presentation will focus on preliminary results regarding the teachers’ educational practice and what the Ecologies of Practices (Kemmis et al.,2014) means in theory and practice for the implementation of translanguaging in this context.

ReferencesCummins, J. (2021). Translanguaging: A critical analysis of theoretical claims. In P. Juvonen & M. Källkvist (Eds.) Pedagogical Translanguaging: Theoretical, Methodological and Empirical Perspectives. Bristol: Multilingual Matters. 

Hornberger. N, H. (2003). Continua of Biliteracy : An Ecological Framework for Educational Policy, Research, and Practice in Multilingual Settings. Clevedon, UK: Multilingual Matters.

Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., & Grootenboer, P. (2014). Changing practices, changing education: Springer.

Introduction: Thesis supervision is crucial for the development of students’ research expertise and communication skills so they can think and behave like members of an academic community (Golde, 2010). However, research on thesis supervision has mainly been conducted at doctoral level in Anglophone context with limited attention on cross cultural aspects. Therefore, this project aims to shed light on undergraduate thesis supervision in non-Anglophone contexts. It explores how thesis supervision is experienced by students and supervisors and how feedback provision and feedback uptake are negotiated and used to develop the students’ drafts. This project is conducted as a part of graduate school education, learning and globalisation programme. It focuses on exploring thesis supervision in Sweden and Indonesia to contribute to the discussion on the complexities of language pedagogy in multilingual contexts as a result of globalisation where English is used as an additional language (EAL) (Bianco, 2018), particularly in the expanding circle (Kachru, 1985). It also illuminates the dialogue on thesis supervision related to the identified needs and strategies of academic writing and publication in the diverse linguistic contexts (Canagarajah, 2022). This project also adds negotiation within the Northern and Southern perspectives (see Pennycook & Makoni, 2020) where Sweden is culturally and geographically associated with Northern context while Indonesia is associated with Southern context. 

Method and findings: A multi-case study (Yin, 2018) was carried out to illuminate supervisory practice in Sweden and Indonesia and will be reported in the form of compilation thesis. It involved 39 participants (14 supervisors and 25 students) from one Swedish and three Indonesian universities. Online questionnaire, one-on-one semi-structured interviews, non-participatory observation of video-recorded thesis supervision sessions, and document analysis to students’ drafts were conducted and analysed thematically. The whole project will be seen based on dialogic pedagogical supervision driven by Bakthin’s (1981) dialogism as the main lens. 

For the first article, I took inspiration from Gee’s (2014) discourse model and used systemic-functional linguistics from appraisal theory (Halliday & Maythiessen, 2014; Martin & Rose, 2007) to analyse supervisors’ interviews. The findings revealed that supervisors described experiencing (a)symmetrical relationship with students and colleagues and juggling unwanted supervisory roles (i.e being editor, pseudo-debt-collector, and spoon feeder). In the second article, the interview results between supervisors and students focusing on the feedback provision and supervisory priorities were analysed by using Biesta’s (2009) functions of education, Habermas’ (1984) communicative action theory, and perspectives on academic literacy. The findings indicated that supervisors have different priorities in giving content/form-focused feedback. Students reported having difficulties decoding supervisors' feedback and react strategically to the feedback that is phrased as questions. Students' strategic reactions seemed rooted from their lack of feedback and disciplinary literacies. The third article will focus on how feedback is phrased and negotiated between students and supervisors in video-recorded online supervision sessions. I consider doing conversation analysis by using Activity Theory or Social Presence Theory as theoretical framework. Feedback and suggestions on theoretical frameworks and perspectives to analyse supervision sessions (third article) and students’ drafts (fourth article) are most welcome. 

Visual Thinking Strategies (VTS) is an inquiry-based pedagogical tool grounded in teacherstudent discussions. It was created originally to improve a participant's ability to interpret, describe, and analyze imagery and do this through active observation and collective discussion. In this presentation, I explore how VTS goes beyond visual literacy and is a highly adaptable elicitation and communication technique for language learning and in developing reciprocally respectful communication skills, which are very relevant for English language teaching in Sweden. VTS could be described as a “meta-visual-lingual” activity as it is the act of talking out load about the thinking inspired by a visual object. And this, especially when part of the activity’s focus is language development. The impact of VTS could be significant in the Swedish education system. It has proven very effective in nurturing the abilities and skills which are valued in Sweden such as those explicated in the compulsory school curriculum. VTS has also proven to be a very efficient technique in language teaching and can directly help to fulfil several of the ambitions of the curriculum and the English language syllabus.

