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Wärnsby, Anna, Associate ProfessorORCID iD iconorcid.org/0000-0003-3352-4102
Publications (10 of 38) Show all publications
Lindberg, Y., Wärnsby, A., Nordenstam, A. & Persson, M. (2024). Culture on the move: Language and Literature as Vectors for Cultural Empowerment in Swedish Education. Educare (1), 1-10
Open this publication in new window or tab >>Culture on the move: Language and Literature as Vectors for Cultural Empowerment in Swedish Education
2024 (English)In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 1, p. 1-10Article in journal (Refereed) Published
Abstract [en]

Nowadays, transformations of cultures and languages are increasingly noticeable due to heightened international mobility and intensified global communication and information flows. How such transformations play out and are met in Swedish education is a pressing topic to address to ensure relevant and inclusive quality education for all. The theme of this special issue, Culture on the Move, foregrounds language and literature both as pedagogical tools and disciplinary fields necessary for learning to live and work in a culturally diverse world. The contributions stem from the initial activities within the graduate school “Culturally Empowering Education through Language and Literature” (CuEEd-LL). Centre-staging teaching and learning in Swedish education, the articles in this issue present a range of inroads into how language and literature can be used to support cultural diversity among pupils, students and teachers since cultural diversity is steadily gaining attention both as a resource and a challenge in education and society.

Place, publisher, year, edition, pages
Malmö University Press, 2024
National Category
Pedagogy
Identifiers
urn:nbn:se:mau:diva-65771 (URN)10.24834/educare.2024.1.1263 (DOI)
Available from: 2024-02-06 Created: 2024-02-06 Last updated: 2024-02-06Bibliographically approved
Lindberg, Y., Wärnsby, A., Nordenstam, A. & Persson, M. (2024). Letter from the guest editors. Educare (1), i-ii
Open this publication in new window or tab >>Letter from the guest editors
2024 (English)In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 1, p. i-iiArticle in journal, Editorial material (Other academic) Published
Abstract [en]

This special issue consists of five position papers, four articles and two essays covering diverse aspects of the theme Culture on the Move that foregrounds language and literature both as pedagogical tools and disciplinary fields necessary for learning to live and work in a culturally diverse world. The contributions stem from the initial activities within the graduate school “Culturally Empowering Education through Language and Literature” (CuEEd-LL). Centre-staging teaching and learning in Swedish education, the texts in this issue present a range of inroads into how language and literature can be used to support cultural diversity among pupils, students and teachers since cultural diversity is steadily gaining attention both as a resource and a challenge in education and society.

Place, publisher, year, edition, pages
Malmö University Press, 2024
National Category
Pedagogy
Identifiers
urn:nbn:se:mau:diva-65773 (URN)
Available from: 2024-02-06 Created: 2024-02-06 Last updated: 2024-02-06Bibliographically approved
Christensen, J. & Wärnsby, A. (2023). Reflective Writing in Course Design for Active Learning in Social Work Education. Journal of social work education, 59(3), 756-771
Open this publication in new window or tab >>Reflective Writing in Course Design for Active Learning in Social Work Education
2023 (English)In: Journal of social work education, ISSN 1043-7797, E-ISSN 2163-5811, Vol. 59, no 3, p. 756-771Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
Routledge, 2023
Keywords
reflective writing, active learning, social work education
National Category
General Language Studies and Linguistics Educational Sciences Social Work
Identifiers
urn:nbn:se:mau:diva-60714 (URN)10.1080/10437797.2023.2213285 (DOI)001007690800001 ()2-s2.0-85161888848 (Scopus ID)
Available from: 2023-06-14 Created: 2023-06-14 Last updated: 2023-10-18Bibliographically approved
Cutrim Schmid, E., O'Dowd, R., Rogaten, J., Vinagre, M., Torres, L., Wärnsby, A., . . . Gutiérrez, B. F. (2022). Experimentation Protocol of the VALIANT Project.
Open this publication in new window or tab >>Experimentation Protocol of the VALIANT Project
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2022 (English)Report (Other academic)
Abstract [en]

About the VALIANT project:

VALIANT is a European Policy Experiment under Erasmus+ KA3 (EACEA/38/2019): Priority 3 - Strengthening teacher training and education by using the opportunities of new technologies (School education). The policy measure in this experimentation, Virtual Innovation and Support Networks, are defined as Virtual Exchange programmes which bring together teachers, student teachers and experts in facilitated online collaboration around real-world educational issues. VALIANT’s first objective is to test the efficiency of Virtual Innovation and Support Networks as an approach which will contribute to overcoming teachers’ sense of isolation and low motivation in rural areas and isolated contexts and also to developing teachers’ ability to operate effectively in online international networks of professional collaboration. The second objective of the experimentation is to test the efficiency of this form of Virtual Exchange for providing students of Initial Teacher Education with access to the realities of the teaching profession through regular interaction with in-service teachers integrated into their study programme.

About this publication:

This research protocol contains a detailed description of the tools and procedures which are used in the VALIANT experimentation. It includes all the elements that have been recommended in the guide to social experimentation (J-Pal Europe, 2011): a) the principles and procedures for identification and selection of the groups of participants; b) the size, type, and features of the group of participants; c) the timing of the field trials; d) evaluation plans; e) the evaluation benchmarks and qualitative and quantitative indicators and finally f) the monitoring and quality control measures and ethical guidelines.

