Malmö University Publications
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  • 1.
    Lundström, Stefan
    et al.
    Luleå tekniska universitet.
    Svensson, Anette
    Jönköping University, Språk-, litteratur- och mediedidaktik.
    Ungdomars fiktionsvanor2017In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 2, no 5, p. 30-51Article in journal (Refereed)
    Abstract [en]

    This article reports on a questionnaire study conducted among Swedish teenagers aged 17-18. The study aims to map out their use of fictional texts through various media forms in the two contexts school and recreational time. The study, which has a quantitative approach, focuses on mediation, gender, and study orientation, when exploring the media habits of Swedish teenagers. The results show that although the participants read fiction, they spend much more time using fictional texts in other media forms, such as computer games, TV-series, and films. Gender differences are visible in that men play computer games and women read literature to a greater extent. There are few prominent differences concerning the choice of educational programme. Instead, the results show that divergence should be considered on an individual level, and that large differences in media use can occur within the same school class. The results are discussed from a media ecological as well as a mediatization perspective, and in relation to an educational context.

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  • 2.
    Nygård Larsson, Pia
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    "Jättebästa svenskan" - tillgång till ett funktionellt språk i varje skolämne2011In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, no 6, p. 30-41Article in journal (Other academic)
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  • 3.
    Nygård Larsson, Pia
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Språklärare i NO-undervisning? Ämneslitteracitet och integrerat kunskapsbyggande i språkligt heterogena klassrum2022In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 10, no 2, p. 26-54Article in journal (Refereed)
    Abstract [en]

    The purpose of the article is to contribute knowledge about how disciplinary knowledgeand literacy in linguistically diverse classrooms can be discerned and promoted. Thearticle presents analyses of how a science teacher explores methods for teaching content, language and texts in a grade 7, and how a Swedish teacher leads the reading froma textbook in the classroom. The data has mainly been collected through observationsand video and audio recordings, and has partly been developed through a collaborationbetween the science teacher and the researchers. The concept semantic waves is used toanalyse, discuss and problematize the results. The results contribute to the understanding of teachers’ pedagogical attempts to promote students’ disciplinary knowledgeand language. The paper exemplifies and discusses opportunities and limitations for anengaging and integrated knowledge-building in science teaching and in collaborationwith other teachers.

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  • 4.
    Rosenbaum, Cecilia
    et al.
    Jönköping University, Högskolan för lärande och kommunikation.
    Runesson Kempe, Ulla
    Jönköping University, Matematikdidaktisk forskning.
    Svensson, Anette
    Jönköping University, HLK, Lärandepraktiker i och utanför skolan (LPS).
    Rikta blicken mot texten2021In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 9, no 1, p. 31-49Article in journal (Refereed)
    Abstract [en]

    In Swedish research on reading instruction, it has been emphasized that students already in middle school (grades 4-6) need to develop literary competence and receive guidance on how they can process a text in order to develop in-depth reading comprehension. The aim of the article is to contribute with knowledge regarding how teaching that aims to develop the ability to draw conclusions about a fictional protagonist’s character traits can be designed. A specific activity focusing literature education that was developed within the framework of a Learning study in grades 4 and 5 was studied in more detail. The purpose of the teaching unit was that the students would develop their abilities to draw conclusions about a protagonist’s character traits in a fictional text. 15 hours of video-recorded lessons, where the same story was used in all cycles, were analyzed using variation theory. The analysis shows that the different cycles offered different learning opportunities depending on how the teacher gave instructions to the learning activity, how the task was formulated and designed, if the text and the protagonist’s character traits came into focus and related to each other, and which aspects were opened up as dimensions of variation.

  • 5.
    Rosenbaum, Cecilia
    et al.
    Jönköping University, Högskolan för lärande och kommunikation.
    Svensson, Anette
    Jönköping University, HLK, Communication, Culture and Diversity (CCD).
    Söderberg, Eva
    Högskolan Dalarna.
    En väv av förståelse: Mellanstadieelevers utsagor om sin fiktionsläsning2022In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 10, no 1, p. 119-139Article in journal (Refereed)
    Abstract [en]

    The aim of the article is to illustrate which literary observations nine pupils in year four express when they read the story "The Dragon with the Red Eyes" by Astrid Lindgren (1980), and how these observations can contribute with knowledge regarding what the lessons can be based on, and which aspects can be used when literature education is planned and carried out in middle school. The data material consists of nine semi-structured interviews that were transcribed. The interviews are analyzed based on Langer’s (2017) stances of envisionment as expressed by the interviewed pupils. Thereafter, the pupils’ envisionment building is discussed in relation to literary competence. The study shows that the interviewed pupils’ reading processes are dialogic and that they add their personal experiences to the reading process at the same time as they relate to the text’s approach to textual conventions.

