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  • 1.
    Nikolaidou, Zoe
    et al.
    Södertörn University, School of Culture and Education, Swedish Language.
    Bellander, Theres
    Stockholm University.
    Health literacy as knowledge construction: Learning about health by expanding objects and crossing boundaries in networked activities2020In: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 24, article id 100256Article, review/survey (Refereed)
    Abstract [en]

    In this paper we examine health literacy as a set of practices that unfold in networked activity systems. Focusing on the literacy practices of pregnant couples and parents of children with heart defect, we show that they participate in multiple activities with the object of constructing knowledge about the child's condition. The contexts for these activities are doctor-patient consultations and the parents' online searching and sharing. The study builds on ethnographic interviews, recorded medical consultations and collection of texts from online forums, blogs and social media. An analysis based on literacy practices and activity theory shows that these activities enable parents' learning, but they can also be restricting as to the mediating tools they provide and the rules that dictate the tools. Additionally, the object of learning about heart defect is not always clearly formulated and stable but it keeps alternating and expanding. As a result, the parents cross boundaries between activities with different mediating tools, rules and communities and thereby different possibilities for learning. We show that doing health literacy is comprised by a set of recontextualised practices of looking for medical and experiential knowledge and it is by a combination of the two that meaningful learning is achieved.

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  • 2.
    Samuelsson, Robin
    Södertörn University, School of Culture and Education, Swedish Language. Södertörn University, Teacher Education.
    Children's explorations of the concept of spinning in preschool: Science learning in mediated activity2018In: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 17, p. 90-102Article in journal (Refereed)
    Abstract [en]

    This paper examines how children explore the concept of spinning during a preschool project. It takes a cultural-historical approach, and analyzes how artifacts can be used in development of abstract concepts. In line with the pedagogical goals teachers employ these in learning activities during the project in line with their pedagogical goals. Children encounter the activities with different linguistic and perceptual means; there is, however, across the project a shift towards learning activities that promote verbal explanations. The interrelation of verbal and perceptual means, suggest ways in how children dynamically develop abstract concepts out of perceptual knowledge in activities with appropriate artifacts and teacher scaffolding.

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  • 3.
    Zackariasson, Maria
    Södertörn University, School of Gender, Culture and History, Ethnology.
    Coming from the outside: Learning and experiences among youths from non-religious families in Christian youth organisations2012In: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 1, no 3-4, p. 249-258Article in journal (Refereed)
    Abstract [en]

    The purpose of this article is to examine the learning processes that take place when youths from non-religious homes become active in religious youth organisations. The empirical foundation for the article consists of interviews with Swedish youths who are active in youth organisations belonging to free church denominations. The experiences and reflections of the interviewed youths are analysed in terms of communities of practice, situated learning and conversational learning and discussed in relation to socialisation processes. The results show that more organized learning situations, led by adults or youth leaders within the congregation, are of some importance for the learning within the groups. But that friends and peers also play an imperative role for these youths from non-religious homes, when it comes to learning how to behave and what to believe, as well as knowing what can be said and what shouldn't be mentioned in the context and group they become a part of. The article finally underlines how learning about the values, expectations and practices within a religious group or organisation, is not necessarily the same as actually embracing them.

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    Coming from the Outside Post-print
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