Publisher
p. 19
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-50829 (URN)
Projects
VALIANT Erasmus+ KA3 626134-EPP-1-2020-2-ESEPPKA3-PIPOLICY
Available from: 2022-03-30 Created: 2022-03-30 Last updated: 2022-03-31Bibliographically approved
Olsson Jers, C. & Wärnsby, A. (2022). Hinder och frihet: Forskarstuderande reflekterar över actio och pronuntiatio i forskningskommunikation. Rhetorica Scandinavica (84), 23-38
Open this publication in new window or tab >>Hinder och frihet: Forskarstuderande reflekterar över actio och pronuntiatio i forskningskommunikation
2022 (Swedish)In: Rhetorica Scandinavica, ISSN 1397-0534, E-ISSN 2002-7974, no 84, p. 23-38Article in journal (Refereed) Published
Abstract [en]

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

Abstract [sv]

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

Place, publisher, year, edition, pages
Retorikförlaget, 2022
Keywords
actio, pronuntiatio, research communication, postgraduate education
National Category
Learning General Language Studies and Linguistics
Research subject
Science education
Identifiers
urn:nbn:se:mau:diva-56037 (URN)10.52610/xvlb9681 (DOI)
Available from: 2022-11-15 Created: 2022-11-15 Last updated: 2024-01-17Bibliographically approved
Wärnsby, A. (2022). Letter from the Editor. Educare (4), I-IV
Open this publication in new window or tab >>Letter from the Editor
2022 (English)In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 4, p. I-IVArticle in journal, Editorial material (Other academic) Published
Abstract [en]

The current issue consists of six articles and a position paper covering diverse aspects of educational issues: preschool teachers discussing physics in preschool, the role of Swedish as a second language (SSL) teachers in language introduction programmes, undergraduate Swedish EFL (English as a foreign language) critical thinking skills online, the need of a developed conceptual framework to describe preschool teachers leadership in preschool and within education and research, the emergence of learning in dating television, smartphones as a resource for adult immigrants' multi modal text production and VTS (Visual Thinking Strategies) in a Swedish EFL classroom.

Place, publisher, year, edition, pages
Malmö: Malmö universitet, 2022
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-56634 (URN)
Available from: 2022-12-13 Created: 2022-12-13 Last updated: 2023-03-28Bibliographically approved
Malmbjer, A., Olsson Jers, C. & Wärnsby, A. (2022). Vikten av ett nationellt professionsspråk för teori- och praktikutveckling i svensk högre utbildning: Exemplet forskning om respons på studenters skriftliga och muntliga framställning. Educare (3), 62-74, Article ID 3.
Open this publication in new window or tab >>Vikten av ett nationellt professionsspråk för teori- och praktikutveckling i svensk högre utbildning: Exemplet forskning om respons på studenters skriftliga och muntliga framställning
2022 (Swedish)In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 3, p. 62-74, article id 3Article in journal (Refereed) Published
Abstract [en]

 

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

Place, publisher, year, edition, pages
Malmö: Malmö universitet, 2022
Keywords
professionsspråk, publiceringsspråk, respons, skriftlig och muntlig framställning, högre utbildning
National Category
Educational Sciences General Language Studies and Linguistics
Identifiers
urn:nbn:se:mau:diva-50274 (URN)10.24834/educare.2022.3.3 (DOI)
Available from: 2022-02-17 Created: 2022-02-17 Last updated: 2023-03-28Bibliographically approved
Wärnsby, A. (2021). Letter from the Editor. Educare (4), i-iv
Open this publication in new window or tab >>Letter from the Editor
2021 (English)In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 4, p. 4p. i-ivArticle in journal, Editorial material (Other academic) Published
Abstract [en]

This December issue consists of eight articles. In focus are several pertinent educational questions: how pre-service teachers’ reflect on interculturality prompted by an international virtual exchange (VE), how control is divided between preschool teachers and special educational needs coordinators (SENCOs) when dealing with special needs children, what parents’ reflections are on the transition of their children from preschool to school, how teacher feedback promotes the development of mathematical reasoning in secondary school pupils, how the concept of systematic leadership is addressed in recent Nordic research on kindergartens, what work preconditions school-age educare teachers have for support and development of pupils in leisure centres, how preschool teachers develop professional knowledge within the preschool context and, finally, what classroom management choices teachers report making.

Place, publisher, year, edition, pages
Malmö: Malmö universitet, 2021. p. 4
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-47246 (URN)
Available from: 2021-12-06 Created: 2021-12-06 Last updated: 2023-03-28Bibliographically approved
Wärnsby, A. (2021). Letter from the Editor. Educare (3), i-iii
Open this publication in new window or tab >>Letter from the Editor
2021 (English)In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 3, p. 3p. i-iiiArticle in journal, Editorial material (Other academic) Published
Abstract [en]

This summer issue consists of seven articles and a position paper. In focus in this issue are several pertinent educational questions: how the concept of proven experience shapes teaching practice in school, how professional orality should be viewed from ethical perspectives, what is the essential meaning of joy in learning, how pupils develop narrative competencies and identities through consuming and producing stories in various forms, in what ways the Swedish minorities are represented in the steering documents (Lgr11), how taste can be reconceptualised to contribute to sustainable food consumption, what teaching means for pre-school and school-age recreation leaders and how PE teachers legitimise pupils’ writing in their subject.

Place, publisher, year, edition, pages
Malmö: Malmö universitet, 2021. p. 3
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-47245 (URN)
Available from: 2021-12-06 Created: 2021-12-06 Last updated: 2023-03-28Bibliographically approved
Wärnsby, A. (2021). Letter from the Editor. Educare (2), i-iii
Open this publication in new window or tab >>Letter from the Editor
2021 (English)In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 2, p. 3p. i-iiiArticle in journal, Editorial material (Other academic) Published
Place, publisher, year, edition, pages
Malmö: Malmö universitet, 2021. p. 3
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-47244 (URN)
Available from: 2021-12-06 Created: 2021-12-06 Last updated: 2023-03-28Bibliographically approved
Projects
Measuring Progression: BA and MA Theses at the Faculty of Education and Society, Malmö University; Malmö University
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-3352-4102

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