Literature on thesis supervision emphasises collaborative approaches with strong and supportive relationships. Despite an increasing research interest in supervisory relationships, little cross-cultural research has been conducted on supervisory roles and relationships in expandingcircle countries. This study explores how thesis supervisors negotiate different rolesand relationshipsin supervision in English as an Additional Language (EAL) contexts. A multi-case study was employed in three contexts: a Swedish university, two Indonesian private universities, and an Indonesian public university. Semi-structured interviews were conducted withfourteenthesis supervisors. Thematic analysis and systemic-functional appraisal theory were used to analyse the discourse. Our findings revealed that supervisors expressed dealing with (a)symmetrical relationships with students and colleagues, dealing with different supervision roles, and managing priorities relating to intellectual development and instrumental goals. However, these dimensions of supervision were described differently in the three contexts. The Swedish supervisors expressed concernsabouthavingweak authority; meanwhile, the Indonesian private supervisors described frustrated attempts to form a closer relationship with the students, whereas the Indonesian public supervisors reacted to students trying to become too familiar. Furthermore, supervisors in the three contexts had to take different unwanted roles in supervision. The article concludes with implications for understanding situatedaspects ofsupervision.

Introduction: Thesis supervision is a critical part of students’ academic literacy development. Previous research has shown different dimensions of this development with limited attention to cross-cultural aspects. In particular, there has been little research on how students and supervisors negotiate supervision practices in non-anglophone contexts. This study aimed to explore students’ and supervisors’ reported priorities and experiences regarding the provision and reception of feedback in English as an Additional Language thesis supervision. 

Method: We conducted a qualitative case study to illuminate supervisor’s and students’ experiences of supervision in Sweden and Indonesia. It involved 39 participants (14 supervisors and 25 students) from one Swedish and three Indonesian universities. One-on-one semi-structured interviews were conducted and analyzed thematically using Biesta’s functions of education, Habermas’ communicative action theory, and perspectives on academic literacy. 

Findings: Firstly, we found that Swedish and Indonesian supervisors had different feedback provision priorities. Swedish supervisors described prioritizing content-focused feedback to facilitate students’ socialization into academic writing. Conversely, most Indonesian supervisors expressed balancing content- and form-focused feedback with a greater emphasis on qualifying as English teachers. Despite these differences, supervisors in both contexts tended to isolate academic language use from discipline-specific values and practices. Secondly, students in both contexts largely expressed an instrumental orientation to achieving their goals and were frustrated by supervisors phrasing feedback as questions. Many students expressed unfamiliarity with necessary methodologies and theoretical frameworks, which made supervisors’ feedback difficult to decode. 

Discussion: Since only a few of the students viewed the feedback as a support for their process of learning, this study calls for a clear communication about the academic socialization intention through supervision. However, academic socialization cannot solely be the responsibility of supervisors but must be embedded in the curriculum courses 

Introduction: The importance of supervisory interaction facilitated by dialogic feedback is known to create a shared understanding between supervisors and students. However, previous studies of supervisory interaction mainly focus on exploring feedback provision as an input for specific improvement rather than as a process of interaction regardless of its discursivity. Informed by learning community theory, this study explores how thesis supervision in English as an Additional Language contexts is negotiated to identify the supervisory interaction patterns and strategies.

Method: This study applied a qualitative case study by involving six supervisory dyads (six supervisors and 15 students) in English- medium study programs. Thematic analysis was used to analyze 18 video-recorded supervision sessions from the beginning, the middle, and the end of the supervision process.

Findings and discussion: The findings illuminate the negotiated interaction patterns and strategies in supervisory meetings that can be organized into three themes: (1) managing correction, (2) managing scaffolding, and (3) managing students' emotional expressions. The supervisory interaction patterns tend to take the form of a common institutional talk due to the students' desire for confirmation and suggestions. Prompting strategies through exploratory questions can scaffold students' development of argumentative skills although students' deviant responses frequently lead to supervisors' further explanation. The theoretical analysis underscores that learning community theory emphasizes the development of student's academic literacy and argumentative proficiency through dialogic inquiry. Yet, effective engagement in such inquiry necessitates prerequisite academic literacy and rhetorical competencies.

Conclusion: This study highlights the need for developing student's academic literacy, research literacy, and communication skills to achieve an effective inquiry dialogue in thesis supervision.

Catalase is a key antioxidative enzyme, and a deficiency or malfunction of catalase is hypothesized to be related to various diseases. To investigate catalase activity, it is important to use reliable methods and experimental protocols enabling consistent fallouts. One major problem, however, is that the activity values obtained with different techniques and procedures can vary to a large extent. The aim of this work was to identify experimental conditions that provide similar catalase activity values with two different methods based on either spectrophotometry or chronoam- perometry. The investigated parameters include the concentration of catalase and its substrate (H2O2), as well as the effect of deoxygenation of the catalase medium by nitrogen (N2). Within the frame of investigated conditions, we show that spectrophotometry is strongly affected by the catalase concen- tration, whereas chronoamperometry is shown to be more dependent on the substrate concentration. Deoxygenation leads to elevated catalase activity values in the case of chronoamperometry, whereas it shows no influence on the results obtained with spectrophotometry. In particular, in the case of low substrate concentrations (i.e., low catalase reaction rates), higher and more accurate results are obtained with deoxygenation in the case of chronoamperometry measurements due to minimized oxygen escape. The effect of deoxygenation, giving rise to elevated catalase activity values, however, is not statistically significant at high substrate concentrations, implying that the protocol can be sim- plified by excluding this step as long as the other parameters are optimized. Finally, by comparing the two methods at different experimental conditions, we identified protocols resulting in similar results, i.e., 10 mM H2O2 and catalase activity of 4–5 U/mL. Based on this work, improved consistency of catalase activity data obtained with different methodologies and in different labs is expected.

AIM: Ultraviolet B (UVB) radiation can compromise the functionality of the skin barrier through various mechanisms. We hypothesize that UVB induce photochemical alterations in the components of the outermost layer of the skin, known as the stratum corneum (SC), and modulate its antioxidative defense mechanisms. Catalase is a well-known antioxidative enzyme found in the SC where it acts to scavenge reactive oxygen species. However, a detailed characterization of acute UVB exposure on the activity of native catalase in the SC is lacking. Moreover, the effects of UVB irradiation on the molecular dynamics and organization of the SC keratin and lipid components remain unclear. Thus, the aim of this work is to characterize consequences of UVB exposure on the structural and antioxidative properties of catalase, as well as on the molecular and global properties of the SC matrix surrounding the enzyme.

EXPERIMENTS: The effect of UVB irradiation on the catalase function is investigated by chronoamperometry with a skin covered oxygen electrode, which probes the activity of native catalase in the SC matrix. Circular dichroism is used to explore changes of the catalase secondary structure, and gel electrophoresis is used to detect fragmentation of the enzyme following the UVB exposure. UVB induced alterations of the SC molecular dynamics and structural features of the SC barrier, as well as its water sorption behavior, are investigated by a complementary set of techniques, including natural abundance ¹³C polarization transfer solid-state NMR, wide-angle X-ray diffraction, Fourier transform infrared (FTIR) spectroscopy, and dynamic vapor sorption microbalance.

FINDINGS: The findings show that UVB exposure impairs the antioxidative function of catalase by deactivating both native catalase in the SC matrix and lyophilized catalase. However, UVB radiation does not alter the secondary structure of the catalase nor induce any observable enzyme fragmentation, which otherwise could explain deactivation of its function. NMR measurements on SC samples show a subtle increase in the molecular mobility of the terminal segments of the SC lipids, accompanied by a decrease in the mobility of lipid chain trans-gauche conformers after high doses of UVB exposure. At the same time, the NMR data suggest increased rigidity of the polypeptide backbone of the keratin filaments, while the molecular mobility of amino acid residues in random coil domains of keratin remain unaffected by UVB irradiation. The FTIR data show a consistent decrease in absorbance associated with lipid bond vibrations, relative to the main protein bands. Collectively, the NMR and FTIR data suggest a small modification in the composition of fluid and solid phases of the SC lipid and protein components after UVB exposure, unrelated to the hydration capacity of the SC tissue. To conclude, UVB deactivation of catalase is anticipated to elevate oxidative stress of the SC, which, when coupled with subtle changes in the molecular characteristics of the SC, may compromise the overall skin health and elevate the likelihood of developing skin disorders.

The generation of reactive oxygen species presents a destructive challenge for the skin organ and there is a clear need to advance skin care formulations aiming at alleviating oxidative stress. The aim of this work was to characterize the activity of the antioxidative enzyme catalase in keratinocytes and in the skin barrier (i.e., the stratum corneum). Further, the goal was to compare the activity levels with the corresponding catalase activity found in defatted algae biomass, which may serve as a source of antioxidative enzymes, as well as other beneficial algae-derived molecules, to be employed in skin care products. For this, an oxygen electrode-based method was employed to determine the catalase activity and the apparent kinetic parameters for purified catalase, as well as catalase naturally present in HaCaT keratinocytes, excised stratum corneum samples collected from pig ears with various amounts of melanin, and defatted algae biomass from the diatom Phaeodactylum tricornutum. Taken together, this work illustrates the versatility of the oxygen electrode-based method for characterizing catalase function in samples with a high degree of complexity and enables the assessment of sample treatment protocols and comparisons between different biological systems related to the skin organ or algae-derived materials as a potential source of skin care ingredients for combating oxidative stress.

Increased in-depth knowledge on how sport federations shape their social media affordances to build relationships with their audiences will develop the understanding and ongoing discussion on the effects of social media in organized sports. The aim of this study was therefore to investigate in what way sports federations shape their social media affordances to create an increased understanding of how they interact with their audiences through social media. Three sports federations, the Swedish Basketball Federation, the Swedish Skateboard Association, and the Swedish Equestrian Federation, were investigated through semi-structured interviews as well as digital ethnography. The analytical focus lies on in what way the organizations shape social media affordances as well as in what way they imagine social media uses and users. This study shows that the federations’ imagination of who their users are, what they would like to see and how these users act and react defines their affordances. Further, the results reveal that the federations have differing approaches to in what way they imagine their users (as fans, fellows or followers) as well as what their incentives are for using social media. To learn how ongoing mediations mold long-term changes for sport federations, it is of importance to look beyond mediatization and learn more about their current structure and operations, their history, and traditions, as well as their view of their users.

The study analyzes and explains the impact of social media influencers on stable cultures in Sweden and Norway, contributing to the understanding of the complex relationship between equestrian sports and social media-a relationship that is important for the welfare of horses. Since equestrianism is one of the most popular sports in Sweden and Norway, influencers' social media communication greatly impacts followers' perception of the human-animal relationship. Despite the popularity of equestrian sports, studies thereof are rare, and research combining equestrian sports and social media is almost non-existent, making this study important and relevant. The analysis focuses on the six biggest equestrian influencers in Sweden and Norway and their social media accounts. Goffman's (1967) micro-sociological perspectives, alongside previous research on social media, are used to discuss knowledge exchange, co-creation of authenticity and intimacy and sponsorship and advertisement. The influencers mainly focus their communication on horse-related issues, and their (and their followers) love of horses create the intimacy needed as a base for other messages (perceived knowledge and advertisement). The intimacy and authenticity are strengthened in the interaction between followers and influencers, and the latter receive positive feedback for their way of handling their horses' lives. The expressive order of stable culture(s) is seldom questioned and the acceptance of this order is likely to make the commercial endorsements less visible and more convincing.

The aim of this study is to analyze and increase the understanding of how young equestrians, in a sport school context, perceive, construct, negotiate and manage identities on social media. This article presents how a specific group of young athletes (equestrians) use social network sites (SNS), such as Facebook and Instagram, in relation to their everyday lives as students attending upper secondary schools with an equestrian sports profile. Social media is increasingly important for young people's perceptions, constructions, and managing of identities. Using a multifaceted theoretical framework, including Erving Goffman's dramaturgical perspective, we will explore how young equestrians perceive the content on SNS and analyze how they act and create content in relation to existing norms and cultures. Equestrianism is one of the largest sports in Sweden and several upper secondary schools in Sweden offer programs with an equestrian profile. Studies on sport schools evince a focus on elite sport and competition, which affects norms and ideologies at these schools. Through focus group interviews with 25 students, we show that the situation is complex and contradictory. The results indicate that young riders have identified an online stable culture where high performance equestrianism is the norm. Our study shows that the educational environment is not the only factor affecting the students, but that social media is also a part of the young athletes' constructions of identity. The image of the employable 'super equestrian' who is attractive, wears the 'right clothes', is successful, and acts 'professionally' is the most desirable representation online. The young equestrians are critical of what is communicated on SNS in relation to horses and riding, and they are uncertain of how to position themselves in relation to this communication.

New media habits in the era of digitalization challenge previous understandings of who and what receives media coverage. Research shows that practitioners in self-organized lifestyle sports consistently use social media to attain and exchange information and knowledge about their sport. Is this also the case in organized sport? The Internet has become a great resource for horse-enthusiasts and the online horse world can be described as an extension of the physical horse world. Equestrian sport is particularly interesting to analyze due to the fact that there is an animal involved. Still, there is little knowledge of how horse enthusiasts use social media in relation to their interest in equestrian sports. The aim of this article is therefore to chart and analyze how equestrians use social media, how they communicate horse-related content on social media, and how social media can be seen as a source for knowledge exchange. Our investigation focuses on how equestrians use social media to acquire information about horses, and how this usage can be explained in connection to age and experience. A mixed methods design is used and data is collected from 28 focus group interviews with equestrians in Sweden and Norway and a survey with 1,628 respondents. Our study indicates that practitioners of self-organized sports are not unique in using social network sites (SNS) to exchange and attain knowledge about their sport; equestrians in general are shown to be frequent users of SNS such as Facebook and Instagram. Although our results show a few significant differences in SNS use in relation to age; the riders in the different age groups have surprisingly similar views of their SNS use in relation to attaining information about the horse. ‘Stable cultures’ and the organized structure of equestrian sports appear to create boundaries determining where a ‘good equestrian’ should seek information about horse-keeping. However, the organized structure and traditional nature of this sport do not stop equestrians from turning to SNS.

Todays' online media landscape facilitates communication on how sports practitioners can develop in their sport. Hence, sports and educational institutions need to recognize the increased role of the individual as “a facilitator of knowledge” through information and communications technology (ICT). For sport organizations and educational institutions to effectively reach out with knowledge and research, they need to know how individuals assess, value, and trust information sources. This article aims to increase the knowledge and understanding of how the traditional culture in equestrianism meets the contemporary media user. It is based on a study that uses a mixed methods design, containing a questionnaire with 1,655 respondents and 28 focus group interviews with Swedish and Norwegian equestrians, to investigate how equestrians create their own repertoires of horse-knowledge online and what sources of knowledge they trust and prioritize. The results show that accessibility, agency, and trust are key terms when mapping equestrians' preferred knowledge platforms, and that equestrians are generally not satisfied with the availability and the quality of horse-related online content. Horse experience is the most important positional factor influencing online repertoires in the equestrian community. Riders with less experience turn to Social Network Sites (SNS) to a higher extent than riders with more experience. Further, equestrians find the ability to assess information as an important yet challenging task. This article shows that the term (online) learning repertoires is appropriate when discussing the relationship (or clash) between the traditional culture in equestrian sports and the contemporary media user. On the one hand, many equestrians clearly express that they would rather stay away from obtaining information about horses and riding on ICTs. On the other hand, the data, together with previous research, indicates that many equestrians see ICTs as important platforms for discussing and exchanging information about horses and riding.

BACKGROUND: Caries and periodontitis are amongst the most prevalent diseases worldwide, leading to pain and loss of oral function for those affected. Prevention relies heavily on mechanical removal of dental plaque biofilms but for populations where this is not achievable, alternative plaque control methods are required. With concerns over undesirable side-effects and potential bacterial resistance due to the use of chlorhexidine gluconate (CHX), new antimicrobial substances for oral use are greatly needed. Here we have investigated the antimicrobial effect of hypochlorous acid (HOCl), stabilized with acetic acid (HAc), on oral biofilms and compared it to that of CHX. Possible adverse effects of stabilized HOCl on hydroxyapatite surfaces were also examined.

