The article describes qualitative variation in micro processes of learning, focusing the dynamic interplay between conceptions, expressions and meanings of expressions in students’ learning in higher education. The intentional-expressive approach employed is an alternative approach to the function of language use in learning processes. In the empirical investigation, a dialogue model was used that both stimulates and documents students’ ways of processing meaning. Results were grouped into three descriptive categories: vague, stabilising and developing ways of processing. Educational implications include, firstly, two distinct types of vague constitution of meaning in learning: one connected to fragmentary relationships between expressions and meanings, and another that triggers and creates close relationships and changes in relationships. Secondly, the categories display different unexplored ways of processing, related to deep and surface approaches in students’ learning.

Denna artikel har har blivit nominerad till EARLI publication award. Vinnare utses i Amsterdam den 25 augusti.

This article has been nominated to the EARLI publication award. The winner will be announced in Amsterdam on the 25th of August.

The article investigates the interplay between the meaning given to certain key expressions and pupils’ understanding of science subject matter, in a qualitative study of learning. The intentional-expressive approach to the epistemological role of language use served as a theoretical frame, within the wider context of phenomenographic research on learning. Data were collected using a particular dialogue structure. Micro-process analysis was employed to examine the data. Two descriptive categories emerged: 1) Exploring the function of meaning, and 2) Inventory of meaning. Pupils who explored the function of meaning related their explanations, both to other expressions, and to their personal understanding of the physical problem. Pupils who made inventories of meaning mostly directed attention towards expressions as words. Emphasis was on correct reproduction of scientific terminology. Inventory of meaning was most common in the dialogues with the fourteen-year-olds, while exploring the function of meaning dominated in dialogues with the ten-year-olds.

Syftet med vår studie var att undersöka några lärares uppfattningar och erfarenheter av högläsning för eleverna, som pedagogiskt redskap. De frågeställningar vi utgick från var följande:

• I vilka sammanhang används högläsning?
• Vilka texter används för högläsning?
• Bearbetas gemensamma textupplevelser utifrån högläsning i syfte att utveckla läsförståelse och i sådana fall hur?

Vi har använt en kvalitativ metod, där vi genomfört både observationer och intervjuer. Kvalitativ metod valdes eftersom vi ville studera och intervjua varje lärare utifrån sin miljö. Vi valde att använda oss av både observation och intervju eftersom vi ville skapa oss en fördjupad förståelse av hur lärarna arbetar med högläsning. Vi har i studien utgått från en sociokulturell teori som innebär att lärande sker i samspel med andra och att varje individs lärande är beroende av det sammanhang som han eller hon ingår i.

Resultatet visar att samtliga deltagande lärare ser högläsningen som en stund för avkoppling, där eleverna får möjlighet att koppla av mellan de övriga skolaktiviteterna. Samtliga lärare menade att högläsningsstunden har ett pedagogiskt värde, där elevernas läsförståelse och läsintresse kan utvecklas. Samtidigt visar resultatet att de texter som läraren läst högt för eleverna sällan bearbetas och att tiden för högläsningen är knapp.

Syftet med denna studie var att undersöka skriftspråkslärande efter nybörjarstadiet, hos elever utan eget tal; med severe speech and physical impairment (SSPI) samt alternativ och kompletterande kommunikation (AKK). Frågeställningarna var följande:

- Hur beskriver dessa elever själva sitt skriftspråkslärande?

- Vilka fruktbara arbetssätt och miljöer för dessa elevers skriftspråkslärande finns dokumenterat i forskning?

Metoderna innebar en livsberättelseintervju genom computer assisted personal interviewing (CAPI), samt systematiska litteraturstudier med en kvalitativ metasyntes som mål.

Resultaten visar vikten av att dessa elever når en god läs- och skrivförmåga. Möjligheter öppnar sig för lärande och inte minst kommunikation över tids-, rums- och persongränser. Avgörande för elevers fortsatta skriftspråkslärande var förväntningar, kvalitet på undervisning samt stimulans inom den grundläggande emergent literacy-fasen. Här spelar ålder mindre roll, med andra ord är det aldrig för sent att utveckla sitt skriftspråkslärande. Pedagogiska konsekvenser i form av interventionsprogram måste möta alla delar inom skriftspråkslärandet för att ge resultat. För att framgångarna ska bli bestående krävs samarbete mellan skola, hem och experter.

Slutsatser är att engelskspråkig forskning visar goda resultat efter deltagande i interventionsprogram. Svensk forskning i samma anda med tvärvetenskapligt samarbete brådskar, så gör även kompetensutveckling för berörda lärare.

The European Community has a clear policy in favour of multilingualism and diversity. For instance, Figel (2006), responsible for Education, Training, Culture and Youth, has stressed that:

"Respect for diversity is a key element of creativity and innovation, and is central for solidarity and mutual understanding."

In the Commission’s consultation on multilingualism 57 different languages were included. Ten per cent of the respondents declared their mother tongue to be other than one of the 23 official languages of the EU (European Commission 2007, p. 6). With changing and volatile global conditions, this diversity steadily increases, posing practical problems in terms of how to organise multilingual and inclusive education. Also, despite formal policies at the European level, in practice native-like competence in the language of instruction is assumed to function as a basis to develop knowledge and competencies at school. While some localities may comprise a small number of languages, others are highly diverse, posing a particular challenge in terms of providing mother tongue support as well as for accommodating cultural diversity.

 The situation in European urban environments can today be compared to traditionally highly diverse countries, such as Bolivia. In Bolivia, where bilingual intercultural education has been practiced for many years, EIB programmes appeared successful in rural localities with relatively homogenous  populations, while they encountered less success among the mixed populations of urban conglomerations (Arrueta & Avery, 2012). High diversity thus poses a different type of educational challenge than environments that comprise a limited number of linguistic minorities.  Identifying promising approaches to inclusive intercultural forms of education that are well adapted to highly diverse communities is therefore an urgent issue.

