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  • 1.
    af Geijerstam, Åsa
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology.
    Björk, Oscar
    Engblom, Charlotte
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Wiksten Folkeryd, Jenny
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Hort, Sofia
    Liberg, Caroline
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Norrman, Kimberly
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Westman, Maria
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Rasmusson, Maria
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Psychology.
    Praktiknära skolforskning: resultat och erfarenheter från nio forskningsprojekt2024Report (Other academic)
  • 2.
    af Geijerstam, Åsa
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Edling, Agnes
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology.
    Folkeryd, Jenny
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology. Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Liberg, Caroline
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    En elev, en vecka och två texter - Perspektiv på mötet mellan elev och textkultur2002In: Svenskläraren, ISSN 0346-2412, Vol. 5, p. 14-17Article in journal (Other (popular science, discussion, etc.))
  • 3.
    af Geijerstam, Åsa
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Folkeryd, Jenny
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Utveckling av metaspråk för tidigt skolskrivande2020In: Grænsegængere og grænsedragninger i nordiska modersmålsfag / [ed] N. Elf, T. Høegh, K. Kabel, E. Krogh, A. Piekut, & H. Rørbech, Odense: Syddansk Universitetsforlag, 2020, p. 277-295Chapter in book (Refereed)
    Abstract [sv]

    I kapitlet undersöks och diskuteras metaspråkets roll för att lärare ska kunna diskutera elevers texter, och i förlängningen kunna skapa goda förutsättningar för alla elevers utveckling av olika typer av skrivande. Lärares samtal om informativa texter skrivna i tidiga skolår undersöktes. Samtalen fördes före och efter en fortbildning om språkliga resurser för att uttrycka, fördjupa och skapa ett sammanhängande innehåll samt för att skapa en relation till en läsare. Den största skillnaden mellan lärarnas samtal före och efter fortbildningen fanns i samtal om hur texterna relaterar till en läsare, där en stor ökning av den metaspråkliga repertoaren syntes. I avslutande textdiskussioner utvecklar lärare också de metaspråkliga begreppen i högre grad genom exemplifieringar och förklaringar i relation till den text som kommenteras, vilket tyder på att metaspråket börjar systematiseras.

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  • 4.
    af Geijerstam, Åsa
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Folkeryd, Jenny
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Liberg, Caroline
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Linguistically based scales for assessment of young students’ writing2022In: Writing & Pedagogy, ISSN 1756-5839, E-ISSN 1756-5847, Vol. 13, no 1-3, p. 227-265Article in journal (Refereed)
    Abstract [en]

    This study addresses the question of how different aspects of students’ writing achievement can be recognised and evaluated. We developed a linguistically based framework for criteria-based assessment, anchored in a functional view of language and language learning. The framework was used to determine what traits characterise texts at different Proficiency Groups based on comparative judgement and what traits characterise texts assessed differently. Altogether, 100 texts (written by students ages 6–9) representing four text genres were assessed and ranked using both comparative judgement (holistic assessment) and criteria-based analysis. The results indicate that texts generally are assessed as stronger (i.e., placed in a higher Proficiency Group) when comparative judgement is used than what the assessment of a specific language resource indicates. The results also indicate that assessment differences might be a result of different quality expectations for different genres. This points towards the need for genre- and subject-specific assessment criteria to scaffold students in their emergent disciplinary writing development.

