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Schmidt, C. (2023). Kommunikativa klassrumspraktiker: Tidig läs- och skrivundervisning. Lund: Studentlitteratur AB
Open this publication in new window or tab >>Kommunikativa klassrumspraktiker: Tidig läs- och skrivundervisning
2023 (Swedish)Book (Other academic)
Abstract [sv]

Den här boken presenterar metodik som leder till att yngre elever lär sig att skriva och läsa samt använda texter som kombinerar skrift, bild och ljud. Syftet är att ge en allsidig uppsättning didaktiska verktyg för språk- och kunskapsutvecklande arbete i tidig läs- och skrivundervisning.

Författarens utgångspunkt är att du som lärare planerar och organi­serar för undervisning som möjliggör för eleverna att visa kunskap på delvis olika nivåer, men inom samma sammanhang. Inledningsvis får du ta del av didaktiska förhållningssätt för under­visning som tar avstamp i villkor och möjligheter för barns språk­utveckling. Utifrån dessa förhållningssätt fokuseras sedan på klassrumsarbete där elever skriver och läser, både gemensamt och sedan alltmer självständigt. Här diskuteras bland annat platsbaserad undervisning, barnlitteraturens potential samt kritisk textgranskning. Genomgående betonas undervisningens betydelse för elevernas lärande och lärarens roll i detta.

Kommunikativa klassrumspraktiker vänder sig särskilt till dig som ska bli lärare i förskoleklassen och årskurs 1–3 eller som nyss blivit klar med din lärarutbildning.

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2023. p. 256
National Category
Didactics Languages and Literature
Identifiers
urn:nbn:se:hj:diva-60197 (URN)9789144141961 (ISBN)
Available from: 2023-04-19 Created: 2023-04-19 Last updated: 2023-11-01Bibliographically approved
Schmidt, C. (2023). Librarians’ book talks for children: An opportunity for widening reading practices?. Journal of Early Childhood Literacy, 23(3), 470-492
Open this publication in new window or tab >>Librarians’ book talks for children: An opportunity for widening reading practices?
2023 (English)In: Journal of Early Childhood Literacy, ISSN 1468-7984, E-ISSN 1741-2919, Vol. 23, no 3, p. 470-492Article in journal (Refereed) Published
Abstract [en]

The importance of supporting children's reading engagement and reading comprehension from the early years is widely acknowledged, particular for children growing up in areas characterized by socioeconomic challenges. This mission is collectively shared by teachers and librarians, although with differing starting points and responsibilities. This paper draws on a Swedish study of librarians' book talks with eight-year-old students in Grade 2 and their teachers, and the views these participants express on reading and children's literature. The methods used were observation and interview. In the analysis, different views appear regarding what reading is and might mean, such as the role that children's literature plays in this. The results indicate two prominent narratives regarding reading, where one has a clear emphasis on being able to read and where the other stresses the pleasure of reading. Both these discourses display a narrowness regarding genres other than fiction literature, languages other than Swedish, and formats other than printed books. Further, an image of the reading child as an individual reader appears in both discourses. The results highlight the need for a broader approach that integrates functional reading with processes of reflection and active language use, drawing on the content in children's literature, with an awareness of multilingual considerations. It is argued that children's literature plays an important role in children developing a view of themselves as readers, and discovering that there are many ways to be a reader.

Place, publisher, year, edition, pages
Sage Publications, 2023
Keywords
Book talk, discourses of reading, reading habits, children’s literature
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-50872 (URN)10.1177/1468798420964941 (DOI)000583709300001 ()2-s2.0-85093930445 (Scopus ID)HOA;;1479191 (Local ID)HOA;;1479191 (Archive number)HOA;;1479191 (OAI)
Available from: 2020-10-26 Created: 2020-10-26 Last updated: 2024-02-07Bibliographically approved
Schmidt, C. & Molin, L. (2023). Paradoxes of access to equity: multilingual primary school classroom practices. Language and Education
Open this publication in new window or tab >>Paradoxes of access to equity: multilingual primary school classroom practices
2023 (English)In: Language and Education, ISSN 0950-0782, E-ISSN 1747-7581Article in journal (Refereed) Epub ahead of print
Abstract [en]

This paper draws on an intervention study focussing on translanguaging pedagogies. The study was carried out in 2020–2022 in collaboration with principals and teachers at one school located in a socioeconomic disadvantaged area in Sweden. Drawing on teachers’ logbooks, the aim was to investigate in what ways the theoretical concept of translanguaging is understood and transformed into teaching and learning within multilingual classroom practices with students aged 6–12. The analysed data reveal that opportunities for communication and interaction are designed through the organisation of language groups, the approaches of comparing and translating, and using multimodal and digital reinforcements. Teachers expressed stances around providing opportunities for students to interact and communicate various subject content through all their languages. A shift in pedagogical thinking was made visible regarding how the teachers chose to describe and categorise students’ multilingual and cultural experiences. Identified paradoxes concern students’ experiences of using all their languages for learning, possibilities for integrating several languages in classroom practices, and the status of various languages in society. Possible collaborations between schools and students’ homes were highlighted.

