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  • 1.
    Blåsjö, Mona
    et al.
    Stockholms universitet.
    Hållsten, Stina
    Södertörn University, School of Culture and Education, Swedish Language.
    Karlström, Petter
    Stockholms universitet.
    Knutsson, Ola
    Stockholms universitet.
    Carretto Pargman, Teresa
    Stockholms universitet.
    Att skriva för att lära i digital miljö2014In: Resultatdialog 2014, Stockholm: Vetenskapsrådet , 2014, p. 109-119Chapter in book (Other academic)
  • 2.
    Hållsten, Stina
    Södertörn University, School of Culture and Education, Swedish Language.
    Diskussionsuppgift på lärplattformen – redskap för att lära eller bara ’en uppgift till'?2016In: Svenskans beskrivning : [SvB.] 34: Förhandlingar vid Trettiofjärde sammankomsten, Lund den 22–24 oktober 2014. / [ed] Anna W Gustafsson, Lisa Holm, Katarina Lundin, Henrik Rahm och Mechtild Tronnier, Lund, 2016, p. 229-242Conference paper (Refereed)
  • 3. Hållsten, Stina
    Hur kan examensarbetena på Nada bli ännu bättre?: redovisning av en undersökning kring examensarbetet och rapportskrivningen samt förslag på nya exjobbsrutiner, våren 20032003Report (Other academic)
  • 4. Hållsten, Stina
    Ingenjörer skriver: Verksamheter och texter i arbete och utbildning2008Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The subject of this study is engineers’ activities, writing and texts in their profession and education. Fieldwork for the study was conducted in three professional workplaces and a major technical university (called Tekniska Institutet in the study).

    The aim of the study is to explore what kind of writing the engineers are supposed to handle and practice, situated in their professional environment, and to compare this with the writing practices and texts engineering students are prepared for in their higher education. The theoretical framework is a sociocultural approach inspired by Lave & Wenger (1991), Wenger (1998), Wertsch (1998) and Engeström (1987). The theoretical concepts of activity systems, mediational means or cultural tools and trajectory of practice are applied, partly on a linguistic level, to the writing and the work that engineers carry out in their professional community and the university.

    The engineers in the study write every day in their profession, in different roles, something they are not quite prepared for in their higher education. The study examines whether there are cultural tools that are typical for engineers and their work. One central construction is the list, which can be seen as a cultural tool on both a cognitive and a social or communicative level: the study shows that the list is used both to structure or construct content and to instruct readers, for example, or show them how a soft ware system or a computer programme is structured. The list is also used within the education community, in teachers’ instructions and course material as well as in the students’ texts, such as lab reports and different types of essays.

  • 5.
    Hållsten, Stina
    Södertörn University, School of Culture and Education, Swedish Language.
    När vardagen blir vetenskap: Konkret och abstrakt i kriminologitexter2013In: Text, kontext och betydelse: Sex nordiska studier i systemisk-funktionell lingvistik / [ed] Stina Hållsten, Hanna Sofia Rehnberg, Daniel Wojahn, Huddinge: Södertörns högskola , 2013, 1, p. 89-106Chapter in book (Refereed)
  • 6.
    Hållsten, Stina
    Södertörn University, School of Culture and Education, Swedish Language.
    Om att använda lärplattformen för att diskutera: en pedagogisk utmaning2017In: Studenters skrivande i humaniora och samhällsvetenskap / [ed] Anna Malmbjer, Huddinge: Södertörns högskola, 2017, p. 171-185Chapter in book (Refereed)
  • 7.
    Hållsten, Stina
    Södertörn University, School of Culture and Education, Swedish Language. Södertörns högskola.
    Stöttning av skrivande i ett digitalt diskussionsforum: Kan den digitala lärplattformens kursdesign utvecklas genrepedagogiskt?2017In: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558, Vol. 7, no 1, p. 13-28Article in journal (Refereed)
  • 8. Hållsten, Stina
    Text och arbete: om tre ingenjörers skrivande2008In: Resultatdialog 2008: forskning inom utbildningsvetenskap, Stockholm: Vetenskapsrådet , 2008, p. 48-52Conference paper (Other (popular science, discussion, etc.))
  • 9. Hållsten, Stina
    ”Texten måste ha en viss dialekt ”2002Report (Other academic)
    Abstract [sv]

    En undersökning av arbetsprocesser, skriftanvändning och inställning till skrivande på tre tekniska företag.