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  • 6.
    Sandgaard-Ekdahl, Hanna
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    ”Det fattas jättemycket” – genreteoretiska perspektiv på vuxna andraspråkselevers texter och responssamtal2022In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 10, no 2, p. 55-87Article in journal (Refereed)
    Abstract [en]

    ”Lots of things are missing”: Genre-theoretical perspectives on adult second-language students working with feedback and argumentative texts.

    The article contributes knowledge about functional aspects of adult second-language students working with writing feedback and argumentative texts. It was conducted in basic adult education, which is underrepresented in writing pedagogy research. The material consists of recorded feedback discussions in small groups and the student texts the discussions were based on. The study highlights the aspects of text the students focused on in the discussions and the aspects that could further strengthen the argumentation. In the analysis, systemic-functional genre theory is used. The result shows that the students identified areas of improvement based on the genre structure the teaching had focused on. However, the students had difficulties in identifying how the genre structure could be developed in a functional way. The study gives theoretical tools to highlight patterns of language on a local text level to support second-language students writing development.

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  • 7.
    Sjöström, Jesper
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    En praktisk-teoretisk veten­skap för lärare som bas för kraftfullt professionskunnande2023In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 11, no 1, p. 107-111Article in journal (Other academic)
    Abstract [sv]

    Reflekterande kommentar till temanumret ”Kraftfull professionskunskap i ämnesundervisning”.

    ”Lärarnas vetenskap” har getts olika namn såsom pedagogik, utbildningsvetenskap, didaktik och pedagogiskt arbete. Artikelförfattaren föredrar didaktik som namn.

    Didaktik, inkluderande ämnesdidaktik, kan ses som lärarnas centrala kunskapsområde (bl.a. Sjöström & Tyson, 2022). Kärnan i didaktik är didaktiska teorier och modeller. Didaktiska teorier för lärarprofessionen liksom didaktiska modeller kan ses som en brygga mellan teoretiska perspektiv å ena sidan och undervisningspraktik å andra sidan. Didaktiska modeller bidrar med teorigrundade lärarprofessionsstöd för informerade och reflekterade (ämnes)didaktiska val. De kan även ses som ”organisatör” och förmedlare av ”kraftfull professionskunskap”. Det är dock först vid användningen och i mötet med erfarenheter och praktik som professionskunskapen blir del av ett kraftfullt professionskunnande.

    Artikeln innehåller en niofältstabell/karta över ”lärarnas vetenskap”. Ämnesdidaktik, som finns i centrum av tabellen och som fokuserar på innehåll i relation till undervisning, får näring av andra områden av ”lärarnas vetenskap” såsom läroplansteori, lärandeteori, pedagogisk filosofi, utbildningssociologi och metodik.

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  • 8.
    Svensson, Anette
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Jönköping University, HLK, Communication, Culture and Diversity (CCD).
    ”Lager på lager” – att möjliggöra och synliggöra kommunikativa, kreativa och narrativa kompetenser2022In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 10, no 1, p. 55-77Article in journal (Refereed)
    Abstract [en]

    In the study, a teaching design that focuses on stories in various forms of expression is applied in the first-grade classroom. The aim of the study is to examine teachers’ and pupils’ experiences of working with this teaching design in order to contribute with knowledge regarding how story-centred teaching can make possible and make visible pupils’ communicative, creative, and narrative competencies. In line with design-based research, an objective with the study is to bridge the gap between research and the educational practice, as well as to develop the educational practice. The results of the study show that working with a story through reception and production in various aesthetic and medial forms of expression make possible pupils’ communication, creative production, and deeper understanding of the story. Stories are strong resources for teaching and learning in the primary school classroom. Story-centred teaching can make possible and make visible pupils’ narrative competence, but in order for that to happen, there is a need for teaching that is flexible, particularly regarding time frames and directions.

