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  • 1.
    Economou, Catarina
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Hajer, Maaike
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM). University of Applied Sciences, Utrecht, the Netherlands.
    Integrating Syrian refugee teachers into Swedish educational labour market: reflections on a fast track design2019Inngår i: Education Inquiry, E-ISSN 2000-4508, Vol. 10, nr 4, s. 385-403Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In autumn 2016, Malmö University started two “fast track” trajectories for teachers with refugee backgrounds. The participants were offered an education of 26 weeks as an introduction to the Swedish school system, consisting of content courses, professional Swedish and workplace learning. The aim of this small explorative study was to get an impression of the participants’ views and understanding of the role of becoming a teacher in Swedish schools, realising the characteristics of pedagogy aimed for in the curriculum, specifically the interaction patterns and student participation in learning processes. Main research questions addressed participants’ expectations of differences and challenges in the Swedish school context as compared to their experiences in Syrian contexts. A combination was chosen of focus groups interviews with a small number of teachers and students on their views and experiences with pupils’ involvement in classroom communication as well as quantitative data gathering. The quantitative survey measured teachers’ acquisition and participation-oriented views on learning. Open-ended reflection on learning questions was also given to the students. Results showed significant development towards more participation-oriented beliefs on learning. Interview data and written statements reveal varied differences between the Swedish context and the participants’ experiences from schools in Syria.

    Fulltekst (pdf)
    FULLTEXT01
  • 2.
    Hajer, Maaike
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Del 1. Introduktion: språkutvecklande arbetssätt i NO-ämnen2015Annet (Annet vitenskapelig)
    Abstract [sv]

    I fysik, kemi och biologi utvecklar elever kunskaper och förmågor samtidigt som de ska utveckla språket för att uttrycka dessa. NO-undervisningen kan därför gynnas av redskap och begrepp ur språkdidaktiken. Del 1 beskriver bakgrund till och särdrag i en språkutvecklande NO-undervisning utifrån ett konkret exempel. Med utgångspunkt i elevers vardagsspråk visas vägen till skolspråk och ämnesspråk med hjälp av tre nyckelord: kontextualisering, interaktion och stöttning. Här presenteras även den teoretiska bakgrunden till en språkinriktad undervisning.

  • 3.
    Hajer, Maaike
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Del 1. Introduktion: språkutvecklande arbetssätt i SO-ämnen2015Annet (Annet vitenskapelig)
    Abstract [sv]

    I denna artikel presenterar vi tankarna bakom ett språkutvecklande arbetssätt i SO, som är förankrat i läroplanen för grundskolan. Utifrån ett lektionsexempel beskrivs de utmärkande dragen i arbetssättet och hur man i SO-undervisningen kan skapa förutsättningar för elever att vidareutveckla sin språkliga repertoar av skolspråk och fackspråk.

  • 4.
    Hajer, Maaike
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Del 1. Språkutvecklande arbetssätt främjar lärande2017Annet (Annet vitenskapelig)
    Abstract [sv]

    Introducerande artikel inom Läslyftsmodulen Från Vardagsspråk till Ämnesspråk

    Fulltekst (pdf)
    FULLTEXT01
  • 5.
    Hajer, Maaike
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Onderwijs aan nieuwkomers organiseren: belangrijke inzichten en principes2016Inngår i: Nieuwkomers op school: onderwijs als startpunt voor een betere toekomst / [ed] Myriam Lieskamp, José van Loo, Annemieke Schoemaker, Uitgeverij Pica , 2016, s. 19-27Kapittel i bok, del av antologi (Annet vitenskapelig)
    Fulltekst (pdf)
    FULLTEXT01
  • 6.
    Hajer, Maaike
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Språkutvecklande arbetssätt främjar lärande2016Annet (Annet vitenskapelig)
    Abstract [sv]