  • 10.
    Hållsten, Stina
    Södertörn University, School of Culture and Education, Swedish Language.
    What digital literacy is needed for writing a 'study blog' on the criminology course?2016In: Theory, application, analysis: Studies in systemic functional linguistics / [ed] Marta Filipe Alexandre and Carlos A. M. Gouveia, Lisbon: BonD & CELGA-ILTEC , 2016, p. 345-363Conference paper (Refereed)
    Abstract [en]

    This article reports on a study investigating the digital literacy context on a distance course in criminology, at a Swedish university[1]. The aim is to explore if and how students and teachers ”build” a context for the participation and writing through their use of the VLE and discussions over the platform´s chat room. Drawing on Macken- Horarik (1996) and Macken-Horarik et. al. (2006), the study analyses the digital writing among both students and teachers on one hand, and the design of the VLE on the other.

    The study is a part of the project WIDE ”Writing to learn in a Digital Environment” 2010-12, financed by The Swedish Research Council. Project members, in addition of the author: Ola Knutsson, Petter Karlström, Tessy Ceratto, Dep. of Computer Science, Stockholm University and Mona Blåsjö, Dep. of Scandinavian Languages, Stockholm University. Some of the quotations from the student-teacher communication in the article will also be found in Knutsson et.al. (2012).

    One point of departure is that virtual learning platforms (VLEs) offer an arena for a major focus on writing, compared to oral communication in for example traditional seminars.  Another point of departure is that the VLE, among other digital tools, gives us a perhaps new learning situation, for example a different student-teacher relation concerning knowledge and control of the tools in use.

  • 11.
    Hållsten, Stina
    Södertörn University, School of Communication, Media and it, Swedish language.
    Writing To Learn In A Digital Environment2011In: ISFC38 Negotiating difference: languages, metalanguages, modalities, cultures: Book Of Abstracts: 38th International Systemic Functional Congress July 25-29, 2011 Faculdade De Letras Da Universidade De Lisboa Portugal, Lisbon, 2011, p. 183-Conference paper (Refereed)
  • 12.
    Hållsten, Stina
    et al.
    Södertörn University, School of Culture and Education, Swedish Language.
    Nikolaidou, ZoeSödertörn University, School of Culture and Education, Swedish Language.
    Explorations in Ethnography, Language and Communication: Capturing Linguistic and Cultural Diversities2018Collection (editor) (Refereed)
    Abstract [en]

    The term linguistic ethnography was introduced at the beginning of the millennium to describe a large number of studies that made use of ethnographic methods of data collection and analysis to talk about context when studying language use, practices and ideologies.

    The six chapters in this edited collection were among the forty papers presented in the Sixth Conference on Explorations in Ethnography, Language and Communication, at Södertörn University in 2016 and they all have a focus on methodology. A preface is included written by Karin Tusting, convenor of the Linguistic Ethnography Forum at Lancaster University.

    This volume is the seventh edition, and first to include contributions written in English, in the Södertörn Discourse Studies series (Text- och samtalsstudier) from Södertörn University.

  • 13.
    Hållsten, Stina
    et al.
    Södertörn University, School of Culture and Education, Swedish Language.
    Rehnberg, Hanna Sofia
    Södertörn University, School of Culture and Education, Swedish Language.
    Wojahn, Daniel
    Södertörn University, School of Culture and Education, Swedish Language.
    Sex nordiska studier i systemisk- funktionell lingvistik: En introduktion2013In: Text, kontext och betydelse: Sex nordiska studier i systemisk-funktionell lingvistik / [ed] Stina Hållsten, Hanna Sofia Rehnberg, Daniel Wojahn, Huddinge: Södertörns högskola , 2013, p. 5-10Chapter in book (Other academic)
    Abstract [sv]

    Systemisk-funktionell lingvistik (SFL) är idag en av de mest livaktiga teoribildningarna inom tillämpad språkvetenskap i Norden. Denna volym, där sex språkforskare medverkar med var sitt bidrag, är ett led i det pågående arbetet med en systemisk-funktionell beskrivning av de nordiska språken.

    Volymen innehåller både allmän teoriutveckling och empiriska analyser. Bland annat föreslås en modell som visar hur det är möjligt att analysera texters deltagande i praktiker och aktiviteter. Det ges också konkreta exempel på hur registeranalys kan användas inom språkundervisning och skrivkurser. Även en multimodal analys av bloggar finns bland volymens artiklar.