  • 5.
    af Geijerstam, Åsa
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology. Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Folkeryd, Jenny W
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology. Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Elevtexter i grundskolan2006In: Textvård: att läsa, skriva och bedöma texter, Stockholm: Norstedts akademiska förlag , 2006, p. 141-Chapter in book (Other (popular science, discussion, etc.))
  • 6.
    af Geijerstam, Åsa
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Folkeryd, Jenny W.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Enkel/utvecklad/välutvecklad elevtext i biologi, hur bedömer vi det?2014In: Bedömning i svenskämnet årskurs 7-9 / [ed] Gustaf Skar & Michael Tengberg, Natur och kultur, 2014Chapter in book (Other academic)
  • 7.
    af Geijerstam, Åsa
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Folkeryd, Jenny W.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Fel- men på olika sätt.: En analys av elevers felaktiga svar enligt PIRLS-provet.2013In: Läsning / [ed] Gustav Skar & Michael Tengberg, Stockholm: Natur och kultur, 2013Chapter in book (Other academic)
  • 8.
    af Geijerstam, Åsa
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Wiksten Folkeryd, Jenny
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Hallesson, Yvonne
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages.
    Raattamaa Visén, Pia
    Institutionen för ämnesdidaktik, Stockholms universitet.
    Förutsättningar för ämnesspecifik läsförståelse i samhällskunskap i grundskolan2023In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 2, p. 114-147Article in journal (Refereed)
    Abstract [en]

    This paper deepens the understanding of conditions for students' subject-specific reading comprehension created through different ways of working with reading in civic education, and the support students thus get to read verbal texts. Motivation for the study is found in an increasing need for knowledge about reading in various school subjects, and theoretical foundation is found in New Literacy Studies and disciplinary literacy. Video recordings were analyzed from lessons in three different schools and six different classes (ca 100h in total). The schools worked with reading in different ways, two schools used different models for teaching reading and one school did not use any particular model. The material was analyzed using thematic content analysis. Seven different functions for reading were identified together with reading materials. Furthermore, we analyzed which text levels were in focus. Results show that the classrooms where teachers work according to special models give clearer support to read and comprehend longer coherent verbal texts by using this type of texts and working with them through a variety of functions for reading activities, activities general for several subjects as well as more subject specific activities.

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    af Geijerstam m.fl. 2023
  • 9.
    Bergvall, Ida
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Wiksten Folkeryd, Jenny
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Liberg, Caroline
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Language register in different domains of mathematics, and its importance for different groups of 8th grade students2014In: : Material1 ?Material x Språk: - Engelska Svenska Norska Arabiska Bokmål Bulgariska Danska Engelska Esperanto Estniska Finska Franska Färöiska Grönländska (Kalaallit oqaasi) Hebreiska Hindi Indonesiska Iriska Isländska Italienska Japanska Katalanska Kinesiska Koreanska Kroatiska Kurdiska Latin Lettiska Litauiska Madurese Makedonska Mongoliskt språk Nederländska Norska Nygrekiska (1453-) Nynorsk Odefinierat språk Persiska Polska Portugisiska Rumänska Ryska Samiskt språk Sanskrit Serbiska Slovakiska Slovenska Spanska Svenska Tjeckiska Turkiska Tyska Ukrainska Ungerska Urdu Vietnamesiska, 2014Conference paper (Refereed)
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    Bergvall et al., 2014
  • 10.
    Bergvall, Ida
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Wiksten Folkeryd, Jenny
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Liberg, Caroline
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Linguistic features and their function in different mathematical content areas in TIMSS 2011In: Nordic Studies in Mathematics EducationArticle in journal (Refereed)
  • 11.
    Billing, AnnaCarin
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of Literature.
    Wiksten Folkeryd, JennyUppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.af Geijerstam, ÅsaUppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.Hallesson, YvonneUppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages.Nord, AndreasUppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages. Institutionen för språk, litteratur och interkultur, Karlstads universitet.Nordberg, OlleUppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of Literature.Palmér, AnneUppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages.
    Ämnesdidaktiska perspektiv på språk och litteratur: Åttonde nordiska konferensen för modersmålsdidaktisk forskning (NNMF8), Uppsala universitet, 24–25 november 20212023Conference proceedings (editor) (Refereed)
    Abstract [sv]

    Den åttonde nordiska konferensen för modersmålsdidaktisk forskning genomfördes den 24–25 november med Uppsala universitet som värd. Deltagare var forskare som anlägger didaktiska perspektiv på svenska, norska och danska – som modersmål, andraspråk och som det språk som används i olika skol- och universitetsämnen. Temat var Ämnesdidaktiska perspektiv på språk och litteratur. I denna volym presenteras artiklar som bygger på två plenarföreläsningar och ett urval av sektionsföredragen.

