Special issue: The interplay of Textual and Interactional Resources in Collective Literacy Practices in the Nordic Classrooms
There is societal consensus in democratic countries all over the world on how important it is for young people to acquire literacy skills and competences in order to be able to participate in the labor market and as citizens when they reach adulthood. This consensus is expressed, for instance, in policy documents such as national curricula and syllabi as well as in various educational programs aimed at enhancing teacher competence and enhancing all students’ literacy. With this special issue, we argue that it is important that educational literacy research explores different aspects of participation in collective literacy activities in classrooms to promote understanding of the complexity of conditions under which students become democratic participants in contemporary society. The five articles in this issue contribute to this enterprise by describing and discussing how literacy practices in contemporary Nordic education are shaped in situated interactions in contexts that are socially and materially constituted.
Elevenes kritiske blikk på litteraturundervisningen
Det er en spenning mellom hva elevene mener er kjernen i litteraturfaget, og hvordan litteratur faktisk undervises i norsktimene på skolen. Det viser en studie Aslaug Fodstad Gourvennec har gjort blant høytpresterende avgangselever i videregående skole.
Special Education Teachers’ Narratives on Literacy Support for Bilingual Students with Dyslexia in Swedish Compulsory Schools
The aim of the study is to investigate how special education teachers talk about their teaching in relation to bilingual students with dyslexia within Swedish compulsory schools. By Niloufar Jalali-Moghadam*, and Christina Hedman
Nordic Journal of Literacy Research gis ut på Cappelen Damm Akademisk forlag, og er et vitenskapelig, nordisk tidsskrift som skal samle nordisk forskning innen lesing, skriving og literacy.
Interimredaktørerer professor Per Henning Uppstad, professor Atle Skaftun og førsteamanuensis Oddny Judith Solheim, alle ved Lesesenteret, Universitetet i Stavanger.