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  • 9.
    Svensson, Anette
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Jönköping University, HLK, Communication, Culture and Diversity (CCD).
    Söderberg, Eva
    Högskolan i Dalarna.
    Gästredaktionell kommentar2022In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 10, no 1, p. 3-6Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Inledande stycke: Detta temanummer av Forskning om undervisning och lärande sätter litteraturdidaktiska perspektiv på berättelser för barn och unga i centrum. Dessa berättelser hör till den stora och mångskiftande kategori texter som rubriceras barn- och ungdomslitteratur och som inom sig rymmer olika genre och medier, liksom skiftande estetiska uttryck. I de senaste decenniernas böcker för unga, till exempel bilderböcker, finns berättelser som många gånger är estetiskt avancerade, berättartekniskt intressanta, mångtydiga och som tar upp både vardagliga och mer komplicerade ämnen (se Kåreland, 2021).

  • 10.
    Tallberg Broman, Ingegerd
    Malmö högskola, School of Teacher Education (LUT), Children-Youth-Society (BUS).
    Gränsöverskridande skola och egenansvariga barn2011In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, no 6, p. 74-84Article in journal (Other academic)
    Abstract [en]

    The article presents the the very high expectations on school in a society charachterized by globalisation, migration, medialisation, segregation. Different social and pedagogical practices are developed locally, or made avaliable at the market, to meet some av these challenges. The need for more knowledge, research, support and teacher training is obvious.

  • 11.
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    ”Den här föräldern smörjer tant Mittiprick litegrann”– integrerat läsande och skrivande under ett litteraturarbete i årskurs 32021In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 9, no 1, p. 5-30Article in journal (Refereed)
    Abstract [sv]

    I denna studie undersöker jag litteracitetspraktiker i en årskurs 3 när en skolbibliotekarie leder högläsning av barnboken, Tant Mittiprick, och följer upp läsningen med enskrivuppgift. Empiriska data har insamlats genom observationer och transkriberadeljudinspelningar. I analysen integreras ramverk för litteracitetspraktiker och språkligametafunktioner samtidigt som det kusliga (umheimlich) synliggörs som ett barnboksspecifikt inslag. Resultatet visar att ett förståelsearbete under högläsningssamtalen försvidare i det skrivpedagogiska upplägget, där eleverna skriver brev till varandra och träderin i olika roller baserade på boken. Under genomgångar och återkopplande samtal görseleverna uppmärksamma på hur de behöver utveckla ett relevant innehåll, använda enpassande röst och följa ett ändamålsenligt informationsflöde. Möjligheten att förankrabåde läsandet och skrivandet i en kritisk och kreativ förståelse för barnbokens framställning och typiska drag diskuteras.

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    integrerat läsande och skrivande under ett litteraturarbete i årskurs 3
  • 12.
    Walldén, Robert
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Genrekunskaper som ett led i läsförståelsearbetet: textsamtal i årskurs 1 och 62019In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 7, no 2, p. 95-110Article in journal (Refereed)
    Abstract [en]

    This study focuses on text talk in school year 1 and 6, with the purpose of exploring how classroom communication around written genres can promote the use of reading strategies. The empirical data has been collected through observations, voice recordings and collection of texts used in teaching, whereas the analysis is based on genre theory and frameworks for literacy and reading comprehension. The participating teachers teach according to principles of genre pedagogy. The result shows how knowledge about genre structures and logical connections uphold a point of reference in the interaction based on narrative texts and discussions. Secondly, it shows how this point of reference can contribute to using questioning, summarising, clarifying, evaluating and predictive reading strategies. Thus, genre knowledge can be a basis for objectifying texts used in teaching and at the same time promote negotiation of their meanings.

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  • 13.
    Walldén, Robert
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Genrer och språkliga resurser i grundskolans läromedel: ett funktionellt perspektiv2017In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 5, no 2, p. 100-120Article in journal (Refereed)
    Abstract [en]

    This article investigates how five textbooks instruct about genre structures, logical connections and resources for evaluative descriptions. It also gives theoretical tools for considering the relation between form and function in teaching genre. The analysis was conducted by relating the specific linguistic areas to relevant systemic-functional and genre-theoretical categories. The result shows a weak connection between form and function in the instructions of the textbooks, where descriptions of genre structures are either too vague or too specific to be applied effectively within the relevant genres. Furthermore, logical connections are modelled in contexts where they are not necessitated, while modelling of resources for evaluative descriptions are restricted to adjectives. A contribution from the article is to show how the functional basis of instructions may be improved by greater attention to relations between linguistic resources and communicative needs, as well as by applying perspectives transcending grammatical categories.

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