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    fulltext
  • 12.
    Björk, Oscar
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Folkeryd, Jenny
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Emergent literary literacy2021In: L1-Educational Studies in Language and Literature, ISSN 1567-6617, E-ISSN 1573-1731, Vol. 21, p. 1-25, article id 3Article in journal (Refereed)
    Abstract [en]

    Research on early school writing has focused primarily on formal aspects of writing, such as spelling, punctuation and various aspects of text structure. Less attention has been given to what distinguishes the content of these early texts and how particular disciplinary content is developed and identified. This study endeavours to examine the subject specific content in early school writing of literary texts with the following research questions: (1) What content is construed in narrative texts written by students in early school years (grades 2-3)? (2) What linguistic resources are used to construe this content? This study offers a model for addressing content aspects of early school writing, giving empirical example of analysis of early narrative writing in primary school. The data consists of two groups of narrative texts written by the same children in school years 2 and 3, in relation to two comparable tasks. Our analytical framework is inspired by Systemic Functional Linguistics and in particular the analytical tool set provided by cohesion and transitivity analyses. We conclude that narrative writing in primary school can mean both to explore a diverse textual world and a more uniform one. We further claim that signs of emerging literary literacy may be detected throughout the analysed data sets by using the text analytic method suggested.

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  • 13.
    Danielsson, Anna
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    WIksten Folkeryd, Jenny
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Berge, Maria
    Umeå University.
    Lidar, Malena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Scientific Norms And Evaluative Language Use – A Lesson Example From Grade 9 (Physics)2016Conference paper (Refereed)
  • 14.
    Folkeryd, Jenny W.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Att skriva med attityd2007In: Grundskoletidningen, Vol. 17, no 5, p. 4-9Article in journal (Other (popular science, discussion, etc.))
  • 15.
    Folkeryd, Jenny W.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Attityd i text2009In: Symposium 2009: Genrer och funktionellt språk i teori och praktik / [ed] Mikael Olofsson, Stockholm: Stockholms universitets förlag, 2009Chapter in book (Refereed)
  • 16.
    Folkeryd, Jenny W.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Bedömning av läsförståelse2016In: Läsundervisningens grunder / [ed] Tarja Alatalo, Stockholm: Gleerups Utbildning AB, 2016Chapter in book (Other academic)
  • 17.
    Folkeryd, Jenny W.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Hjärtan, hjul och hävstänger: Innehåll i elevers sakprosatexter på lågstadiet2014In: Mångfaldens möjligheter – litteratur- och språkdidaktik i Norden. / [ed] Peter Andersson, Per Holmberg, Anna Lyngfelt, Anna Nordenstam, Olle Widhe, Göteborg: Nätverket för svenska med didaktisk inriktning (SMDI) , 2014Chapter in book (Other academic)
  • 18.
    Folkeryd, Jenny W.
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Med fokus på elevsvar.: Analys av nollpoängssvar i PIRLS 2011.2013Report (Other academic)
  • 19.
    Folkeryd, Jenny W.
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Ämnesinnehåll i en digital undervisningsvärld: Exemplet svenska i lektion.se2013In: Literacy i læringskontekster / [ed] Dagrun Skjelbred och Aslaug Veum, Oslo: Cappelen Damm AS, 2013, p. 212-224Chapter in book (Refereed)
  • 20.
    Folkeryd, Jenny W.
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology.
    Edling, Agnes
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology.
    Textrörlighet - hur elever talar om egna och andras texter.2006In: Det hänger på språket!: Lärande och språkutveckling i grundskolan., Lund: Studenlitteratur , 2006, p. 439-Chapter in book (Other (popular science, discussion, etc.))
  • 21.
    Folkeryd, Jenny Wiksten
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Attityd i text2009In: Symposium 2009:  genrer och funktionellt språk i teori och praktik / [ed] Mikael Olofsson, Stockholm: Stockholms universitets förlag , 2009, p. 166-´176Conference paper (Other academic)
  • 22.
    Folkeryd, Jenny Wiksten
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Formal and informal metalanguage in primary teachers’ talk about informational student texts.2019In: Nordic Journal of Literacy Research, Vol. 5, no 3Article in journal (Refereed)
    Abstract [en]