In a recent literature review by Pihl (2012), it appeared that the role of the library in intercultural education has been very little researched to date. Libraries further occupy a priviliged position allowing them to bridge formal and informal learning contexts. Finally, they are not bound by the constraints of school curricula, and can therefore to a higher extent base their activities on the learner’s own interests and intrinsic motivation (Fink & Samuels, 2008), which also are important factors in developing creativity (Hennessey, 2004).

The present study investigates the practices of the school library network of a multiethnic neighbourhood in the outskirts of Lund, Sweden. The network was awarded for best librarians in 2009 and received the national prize as the best school library in 2011, motivated by the exemplary practices in integrating library and school activites. The library in question is an integrated network of school libraries and public library, working in very close collaboration with the local schools, special needs resource centres, activity centres and various NGOs. The study proposes to look closer at which aspects in the library’s practices may be particularly significant for its success.  

Method

The study is a case study based on semi-structured in-depth interviews conducted 2012 with librarians and staff at activity centres. Interviews focused on their short and long term aims, relationships with local residents and organisations, as well as striving to obtain a detailed description of both organisation and practices. Steering documents and locally formulated action plans were analysed. The analysis aims to capture how library practices and collaboration impacted the collective dynamics in the neighbourhood, rather than focusing correlations between isolated practices and individual library users. The present situation has also been interpreted against the background of how the neighbourhood and its institutions have evolved over the past decades. The neighbourhood has a very diverse population, and nineteen main languages are spoken, as well as a number of less common languages. Inhabitants include recent refugees, a large proportion of first and second generation immigrants, foreign students and university staff, as well as several Roma groups. Educational backgrounds are highly diverse, and social and cultural cohesion therefore pose an additional challenge. The lower secondary school in the neighbourhood has a cultural profile and works with an inquiry-based and collaborative approach inspired by Vygotskyian pedagogics. The pre-schools largely work with Freirian pedagogics.

Expected Outcomes

Preliminary results indicate a number of factors that contribute to successful practices. Multiple complementary approaches mutually support each other in developing creative competences: - The library actively supports mother tongue literacy irrespective of whether the language is large or small. - Multi-modal literacy is supported, as well as multiple forms of cultural expression. - Active participation is encouraged, learning to produce culture rather than only consume. - There is close collaboration between school library and activity centres for extra-curricular activities. - Librarians work both with specific individual interests and peer-group dynamics. - An exploring attitude is encouraged and initiatives are welcomed, rather than focusing on steering, evaluating or assessing academic achievement. - Multiple opportunities are provided to express ideas concretely in the local community – becoming visible and assuming an active role in the public space. The study hopes to describe practices and interaction with sufficient detail to be of use for professionals working with both school and public libraries, as well as administrators and decision-makers, particularly in the fields of educational planning and coordination at neighbourhood and local community levels. It additionally presents a contribution to research on intercultural education, with respect to strategies that support plurilingual literacy and develop creative competences in highly diverse environments.

References

Arrueta, J. A. & Avery, H. (2012) Education Reform in Bolivia: transitions towards which future?, Research in Comparative and International Education, 7(4), 419-433. Ball, J. (2011). Enhancing learning of children from diverse language backgrounds: mother tongue-based bilingual or multilingual education in the early years. Analytical review commissioned by the Unesco Education sector. Cheesman, E. & De Pry, R. (2010) A Critical review of culturally responsive literacy instruction. Journal of Praxis in Multicultural Education. 5 (1), 83-99. Cohen, L, Manion, L & Morrison, K. (2000). Research Methods in Education. London and New York: Routledge. European Commission (2007). Outcomes of the European Commission’s public consultation on multilingualism 14 September – 15 November 2007. Figel, J. (2006). Multilingualism: a key component of the European Union’s strategy. Speech given at Bridge Forum Dialogue, Luxemburg, June 15. Fink, R. & Samuels, S. J. (2008) Inspiring reading success: Interest and motivation in an age of high-stakes teaching. International Reading Association. Florida, R & Tinagli, I. (2004). Europe in the Creative Age. London : Demos. Garcia, O. & Fishman J.A. (2012). Power sharing and cultural autonomy: some sociolinguistic principles. International Journal of the Sociology of Language. 213, 143-147. Hennessey, B.A. (2004). The Social Psychology of Creativity: The Beginnings of a Multi-Cultural Perspective. In S. Lau (Ed.), Creativity: When East Meets West (pp. 201-226). Hong Kong: World Scientific Publishing. Parlement européen (2010) Résolution du Parlement européen du 18 mai 2010 sur les compétences clés dans un monde en mutation. Pihl, J. (2012) Can library use enhance intercultural education? Issues in Educational Research. 22, 1, 79-90. Street, B.V. (2001). The New Literacy Studies. In E. Cushman, E.R. Kintgen, B.M. Kroll, & M. Rose (Eds.), Literacy: A Critical Sourcebook. Boston: Bedford St Martin’s. Yin, R. K. (1984). Case study research: Design and methods. Newbury Park, CA: Sage.

The paper presents a case study of an integrated public and school library network in a highly diverse multiethnic urban neighbourhood, where intercultural practices and long-term competence building strategies have successfully been developed. These practices are outlined, and some of the conditions needed to develop a strongly integrated library network of this kind are considered.

The library’s collaborative networks are discussed as Communities of practice (Lave & Wenger1991; Wenger, 1998), and the case methodology draws on Stake (1995). The study is based on semi-structured in-depth interviews with librarians and staff at activity centres conducted in 2012.