Place, publisher, year, edition, pages
Taylor & Francis, 2023
Keywords
Equal and fair education, multilingual primary school classroom practices, socioeconomic inequalities, teaching and learning
National Category
Pedagogical Work
Identifiers
urn:nbn:se:hj:diva-62592 (URN)10.1080/09500782.2023.2261421 (DOI)001070548400001 ()2-s2.0-85171992417 (Scopus ID)HOA;;907681 (Local ID)HOA;;907681 (Archive number)HOA;;907681 (OAI)
Available from: 2023-10-04 Created: 2023-10-04 Last updated: 2023-11-01
Schmidt, C. (2023). Skrivande som representation. In: E. Hultin & K. Jönsson (Ed.), Skrivundervisningens praktiker: (pp. 55-64). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Skrivande som representation
2023 (Swedish)In: Skrivundervisningens praktiker / [ed] E. Hultin & K. Jönsson, Malmö: Gleerups Utbildning AB, 2023, p. 55-64Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2023
National Category
Languages and Literature Didactics
Identifiers
urn:nbn:se:hj:diva-59944 (URN)9789151107165 (ISBN)
Available from: 2023-03-02 Created: 2023-03-02 Last updated: 2023-11-01Bibliographically approved
Schmidt, C. & Molin, L. (2022). Approaches of Translanguaging Pedagogies in Multilingual Primary School Classrooms. In: : . Paper presented at NORDAND 15 Conference 2022, University of Iceland, 24-26 May 2022.
Open this publication in new window or tab >>Approaches of Translanguaging Pedagogies in Multilingual Primary School Classrooms
2022 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The need of an equal education is of uttermost importance, not the least in multilingual school contexts with high socioeconomic index (SOU 2020: 46), which characterizes the practice-oriented Swedish research project reported on in this paper. The overarching aim of the project is to enhance the quality of the classroom teaching and learning from translanguaging perspectives (García & Wei, 2014). The project involves both teachers and school leaders as well as representatives from the local authorities, and researchers. The research design is based on 3 interventions in which the teachers carry out teaching activities based on translanguaging with the aim to enhance the students’ active participation and learning. We ask:

What approaches of translanguaging, including possibilities and challenges, emerge in the teachers’ described teaching, written reflections and performed teaching?

Research from Cummins and research colleagues, shows that opportunities for multilingual students to use all their language resources lead to school success, and that students’ abilities in one language is transferred to the next language (e.g., Cummins, 2001). Building on this research, García (2009) has developed what she refers to as Dynamic Bilingualism, which contextualizes multilingual students’ language knowledge as being interwoven on all levels, and by all modalities. By this, García emphasizes the importance of going beyond more traditional understandings of language and literacy, including the tendency to separate students’ language resources from one another. 

The created data consists of 2 transcribed focus group interviews with students, 3 transcribed focus group interviews with teachers, individual teacher log books from 3 interventions, video observations from lessons, and written documentation from recurring meetings with all participants. The analyzed data reveals classroom approaches creating opportunities of using several languages, multimodal reinforcement, translating and/or comparing, dramatizing, and of integrating students’ identities and social worlds. Also, the analysis reveals challenges regarding the various levels of language knowledge among students, the collaboration between school and students’ families, some students’ negative experiences of using their first language, and lastly, the challenge of integrating several languages in the teaching and learning, including more unusual languages. 

 

Cummins, J. (2001). Negotiating Identities: Education for Empowerment in a Diverse Society. 2nd ed. Californa Association for Bilingual Education.

Garcia, O. (2009). Bilingual education in the 21st century: A global perspective.Malden: Blackwell Publ.

Garcia, O. & Wei, L. (2014). Translanguaging, language, bilingualism andeducation. New York: Palgrave Macmillan.