    Previous research has pointed out the importance for teachers as well as students to use metalanguage in order to develop writing in school. Few studies have however focused on how teachers talk about content aspects in young students’ informational texts, using formal (technical) as well as informal (non-technical) metalanguage. The main purpose of the present study is therefore to analyze how primary teachers discuss student texts before and after a series of six professional development workshops.Based on research within a social semiotic perspective, the workshops focused linguistic resources to express and develop ideas, create cohesive texts and interact with an audience. During audio recorded discussions, a group of teachers were asked to comment on strengths and weaknesses in two informational texts written by students in grades 2 and 3. In order to investigate the effect of the subsequent training, the same texts were discussed during the first and the last meeting. The analysis shows no difference in the total number of metalinguistic comments before and after the workshops. However, explicit formal metalanguage replaces informal metalanguage to a significant degree. It is also shown that the informal metalanguage to some extent displayed other affordances than the formal metalanguage.

  • 23.
    Folkeryd, Jenny Wiksten
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Liberg, Caroline
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Different kinds of wrong: Marginalization processes within a reading test2017In: Marginalization Processes across Different Settings: Going beyond the Mainstream / [ed] Sangeeta Bagga-Gupta, Newcastle-upon-Tyne: Cambridge Scholars Publishing, 2017Chapter in book (Other academic)
  • 24. Folkeryd, Jenny Wiksten
    et al.
    Kaderland, A
    Ekstrand, S.N.
    Thornberg, F.
    Tväråna, M
    Wennergren, A.C.
    Att utveckla förmågor genom att prestera sitt yttersta2017In: Att undersöka och utveckla undervisning / [ed] Jonas Almqvist, Karim Hamza och Anette Olin, Lund: Studentlitteratur AB, 2017Chapter in book (Other academic)
  • 25. Frønes, Tove Stjern
    et al.
    Folkeryd, Jenny
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Børhaug, Kjetil
    Sillasen, Martin Krabbe
    Kritisk literacy på fagenes premisser: med eksempler fra morsmålsfag, naturfag og samfunnsfag2022In: Acta Didactica Norden, E-ISSN 2535-8219, Vol. 16, no 2Article in journal (Refereed)
    Abstract [no]

    Kritisk literacy har de siste årene blitt mer sentralt både i forskningen og i skolens praksis, i likhet med nært beslektede begreper som kritisk tenking, kritisk lesing og kritisk skriving. Hvordan vi snakker om kritisk literacy er noe forskjellig i de ulike fagene. Både verdenssituasjonen og den gjennomgripende digitaliseringen av de nordiske samfunnene har aktualisert behovet for en kritisk tilnærming, og det har vært ulike drivkrefter for at kritisk literacy har blitt satt på dagsorden i de nordiske skolesystemene i de senere år. Den fornyede forskningsinteressen for kritisk tilnærming gjenspeiles i praksisfeltet og i lærerutdanningene, ikke minst gjennom de rammene for undervisning som læreplaner og forskrifter gir.

    Denne introduksjonsartikkelen til temanummeret om kritisk literacy i skolens fag klargjør hva en kritisk tilnærming kan innebære innenfor ulike fagtradisjoner. I tema­nummerets 12 artikler ses kritisk literacy i sammenheng både med fagenes egne uttrykk og det samfunnet og med de kulturene som fagene kan gi en kritisk tilnærming til, mens her ser vi nærmere på literacy-begrepets utvikling og på hvordan kritisk literacy har vært forstått, først i språkfagene og så i naturfagene og samfunnsfagene.

