Responsive literacy practices in digitalised classrooms (RESPONSE)

RESPONSE is the shorthand title of a research project within the broadly conceived topic of digital literacy. The chosen term is deeply associated with dialogical engagement and involvement and with the experience of relevance. At the same time it points directly to communicative action; in this case to observable literacy events in classrooms.


Response is initiated by the Norwegian Reading Centre at the University of Stavanger. The project aims at mutual competence development in close cooperation with a municipality that has decided to provide tablet computers for all pupils in its three secondary schools, starting with new 8th-graders in August 2014.

Teachers and pupils in these schools will have continuous access to new technology and digital resources. When made good use of, this may contribute to the development of innovative teaching practices that enhance pedagogical core values such as active involvement, participation, and collaboration.

The primary objective of the project is to develop new knowledge about digitalised literacy practices that may promote knowledge-based professional practices and facilitate high-quality learning processes. For this purpose it is designed as a series of comparative case studies of schools and classes, teachers and students, all embedded in the more comprising case of one municipality followed over an implementation period of three years.

Studies will in the first place focus on the integration of digital technology and response in classroom activities such as text based conversations, and in writing processes where computer tablets will be used to give and share peer and teacher response to pupils’ texts. In the second place studies will over time look into the involved teachers’ response to challenges caused by an innovation that will change their everyday work situation.

Having access to all lower-secondary schools in a municipality during an extended period of change and adjustment provides the project with a microcosm that is small enough to include the entire population of lower secondary schools and teachers and yet large enough to reflect the bigger picture of similarity and variation, problems and solutions, possibilities used and challenges persisting.