METHODS: Single- and mixed-species biofilms of six common oral bacteria (Streptococcus mutans, Streptococcus gordonii, Actinomyces odontolyticus, Veillonella parvula, Parvimonas micra and Porphyromonas gingivalis) within a flow-cell model were exposed to HOCl stabilized with 0.14% or 2% HAc, pH 4.6, as well as HOCl or HAc alone. Biofilm viability was assessed in situ using confocal laser scanning microscopy following LIVE/DEAD® BacLight™ staining. In-situ quartz crystal microbalance with dissipation (QCM-D) was used to study erosion of hydroxyapatite (HA) surfaces by stabilized HOCl.

RESULTS: Low concentrations of HOCl (5 ppm), stabilized with 0.14% or 2% HAc, significantly reduced viability in multi-species biofilms representing supra- and sub-gingival oral communities, after 5 min, without causing erosion of HA surfaces. No equivalent antimicrobial effect was seen for CHX. Gram-positive and Gram-negative bacteria showed no significant differential suceptibility to stabilized HOCl.

CONCLUSIONS: At low concentrations and with exposure times which could be achieved through oral rinsing, HOCl stabilized with HAc had a robust antimicrobial activity on oral biofilms, without causing erosion of HA surfaces or affecting viability of oral keratinocytes. This substance thus appears to offer potential for prevention and/or treatment of oral biofilm-mediated diseases.

In nature, bacteria usually exist as mixed-species biofilms, where they engage in a range of synergistic and antagonistic interactions that increase their resistance to environmental challenges. Biofilms are a major cause of persistent infections, and dispersal from initial foci can cause new infections at distal sites thus warranting further investigation. Studies of development and spatial interactions in mixed-species biofilms can be challenging due to difficulties in identifying the different bacterial species in situ. Here, we apply CellTrace dyes to studies of biofilm bacteria and present a novel application for multiplex labeling, allowing identification of different bacteria in mixed-species, in vitro biofilm models. Oral bacteria labeled with CellTrace dyes (far red, yellow, violet, and CFSE [green]) were used to create single- and mixed-species biofilms, which were analyzed with confocal spinning disk microscopy (CSDM). Biofilm supernatants were studied with flow cytometry (FC). Both Gram-positive and Gram-negative bacteria were well labeled and CSDM revealed biofilms with clear morphology and stable staining for up to 4 days. Analysis of CellTrace labeled cells in supernatants using FC showed differences in the biofilm dispersal between bacterial species. Multiplexing with different colored dyes allowed visualization of spatial relationships between bacteria in mixed-species biofilms and relative coverage by the different species was revealed through segmentation of the CSDM images. This novel application, thus, offers a powerful tool for studying structure and composition of mixed-species biofilms in vitro. IMPORTANCE Although most chronic infections are caused by mixed-species biofilms, much of our knowledge still comes from planktonic cultures of single bacterial species. Studies of formation and development of mixed-species biofilms are, therefore, required. This work describes a method applicable to labeling of bacteria for in vitro studies of biofilm structure and dispersal. Critically, labeled bacteria can be multiplexed for identification of different species in mixed-species biofilms using confocal spinning disk microscopy, facilitating investigation of biofilm development and spatial interactions under different environmental conditions. The study is an important step in increasing the tools available for such complex and challenging studies. IMPORTANCE Although most chronic infections are caused by mixed-species biofilms, much of our knowledge still comes from planktonic cultures of single bacterial species. Studies of formation and development of mixed-species biofilms are, therefore, required. This work describes a method applicable to labeling of bacteria for in vitro studies of biofilm structure and dispersal. Critically, labeled bacteria can be multiplexed for identification of different species in mixed-species biofilms using confocal spinning disk microscopy, facilitating investigation of biofilm development and spatial interactions under different environmental conditions. The study is an important step in increasing the tools available for such complex and challenging studies.