    I uppdraget för grundskollärare i alla ämnen ingår det att ge elever det stöd de behöver för att nå målen i läroplanen. Eftersom språket är en viktig nyckel i allt lärande behövs en stöttande undervisning som inkluderar lärandets språkliga dimensioner. Detta gäller alla ämnen från bild och biologi till teknik. I ämnesundervisningen utforskar eleverna verkligheten och de läser, talar, diskuterar och skriver om vad de upptäcker. Så får de nya insikter och begrepp. Artikeln introducerar ett språkutvecklande arbetssätt och utvecklingen av vardagsspråk, skolspråk och ämnesspråk. Introducerande artikel till Läslyftsmodulen Från vardagsspråk till Skolspråk

  • 7.
    Hajer, Maaike
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Teaching content through Dutch as a second language: How 'Language Oriented Content Teaching' unfolded in mainstream secondary education2018Inngår i: Dutch Journal of Applied Linguistics, ISSN 2211-7245, E-ISSN 2211-7253, Vol. 7, nr 2, s. 246-263Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Within the Netherlands, Content and Language Integrated Learning (CLIL) in foreign language teaching can be considered a sibling of 'Language Oriented Content Teaching' (LOCT), a pedagogy in mainstream classes with second language learners of Dutch, where Dutch is used as language of instruction. This article characterizes two decades of research on LOCT through Dutch in multilingual schools and discusses its relevance for CLIL development. A distinctive feature is the discourse coalition between subject and language researchers, teacher educators, curriculum development staff and others. Their cooperation furthered the identification of disciplinary literacies and subject specific language pedagogies which can be seen as a renewed conceptualization of content obligatory language (Snow, Met, & Genesee, 1989). LOCT work in the Dutch context shows how content obligatory language that is relevant and feasible can be identified and included in content teachers' pedagogies, findings that might be useful for the further development of CLIL.

  • 8.
    Hajer, Maaike
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Zweden, gidsland in onderwijs aan nieuwkomers?2016Inngår i: Nieuwkomers op school: Onderwijs als startpunt voor een betere toekomst / [ed] Myriam Lieskamp, José van Loo, Annemieke Schoemaker, Uitgeverij Pica , 2016, s. 39-42Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    Specific characteristics of Swedens educational system and the reception of newcomer students are being described .

  • 9.
    Hajer, Maaike
    et al.
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Economou, Catarina
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Following a Fast Track Course for Refugee Teachers at Malmö University: Följeforskning kring Snabbspårekursen vid Malmö Högskola 2016-20172017Rapport (Annet vitenskapelig)
    Abstract [en]

    The Swedish Government aims to support newly arrived immigrants to quickly find a workplace. Fast track courses started in the autumn of 2016 at Malmö University, Faculty of Education, where newly arrived individuals with a pedagogy background are offered an education of 26 weeks. . This report describes outline, results and recommendations from a small explorative study on the participants’ reflections and understanding of the role of teachers in Swedish schools in realising the pedagogy aimed for in the Swedish national primary and secondary school curriculum, specifically the interaction patterns and student participation in learning processes. The purpose of the study - within a short intensive period of time - is to formulate feedback for teacher trainers, school supervisors and recommendations for further course development.Focus group interviews with teacher-students, non -participant observations during relevant group discussions, written statements as well as quantitative data using Knezic (2012) Questionaaire on Teacher Beliefs on Learning were gathered. Analysis shows that the role of students and teachers in learning and classroom participation patterns certainly are relevant for the Fast Track course. Not only from the beginning was it part of the course curriculum, but teachers see the struggle of participants in understanding values, relations and communication. Even participants themselves express the differences between Syrian and Swedish classrooms in this respect as important and are willing to take their role to promote active student involvement. Quantitative data confirm that participants change their beliefs on the importance of participation in learning processes. Interviews and written statements reveal that the development of understanding a new classroom climate is a complex process, that can not be simplified by conveying knowledge. It affects participants identity as a teacher. It also requires a professional language proficiency in Swedish as a medium of instruction. Connection between content courses and second language courses in the fast track should therefore be strengthened .

