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.
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.