    Vi velger kritisk tilnærming som det overordnede begrepet, og som i ulike fag og situasjoner kan innebære både lesing og skriving, kritisk tenking eller andre praksiser. Dette temanummeret belyser fagspesifikk literacy, og i denne introduksjonsartikkelen ser vi på fagbegrepenes røtter og på hva som forener og hva som skiller de ulike fagenes perspektiver fra hverandre.

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    fulltext
  • 26.
    Hallesson, Yvonne
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Visén, Pia
    Ovanåkers kommun, Edsbyn.
    Folkeryd, Jenny W.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Reading to learn pedagogy and students' disciplinary reading: An example from social science subjects in years 5 and 122016Conference paper (Refereed)
  • 27.
    Hallesson, Yvonne
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Visén, Pia
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Wiksten Folkeryd, Jenny
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Four classrooms – four approaches to reading: Examples of disciplinary reading in social science subjects in years five and twelve2018In: L1-Educational Studies in Language and Literature, ISSN 1567-6617, E-ISSN 1573-1731, Vol. 18, p. 1-29Article in journal (Refereed)
    Abstract [en]

    In this paper, we aim to explore and exemplify what opportunities to develop disciplinary reading literacy students are given access to in particular types of classroom reading environments in social science subjects. The investigation focuses on how the teacher organizes activities around reading, on what content is approached in text-related discussions and on whose perspectives are allowed space in the classroom discourse. The empirical data consists of classroom observations from two classes in year five and two classes in the Swedish upper secondary school, using different approaches to teaching reading, one being Reading to Learn. With a theoretical base in systemic functional linguistics (SFL), dialogism and reception theory, the classroom discourse was analysed in terms of sequential reading stages, text movability and dialogicality. The findings reveal how differently organized reading environments provide different support structures for students’ disciplinary reading. For example, the findings indicate that text activities that support the reading process in several stages bring about a larger potential for the development of reading literacy. However, the picture changes depending on to what extent students are given room to express their reception of the text, and thereby contribute to an active understanding of text in a dialogical classroom.

  • 28. Hedman, Christoffer
    et al.
    Thomé, Erik
    Frelin, Anneli
    Folkeryd, Jenny Wiksten
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Almqvist, Jonas
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Hjälpa eller stjälpa?2019In: Didaktisk utvecklingsdialog: Lärares och skolledares professionella utveckling / [ed] Anette Olin, Jonas Almqvist, Karim Hamza & Lisbeth Gyllander Torkildsen, Lund: Studentlitteratur AB, 2019, p. 85-102Chapter in book (Other academic)
  • 29.
    Heimann Muhlenbock, Katarina
    et al.
    Göteborgs universitet.
    Johanssom K., Sofie
    Göteborgs universitet.
    Liberg, Caroline
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Folkeryd, Jenny W.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Jönsson, Arne
    Linköpings universitet.
    Kanebrant, Erik
    Linköpings universitet.
    Falkenjack, Johan
    Linköpings universitet.
    A multivariate model for classifying texts’ readability2015In: Proceedings of the 20th Nordic Conference of Computational Linguistics / [ed] Beáta Megyesi, 2015, p. 257-261Conference paper (Refereed)
    Abstract [en]

    We report on results from using the multivariate readability model SVIT to classify texts into various levels. We investigate how the language features integrated in the SVIT model can be transformed to values on known criteria like vocabulary, grammatical fluency and propositional knowledge. Such text criteria, sensitive to content, readability and genre in combination with the profile of a student’s reading ability form the base to individually adapted texts. The procedure of levelling texts into different stages of complexity is presented along with results from the first cycle of tests conducted on 8th grade students. The results show that SVIT can be used to classify texts into different complexity levels.