    Fulltekst (pdf)
    FULLTEXT01
  • 10.
    Hajer, Maaike
    et al.
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Meestringa, Theun
    Språkinriktad undervisning: en handbok2014 (oppl. 2 rev. uppl.)Bok (Annet vitenskapelig)
    Abstract [sv]

    Boken är uppdaterad och genomgående anpassad till svenska förhållanden och Lgr 11 och Lgy 11. I många klassrum finns idag elever med flerspråkig bakgrund. Undervisningen i skolans ämnen sker emellertid mest på svenska. Hur klarar skolan utmaningen att ge ämnesundervisning av hög kvalitet när det finns så stora skillnader i elevernas behärskning av svenskan? Vilka verktyg kan skolan ge lärare i alla ämnen och program för att göra undervisningen både mer effektiv och lockande? Maaike Hajer och Theun Meestringa visar hur ämneslärare kan fördjupa sin förståelse av sambandet mellan språk och lärande. Handfasta exempel och metoder skapar förutsättningar för högre måluppfyllelse för grundskolans högstadium och för gymnasiet. Stöd ges till att utforma ämnesundervisningen på ett språkutvecklande sätt, från planering och förberedelser till genomförande och utvärdering. Boken kan också användas i arbetslag för kunskapsdiskussioner om bl.a. bedömningskriterier och för att främja ämnesövergripande arbetssätt.

  • 11.
    Hajer, Maaike
    et al.
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Norén, Eva
    Teachers’ Knowledge about Language in Mathematics Professional Development Courses: From an Intended Curriculum to a Curriculum in Action2017Inngår i: EURASIA Journal of Mathematics Science and Technology Education, Vol. 13, nr 7b, s. 4087-4114Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Explicit language objectives are included in the Swedish national curriculum for mathematics. The curriculum states that students should be given opportunities to develop the ability to formulate problems, use and analyse mathematical concepts and relationships between concepts, show and follow mathematical reasoning, and use mathematical expressions in discussions. Teachers’ competence forms a crucial link to bring an intended curriculum to a curriculum in action. This article investigates a professional development program, ‘Language in Mathematics’, within a national program for mathematics teachers in Sweden that aims at implementing the national curriculum into practice. Two specific aspects are examined: the selection of theoretical notions on language and mathematics and the choice of activities to relate selected theory to practice. From this examination, research on teacher learning in connection to professional development is proposed, which can contribute to a better understanding of teachers’ interpretation of integrated approaches to language and mathematics across national contexts.

    Fulltekst (pdf)
    FULLTEXT01
  • 12.
    Hajer, Maaike
    et al.
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Olander, Clas
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Lund Nielsen, Birgitte
    Tytler, Russell
    Ramli, Zurani
    Teacher perspectives on science literacy in multilingual classrooms: multidisciplinary explorations2017Inngår i: EARLI 2017 Book of Abstracts, 2017, artikkel-id 446Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    How can different disciplinary perspectives meet and lead to a deeper understanding of science literacy learning in an educational design approach? Especially in multilingual settings, science teachers need an understanding and a repertoire to move between daily and scientific discourses and to connect new concepts and wordings to students’ daily knowledge and language in the language of instruction (Jakobsson, Mäkitalo & Säljö 2009). Understanding this learning and teaching of science literacy requires a multidisciplinary approach. In this international Roundtable session we present and discuss short video clips from teacher discussions and classroom data from the Swedish Science and Literacy Teaching (SALT) project. In specific the Clarke & Hollingworth (2002) model of teacher growth is used while analyzing. The model distinguishes between teachers personal domain of knowledge and beliefs, practice domain of experimenting in the classroom, domain of consequence including salient student outcomes and the external domain of school based professional development. Having previewed the selected video clips, presenters from two other multilingual contexts give their comments on the analytical approach drawing on their own research in science teaching in multilingual settings. The audience is invited to actively discuss the contributions of different disciplines to the analyses of these concrete science classroom data. Clarke, D. & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education 18, 948-967. Jakobsson, A., Mäkitalo, Å., & Säljö, R. (2009). Conceptions of knowledge in research on students' understanding of the greenhouse effect: Methodological positions and their consequences for representations of knowing. Science Education, 93(6), 978-995.

