There is a need for more research-based knowledge on the implications of the increased digitalisation of central processes, skills and learning goals – whether it is regarding language instruction in preschool institutions; literacy skills amongst school age children; learning processes in higher education; development of tests; leisure reading; adult reading and writing, and academic reading and writing practices.
The program area ”Interfaces of reading and writing” aims to unite forces by the University of Stavanger in order to meet a growing need for empirical based knowledge on technologies and learning – in research, in education, and in the public sector. Rather than taking a more in-depth look at already existing areas of research and paradigms, by establishing this program area, we aim to create a breeding ground for a new, innovative and interdisciplinary research community. The goal is to stimulate the creation of new projects and constellations; to contribute to the increased competency amongst employees at several institutes and adjoining subject areas at the University of Stavanger, as well as to recruit new research forces.
There is a great need for research-based knowledge on how digital technologies influence the effect of the activities where they are utilised. This program area is to be an arena for the exchange of ideas on interdisciplinary, empirical research projects, which will contribute to the development of such knowledge.
The research areas that will be included in, and result from, the program area, will investigate, in different ways and by different methods, how various technological interfaces influence learning processes, reading and writing. The main aim of the program area is to identify short- and long term effects and implications of digitalisation, in a diverse range of pedagogical contexts and with varying aims, from pre-school institutions, up to and including tertiary education.