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Nemeth, Ulrika
Publications (3 of 3) Show all publications
Levinsson, M., Hogedal, L., Liberg, C., Nemeth, U. & Tyrén, L. (2017). Fixar Läsfixarna läsningen?. In: Jonas Almqvist, Karim Hamza, Anette Olin (Ed.), Undersöka och utveckla undervisning: Professionell utveckling för lärare (pp. 31-48). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Fixar Läsfixarna läsningen?
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2017 (English)In: Undersöka och utveckla undervisning: Professionell utveckling för lärare / [ed] Jonas Almqvist, Karim Hamza, Anette Olin, Lund: Studentlitteratur AB, 2017, p. 31-48Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2017
Keywords
Didactics, Didaktik
National Category
Didactics
Identifiers
urn:nbn:se:sh:diva-36673 (URN)978-91-44-11417-0 (ISBN)
Available from: 2018-11-01 Created: 2018-11-01 Last updated: 2018-11-12Bibliographically approved
Nemeth, U. & Thydell, G. (2016). Läsa och skriva i digitala miljöer. Stockholm: Skolverket
Open this publication in new window or tab >>Läsa och skriva i digitala miljöer
2016 (Swedish)Other (Other academic)
Place, publisher, year, pages
Stockholm: Skolverket, 2016. p. 13
National Category
Educational Sciences
Identifiers
urn:nbn:se:sh:diva-36694 (URN)
Note

Ingår i lärportalen Språk-, läs- och skrivutveckling (Läslyftet). Modul: Textarbete i digitala miljöer Del 6: Läsa och skriva i digitala miljöer

Available from: 2018-11-01 Created: 2018-11-01 Last updated: 2018-11-07Bibliographically approved
Nemeth, U. (2011). Jakten på den godkända texten: Läspraktiker och internetanvändning på gymnasieskolan. (Licentiate dissertation). Stockholm: Institutionen för språkdidaktik
Open this publication in new window or tab >>Jakten på den godkända texten: Läspraktiker och internetanvändning på gymnasieskolan
2011 (English)Licentiate thesis, monograph (Other academic)
Abstract [en]

This thesis presents a case study from an authentic school practice, where seven students, in their second year of a social sciences program in an upper sec­on­dary school, use internet texts in various learning situations. The aim of the study is to map the reading practices of students encountering internet texts. The main data con­sists of obser­vations, audio and screen recordings, writ­ten instruc­tions, and screen ­shots of the sites visited. Reading practices are ana­lysed, draw­ing on concepts from New Literacy Studies and Systemic Func­tional Grammar, inclu­ding literacy events, literacy in terms of text cul­ture, text­ual norms, abstraction, auth­o­rity and mod­ality as a scale of reliability. The results reveal that meaning making resources such as colours, amount of writing and images and choice of fonts all seem to be parts of students’ con­ceptions of reliability. These textual norms result in learning situations in which students search for texts with pre­dominantly dense writing promoting ency­clopaedic know­ledge. These highly auth­orit­ative texts can be hard to under­stand for the students, something that the text analyses indicate. In com­parison to text books, the internet texts used show, a higher level of auth­ority and abs­trac­tion, rein­forced by gram­matical meta­phors. Most situ­ations in the study include peer interaction, but the most obvious learning poten­­tial resides in situations with a clear reading goal, where stu­dents work in groups and where negotiation is part of the meaning mak­ing pro­cess. The pedagogical implications of the study suggest the potential for students to achieve a higher degree of understanding of the encountered inter­net texts, through group work, and discussions concerning the impact of different layouts and the demands of verbal language. Another potential con­cerns methods for avoiding critical literacy being reduced to trivial visual scanning, via dis­cussions focusing on criteria for reliability evaluations. It is suggested that increased teacher awareness concerning the types of internet texts the students will encounter in authentic situations may contribute to students’ field and genre insight.

Place, publisher, year, edition, pages
Stockholm: Institutionen för språkdidaktik, 2011. p. 141
Series
Studier i språkdidaktik – Studies in Language Education ; 7
Keywords
Systemic Functional Grammar, New Literacy Studies, reading practices, text culture, textual norms, abstraction, authority, modality, learning resources, Internet, nonfiction texts, multimodality
National Category
Educational Sciences
Identifiers
urn:nbn:se:sh:diva-36672 (URN)978-91-7447-221-9 (ISBN)
Presentation
2011-04-01, Hörsal B5, Södra huset, Frescati, Stockholms universitet, Universitetsvägen 10 B, Stockholm, 11:00 (Swedish)
Opponent
Supervisors
Available from: 2018-11-01 Created: 2018-11-01 Last updated: 2018-11-05Bibliographically approved
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