  • 30.
    Heimann Mühlenbock, Katarina
    et al.
    Göteborgs universitet.
    Kanebrant, Erik
    Linköpings universitet.
    Johansson, Sofie K.
    Göteborgs universitet.
    Jönsson, Arne
    Linköpings universitet.
    Liberg, Caroline
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Falkenjack, Johan
    Linköpings universitet.
    Folkeryd, Jenny W.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Studies on automatic assessment of students’ reading ability2014In: Proceedings of the Fifth Swedish Language Technology Conference (SLTC-14), 2014, 2014Conference paper (Refereed)
    Abstract [en]

    We report results from ongoing research on developing sophisticated measures for assessing a student’s reading ability and a tool for the student and teacher to create a profile of this ability. In the project we will also investigate how these measures can be transformed to values on known criteria like vocabulary, grammatical fluency and so forth, and how these can be used to analyse texts. Such text criteria, sensitive to content, readability and genre in combination with the profile of a student’s reading ability will form the base to individually adapted texts. Techniques and tools will be developed for selecting suitable texts, automatic summarisation of texts and automatic transformation to easy-to-read Swedish.

  • 31.
    Kanebrant, Erik
    et al.
    Linköpings universitet.
    Heimann Mühlenbock, Katarina
    Göteborgs universitet.
    Johansson Kokkinakis, Sofie
    Göteborgs universitet.
    Jönsson, Arne
    Linköpings universitet.
    Liberg, Caroline
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Wiksten Folkeryd, Jenny
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Falkenjack, Johan
    Linköpings universitet.
    T-MASTER - A tool for assessing students’ reading abilities2015In: Proceedings of the 7th International Conference on Computer Supported Education (CSEDU 2015), Lisbon, Portugal, 2015., 2015, p. 220-227Conference paper (Refereed)
    Abstract [en]

    We present T-MASTER, a tool for assessing students’ reading skills on a variety of dimensions. T-MASTERuses sophisticated measures for assessing a student’s reading comprehension and vocabulary understanding.Texts are selected based on their difficulty using novel readability measures and tests are created based on thetexts. The results are analyzed in T-MASTER, and the numerical results are mapped to textual descriptionsthat describe the student’s reading abilities on the dimensions being analysed. These results are presented tothe teacher in a form that is easily comprehensible, and lends itself to inspection of each individual student’sresults.

  • 32.
    Klang, Nina
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Åsman, Johanna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Mattsson, Maria
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Nilholm, Claes
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Folkeryd, Jenny
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Intervention combining cooperative learning and instruction in reading comprehension strategies in heterogeneous classrooms2022In: Nordic Journal of Literacy Research, E-ISSN 2464-1596, Vol. 8, no 1, p. 44-64Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to investigate the effects of intervention, combining instruction in cooperative learning and reading comprehension strategies on students’ reading comprehension in grade 5. The teachers in the experiment group implemented the intervention while the teachers in the control group received training in reading comprehension strategies and taught as usual. Students in the experiment group and control group participated in tests of reading comprehension before and after the intervention. The results showed that being a part of the experiment group did not lead to greater gains in reading comprehension above the control group. Students of teachers who did not fully implement the intervention attained higher scores on reading comprehension than students in the control group. Students of teachers who fully implemented the intervention, on the other hand, received lower scores. The results are discussed with regard to research on teachers’ integration of intervention into their instructional routines.