The school libraries in the network are managed and partly staffed by a core team of public librarians. Librarians and teachers have developed effective forms of collaboration (cf Pihl 2009, 2011, 2012) and the librarians are an integrated part of the teaching teams.The public library also works in close cooperation with activity centres, the local community and associations. The pedagogical approaches of the public library draw on the Scandinavian popular education tradition (Klasson, 1997). Multimodal literacies in all languages spoken in the neighbourhood are supported. This engages the student as a member of society, not limited to the role of learner at school. The approach is empowering, and conducive to engagement in local or global sustainability projects. Pooling resources in the network has provided the means for establishing continuous professional and interprofessional development processes, as well as mechanisms for disseminating know-how, where the librarians function as knowledge brokers.

The network has worked through long-term processes (cf Lundholm, 2011) with boundary-crossing intercultural pedagogies (Pihl 2012) based on critical reflection (Fabos, 2008; Vare & Scott, 2007), cooperation and active participation. Embracing diversity and opening spaces where people of multiple cultures meet contributes to justice oriented citizenship (Westheimer & Kahne 2004) and action competence (Almers, 2009; Mogensen & Schnack, 2010).

Exchanging experiences of such practice based models for school / library collaboration is particularly interesting since the Nordic countries share fundamental aims of inclusive education (Egeland, Haug & Persson, 2006) with similar popular education traditions, while the institutional and legal basis for collaboration differs.

The article presents results of a study made in the context of introducing bilingual instruction in Swedish and Arabic. Classroom interaction was videotaped in grades one to four at two urban schools. Based on the video material, an inventory was made of how Arabic was used by the bilingual teachers, and how it related to the corresponding Swedish content. Simplified language use, code-switching and relations between use of Arabic and Swedish were analysed with respect to potential impact on learning affordances. Results indicate that, despite the introduction of bilingual instruction, Swedish still appeared as the dominant school language. Subject matter was frequently introduced in Swedish and then translated into Arabic. Considering that the schoolchildren were bilingual, many of the translations became repetitive rather than explanatory. Arabic syntax in teacher presentations was simplified. Frequent code-switching within utterances further contributed to simplifying both syntax and content. In other instances, however, open questions and relating written forms to their own expressions developed the pupils’ skills in Arabic. Involving the pupils’ personal experience increased engagement and motivation.

L’article discute des pratiques d’engagement et de développement de littératies menées par un réseau debibliothèques scolaires et publique intégrées, dans un quartier urbain multiethnique en Suède. La discussion traite enparticulier les modalités de collaboration avec l’école, les familles, les associations, les centres de loisirs et autres acteursdu quartier, ainsi que les stratégies mises en place pour prévenir le désengagement scolaire. Le réseau de bibliothèquescombine la connexion digitale et la collaboration par communautés de pratique virtuelles, avec un caractère de fortenracinement local, exprimé par son participation dans de nombreuses activités du quartier. La continuité dans lesperspectives a permis d’affiner des compétences adaptées au contexte local spécifique et incite à investir dans le long terme,alors que la continuité de personnes a permis d’approfondir les relations collaboratives. La pédagogie inclusive, avec desracines dans l’éducation populaire, focalise la collaboration et l’émancipation, tant individuelle que collective. Plusieurs desactivités de la bibliothèque, comme les cercles de lecture, visent l’expression, le travail sur les émotions et la diversitéculturelle. Finalement, il ressort que le soutien accordé à toutes les langues du quartier, ainsi que l’utilisation de lamultimodalité, favorisent particulièrement l’engagement scolaire des élèves issus de familles migrantes.

The paper reports on teacher and pupil interviews from a case study of a primary school in a highly diverse Swedish urban neighbourhood. It discusses some of the consequences of dividing the school subject Swedish into two separate syllabi (Swedish and Swedish as a Second Language, respectively), both with respect to inclusion and language development opportunities. Implications for teacher training programmes are considered.

The study examines how primary school teachers teaching Swedish as a Second Language (SSL) and/or Swedish differentiate between these subjects. It looks at how they express their understanding of differences or similarities between aims, methods and teaching approaches, with respect to the needs of their pupils. Tensions and paradoxes are considered, between the ambition to provide equally valid instruction to all pupils, on the one hand, and the segregating mechanisms of distinct subject tracks, on the other. The discussion is placed in the wider theoretical framework of inclusive education (Persson, 2012), and intercultural school development (Lahdenperä, 1998, 2008), as well as drawing on research on Swedish language teaching for immigrants (Fridlund, 2011; Torpsten, 2008; Stroud, 2004).

In a European perspective, improving education provisions for students with a migrant background is a central concern, aiming to support integration and ensure social cohesion (OECD, 2010; Sirius Literature Review). Migrants are far from being a homogenous group, however. Immigrant communities comprise second or third generation immigrants as well as newly arrived families and refugees, with a very wide range of socio-economic backgrounds and educational needs.

Several European studies stress that language support is a strategic aspect which impacts migrants’ access to education and the effects of language proficiency on school performance are often underlined. Sweden has been mentioned as a positive example with respect to language support, for providing SSL classes (Sirius Literature Review). Other language-oriented support measures in Sweden include mother tongue instruction and study guidance in the mother tongue (OECD, 2009; Bunar, 2010).

SSL is taught to newly arrived immigrant students, but also offered as a school subject in mainstream school. The intention of placing newly arrived students in mainstream classes at a relatively early stage is to allow them to benefit from contact with native speakers of Swedish. At same time it is thought that Swedish classes adapted for second language learners will better support their language development.

In practice, there are numerous problems connected to SSL teaching in mainstream classes (Fridlund, 2011; Skolverket, 2008; Torpsten, 2008). Parents and students are reluctant to choose this option, since it is perceived to provide inferior teaching and is felt to not be equally valuable as a qualification. Officially, the two subjects are supposed to be equivalent, and there are only minimal differences the learning objectives and assessment criteria for exams.