In this article, Hans Alfredson's 1965 phonogram (LP) and illustrated children's book Blommig falukorv (Flowery Frankfurters) are analyzed with the help of play theory. The argument is that Johan Huizinga's theory of play provides a particularly fruitful approach to storytelling across media. The analysis focuses on a selection of the songs/texts from Blommig falukorv, categorizing them under the headings "Songs about Play," "Playful Humor and Nonsense," and "A Pornographic Appendix for the Youngest." Our reading of Blommig falukorv shows that play theory provides a useful approach to storytelling across media; in addition, Blommig falukorv appears to be a particularly rich case of storytelling play, as witnessed in the choice of subjects, language forms, visual style, musical composition, orchestration, and oral delivery and performance.

Medvetenheten om språkliga dimensioner i ämnesundervisning har ökat det senaste decenniet genom forskningsstudier, pedagogisk litteratur och kompetensutvecklingssatsningar. Fokuset har till större delen legat på läsande och skrivande i andra ämnen än svenska och svenska som andraspråk. I det här blogginlägget vill jag belysa hur lärare hanterar språkliga stötestenar i arbete med romaner och bilderböcker.

Föreliggande studie svarar mot behovet av en mer nyanserad förståelse av skrivundervisning i tidiga skolår genom att belysa återkopplande samtal under klassrumsarbete med rådgivande brev.Studiens deltagare var en undervisande skolbibliotekarie och elever i årskurs 3 som genomförde en skrivuppgift efter högläsning av en barnbok. Materialet utgörs av ljudupptagningar samt foto-graferade elevtexter. Analysen bygger på en empirinära operationalisering av Ivanićs ramverk för skrivdiskurser med fokus på hur samtalen relaterade till språklig korrekthet, struktur och kommunikativa mål. Den kommunikativa aspekten synliggörs genom Hallidays registerteori, medan interaktionen visuali-seras som diskursiva rörelser mellan dessa olika perspektiv eller textnivåer. Resultatet visar att bibliotekarien ofta motiverade en viss textstruktur genom att hänvisa till aspekter som rörde den kommunikativa kontexten, såsom nöd-vändigheten att lugna mottagaren och ge tydliga motiveringar av föreslagna råd. Bibliotekarien förde också uppmärksamheten till behovet av att vara tillräckligt språkligt explicit i konstruktionen av texten. Därmed kunde diskursöver-bryggande rörelser ses mellan ett fokus på struktur/innehåll och ett fokus på kommunikativ situation. Återkoppling gällande språklig korrekthet motiverades mer sällan med kommunikativa hänsynstaganden men detta förekom i samtal om sambandsord. Studien bidrar med en analytiskt lins som kan användas för att belysa interaktion under andra skrivdidaktiska moment.

Forskning har visat att skönlitteraturära texters position i nordiska klassrum ofta är som redskap för att utveckla språkfärdigheter och undervisa om strukturella aspekter av texterna. Detta perspektiv undanskymmer den lika viktiga kreativa och lekfulla sidan av att läsa litteratur. Denna teoretiska artikel adresserar denna obalans genom att visa hur konceptet lekvärld (Lindqvist, 1992, 1996) kan användas för att för att främja unga elevers agentskap och kreativa uttryck i läsandet av barnlitteratur. Mer specifikt svarar artikeln på frågorna, 1) hur kan muntlig och skriftlig interaktion baserad på läsningen av en barnbok förstås i termer av lekvärd, och 2) på vilket sätt kan konceptet lekvärld berika förståelsen av studenters och lärares möte med barnböcker. Forskningen baseras på en klassrumsstudie i en svensk årskurs 4 med fokuset på diskussioner och aktiviteter under högläsningen av Wegelius Legenden om Sally Jones. Resultatet möjliggör att skifta perspektivet från individuella läsare och läsresponser till ett dialogiskt samspel mellan barnen och den vuxne som på ett kreativt sätt omstöpte och utvecklade texten. Konceptet lekvärld visas som ett redskap som kan främja både lärares och elevers kreativa möten med litterära texter som bidrar till en kollektiv fantasi.