AIM: To (1) investigate the frequency and characteristics of pain and discomfort associated with root filled teeth in adult patients regularly attending the Public Dental Service in Örebro County, Sweden; (2) assess the association between symptoms and clinical and radiographic findings, and (3) explore the impact of pain and discomfort from root filled teeth on daily life. METHODOLOGY: Patient records of adult patients (> 20 years) scheduled for routine check-ups in April 2015 were screened to identify individuals with root filled teeth; all patients with >1 root filled tooth were asked to participate. The examination comprised clinical and radiographic examinations and questionnaires on general health, on pain symptoms from root filled teeth, and on the impact of pain on daily activities. In a general estimation equation (GEE), examination findings and patient-related factors were independently analysed in relation to the outcome "presence of pain". RESULTS: In total 550 patients with 1 256 root filled teeth participated. Fifty-three patients (9.6%) experienced pain or discomfort from 62 (4.9%) root filled teeth. Lower age, percussion tenderness and apical tenderness were significantly associated with pain (P > 0.001-P=0.044). The average pain intensity was 2.1 on (0-10) Numeric Rating Scale, and average duration was 28.4 months. The impact on daily life was low. CONCLUSIONS: On average, pain associated with root filled teeth was of mild intensity, >2 years of duration and had low impact on daily life. Although the significantly associated clinical findings may indicate apical periodontitis as the most probable explanation in some teeth, the origin of pain from root filled teeth remains partly unexplained.

To compare pain characteristics, impact of pain and characteristics of patients withpainful root-filled teeth with and without signs of inflammatory dental disease. Thiscross-sectional study was performed in the Public Dental Health services, RegionÖrebro County, Sweden. Adult patients with ≥1 root-filled tooth identified at theirregular check-up were included and assigned to one of two groups; those with ≥1sign of inflammatory dental disease (DD+) and those without any such sign (DD−).Patients/teeth were compared regarding pain characteristics (intensity, frequency,duration, quality and provoking factors), impact of pain (medication intake, impacton life) and patient characteristics as background factors (general health, other bodilyand orofacial pain). Statistics included descriptive data (frequency tables) and groupcomparisons (Chi-square, Fisher’s Exact and Mann-Whitney U-tests). The DD+ groupincluded 27 participants (30 teeth) and the DD− group 22 participants (23 teeth).On average, pain intensity was mild, the frequency most often recurrent, and theimpact was low. Average pain duration since onset exceeded 2 years in both groups.The only observed between-group differences were average pain intensity; 3.1 (0–10Numerical Rating Scale (NRS)) in DD− group compared to 1.6 for DD+ (p = 0.030),and tenderness to apical palpation; only reported in the DD+ group. The similaritiesin clinical presentation between the two groups underscore the difficulties in correctlydistinguishing between pain of odontogenic and non-odontogenic origin in root-filledteeth with a standard clinical investigation. Additional diagnostic methods need to beinvestigated for their ability to differentiate between tooth pain or discomfort of differentorigins

Aim: To investigate what happens to cross-sectionally identified root-filled teeth over a 6-year period, regardless of the time that elapsed since primary root canal treatment, in a cohort of adult patients regularly attending a Public Dental Service. A secondary aim was to investigate how the cumulative events affecting root-filled teeth over the same time were associated with variables obtained from a baseline examination.

Methodology: Adult patients with ≥1 previously root-filled tooth and regularly attending the Public Dental Service in Örebro County were enrolled for study participation in 2015. General dental practitioners examined all identified root-filled teeth in this cohort at baseline using a standardized protocol and were also responsible for further decision-making and treatments. After six years, information on events of the root-filled teeth was collected from dental records. The highest rating (most invasive treatment) on a 5-point ordinal scale was used in the analyses. Regression analyses with stepwise selection were performed for associations between patient- and tooth-related factors and events.

Results: A total of 445 patients with 1007 root-filled teeth were followed the entire observation time. Twenty (2.0%) of the root-filled teeth had endodontic retreatment and 150 (14.9%) were extracted over six years. Among teeth with periapical radiolucency or pain, the majority did not undergo retreatment or extraction; however, the multivariate analysis demonstrated that retreatment or extraction was associated with baseline recordings of teeth with periapical radiolucency (p < .0001), tenderness to percussion (p < .0001), and poor coronal restoration (p < .0001).

Conclusions: This study corroborates the notion that in general dentistry, root-filled teeth with radiological signs of apical disease often remain untreated over time. Furthermore, it also reveals that root-filled teeth presenting with mild pain do not necessarily receive any intervention. However, teeth with baseline signs of apical periodontitis, pain, or inadequate coronal restoration were more likely to have received intervention during the six-year period.