Not just new arrivals, but all students with some form of migrant background and/or all ’multilingual’ students (speaking other home languages besides Swedish) are categorised as non-native speakers of Swedish. Consequently, such students are often directed to SSL. The final decision of whether a student takes Swedish or SSL rests with the school, not the parents.

Since December 2013, year 1-6 teachers teachers are required to have at least some qualification in Swedish or Swedish as a Second Language in order to teach SSL (www.andrasprak.su.se). Nevertheless, these requirements are minimal (half a term’s training for years 1-3 and one term for years 3-6) and hardly provide an adequate base, considering the challenges involved.

Libraries are critical learning spaces and may play a significant role in intercultural education initiatives, particularly in Sweden where the national curriculum ascribes central functions to libraries for learning activities. Unfortunately, the ways in which teachers and librarians may collaborate to leverage mutual resources is not fully understood. This article uses Pirjo Lahdenperä’s model of intercultural education development to consider the case of a small school library in a highly diverse urban neighbourhood. Although public libraries in Scandinavia can support intercultural educational values by addressing individual needs and complementing curriculum-based teaching, the development of new teaching practices requires additional guidance as well as institutional support.

Les systèmes éducatifs contemporains s’ouvrent à un nombre croissant de professionnels qui, souvent en périphérie des établissements scolaires, sont amenés à effectuer des interventions éducatives déterminantes pour l’avenir des enfants et des jeunes concernés.

Dans le paysage éducatif et scolaire, les enseignants sont en première ligne. Souvent appelés à travailler en équipe constitués d’enseignants (ordinaires ou spécialisés), et peut-être peu préparés à la collaboration avec des professionnels extérieurs à l’école, le développement et le maintien d’alliances éducatives semble difficile. Par exemple, dans le domaine de la lutte contre le décrochage scolaire, alors qu’un décloisonnement et un partenariat avec des acteurs provenant de l’aide à la jeunesse, de la justice, de la santé, des entreprises, des secteurs de l’aide sociale, etc. permettrait d’améliorer l’efficience du système scolaire, le danger de cloisonnement des prises en charge scolaires et extrascolaires est réel.

Face à cette diversité croissante des acteurs du champ éducatif, les parents manquent de repères pour agir au mieux des intérêts de leurs enfants. Dans un contexte où les associations de parents oeuvrent avec difficulté à l’instauration de partenariats « école-familles », de nouveaux défis apparaissent, liés à la mise en place d’échanges constructifs avec les professionnels du champ éducatif en dehors des établissements scolaires.

Par ailleurs, la diversité des acteurs amène ces derniers à se mobiliser au sein de groupes, de réseaux ou de communautés. Des alliances éducatives peuvent ainsi se mettre en place à différents niveaux : micro, en partenariat "jeune – famille – école" ; méso, en inclusion avec d'autres acteurs des sphères sociale, judiciaire ou du monde de la santé ; et enfin, macro, en englobant les niveaux micro et méso, où des dispositifs communautaires peuvent mettre en œuvre de larges alliances au sein de régions ou d'états.

Enfin, dans le contexte actuel de mondialisation où les réseaux sociaux et les technologies de l'information et de la communication offrent de nouvelles opportunités d'interactions entre individus, la question de la préparation des enseignants et des acteurs du champ éducatif à l'internationalisation du travail collaboratif paraît plus que pertinente.

Le colloque « alliances éducatives » que nous proposons dans le cadre du XVIIe congrès l'AMSE se veut une occasion de réunir des équipes de chercheurs et de praticiens impliqués dans la mise en œuvre de partenariats entre divers acteurs des mondes scolaires et extrascolaires à des niveaux nationaux ou internationaux. A travers les communications présentées lors de ce colloque nous ferons un inventaire structuré de l’existant en termes : de besoins couverts ; de modèles théoriques utilisés ; de ressources mobilisées et de pratiques validées, tout en nous interrogeant sur les valeurs en toile de fond et les variables contextuelles. A partir de cet inventaire, nous souhaitons dégager les spécificités et complémentarités des approches et identifier des axes de recherches qui restent à investiguer. Nous nous interrogerons également sur la fécondité scientifique des démarches collaboratives exposées ainsi que les liens entre recherche, formation et profession. En outre, les organisateurs du colloque favoriseront une dynamique de mise en réseau des participants en vue de faire émerger une communauté de pratiques situées en lien avec le Groupe d'intérêt spécial intitulé "Alliances éducatives".

Undersökningar från PISA visar att läsförståelsen i Sverige har varit dalande i flera år. Densenaste undersökningen från 2015 visar dock motsatt resultat. Syftet med dennakvalitativa studie är att ta reda på hur lärare arbetar medläsförståelseundervisning. Forskningsfrågorna i studien är Vad beskriverlärare utifrån sina egna erfarenheter är betydelsefulla inslag i undervisningenför elevers läsförståelseutveckling? Hur utmanar och stöttar lärarna enskildaelever i läsförståelseutvecklingen?  Studien grundar sig på den sociokulturellateorin och beskriver att elevers läsförståelseutveckling sker i ettsocialt samspel, när lärare vägleder, stöttar och utmanar eleverna. Resultatetvisar att högläsning, grupparbete och att motivera eleven är betydelsefullainslag i undervisningen. Elever stöttas med hjälp av olika redskap såsomdigitala enheter eller läshjälp från läraren.

Studies show that reading comprehension among Swedish students has deteriorated over the past decade (Skolverket, 2012), which is something that has to stop. The present work aims to review how three teachers are working with reading comprehension in grades 1-3. To answer the purpose of the study, three questions have been developed: What do the teachers think are important when teaching reading comprehension?, how are teachers working concretely with reading comprehension? and what do the teachers find problematic when teaching about reading comprehension?