SOU 2020:46. https://www.regeringen.se/rattsliga-dokument/statens-offentliga-utredningar/2020/08/sou-202046/  

National Category
Pedagogy
Identifiers
urn:nbn:se:hj:diva-59945 (URN)
Conference
NORDAND 15 Conference 2022, University of Iceland, 24-26 May 2022
Available from: 2023-03-02 Created: 2023-03-02 Last updated: 2023-11-01Bibliographically approved
Eliaso Magnusson, J. & Schmidt, C. (2022). Barnlitteratur i grundlärarutbildningen med inriktning 4-6. In: : . Paper presented at Femtonde nationella konferensen i svenska med didaktisk inriktning (SMDI 15), Lund, 23–24 november 2022.
Open this publication in new window or tab >>Barnlitteratur i grundlärarutbildningen med inriktning 4-6
2022 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

En ökande andel barn och ungdomar i Sverige läser i liten grad eller inte alls litteratur på sin fritid (Nordlund & Svedjedal, 2020). Studien utgår från en pilotstudie där fyra lärosäten, och mer specifikt deras svenskkurser i grundlärarutbildning, inriktning 4-6, analyserats. Syftet är att bidra med kunskap om urvalet och användandet av barn- och ungdomslitteratur i dessa svenskkurser. Hur var och ett av de studerade lärosätena väljer att transformera målen som framgår i deras utbildningsplaner kring det senare synliggörs i deras lokala kursplaner och studieguider. Det är de två senare dokumenten som ligger till grund för vår analys. 

Studien utgår från teoretiska perspektiv som belyser didaktiska möjligheter till funktionell, upplevelsebaserad samt reflekterande och kritisk läsning av barn- och ungdomslitteratur i grundskolan (Schmidt, 2021). Därtill utgår vi från receptionsteoretiska perspektiv på litteraturundervisning där elevers möjliga möten med innehåll i barn- och ungdomslitteratur är centralt (Langer, 2011). 

Det insamlade datamaterial som bidraget utgår från är åtta kursplaner med medföljande studieguider med angiven barn- och ungdomslitteratur. I ett första steg görs en tematisk innehållsanalys (Braun & Clarke, 2006). Därefter undersöker vi skillnader såväl som likheter mellan lärosätenas urval av och användning av barn- och ungdomslitteratur i svenskkurser med inriktning mot 4-6. Preliminära resultat visar på stora skillnader vad gäller den omfattning av barn- och ungdomslitteratur som lärarstudenterna möter samt urval och didaktiska anknytningar. 

Referenser

Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101.

Langer, J. (2011). Envisioning literature: Literary understanding and literature instruction. Teachers College Press. 

Nordlund, A. & Svedjedal, J. (2020). Läsandets årsringar. Svenska förläggareföreningens ek. för. 

Schmidt, C. (2021). Kulturakuten som en praktikgemenskap kring barnlitteratur. ”Här kommer vi rakt in tillsammans!” Pedagogisk Forskning i Sverige, 26 (4), 1–20. 

Keywords
Litteraturundervisning, Mellanskolåren, Lärarutbildning
National Category
Pedagogy Languages and Literature
Identifiers
urn:nbn:se:hj:diva-59947 (URN)
Conference
Femtonde nationella konferensen i svenska med didaktisk inriktning (SMDI 15), Lund, 23–24 november 2022
Available from: 2023-03-02 Created: 2023-03-02 Last updated: 2023-11-01Bibliographically approved
Schmidt, C. & Hvit Lindstrand, S. (2022). Dialogisk högläsning i förskoleklassen och årskurs 1: ”Jag tycker att molnbullen smakar delikat”. Forskning om undervisning och lärande, 10(1), 78-99
Open this publication in new window or tab >>Dialogisk högläsning i förskoleklassen och årskurs 1: ”Jag tycker att molnbullen smakar delikat”
2022 (Swedish)In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 10, no 1, p. 78-99Article in journal (Refereed) Published
Abstract [sv]

Bidraget utgår från ett forskningsprojekt som använder bilderboken som en utgångspunkt för språk- och kunskapsutvecklande samt litteraturdidaktisk undervisning. Artikeln utgår från en klass i årskurs 1 och den undervisning som iscensattes kring bilderboken Molnbullar. I artikeln undersöks vad som kännetecknar undervisningen samt dess betydelse för elevernas språkutveckling och möjliga möte med berättelsens innehåll. De empiriska data som analyserats består av en transkriberad fokusgruppsintervju medlärarna, lärarnas skriftliga reflektioner och dokumentation av undervisningen samt fotografier av det som eleverna producerat. Resultatet belyser sammantaget att eleverna kommer nära bilderbokens innehåll via sinnlighet och kroppslighet, som när de skapar ljud som låter som regnet som faller i bokens början, samt genom upprepning av språk, rörelser och gester. Slutligen framkommer textskapande genom resurser som samtal, bild och skrift, som viktigt för att eleverna ska ta till sig bilderbokens innehåll och göra kopplingar till sitt eget liv samtidigt som de utvecklar sitt språk. 