  • 13.
    Hajer, Maaike
    et al.
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Van Dijk, Gerald
    Specifying Knowledge About Genres for Science Teachers: An Inventory for Practical Report Writing Developed in Science Teacher Training2016Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Content and language integrated approaches advocate the inclusion of “Knowledge About Language” (KAL) in teacher training (Echevarria, Vogt, & Short, 2013; Love & Humphrey, 2012). Content teachers and their professional developers need to see the relevance of KAL for each particular subject and understand language as a meaning making tool. In practice, both groups tend to limit their language focus to subject vocabulary (Phillips & Norris, 2009). Therefore, to broaden teachers’ understanding of the scope of academic language, KAL needs to be specified. One strategy to do so may be with the tools offered by systemic functional linguistics (SFL) (Halliday, 2004; Rose & Martin, 2012; Seah, Clarke, & Hart, 2011; Christie & Derewianka 2008). SFL is receiving growing attention in Europe, but widespread acceptance is lacking because its complex metalinguistic terminology puts high demands on content teachers and can lead to resistance. This paper reports on an educational design research project (Van Aken & Andriessen, 2011) in science teacher training in the Netherlands in which an inventory of science language was constructed collaboratively by linguists and science pedagogy experts. The science lab report (hereafter Practical Report) was chosen as an important text type that reflects substantive science content and epistemic knowledge. An SFL-based analysis of lab reports as a genre was adapted in the Practical Report Analysis Inventory which provides task demands that teachers can use to select specific aspects of science language, explicate these aspects during instruction, and provide feedback to students in their scientific writing. We argue that to be successfully included in a content teacher training curriculum, selected KAL should meet three criteria: relevance—be relevant for the subject, comprehensiveness—reflect a functional and integrated view of language, and manageability—be straightforward in wording and in practical use for teachers when planning and delivering lessons. 

  • 14.
    Olander, Clas
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Hajer, Maaike
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Jakobsson, Anders
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Teachers’ reflections on science education from a language perspective2019Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Previous research has pointed to the benefits for students’ learning when language and literacy perspectives are included in science teaching. This extends the level of specific scientific vocabulary, but can be understood in a broader sense as increasing students’ competence of dynamically using registers in different functional contexts. In this paper, we explore teachers’ understanding of the role of language in science instruction and investigate which aspects of this role teachers emphasize when discussing students’ learning. The data consists of observations and documentation of teachers’ discussions during an in-service training course about language and literacy perspectives in science teaching. The analysis reveals the existence of different approaches or categories when it comes to including language perspectives in teaching science. The results suggest that teachers tend to interpret the inclusion of language and literacy perspectives as an increased focus on scientific concepts. Another common approach was to prompt students to replace everyday expressions with scientific ones. However, language and literacy perspectives comprise a wide range of aspects such as creating a relationship between everyday expressions and scientific language, understanding the use of hybrid languages and highlighting a general vocabulary. We conclude that there is a need to continue discussing how different aspects of language and literacy may help strengthen students’ engagement and learning in science.

