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Hultin, E. & Westman, M. (2018). The reuse of semiotic resources in third-year children’s writing of sub-genres. Journal of Early Childhood Literacy, 18(4), 518-544
Open this publication in new window or tab >>The reuse of semiotic resources in third-year children’s writing of sub-genres
2018 (English)In: Journal of Early Childhood Literacy, ISSN 1468-7984, E-ISSN 1741-2919, Vol. 18, no 4, p. 518-544Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to explore how children use and reuse semiotic resources in their writing of hybrid genres in school. In focus are children’s use and reuse of semiotic resources from both earlier literacy events at school and literacy events they have experienced at home or in their leisure time. This double focus is rare in previous studies and thus the study contributes new insights concerning how children’s writing can be understood as a hybridization process in which semiotic resources from different literacy practices in school and out of school interplay. The theoretical framework of the study is based on New Literacy Studies, social semiotics and genre theories. The methodological approach is semiotic ethnography. The material is based on videotaped classroom observations of a particular writing process consisting of both collective and individual writing, as well as on the texts produced. A genre analysis is conducted in three steps, in order to explore the reuse of semiotic resources from literacy events in and out of school in five children’s texts. The results of this analysis show children’s creative ways of reusing semiotic resources, not only from literacy events and practices outside of school but also from previous literacy events in school. These creative ways of children engaging in hybridization processes while writing a narrative in sub-genres within an official literacy event in school can be understood as the children seizing agency in order to influence their own practice. © The Author(s) 2017.

Keywords
genre analysis, hybridization processes, literacy practices, literacy teaching, semiotic resources, Social semiotics
National Category
Educational Sciences
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-29230 (URN)10.1177/1468798416685768 (DOI)2-s2.0-85058508829 (Scopus ID)
Available from: 2018-12-30 Created: 2018-12-30 Last updated: 2018-12-30Bibliographically approved
Hultin, E. (2017). Children's Democratic Experiences in a Collective Writing Process: Analysing Classroom Interaction in Terms of Deliberation. Nordic Journal of Literacy Research, 3(1)
Open this publication in new window or tab >>Children's Democratic Experiences in a Collective Writing Process: Analysing Classroom Interaction in Terms of Deliberation
2017 (English)In: Nordic Journal of Literacy Research, E-ISSN 2464-1596, Vol. 3, no 1Article in journal (Refereed) Published
Abstract [en]

The aim of this study is twofold: firstly, it aims to explore the interactional conditions in terms of democratic qualities constituted in collective writing in a primary school classroom; and secondly, it aims to examine whether a set of deliberative criteria is fruitful as an analytical tool when studying classroom interaction. Theoretically, I turn to New Literacy Studies for understanding the writing classroom as a literacy practice and the actual (collective) writing as literacy events. The study has an ethnographic approach in which classroom observations were conducted during a collective writing process involving six nine-year-old children and their teacher. The observations included, two lessons, divided into 3 hours, which were observed, videotaped, and transcribed. The teacher had planned for a strict interactional or didactical order during the collective writing in which the children were to respond individually. However, the children responded in a different manner by starting a vivid dialogue in which they negotiated both the form and the content of the story. The analysis shows some deliberative qualities in this classroom interaction, while some other qualities were not evident. Furthermore, the analysis showed that the set of deliberative criteria was useful in visualizing both existing deliberative qualities in the interaction and the potential for developing such qualities.

Keywords
Collective writing; classroom interaction; deliberative communication; ethnography
National Category
Pedagogy
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-24895 (URN)10.23865/njlr.v3.472 (DOI)
Note

Open Access APC beslut 8/2017

Available from: 2017-05-10 Created: 2017-05-10 Last updated: 2018-11-13Bibliographically approved
Bartholdsson, Å., Gustafsson-Lundberg, J. & Hultin, E. (2014). Rapport från projektet Socioemotionella program i förskola och skola: förskolebarns, elevers och lärares erfarenheter. Falun
Open this publication in new window or tab >>Rapport från projektet Socioemotionella program i förskola och skola: förskolebarns, elevers och lärares erfarenheter
2014 (Swedish)Report (Other academic)
Abstract [sv]

Projektet syftar till att belysa olika aktörsperspektiv på implementering av och arbetet med socioemotionella program i den kommunala grundskolan och förskolan. Studien består av fem delstudier av fem kommunala verksamheter där arbete med socioemotionella program har ägt rum. Studien har en etnografisk design. Resultatet visar att implementeringsprocessen har sett olika ut i de studerade verksamheterna gällande initiativ till arbetet (uppifrån och ned, nedifrån och upp eller både och). Gemensamt i samtliga verksamheter var dock att det manualbaserade arbetet infördes utan granskning eller diskussion, vare sig på central kommunal nivå eller ute i verksamheterna. Vidare visar resultatet att många lärare till en början välkomnade manualbaserade program för att få tillgång till verktyg för systematiskt arbete med socioemotionella frågor, men att de snart fann svårigheter att omsätta övningarna på ett meningsfullt och etiskt försvarbart sätt för barnen och eleverna i verksamheten. Lärare uttrycker också osäkerhet gällande vilken skillnad de anser att programmen gjort för barnen/eleverna. Många barn och elever var kritiska mot programmen; barnen i förskolan hade svårt att sätta ord på vad de lärde sig av programmen och eleverna på högstadiet var öppet kritiskta till programarbetet. Eleverna i år tre och fem uttryckte däremot i mer positiva ordalag om det socioemotionella arbetet de tagit del av; deras svar ligger ofta i linje med de motiveringar för programmet som finns i programmen själva och bland lärare. Dessa elever uppvisar därmed ha tillägnat sig en diskursiv kompetens i sitt tal om programarbetet. I rapporten diskuteras också vilka implikationer programarbetet medfört dels för lärarprofessionaliteten, dels för realiserandet av skolans normativa uppdrag.

 

Place, publisher, year, edition, pages
Falun: , 2014. p. 79
Series
Kultur och lärande, ISSN 1403-6878 ; 2014:05
Keywords
socioemotionell träning; manualbaserade program i skola och förskola; evidensbaserade metoder; värdegrund; terapeutisk kultur; klassrumsstudier; studier i förskolan; lärarprofessionalism; didaktik; läraretik
National Category
Educational Sciences
Research subject
Education and Learning, Socioemotionella program i skola och förskola
Identifiers
urn:nbn:se:du-20359 (URN)978-91-89020-87-0 (ISBN)
Projects
Socioemotionella program i skola och förskola - 2011-2014
Note

Finansiär: Skolforskningsfonden, PUD, Högskolan Dalarna

Available from: 2015-12-04 Created: 2015-12-04 Last updated: 2015-12-04Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-0270-4266

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