Abstract [en]

This contribution draws on a research project using the picture book as a starting point for scaffolding language and knowledge development, and possible pedagogical approaches for drawing on literature in classroom practices. The article focusses on a Grade 1 class and the teaching and learning that were designed using the picture book Molnbullar (Cloud Buns). In the article, it is investigated what characterizes this teaching and learning, and its meaning for the pupil’s language development and possible encounter with the content of the story. The analyzed empirical data consist of one transcribed focus group interview with the teachers, their written reflections and documentation of the lessons, and photographs of what the pupils produced. The result shows that the pupils get close to the picture book’s content through their senses and bodily movements, like when creating the sound of rain, which falls in the beginning of the story, and through repetition of language and gestures. Lastly, text production, through resources like conversation, images and script, appears important for the pupils to absorb the content of the picture book and to make connections to their own life, at the same time as they are developing language.

Place, publisher, year, edition, pages
Lärarstiftelsen, 2022
Keywords
Dialogic reading aloud, Bodily movements and senses, Participation, Language development, Encountering the story, dialogisk högläsning, kroppslighet och sinnlighet, delaktighet, språkutveckling, möta berättelsen, litteraturdidaktik
National Category
Didactics
Identifiers
urn:nbn:se:hj:diva-57990 (URN)POA;;1683936 (Local ID)POA;;1683936 (Archive number)POA;;1683936 (OAI)
Available from: 2022-07-20 Created: 2022-07-20 Last updated: 2023-11-01Bibliographically approved
Schmidt, C., Wahlström, N. & Vetter, A. (2022). Examining critical moments during classroom conversations in two literacy classrooms. In: : . Paper presented at 2022 AERA Annual Meeting, San Diego, California, April 21-26, 2022.
Open this publication in new window or tab >>Examining critical moments during classroom conversations in two literacy classrooms
2022 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:hj:diva-58226 (URN)
Conference
2022 AERA Annual Meeting, San Diego, California, April 21-26, 2022
Available from: 2022-08-18 Created: 2022-08-18 Last updated: 2023-11-01Bibliographically approved
Häggström, M. & Schmidt, C. (2022). Introduction: A holistic perspective on futures literacy and education for sustainable development. In: Margaretha Häggström & Catarina Schmidt (Ed.), Relational and critical perspectives on education for sustainable development: Belonging and sensing in a vanishing world (pp. ix-xix). Cham: Springer
Open this publication in new window or tab >>Introduction: A holistic perspective on futures literacy and education for sustainable development
2022 (English)In: Relational and critical perspectives on education for sustainable development: Belonging and sensing in a vanishing world / [ed] Margaretha Häggström & Catarina Schmidt, Cham: Springer, 2022, p. ix-xixChapter in book (Other academic)
Place, publisher, year, edition, pages
Cham: Springer, 2022
Series
Sustainable Development Goals Series, ISSN 2523-3084, E-ISSN 2523-3092
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-58231 (URN)10.1007/978-3-030-84510-0 (DOI)978-3-030-84509-4 (ISBN)978-3-030-84510-0 (ISBN)
Available from: 2022-08-18 Created: 2022-08-18 Last updated: 2023-11-01Bibliographically approved
Frank, J., Schmidt, C., Sundberg, D., Vogt, B. & Wahlström, N. (2022). Knowledge, curriculum and teaching on matters that concern: A concluding discussion. In: Ninni Wahlström (Ed.), Equity, teaching practice and the curriculum: Exploring differences in access to knowledge (pp. 141-155). Abingdon: Taylor & Francis
Open this publication in new window or tab >>Knowledge, curriculum and teaching on matters that concern: A concluding discussion
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2022 (English)In: Equity, teaching practice and the curriculum: Exploring differences in access to knowledge / [ed] Ninni Wahlström, Abingdon: Taylor & Francis, 2022, p. 141-155Chapter in book (Refereed)
Abstract [en]

Theoretically based conversations are not sufficient to closing the elusive performance gap between different education environments, but we believe they are a necessary part, and our hope is that the content of this book can contribute to worthwhile dialogues. A conclusion from this study is that the encounter between the teaching content, the social learning environment and the student is central to a student’s opportunity to develop new knowledge, develop a sense of citizenship and develop individual potential. The teacher’s democratic stance in the authoring of teaching content in the classroom makes a difference for what the student gets the opportunity to co-author and learn. We argue that the much-debated concept of powerful in connection with knowledge might be misleading as a basis for curricula and teaching and suggest a shift from matters of facts to matters of concern, as well as a shift from powerful knowledge to meaningful knowledge, if we really want different groups of students to direct their interest towards the teaching content and become involved in their own education.

Place, publisher, year, edition, pages
Abingdon: Taylor & Francis, 2022
Series
Routledge Research in Education
National Category
Pedagogy
Identifiers
urn:nbn:se:hj:diva-55840 (URN)10.4324/9781003218067-10 (DOI)2-s2.0-85143446596 (Scopus ID)978-1-032-11020-2 (ISBN)978-1-032-11021-9 (ISBN)978-1-003-21806-7 (ISBN)
Available from: 2022-02-11 Created: 2022-02-11 Last updated: 2023-11-01Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-3925-9656

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