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  • 1.
    Asklund, Jonas
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Varför ska jag inte berätta? Litteraturarbete som språkintroduktion2018In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 2, p. 90-106Article in journal (Refereed)
    Abstract [en]

    Discussions about books and ways of reading play an important role in the curriculum for the Swedish secondary school system. In an intervention study based on a series of book discussions of an easy reader novel, I investigated the cooperation between a group of Swedish language learners aged 16 to 19, their teacher in the introduction program for newcomers, and the school librarian. Based on my function as a teacher educator, and drawing on the current research in literature didactics, I planned and carried out six discussions where different reading strategies and methods were used. Using the concept of third space (Gutiérrez, 2008; Skerrett, 2010b) and interpersonal space(Cummins, 2000), I discuss the students’cognitive and emotional responses to the story we shared, and reflect upon the way these discussions have developed. Semi-structured interviews with five students, a teacher, and a school librarian constitute the data for this study. The analysis of the data indicates that the leader of the group discussion is instrumental in helping the participants shift between different perspectives, try out new roles, and transgress different boundaries, thereby offering the group different emotional, cognitive and linguistic challenges. 

  • 2.
    Cederlund, Katarina
    et al.
    Högskolan Väst, Trollhättan, Sverige.
    Sofkova Hashemi, Sylvana
    Göteborgs Universitet, Göteborg, Sverige.
    Multimodala bedömningspraktiker och lärares lärande2018In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, Vol. 2018, no 1, p. 43-68Article in journal (Refereed)
    Abstract [en]

    The article reports on a study where teachers in early primary school were presented to tools to approach texts and meaning-making from a multimodal perspective. The study aims to develop knowledge of enabling and constraining factors for the development of a multimodal assessment practice. To do so, we examine how teachers’ understanding of quality in students’ multimodal texts is manifested in assessments, and how this relates to available tools. The findings are discussed with the help of Bernsteins (1990; 2000) theoretical framework and focus on the conditions for teachers work and learning. The study demonstrates teachers’ attention to multimodal text quality as ability to follow writing conventions, organize text and communicate content with several interacting resources. Available tools shape and broaden what is noticed. However, to give content to the meta-language further knowledge on the use of different semiotic resources is needed. The study hereby raises the importance of interdisciplinary perspective on multimodal assessment.

  • 3.
    Fåhraeus, Anna
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Fiction as a Means for Understanding the Dynamics of Empathy: A 3-year Empirical Study with Students2020In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 3, p. 46-76Article in journal (Refereed)
    Abstract [en]

    The current study investigated whether the reflective reading of fiction can provide an experiential definition of empathy to supplement more traditional concept analyses. A secondary aim was to look at the rates of absorption (loss of time and space) relative to the rate of reported empathic engagement. Based on earlier studies on reading fiction as an engagement in a social simulation, it was predicted that because fiction is a controlled experience, reading and talking about fiction could provide a forum in which to examine actual experiences of empathy elicitation in relation to an evolving situation. A survey was conducted with 210 student participants over a three-year period. The results show that the empathetic response to narrative is affected in a variety of ways by the presence or absence of an initial sense of affinity and by cognitive input over time, that is, the changing perception of characters and the situations with which they are confronted. Adept readers are more likely to experience absorption, and those who experience absorption are more likely to be empathetically responsive to input and changes in a situation. Empathetic emotions and cognitive empathy can be experienced for multiple objects simultaneously in one situation and relate to past events and potential futures, but they also shift from object to object.

  • 4. Godhe, Anna-Lena
    et al.
    Magnusson, Petra
    University of Kristanstad, Kristanstad, Sweden.
    Sofkova Hashemi, Sylvana
    University of Gothenburg, Gothenburg, Sweden.
    Adequate Digital Competence: Exploring Revisions in the Swedish National Curriculum2020In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 2, p. 74-91Article in journal (Refereed)
    Abstract [en]

    This paper explores how digital competence is conceptualized in recent revisions in the curriculum for Swedish compulsory school. Four themes are identified based on a thematic content analysis of the revisions in the subject descriptions: use of digital tools and media, programming, critical awareness and responsibility. The distribution of the thematic revisions differs among the subjects, but the most dominating theme, permeating all the subjects, concerns the tool-oriented use of digital tools and media. This strong dominance of operational perspective tends to narrow the conceptualization compared to international definitions and frameworks of digital competence.

  • 5.
    Godhe, Anna-Lena
    et al.
    Malmö University, Malmö, Sweden.
    Sofkova Hashemi, Sylvana
    Halmstad University, School of Education, Humanities and Social Science. University of Gothenburg, Gothenburg, Sweden.
    Stenliden, Linnea
    Linköping University, Linköping, Sweden.
    Texts, Information and Multimodality in the Digital Age2022In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 1, p. 1-7Article in journal (Refereed)
    Abstract [en]

    In the last three decades, the development of digital technology, and not least the Internet, has affected how we communicate, make meaning, and learn, both on an individual and on societal levels. Changes in communication patterns also coincide with increased globalization, changes in production and economic conditions. What drives what is difficult to ascertain, but all factors impact the educational system and contribute to the changing conditions for teaching and learning. Teaching nowadays involves the use and incorporation of digital technologies where learning increasingly becomes a matter of student-active participation, collaboration and sharing. Moreover, students need to be able to interpret information from a diversity of sources and media, formulate questions for this content and solve problems (Binkley et al., 2012; EU, 2017; Godhe et al., 2020). This special issue aims to showcase digital approaches to communication with the help of case studies that illuminate how text, information and multimodality in the digital age shape and influence education.Article Details 