This study explores how graphical models, teaching resources and language arts curricula for primary school in Sweden represent features of narrative genre. Furthermore, it provides a conceptual and methodological approach for studying the recontextualization of genre knowledge in different educational contexts. We selected two particular models (the Story Face and the Obstacle Chart) because they are promoted by the Swedish National Agency of Education. We analyzed the models, curricula, and related teaching resources through Bernstein's concept of recontextualization fields, Martin's genre theory, and Kress and van Leeuwen's visual grammar. The results show that both graphical models use metaphors to evoke students' everyday experience and break down a narrative text to key story elements. Aligning with Swedish language arts curricula, the models de-emphasize the need to manage tension in narra-tives. Finally, the results show that the models' different ways of representing key story elements may be difficult for teachers and students to decode.(c) 2022 The Author(s). Published by Elsevier Inc. This is an open access article under the CC BY license ( http://creativecommons.org/licenses/by/4.0/ )

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.

I denna fallstudie analyseras narrativt parskrivande i två skrivsituationer med sju elever från årskurs 1. De två situationerna utmärker sig genom olika iscensatta läranderesurser för att uppmärksamma eleverna på flera berättelseelement. Utifrån ett designteoretiskt ramverk undersöks hur elevernas situerade intresse promptas mot berättelseelementen och hur eleverna i samtal och skrivande re-designar berättelseelement.

Analysen är genomförd i tre faser där 1) berättelseelement identifieras, 2) prompt­ningarna av elementen i de olika läranderesurserna, modelltext och två grafiska modeller, sätts i relation till varandra, och 3) berättelseelementens möjliga funktioner i ett narrativ problematiseras. Underlaget består av tre läranderesurser, transkriptioner av elevernas samtal under skrivprocesserna, deras skrivna texter och transkriptioner av efterföljande parintervjuer där eleverna reflekterar över sitt skrivande och berättelser.

Resultaten visar att de olika läranderesurserna erbjuder eleverna olika uttryck för berättelsestrukturer. Strukturerna re-designas med en variation av en- och flerepisodisk struktur i de olika skrivsituationerna. Eleverna visar också ett genomgående intresse för att bygga spänning och stöper om berättelseelement som karaktärsdialoger för att uppnå detta. Berättarperspektiv, som enligt tidigare forskning brukar skifta i unga elevers berättelser, är konsekvent i tredjeperson. Det speglar hur läranderesurserna modellerar berättarperspektiv i båda skrivsituationer. Trots att röd tråd begreppsliggörs i en av de grafiska modellerna har eleverna svårt att specificera hur en röd tråd realiseras i en berättelse. Deras förslag är i stället exempel på sagor utan en röd tråd. Likt tidigare studier påvisas också att elevernas skrivprocesser präglas av ett starkt fokus på lokal textnivå, trots att läranderesurserna uppmärksammar andra berättelseelement.

I svensk skrivforskning finns konsensus om att tidig skrivundervisning utmärkersig genom fokus på formalia på olika textnivåer. Metaspråksbruket för berät-tande texter varierar mellan studier som betonar olika textelement och derasfunktioner. Denna metaspråkliga glidning utgör en central utgångspunkt idenna artikel. Vi har undersökt tre grundlärares konstruktioner av textförvänt-ningar på narrativt skrivande genom textnära återkoppling med den grafiskamodellen Berättelseansiktet och lärarnas reflektioner. Vi analyserade lärarnassyn på narrativt skrivande och vilka utsnitt ur elevernas texter som lärarna anserrepresenterar olika berättelseelement. Resultatet visar att lärarna tillämpar me-taspråkliga metaforer som åsyftar olika textsegment och kommunikativa funk-tioner. Begrepp ur svenska styrdokument som ”händelser”, ”beskrivningar”och ”röd tråd” används av lärarna med skiftande fokus mellan olika textnivåeri elevernas berättelser. Vidare visar resultatet att lärarnas reflektioner präglasav ett underliggande funktionellt perspektiv på skrivande som inte fullt ut blirsynligt i deras formaliafokuserade återkoppling till eleverna.