This empirical study is inspired by the socio-cultural perspective on learning. Data has been collected through qualitative interviews of semi-structured nature. The selection of respondents was limited to teachers who work or has worked with reading comprehension in grade 1-3, employed in different regions of Sweden. The analysis of the results showed that there were categories that teachers considered important for pupils to achieve good reading comprehension. These categories were: a varied approach, that the teacher leads, discussions in the classroom, smaller groups and functioning classrooms. The analysis also shows how the teachers work with reading comprehension in a concrete way in the classroom by including Reciprocal Teaching and En läsande klass. Teachers also work with repetition of the text, reading-assignment, book review and reading-log. Finally, the analysis showed that teachers consider it problematic to get all of the students to participate, to adapt to all learners need and to get students to ask questions to the text.

The conclusion drawn from this empirical study is that the teachers believe that it is important to work with reading comprehension and to talk much about the texts that are read.

Högläsning med tillhörande samtal, så kallade boksamtal är mycket betydelsefullt för barn eftersom det stimulerar utvecklingen av läsförståelsen betydligt mer än om förskolläraren enbart läst för barnen och inte följt upp med samtal efteråt.

Syftet med studien är att undersöka vilka uppfattningar förskollärare har av högläsning och boksamtal samt vilka tillvägagångssätt som används vid högläsning och boksamtal för att stödja barns läsförståelse. Frågeställningarna i studien är följande;

-          Vilka uppfattningar har förskollärare av högläsning och boksamtal?

-          Vilka tillvägagångssätt använder sig förskollärare av vid högläsning och boksamtal för att stödja barns läsförståelse i förskolan?

Studien vilar på den kvalitativa forskningsansatsen fenomenografi och grundar sig på sju intervjuer med förskollärare som arbetar i barngrupper med åldrarna 1-3 år eller 3-5 år.  Resultatet visar på fyra beskrivningskategorier som framkom genom analysen av intervjuerna med de sju förskollärarna, dessa var; social aktivitet, frågor, språk samt verktyg.

Detta examensarbete utgörs av en litteraturstudie som skildrar förhållandet mellan läsförståelse och genus i skolan, där syftet är att undersöka skillnader mellan könen samt vilka faktorer som kan påverka. Vi har valt att utgå från följande frågeställningar:

• Hur ser sambandet ut mellan läsförståelse och genus i skolan?
• Vilka faktorer påverkar läsförståelsen, i synnerhet hos pojkar?

Tillvägagångssättet för att hitta relevant material har varit att använda oss av söktjänster som tillhandahåller vetenskaplig och pedagogisk forskning. För att bedöma lämpligheten och kvalitéten i artiklarna och rapporterna har vi tillämpat ett urval av kriterier som vi har funnit lämpliga.

Resultatet visar att flertalet faktorer påverkar sambandet mellan könsskillnader och läsförståelse. De övergripande faktorerna som kan tänkas ligga bakom är: biologiska och kognitiva skillnader samt kulturella faktorer. Utifrån resultatanalysen kan vi i vår framtida yrkesprofession utröna vilka faktorer vi kan påverka och vilka vi måste ta hänsyn till för att ge alla elever en likvärdig utbildning.  

Childrens Use of different Medias, such as Literature and Film, has changed dramatically over the Last Years and their attitudes to specifically Reading of Literature has become less positive, especially in Sweden (Mullis, I.V.S., Martin, M.O., Foy, P., and Drucker, K.T., 2012). The Syllabus for Swedish Language and Literature for Elementary School includes Education about Literature and Multimodal Texts, such as Web Texts (Kress 2003, Barton 2007). From a Swedish Educational Perspective, it is important to consider the Pupils' Experiences when the Teacher plans the Teaching about Literature and other Medias (Chambers 2011). This study examines eight ten year old Childrens experiences of Literature, Movies and Social Media and the Childrens Experiences of those Medias. It considers Appleyards (1991) Theories about the Young Reader. It also examines how these different medias are used in the Education in School, according to the Childrens experiences and Point of view. The Study also investigates those Childrens opinions and experiences about social Medias, such as Facebook and Instagram, and their pedagogical possibilities (Jones, N., Blackey, H., Fitzgibbon, K., and Chew, E., 2009). The Main Topic of the Study is to invent what kind of Texts the Children are using in their Everyday Life and what Role those Medias play for the Children and what kind of Functions they have in the Childrens Life. The Second Topic is to investigate The Childrens opinions about how these texts are used in School.

ABSTRACT

Previous research has shown that young children, who work with writing to reading, write longer texts because it is physically easier for them to write on the computer than by hand. However, we have not found any evidence of how pupils organize their texts when they write narrative texts. The aim of this study was to explore which possibilities the pupil gives to produce and organize the narrative texts, in the lower grades. One class worked with the computer as a tool and one did not. The survey was based on two teachers' descriptions of teaching and student texts. In this study, we assumed a sociocultural perspective because we think that language and written language is constructed in a social context. Through conversations about texts, the use of various tools and the support of a more competent person, we think that students can develop their writing. Through interviews with teachers who described their teaching and through pupil texts we found some interesting things. The result showed that both educational contexts allow students' writing, planning and organization of narrative texts. The teaching contexts were different from each other. The pupils who worked with writing through computers, wrote longer texts with a better vocabulary than the pupils who wrote by hand. However, the pupils who wrote by hand, had better support structures for the narratives red line and then wrote a more coherent text, than the pupils who worked on the computer. The study also showed similarities between the education support structures tours and how the students organized their text.                      