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  • 33.
    Liberg, Caroline
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Scientific Literacy and Students' Movability in Science Texts.2011In: Exploring the Landscape of Scientific Literacy / [ed] C. Linder, L. Östman, . D.A Roberts, P.O Wickman, G. Erickson and A. MacKinnon, New York/London: Routledge, 2011Chapter in book (Other academic)
  • 34.
    Liberg, Caroline
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Folkeryd, Jenny
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Utmana, utforska, utveckla!: Om läs- och skrivprocessen i skolan2010Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Läsande och skrivande av olika typer av texter är oerhört betydelsefullt för lärandet i alla skolämnen. När man lär sig något inom ett ämnesområde, innebär det också att man lär sig tala, läsa och skriva på ett nytt sätt. Det är framför allt så man får visa upp den kunskap man erövrat. Man förväntas exempelvis lära sig matematikens, fysikens, historieämnets och idrottsämnets språk. För många elever innebär det att de möter och förväntas gå in i ett för dem helt nytt och okänt sätt att uttrycka sig. Det är ett kulturmöte som för en del inte alltid är helt problemfritt. Frågor om elevers språk-, läs- och skrivutveckling och därmed om deras kunskapsutveckling står med andra ord högt upp på skolans agenda.I den här boken behandlas läs- och skrivundervisningen inom olika ämnesområden i framför allt grundskolans mellanår. I de olika kapitlen ger författarna redskap för att utforska läs- och skrivundervisningens grunder, texter och skrivuppgifter, samtalande, läsande och skrivande samt vilka kunskaper och tidigare läs- och skriverfarenheter eleverna men också lärarna själva har med sig in i skolarbetet. Med hjälp av utforskandet ges läraren möjlighet att utmana och utveckla sin egen undervisning. Boken vänder sig till blivande och verksamma lärare i grundskolan, i synnerhet till dem som arbetar med barn i åldrarna 9-13 år.

  • 35.
    Liberg, Caroline
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    af Geijerstam, Åsa
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Folkeryd, Jenny W.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    A Linguistic Perspective on Scientific Literacy2007In: Promoting Scientific Literacy: Science Education Research in Transaction : Proceedings of the Linnaeus Tercentenary Symposium held at Uppsala University, Uppsala, Sweden, May 28-29 2007 / [ed] Cedric Linder, Leif Östman & Per-Olof Wickman, Uppsala: Uppsala University , 2007, p. 42-46Conference paper (Refereed)
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  • 36.
    Liberg, Caroline
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Folkeryd, Jenny W.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Udfordre, Udforske, Udvikle: Om läse- og skriveprocessen på mellemtrinnet2014Book (Other academic)
  • 37.
    Liberg, Caroline
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Wiksten Folkeryd, Jenny
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Bremholm, Jespser
    Hallesson, Yvonne
    Institutionen för språkdidaktik, Stockholms universitet.
    Holtz, Britt Maria
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Textrörlighet - ett begrepp i rörelse.2012In: Skriv! Les! 1 / [ed] Synnøve Matre och Atle Skaftun, Trondheim: Akademika forlag, 2012, p. 65-81Conference paper (Refereed)
  • 38.
    Liberg, Caroline
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Folkeryd, Jenny
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    God läsförmåga - hur fångas den?2013In: Literacy - praktiker i och utanför skolan / [ed] Sangeeta Bagga-Gupta, Ann-Carita Evaldsson, Caroline Liberg och Roger Säljö, Malmö: Gleerups Utbildning AB, 2013, p. 87-106Chapter in book (Refereed)
  • 39.
    Liberg, Caroline
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Folkeryd, Jenny
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Nordlund, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Funktion, innehåll och form i samspel: Elevers textskapande i tidiga skolår2019In: / [ed] Vetenskapsrådet, Stockholm, 2019, p. 58-61Conference paper (Other academic)
  • 40.
    Liberg, Caroline
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Folkeryd, Jenny
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Nordlund, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Teachers’ talk about young students’ writing of narrative and informational texts2022In: Writing & Pedagogy, ISSN 1756-5839, E-ISSN 1756-5847, Vol. 13, no 1-3, p. 181-206Article in journal (Refereed)
    Abstract [en]

