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  • 1.
    Fleischer, Håkan
    Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV).
    Students’ experiences of their knowledge formation in a one-to-one computer initiative2017In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 8, no 2, p. 123-136Article in journal (Refereed)
    Abstract [en]

    The research on one-to-one computer learning settings shows what students do while using computers and how much they use them. It is believed that students are highly motivated by having computers of their own and show improved grades, but few studies can confirm this belief. This study investigated the experience of knowledge formation amongst pupils in upper secondary school in Sweden during a one-to-one computer-based task. The theoretical and methodological framework stems from Interpretative Phenomenological Analysis, IPA. The analysis generated eight categories of statements, grouped into two themes: “Experience of processing the knowledge formation” and “Experiences of tool-handling. The article concludes with a proposal for how to expand on the students’ experiences, allowing for deeper learning from one-to-one computer-based paradigms.

  • 2.
    Fleischer, Håkan
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    Towards a Phenomenological Understanding of Web 2.0 and Knowledge Formation2011In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 2, no 3, p. 535-549Article in journal (Refereed)
    Abstract [en]

    The article aims to illuminate the character of web 2.0 out of a reading of Martin Heidegger in order to provoke new epistemological questions about web 2.0 and knowledge formation. The article applies the ontological grounds on which Heidegger described being-in-world and worldliness, out from the phenomenon of web 2.0. The article states that web 2.0 could both be considered to be a thing (in Heideggerian terms), but also as not being a thing. A thing, according to the character of equipment, the feature of self-sameness and by the fact that it is organized in equipmental nexus which makes it recognizable as a thing from different perspectives. However, it does seem to have unthingly features because of its lack of spatio-temporal fixation, the fact that there is no original and no copies of it, and that it lacks timely orientation. The article further discusses the way the world reveals itself while using web 2.0, and is proposing a new term for this kind of revelation, namely a stretched world. It finally discusses web 2.0 as a place for dwelling, and the epistemological consequences of these features of web 2.0 for knowledge formation. It proposes that research questions should be asked from the perspective that web 2.0 used for knowledge formation is something to act upon while stepping into it.

  • 3.
    Schmidt, Catarina
    Jönköping University, School of Education and Communication, HLK, School Based Research, Literacy Research.
    The question of access and design – Elin and Hassan walk the line of the four resources model2013In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 4, no 2, p. 301-314Article in journal (Refereed)
    Abstract [en]

    This article focuses on the question of access and design in literacy education. Drawing on an ethnographical study, two children’s experiences of texts1 and socialisation in relation to literacy are mirrored through the Four Resources Model (Luke & Freebody, 1999). What does access and design mean in relation to this model and how is it manifested through the perspectives of Elin and Hassan? The empirical findings indicate that the text resources distributed in school are limited and that more possibilities for meaning and identity making through texts related to own experiences – and differences – are needed. It is concluded that the paradox of access to dominant forms of literacies as well as new alternatively literacies is not a question of either-or, but the complex core of a dialogical, dialectical and democratic literacy education where the possibilities of design in order to re-write and re-read the world are necessary and crucial.

  • 4.
    Svensson, Anette
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    The media habits of young people in Sweden: The use of fictional texts in a school and a recreational context2014In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 5, no 3, p. 337-357Article in journal (Refereed)
    Abstract [en]

    This article is based on a questionnaire study of the media habits of Swedish youth aged 17–18. It examines the time they spend on using fictional texts through various media forms as well as in relation to mode (production/consumption), context (spare time/school), and gender (male/female). It further analyses these media habits and, using media ecology theory, discusses their effects on the learning process. The study shows that the participants spend more time using fictional texts, predominantly through audio-visual media forms, in their leisure time than in school, that they consume more fictional texts than they produce, and that the female participants spend more time producing fictional texts than the male participants – a result that is coloured by the amount of time they spend blogging, tweeting and writing diaries. The effects of such life-writings on teaching and learning processes, as well as on school performances are also discussed.

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