Högläsning är en vanligt förekommande aktivitet i dagens klassrum. Forskning visar dock på att lärarens högläsning i många fall behöver effektiviseras. Syftet med arbetet är att undersöka vilka effekter lärarens högläsning av berättande texter har på elevers läsförståelse och läsupplevelse i årskurs 4-6. Vidare är syftet att belysa hur lärarens högläsning kan användas som ett didaktiskt redskap för att utveckla elevers läsförståelse och öka deras läsupplevelse. Fokus i arbetet ligger på berättande texter då forskningen visar på att de är de mest förekommande texttyperna i årskurs 4-6. De frågeställningar arbetet besvarar är följande:

• Vilka effekter har lärarens högläsning av berättande texter på elevers läsförståelse och läsupplevelse?

• Hur kan lärarens högläsning av berättande texter didaktiskt utformas?

Undersökningsmaterialet består till största del av internationella studier, artiklar och nationella forskningsrapporter, vilka har analyserats och jämförts. Att materialet ska vara riktat mot lärarens högläsning och hur högläsningen kan effektiviseras utgör ett obligatoriskt kriterium.

Lärarens högläsning av berättande texter visar sig ha en positiv inverkan på elevers läsförståelse och läsupplevelse. Men avgörande för att högläsningen ska kunna bli effektiv, lärorik och meningsfull är att det finns tid och ett syfte med högläsningen. Om läraren inte uppfyller dessa krav kan högläsningen istället få negativa effekter.

Elevers försämrade läsförståelse har diskuterats mycket de senaste åren. Tidigare forskning har visat att arbete med läsförståelsestrategier är effektivt. Med utgångspunkt i detta startades projektet En läsande klass som fått stort genomslag. Syftet med den här studien är att undersöka hur tre lärare i årskurs 1-3 beskriver sitt arbete med En läsande klass samt hur dessa lärare och två skolledare resonerar kring projektets tillämpning på skolenheterna. Syftet är också att undersöka lärarnas och skolledarnas kännedom om projektets forsknings-bakgrund. De teoretiska utgångspunkterna är hermeneutik och teorier om att lärande är både en social och kognitiv process. Studien är kvalitativ och för att samla in data har intervjuer genomförts. Datamaterialet består av lärarnas och skolledarnas beskrivningar av och resonemang kring sitt arbete med En läsande klass. I resultatet framgår att lärarna har valt att arbeta med En läsande klass på olika sätt. Initiativet togs av både lärarna och skol-ledarna. Reciprok undervisning är den huvudsakliga forskningsbakgrund som lärarna relaterar till projektet. En läsande klass betraktas överlag som positivt och som en tillgång i undervisningen.

Syftet med denna litteraturstudie är att undersöka olika läsförståelsemodeller och hur dessa bidrar till läsförståelse. Litteraturstudiens frågeställningar är följande:

• Vilka läsförståelsestrategier lärs ut i respektive modell?
• Hur undervisas eleverna i läsförståelse inom modellerna?

Föreliggande litteraturstudie baserad på litteratur som uppfyller arbetets syfte och besvarar dess frågeställningar. Litteraturen genomsöktes via databaser, genom sökmotorn Google, kedjesökningar och handbok inom läsförståelse som heter Handbook of research on reading comprehension.

Resultatet visar att inom läsförståelsemodellerna Reciprocal Teaching och Collaborative Strategic Reading lärs fyra strategier ut som liknar varandra, till skillnad från Questioning the Author som har fokus på att ifrågasätta författarens text. Läsförståelsemodellerna bidrar till läsförståelse om de grundar sig i strukturerad undervisning och textsamtal. Modellerna grundar sig i samma teori, det sociokulturella perspektivet, men det som skiljer dem åt är att fokus är antingen på innehåll eller strategier, och gruppsammansättningen när dessa lärs ut.

SAMMANFATTNING

Eva Fritz Hadd

Barnlitteratur   - men hur och varför? En studie om lärares syn på lärande genom barnlitteratur i   förskoleklass och år 1-2

Children's   Literature - but   how and why?  A study of teachers'   views on learning through children's literature in preschool and primary school grade 1-2

Antal sidor: 32

Barnlitteratur är av tradition en naturlig del av barnens   uppväxt och lärandemiljö i hemmen, förskoleklassen och skolan.

Syftet med undersökningen är att skapa kunskap om hur några   lärare i förskoleklass och år 1-2 beskriver barnlitteraturen som ett   didaktiskt redskap i undervisningen. Frågeställningarna utifrån detta är:

•   Hur   använder lärare barnlitteratur i verksamheten?
•   Vilken betydelse anser lärare att barnlitteratur har för barnens   lärande?

Genom kvalitativa intervjuer framkommer det att samtliga lärare   anser att barnlitteraturen har en stor betydelse för barnens lärande. Lärarna   beskriver att de använder sig av barnlitteratur främst för högläsning. När   lärarna beskriver vilken betydelse barnlitteratur har för barnens lärande   utkristalliseras följande områden: som stöd för språkutveckling, stimulans för läs- och   skrivinlärning, förmedling av kulturarvet, utveckling av empatisk förmåga samt   stärkande av identitet. Lärarnas uppfattningar om vilken betydelse   barnlitteraturen har för barnens lärande stämmer även in med vad forskningen   tar upp som betydelsefulla inom detta område.

Sökord:   barnbok,   barnlitteratur, förskoleklass, skola, lärande

The purpose of this thesis is to study how working teachers view the use of read-aloud as a pedagogical tool to develop pupils’ reading and writing skills. Four primary- school teachers have been interviewed for this study and they were chosen through a snowball sampling. The result shows that both the teachers in this study and previous research consider read-aloud as a pedagogical tool to have a positive effect on pupils’ development of reading and writing skills. The teachers in this study point out that teachers’ attitude towards reading is one significant aspect to pupils’ reading interest, but also that read-aloud allows a variation in the education. In this study, the result shows that the teachers believe that read-aloud activities contribute to the development of vocabulary, grammar, the ability to interpret and    make    connections    to    their   own experiences.