  • 15.
    Olander, Clas
    et al.
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Hajer, Maaike
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Johansson, Sofie
    Jakobsson, Anders
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Karlsson, Annika
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Kouns, Maria
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Lyngfelt, Anna
    Nygård Larsson, Pia
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Development of scientific literacy: A multidisciplinary study in multilingual secondary schools2017Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Around the world, programs have been developed for science teachers’ work on literacy in multilingual settings with the assumption that science teachers need an understanding and a repertoire to move between daily and scientific discourses. This poster presentation reports from a project which aims to gain a better understanding of the development of literacy in science teaching through the study of meaning construction in multilingual secondary classrooms in which teacher, students and texts interact. To that end, leading experts in the field of text analyses, science pedagogy, second language learning and educational linguistics, join their forces in a double case study. These different perspectives on scientific literacy are starting point for small-scale interventions that analyses the interaction of teacher, student and task characteristics. Data is generated through mixed-method approach and include video recording of teachers planning meetings and classroom practice (whole class and student group work) along with questionnaires. Furthermore is students’ written work collected and interviews with teachers and focus group interviews with students. The quantitative data comprises of multiple-choice tests where three types of words chosen from students’ textbooks are probed: science concepts, homonyms and general academic words. The preliminary results indicate that time spent in the Swedish school system is decisive; it is almost a linear correlation between results on word tests and the time the students have learned Swedish. Furthermore, it seems that the general academic words raise the greatest challenges. The analysis of the teachers’ professional development make use of the interconnected model for professional growth (Clarke & Hollingsworth, 2002) and the results indicate that although the teachers had extensive experience in teaching multilingual students they broaden their competence with new insights an teaching strategies.

    Fulltekst (pdf)
    FULLTEXT01
  • 16. Van Dijk, Gerald
    et al.
    Hajer, Maaike
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Teaching the Language of Technology: Toward a research agenda2018Inngår i: Handbook of Technology Education / [ed] Marc de Vries, Springer, 2018, s. 537-549Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    At all levels of technology education language plays an important role. This chapter combines insights from applied linguistics, the philosophy of technology and the pedagogy of technology to explore characteristics of the specific language requirements of technology and the way in which students can be guided in the intertwined development of subject and language. More than traditional grammar, Systemic Functional Linguistics offers tools to describe the language of technology as a multimodal resource for meaning making, including textual (oral and written) and graphical modes. Elaboration of writing tasks that are closely related to ‘designing’ and ‘systems thinking’ reveals that language demands can only be understood from a content perspective. These demands depend on choices for pedagogy and orientations to technology education: vocational skills training could ask for writing tasks describing procedures, while orientations towards technological literacy could result in texts that discuss the impact of technologies on societies. The chapter further outlines content and language integrated approaches and discusses their potential for teaching technology, taking into account the specific position of learning at the edge of school and work place. What these approaches have in common is that technology and engineering teachers need knowledge about language, that can be considered part of pedagogical content knowledge. The chapter concludes with a broad outline for further multidisciplinary research and development.

  • 17.
    van Dijk, Gerald
    et al.
    Utrecht University of Applied Sciences.
    Sacha, Tippel
    Utrecht University of Applied Sciences.
    Hajer, Maaike
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM). Malmö universitet, Disciplinary literacy and inclusive teaching. Utrecht University of Applied Sciences.
    From High to Low Voltage: A genre approach for teaching to write about designing2018Inngår i: Research and Practice in Technology Education:: Perspectives on Human Capacity and Development: Proceedings of the 36th International Pupils’ Attitudes Towards Technology Conference / [ed] N. Seery; J. Buckley; D. Canty; J. Phelan, Athlone Institute of Technology , 2018Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Using language adequately within specific content areas can be challenging for students. In this study a curricular design was developed through a series of trials, with the aim to arrive at general principles for a pedagogy that helps students to write about an engineering (electronics) design. The curricular design was theoretically anchored in ‘genre pedagogy’ and in the pedagogy of engineering and technology. The interventions were carried out by one experienced teacher in one course, during three consecutive cycles of trialing and improving the curricular design. Qualitative data were analyzed using theory-based codes as well as codes that emerged from the data. The resulting design principles for teaching to write about (engineering) design are categorized as: setting a functional writing task, scaffolding the writing process, and a relevant, complete and feasible focus on language. For each of these, specifications are described.

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