    Text, kontext och betydelse bygger på den Sjunde nordiska SFL-workshoppen, som hölls 2011 vid Södertörns högskola.

  • 14.
    Hållsten, Stina
    et al.
    Södertörn University, School of Culture and Education, Swedish Language.
    Rehnberg, Hanna SofiaSödertörn University, School of Culture and Education, Swedish Language.Wojahn, DanielSödertörn University, School of Culture and Education, Swedish Language.
    Text, kontext och betydelse: Sex nordiska studier i systemisk-funktionell lingvistik2013Collection (editor) (Other academic)
    Abstract [sv]

    Systemisk-funktionell lingvistik (SFL) är idag en av de mest livaktiga teoribildningarna inom tillämpad språkvetenskap i Norden. Denna volym, där sex språkforskare medverkar med var sitt bidrag, är ett led i det pågående arbetet med en systemisk-funktionell beskrivning av de nordiska språken.

    Volymen innehåller både allmän teoriutveckling och empiriska analyser. Bland annat föreslås en modell som visar hur det är möjligt att analysera texters deltagande i praktiker och aktiviteter. Det ges också konkreta exempel på hur registeranalys kan användas inom språkundervisning och skrivkurser. Även en multimodal analys av bloggar finns bland volymens artiklar.

    Text, kontext och betydelse bygger på den Sjunde nordiska SFL-workshoppen, som hölls 2011 vid Södertörns högskola.

  • 15.
    Hållsten, Stina
    et al.
    Södertörn University, School of Culture and Education, Swedish Language.
    Schött, Kristina
    Stockholms universitet.
    Moberg, Bodil
    Karolinska institutet.
    Strand, Hans
    Stockholms universitet.
    Studentens skrivhandbok2015 (ed. 3)Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Studentens skrivhandbok vänder sig till dig som är ny på högskolan eller universitet. Kanske kommer du direkt från gymnasiet, kanske har du varit ute och arbetat några år. Här får du hjälp att komma underfund med vad, hur och varför man skriver på högskolan. Framför allt handlar boken om det skrivande du kommer att ägna dig åt de första terminerna.

    Här får du veta vad lärarna kan mena när de ber dig diskutera eller redogöra i en text och varför den akademiska stilen är som den är. Du får också veta hur du kan göra när du ska skriva tillsammans med andra och hur arbetsprocessen kan se ut när du skriver på egen hand. Boken innehålle prraktiska råd när det gäller stilen och språket i din text, hur du refererar till källor, hur du granskar och redigerar det du ska lämna in och mycket mer.

    Denna nya upplaga av Studentens skrivhandbok innehåller flera helt nya kapitel och presenterar ett annat synsätt än tidigare upplagor. Fokus ligger på vad man gör i en akademisk text.

    Bokens författare har många års erfarenhet av forskning och undervisning i skrivande på högskolenivå. 

  • 16. Knutsson, Ola
    et al.
    Blåsjö, Mona
    Hållsten, Stina
    Södertörn University, School of Communication, Media and it, Swedish language.
    Karlström, Petter
    Identifying different registers of digital literacy in virtual learning environments2012In: The Internet and higher education, ISSN 1096-7516, E-ISSN 1873-5525, Vol. 15, no 4, p. 237-246Article in journal (Refereed)
    Abstract [en]

    In this paper social semiotics, and systemic functional linguistics in particular, are used in order to identify registers of digital literacy in the use of virtual learning environments. The framework of social semiotics provides means to systemize and discuss digital literacy as a linguistic and semiotic issue. The following research question was investigated in the paper: What different registers of digital literacy could be identified when students and teachers communicate and interact in a VLE? The research question was answered by. initially, an application of social semiotics to virtual learning environments, and its relation to the knowledge domains of everyday, specialized and reflexive digital literacy. This application was then further developed, using an analysis of a course specific use of a virtual learning environment in a case study. The study identified discrepancies between the digital literacies of teachers. designers and students. These discrepancies mean that a shared semiotic register was sometimes difficult to maintain. The conclusion is that the designers and teachers as co-designers of virtual learning environments need a better understanding of everyday digital literacy in order to design more sufficient learning environments. The paper shows that digital literacy must be considered as a situated practice, and that it concerns functional and communicative competencies rather than acquiring a set of technical skills.

1 - 16 of 16
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