The aim of this study is to examine how primary teachers use multimodal texts in their Swedish education and how they can be used to further pupils reading comprehension in order to elucidate how multimodal texts can be used to enhance pupils reading comprehension. To answer this aim the following questions has been answered:

·         Which kind of media do teachers use in their education?

·         Which semiotics modes are used in multimodal texts that teachers use in their education?

·         Howe dose the teachers integrate multimodal texts to enhance pupils reading comprehension?

The study proceeds from a social semiotics perspective which assuming signs and their characteristic and functions. The study is based on qualitative method and the material was collected with semi-structured interviews. Three teachers from a larger municipality and two teachers from a smaller municipality.

The result shows that all the teachers used multimodal texts in their education, but it was only one of the teachers that had previous knowledge about the word multimodal texts. To the rest of the teachers was the word multimodal texts new. The teachers used multimodal texts in their education to crate variation and to reach out to all de pupils.  Multimodal texts are also used for   strengthening the educations purpose with help of various modes. The result also show that the most common multimodal texts consisted of the modes image and typographic text.

Pupils spend the majority of their time in the classrooms on listening, and considerably less time on reading (Adelmann, 2009). Reading is nevertheless important. One of the schools’ most important tasks is to help the pupils to develop their reading abilities, in order for them to be able to read, use and understand texts (Lundberg & Herrlin, 2005). This essay will examine how five second grade pupils’ have, through listening and reading comprehension, interpreted eight different texts from textbook teaching aids. The aim of this study is to increase the understanding of how pupils in second grade interpret texts that they have read themselves and listened to. The research questions are:

• How do the pupils interpret texts that they have read themselves?
• How do the pupils interpret texts that have been read aloud to them?

The pupils were interviewed individually. In the interviews, the pupils read and listened to eight texts and then answered questions about the texts. In the result, the pupils’ answers to the questions as well as how they interpreted the texts are described. Their answers were analysed with Bowyer-Crane and Snowling’s (2005) inference categories and Brink’s (2009) description of text movability (translated by Liberg, af Geijerstam & Folkeryd, 2011). Making inferences means to draw conclusions (Inference, 2005), in this case from texts. Text movability is described by Brink (2009) as the ability to reflect over content or search for information in texts (to stay in the text), and being able to connect different texts to each other or the reader’s own experiences (to move between texts or out from them). The inference categories and text movability were both the analytical tools and theory. The result shows that different pupils can interpret the same texts in completely different ways, which is important to keep in mind as a pedagogue. It was also evident that the pupils who took part in the interviews showed proof of being text movable and were able to make various kinds of inferences depending on what questions were asked.

Studiens syfte är att undersöka pojkars attityder och intressen till läsning. Den baseras på intervjuer med nio pojkar i årskurs fem utifrån följande frågeställningar: vilka faktorer upplever pojkar påverkar deras intresse för läsning, hur anser pojkar att läraren påverkar deras läsintresse samt vilken typ av texter väljer pojkar att läsa? Arbetet är en kvalitativ studie som bygger på semistrukturerade intervjuer med pojkar från två olika klasser. Studien utgår från teorin literacy, vilket betyder läs- och skrivkunnighet. Analysen av intervjuerna genomfördes med hjälp av fenomenografi som är en sjustegsmodell för dataanalys. Vårt resultat visar att alla pojkar i studien läser. Pojkarna anser att de faktorer som påverkar deras läsning är: lärare, familj och kamrater. Många pojkar tycker att läraren är betydelsefull då det är läraren som säger till dem att läsa, förklarar ord och lär ut hur orden ska uttalas. Den vanligaste genre som pojkar läser är fantasy. Vårt resultat visar att bokens utseende spelar en stor roll i pojkarnas val av böcker. Bokens layout ska snabbt väcka deras intresse med hjälp av en spännande bild på framsidan och en intressant text på baksidan. Fler pojkar än förväntat väljer att läsa vilket är intressant då tidigare forskning pekar på motsatsen.

This thesis is inspired by phenomenography and aims at examining how educators teach reading comprehension in the Swedish subject and how the teaching enables good reading ability among pupils in years 1-3. The study’s theoretical framework is Socio-cultural perspective and phenomenographic research effort. The project answers the questions: What do educators think is important for teaching so that pupils can achieve reading comprehension? How do the teachers work practically with reading comprehension while teaching? And what do educators find challenging in teaching reading comprehension? Qualitative interviews were conducted with teachers who have or work in years 1-3. The result shows that teachers feel that the most important thing in teaching comprehension is individualized teaching. At the same time, this is also what teachers find the most challenging. The conclusion is that all teachers work in a similar way and face challenges with individual learning as well as varying working methods.

The purpose of the study is to study active teachers and special teachers 'experiences of how pupils with reading difficulties' read attitudes and motivation affects their reading development. The research questions that will be answered in the study are: What do the teachers describe that the involved pupils reading attitudes and motivation are influenced by and how do they mean that the pupils' attitudes affect their reading development? How do the teachers describe the way in which they handle the pupils’ reading attitudes? In what way do the teachers describe that they are teaching to affect pupils' attitudes for reading?

The study is based on general theories of pupils’ reading development. This study will be based on Lundberg and Herrlins (2005) definition of the five different dimensions that pupils need to master in order to be considered as good readers. Theories on the subjective, in this respect phenomenological theory, provide the methodology of the study. 

The material comprise of semi structured interviews and the candidates in the study were strategically selected. The interviews were based on an interview guide and after the interview, they were transcribed. These transcripts were analyzed by a thematic analysis.

The results show that all candidates encounter diverse groups of attitudes to reading. One group constitutes pupils who think reading is fun and thus have a positive attitude to reading and one group constitutes those pupils who consider reading are less fun and thus have a negative attitude to reading. The candidates also consider that the attitudes of parents to reading influence the readings of pupils. Teachers and special teachers handle student readings in diverse ways, but all candidates consider it important to support pupils in their reading development, to reduce the risk of pupils creating negative readings. They also make different in their teachings to consider the pupils' readings. All candidates, on the other hand, agree that pupils' reading positions affect their reading development.

Previous research has shown that the use of computers in education is good for students’ writing development. Research has also shown that there could be a risk that teachers choose to not use computers in education because of their own lack of knowledge and interest. The aim of this study is to explore what factors teachers experience affect them to use computers in teaching to develop students’ writing in grades 4-6. To answer this, the following questions were asked:

•What do the teachers describe influence them to use computers in their teaching?

• What factors, according to the teachers, need to be developed or changed in order for computer work to be more beneficial for students' writing development?

This study is a qualitative study based on interviews with six teachers in the Swedish subject in grade 4-6. The study is inspired by the sociocultural perspective. The result shows that there are several factors that affect. For example, access to computers but also teachers’ interests and knowledge. 

Global teaching and learning for sustainable development reaches from the classroom to the world outside, and is therefore a particularly interesting setting for practising transition skills. The article suggests a number of features perceived as crucial in developing young people's capability to act in a changing world and under circumstances that are difficult to predict. The suggestions are based on an empirical study of the Lund Calling project, which aimed at implementing a web-based international programme for teaching preventive environmental strategies in Swedish secondary schools. The article first presents some of the conditions in Sweden that particularly impact on young people's transition to adulthood. Related research in sustainability education is also briefly outlined. Knowledge capability theory is used to discuss results from the empirical study of the Lund Calling project, where interviews were conducted with secondary school students, teachers and headmasters. Based on these interviews, features that appear to be particularly relevant as transition skills in global learning for sustainable development include transdisciplinary action, democratic collaborative action, as well as self-directed and independent initiative. The article concludes that young people today cannot, as in earlier periods of history, base their actions entirely on the traditions of the family or community. Instead, they also need to learn to form their own communities, capable of acting at both local and global levels. Education here plays an important role in developing the necessary transition skills that enable young people to be prepared for a rapidly changing and uncertain world.

Skrivning är en central del av undervisningen för elever i årskurs 4–6. Under vår verksamhetsförlagda utbildning har vi märkt att elevers attityder till skrivande ser olika ut beroende på om texten skrivs för hand eller på dator. Litteraturstudien undersöker hur användandet av datorer i undervisningen påverkar elevers skrivutveckling i årskurs 4–6. De frågeställningar som besvaras är:

• Vad är avgörande för att en datorbaserad undervisning ska bli gynnsam för elevers skrivutveckling?

• Vilka effekter har datorn på elevers skrivutveckling?

   

Litteraturstudien bygger på internationell och nationell forskning om hur en datorbaserad undervisning påverkar elevers skrivutveckling med utgångspunkt i årskurs 4–6. Även forskning gällande övriga elever i grundskolan samt gymnasiet har inkluderats. Studien innehåller tio vetenskapliga artiklar, en doktorsavhandling samt ett konferensbidrag.

Resultatet av litteraturstudien visar att datorn har positiva effekter på elevers skrivande då de upplever att de kan ägna mer tid åt textens innehåll och mindre tid åt formandet av bokstäver och eventuella stavfel. Litteraturstudiens resultat visar att för att användandet av datorer ska vara gynnsamt krävs det att eleverna ges möjligheter att utveckla sina kunskaper om datorns utformning och hantering. Litteraturstudiens resultat visar även att lärares intresse och kunskaper är avgörande i alla årskurser, för att datorn ska kunna användas som ett arbetsverktyg i undervisningen. Slutligen har vi i litteraturstudien kommit fram till att lärare behöver erbjuda en varierad undervisning där eleverna ges möjlighet att skriva texter både för hand och med dator för att tillgodose alla elevers förutsättningar och behov.

Studiens syfte är att undersöka hur lärare beskriver sitt arbete med elever i lässvårigheter i svenskämnet samt hur de ser på sambandet mellan lässvårigheter och bristande motivation. Syftet besvaras med hjälp av forskningsfrågorna: Vad anser lärare att begreppet lässvårigheter innebär? Vilka arbetssätt använder lärare för att stödja elever i lässvårigheter i undervisningen? Hur bedömer lärare att elevers motivation i skolan påverkas av elevens lässvårigheter?

Studien har ett sociokulturellt perspektiv samt att det relationella perspektivet inom det specialpedagogiska perspektivet finns med då eleven inte ses som problembäraren i studien.  Undersökningen utgörs av kvalitativa intervjuer där fem lärares arbete med elever i lässvårigheter har undersökts. För att analysera intervjuerna har ett fenomenografiskt angreppssätt antagits för att analysera lärarnas olika uppfattningar i förhållande till forskningsfrågorna och därmed få ett resultat.

Det framkom i resultatet att lässvårigheter enligt lärarna innefattar brister i avkodning, fonologisk medvetenhet, läsförståelse, läsflyt, läshastighet och läslust. Detta är ett resultat av vad alla lärare sagt. Ingen lärare har alltså nämnt alla dessa faktorer som bidragande faktorer till lässvårigheter. Lärarna använder både beprövade metoder som Bornholmsmodellen och mindre beprövade metoder som Att skriva sig till läsning (ASL) samt olika pedagogiska material för att stötta elever i lässvårigheter Enligt lärarna kan lässvårigheter leda till att eleverna får bristande motivation i skolan. Bristande motivation är något som även kan påverka elevens självkänsla och därmed påverka elevens prestationer i alla ämnen i skolan.