  • 6.
    Lindgren, Monica
    et al.
    Högskolan för scen och musik, Göteborgs universitet, Göteborg, Sverige.
    Ericsson, Claes
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Diskursiva legitimeringar av estetisk verksamhet i lärarutbildningen2013In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, Vol. 1, no 1, p. 7-40Article in journal (Refereed)
    Abstract [en]

    The purpose of this article is to discuss current discourses inscribed in the practice of aesthetic courses in Swedish teacher training for compulsory school. The discussion is based on data including 19 focus group interviews with teachers and students at 10 Swedish teacher education institutes. Our analysis shows that an academic discourse focusing on theory, reflection and textual production exists alongside a discourse of skills-based practice. A third discourse, characterized by subjectivity and relativism vis à-vis the concept of quality, is also found in the material. Finally, a therapeutic discourse is articulated and legitimized based on an idea that student teachers should be emotionally balanced. In the article, contextual and ideological factors, as well as techniques of governance, are discussed in relation to the constructions found in the empirical material.

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  • 7.
    Lundblad, Thomas
    et al.
    Olympia School, Helsingborg, Sweden.
    Malmberg, Claes
    Malmö University, Malmö, Sweden.
    Areskoug, Mats
    Malmö University, Malmö, Sweden.
    Jönsson, Per
    Malmö University, Malmö, Sweden.
    Dialogic manifestations of an augmented reality simulation2013In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, Vol. 2, p. 45-63Article in journal (Refereed)
    Abstract [en]

    In this paper we focus on the use of a combination of socio-scientific issues (SSI) and simulations. We have developed an augmented reality (AR) simulation called Transformer. The SSI narrative in Transformer concerns an electric transformer station situated in an area close to a planned new campus. Students’ task is the issue if it is advisable to build a campus area. The simulation is organized as a role-play. The students take part in groups, playing one of five different roles. The aim of this study is to explore students’ ways of using knowledge in relation to the AR simulation. We investigate how students integrate science and other knowledge in the debate constituting the final part of the role-play. The study is a part of a research process, guiding the researchers to further develop Transformer. The study showed that students justified their positions using scientific evidence and information collected through their own efforts outdoors in the real and actual environment where the AR simulation was situated. Students kept the controversy that existed between the different roles alive throughout the debate and stayed focused on the issue in question. We argue that this is due to the situated context achieved through the simulation.

  • 8.
    Nehez, Jaana
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Karlsson, Annika
    Malmö University, Malmö, Sweden.
    Svensson Källberg, Petra
    Malmö University, Malmö, Sweden.
    Försök till transspråkande undervisning: tre typpraktiker2023In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 1, p. 183-215Article in journal (Refereed)
    Abstract [en]

    Today many classrooms in Sweden are multilingual, characterized by a diversity of linguistic, cultural and epistemological resources available for teaching and learning. Handling this diversity puts certain demands on teachers in order to provide all students equal learning opportunities in a context where the language of instruction is Swedish. As a response to this, local school development projects based on multilingualism as a resource have been initiated. This study focuses on two such projects with the aim to deepen the knowledge about how translanguaging teaching practices can be developed. To make visible what characterizes as well as enable and constrain translanguaging teaching practices under development, the theory of practice architectures is used. Three different practices are identified The Multilingual, The Ambivalent multilingual and The Monolingual teaching practice. The practices are formed by differing cultural-discursive, material-economic and social-political arrangements. Above all, cultural-discursive arrangements such as norms and ideas affect the differences between the three practices. Existing norms and ideas affect how material and economic resources, mostly identic in all three practices, are used. Furthermore, monolinguistic norms seem to form hierarchical relations. Thus, we argue to develop translanguaging practices multilingual norms are important to develop.Article Details 

  • 9.
    Sofkova Hashemi, Sylvana
    et al.
    Gothenburg university, Gothenburg, Sweden.
    Hipkiss, Anna Maria
    Gothenburg university, Gothenburg, Sweden.
    Teaching in Flexible Spatial and Digital Conditions: Re-evaluating Teaching Designs in a Synergi between Space, Actors and Resources2022In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 1, p. 8-31Article in journal (Refereed)
    Abstract [en]

    This study explores teaching in flexible spatial and digital conditions in a newly built school. It analyzeshow teaching is organized, how furniture and classroom space creates different meaning-makingopportunities,and whatresourcesand practices are offered to stimulate students’ meaning-making. The analyses of a teacher team’s planning and teaching of the thematic work project “About Space” in Years 2 and 3 (eight-to nine-year-old children) reveal a linear character dominated bypermissive and contemporary activities in the digital space. Students read, watched, and wrote through a multimodal experience of the content on their tablet computers, and they used workspaces in the classroom they prefer according to the activities. The teachers’ spatial framing allowed both free movement and static arrangements, providing possibilities for diverse relation-building and requiring teachers’ preparedness to re-evaluate teaching designs to match the learning activities. It is the combined synergy of space, actors, and resources that provide a powerful tool for understanding the complexity at play, maintaining a balance between structure and free exploration.

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