    Previous research has shown that teachers’ knowledge of a functional metalanguage plays a central role in supporting students’ writing development. However, only a few of these studies have focused on primary school teachers and their use of metalanguage in various text types. The aim of this study was to investigate how primary school teachers talk about young students’ (ages 7–9) narrative and informational texts before and after taking part in professional development workshops presenting different language resources and accompanying metalanguage. These resources represent a broader view of language than the more formal tradition offered to primary school teachers in Sweden. The results showed that after participating in the workshops, the teachers had broadened their repertoires concerning what aspects they talk about and how they talk about them; that is, their talks became more text-specific and extensive, and they used a formal metalanguage to a greater extent. These results are discussed in relation to the tradition of writing instruction used in primary grades in Sweden and the teachers’ pathways to broadening their repertoire of metalanguage. Also discussed is the potential a broader language view in early grades may have in supporting students’ writing development throughout their school years.

  • 41.
    Liberg, Caroline
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Folkeryd, Jenny W.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Swedish - an updated school subject?2012In: Education Inquiry, E-ISSN 2000-4508, Vol. 3, no 4, p. 471-493Article in journal (Refereed)
  • 42.
    Liberg, Caroline
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Johansson Kokkinakis, Sofie
    Göteborgs universitet.
    Heimann Mühlenbock, Katarina
    Göteborgs universitet.
    Wiksten Folkeryd, Jenny
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Jönsson, Arne
    Linköings universitet.
    Falkenjack, Johan
    Linköpings universitet.
    Kanebrant, Erik
    Linköpings universitet.
    Didaktiskt baserat läsförståelsetest och pedagogiska insatser2015In: Nordisk forskerkonferanse om lesing, skriving og literacy, 2015Conference paper (Refereed)
  • 43.
    Nygren, Thomas
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Folkeryd, Jenny
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology.
    Liberg, Caroline
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Guath, Mona
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Psychology.
    Students Assessing Digital News and Misinformation2020In: Disinformation in Open Online Media: Second Multidisciplinary International Symposium, MISDOOM 2020, Leiden, The Netherlands, October 26–27, 2020, Proceedings / [ed] Max van Duijn, Mike Preuss, Viktoria Spaiser, Frank Takes & Suzan Verberne, 2020, Vol. 12259, p. 63-79Conference paper (Refereed)
    Abstract [en]

    Previous research has highlighted how young people struggle to distinguishnews from misinformation. In this study, we investigate how ca. 400 students determine the trustworthiness of false, biased and credible news.We find that students use different strategies depending on what they evaluate. For example, students who fail to debunk a manipulated image often rely on what they see in the image in contrast to students who determine credibility upon what is not in the image. Students finding junk news credible may have special problems separating different kinds of sources. We identify potentials and pitfalls among students important for further investigation, research and a focus on in education.

  • 44.
    Nygren, Thomas
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Wiksten Folkeryd, Jenny
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Liberg, Caroline
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Guath, Mona
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Hur motiverar gymnasieelever sina bedömningar av trovärdiga och vilseledande digitala nyheter?2020In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2, p. 153-178Article in journal (Refereed)
    Abstract [en]

    In this study, we investigate how ca. 400 students, age 16-19, determine the trustworthiness of false, biased and credible news. We examine their justifications of their assessments of the credibility with regard to the source (who?), the content (what?), the design (how?) and the underlying purposes (why?). We find that students’ patterns of justifications can be linked to different assessments. For example, students finding junk news credible may have special problems separating different kinds of sources. Students who fail to debunk a manipulated image often rely on what they see in the image in contrast to students who determine credibility upon what is not in the image. We also find that test-items used in previous research can be linked to aspects of civic online reasoning not identified in previous research. We identify complex potentials and pitfalls among students important for education and further research.

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  • 45.
    Wiksten Folkeryd, Jenny
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Teorier och metoder för textanalys: exemplet skrivande i skolans tidiga år2021In: Vetenskapsteori och forskningsmetoder i utbildningsvetenskap / [ed] Thomas Nygren, Stockholm: Natur och kultur, 2021, p. 159-184Chapter in book (Other academic)
1 - 45 of 45
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