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Writing roles in fields of tensions between collective and individual digital writing.
Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.ORCID iD: 0000-0001-7745-8034
2015 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

From theoretical understanding of New Literacy Studies and ecological perspective on literacy (Barton 1994/2010; Smidt 2002; Kress et al2005) this paper explore and discuss writing roles in fields of tensions between collective and individual digital writing in the teaching ofSwedish at upper secondary school. The focus of the study is an analysis of relations between pupils´ writing, school environment in whichthe writing takes place, and how pupils position themselves and others in relation to their use of digital artefacts and norms in the classrooms. Literacy studies are rarely focused on the teaching of Swedish at upper secondary school level. The study takes its point ofdeparture from a broader understanding of writing, and investigates how writing interacts with reading, talking and listening. The analysis is bases on participant observations and video recordings of 42 lessons in Swedish in 3 classes at upper secondary school, and on interviews with 24 pupils and 3 teachers taking part in the study. The findings show that the teaching of writing in the subject of Swedish at upper secondary school is a project in communication with others. This means that the individual writing relates to collective participation in classroom and in social media. The shift from paper and pencil to computer and screen means more than a shift change in the use of artefacts. In order to illustrate this I have created the figure "Writing roles in fields of tension" from analyses of the empirical material. Four writing roles crystallised: mentor, social performer, independent writer and help seeking writer. The figure highlights the dynamics of writing and also the complexity in the use of digital artefacts and interpretation of norms in the environment. The pupils' identity making meets different writing cultures, which become an ecological interplay of constant negotiation. Participation also creates writing identities inrelation to the collective environment, and leads to the writer identifying him- or herself with values and practices of the community.

Place, publisher, year, edition, pages
2015.
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:du-26457OAI: oai:DiVA.org:du-26457DiVA: diva2:1151388
Conference
The 43rd Annual Congress of the Nordic Educational Research Association, 4-6 March 2015, Göteborg.
Available from: 2015-04-08 Created: 2017-10-23 Last updated: 2017-10-23Bibliographically approved

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Nordmark, Marie

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf