uu.seUppsala University Publications
Change search
Link to record
Permanent link

Direct link
BETA
af Geijerstam, Åsa, docentORCID iD iconorcid.org/0000-0002-7186-5381
Publications (10 of 49) Show all publications
af Geijerstam, Å. & Folkeryd, J. (2020). Utveckling av metaspråk för tidigt skolskrivande. In: N. Elf, T. Høegh, K. Kabel, E. Krogh, A. Piekut, & H. Rørbech (Ed.), Grænsegængere og grænsedragninger i nordiska modersmålsfag: (pp. 277-295). Odense: Syddansk Universitetsforlag
Open this publication in new window or tab >>Utveckling av metaspråk för tidigt skolskrivande
2020 (Swedish)In: Grænsegængere og grænsedragninger i nordiska modersmålsfag / [ed] N. Elf, T. Høegh, K. Kabel, E. Krogh, A. Piekut, & H. Rørbech, Odense: Syddansk Universitetsforlag, 2020, p. 277-295Chapter in book (Refereed)
Abstract [sv]

I kapitlet undersöks och diskuteras metaspråkets roll för att lärare ska kunna diskutera elevers texter, och i förlängningen kunna skapa goda förutsättningar för alla elevers utveckling av olika typer av skrivande. Lärares samtal om informativa texter skrivna i tidiga skolår undersöktes. Samtalen fördes före och efter en fortbildning om språkliga resurser för att uttrycka, fördjupa och skapa ett sammanhängande innehåll samt för att skapa en relation till en läsare. Den största skillnaden mellan lärarnas samtal före och efter fortbildningen fanns i samtal om hur texterna relaterar till en läsare, där en stor ökning av den metaspråkliga repertoaren syntes. I avslutande textdiskussioner utvecklar lärare också de metaspråkliga begreppen i högre grad genom exemplifieringar och förklaringar i relation till den text som kommenteras, vilket tyder på att metaspråket börjar systematiseras.

Place, publisher, year, edition, pages
Odense: Syddansk Universitetsforlag, 2020
Series
Konferenceserien for Nordisk Netværk for Modersmålsdidaktisk Forskning ; 1
National Category
Educational Sciences Didactics
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-409725 (URN)978-87-408-3300-3 (ISBN)
Funder
Swedish Research Council
Available from: 2020-04-27 Created: 2020-04-27 Last updated: 2020-05-20Bibliographically approved
Folkeryd, J. W. & af Geijerstam, Å. (2019). Formal and informal metalanguage in primary teachers’ talk about informational student texts.. Nordic Journal of Literacy Research, 5(3)
Open this publication in new window or tab >>Formal and informal metalanguage in primary teachers’ talk about informational student texts.
2019 (English)In: Nordic Journal of Literacy Research, Vol. 5, no 3Article in journal (Refereed) Published
Abstract [en]

Previous research has pointed out the importance for teachers as well as students to use metalanguage in order to develop writing in school. Few studies have however focused on how teachers talk about content aspects in young students’ informational texts, using formal (technical) as well as informal (non-technical) metalanguage. The main purpose of the present study is therefore to analyze how primary teachers discuss student texts before and after a series of six professional development workshops.Based on research within a social semiotic perspective, the workshops focused linguistic resources to express and develop ideas, create cohesive texts and interact with an audience. During audio recorded discussions, a group of teachers were asked to comment on strengths and weaknesses in two informational texts written by students in grades 2 and 3. In order to investigate the effect of the subsequent training, the same texts were discussed during the first and the last meeting. The analysis shows no difference in the total number of metalinguistic comments before and after the workshops. However, explicit formal metalanguage replaces informal metalanguage to a significant degree. It is also shown that the informal metalanguage to some extent displayed other affordances than the formal metalanguage.

Keywords
formal and informal metalanguage, student writing in early school years, informational texts, professional development workshops
National Category
Didactics
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-401262 (URN)10.23865/njlr.v5.2020 (DOI)
Funder
Swedish Research Council
Available from: 2020-01-07 Created: 2020-01-07 Last updated: 2020-01-23Bibliographically approved
Liberg, C., Folkeryd, J., af Geijerstam, Å. & Nordlund, A. (2019). Funktion, innehåll och form i samspel: Elevers textskapande i tidiga skolår. In: Vetenskapsrådet (Ed.), : . Paper presented at Resultatdialog 2019,3-4 December, 2019, Göteborg, Sweden (pp. 58-61). Stockholm
Open this publication in new window or tab >>Funktion, innehåll och form i samspel: Elevers textskapande i tidiga skolår
2019 (Swedish)In: / [ed] Vetenskapsrådet, Stockholm, 2019, p. 58-61Conference paper, Published paper (Other academic)
Place, publisher, year, edition, pages
Stockholm: , 2019
National Category
Didactics
Research subject
Education
Identifiers
urn:nbn:se:uu:diva-399072 (URN)978-91-88943-22-4 (ISBN)
Conference
Resultatdialog 2019,3-4 December, 2019, Göteborg, Sweden
Projects
Funktion, innehåll och form i samspel (VR/UVK 2013-2016/18)
Available from: 2019-12-12 Created: 2019-12-12 Last updated: 2020-05-05Bibliographically approved
af Geijerstam, Å. & Wiksten Folkeryd, J. (2019). Läsande och skrivande i olika ämnen. In: Caroline Liberg och Jon Smidt (Ed.), Att bli lärare i svenska: (pp. 89-101). Stockholm: Liber
Open this publication in new window or tab >>Läsande och skrivande i olika ämnen
2019 (Swedish)In: Att bli lärare i svenska / [ed] Caroline Liberg och Jon Smidt, Stockholm: Liber, 2019, p. 89-101Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2019
National Category
Didactics
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-398439 (URN)978-91-47-12973-7 (ISBN)
Available from: 2019-12-06 Created: 2019-12-06 Last updated: 2020-02-07Bibliographically approved
Ahmad, B., Bunar, N., Riad, T., Forslund, A. & af Geijerstam, Å. (2019). Svenska som andraspråk på språkintroduktion. In: Anette Olin, Jonas Almqvist, Karim Hamza, Lisbeth Gyllander Torkildsen (Ed.), Didaktisk utvecklingsdialog: Lärares och skolledares professionella utveckling (pp. 67-84). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Svenska som andraspråk på språkintroduktion
Show others...
2019 (Swedish)In: Didaktisk utvecklingsdialog: Lärares och skolledares professionella utveckling / [ed] Anette Olin, Jonas Almqvist, Karim Hamza, Lisbeth Gyllander Torkildsen, Lund: Studentlitteratur AB, 2019, p. 67-84Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2019
National Category
Didactics
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-393250 (URN)978-91-44-12574-9 (ISBN)
Available from: 2019-09-18 Created: 2019-09-18 Last updated: 2020-04-03Bibliographically approved
Nygren, T., Haglund, J., Samuelsson, R., af Geijerstam, Å. & Prytz, J. (2018). Critical thinking in national tests across four subjects in Swedish compulsory school. Education Inquiry
Open this publication in new window or tab >>Critical thinking in national tests across four subjects in Swedish compulsory school
Show others...
2018 (English)In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508Article in journal (Refereed) Epub ahead of print
Abstract [en]

Critical thinking is brought to the fore as a central competence in today’s society and in school curricula, but what may be emphasised as a general skill may also differ across school subjects. Using a mixed methods approach we identify general formulations regarding critical thinking in the Swedish curriculum of school year nine and seven more subject-specific categories of critical thinking in the syllabi and national tests in history, physics, mathematics and Swedish. By analysing 76 individual students’ critical thinking as expressed in national tests we find that a student that thinks critically in one subjects does not necessarily do so in other subjects. We find that students’ grades in different subjects are closely linked to their abilities to answer questions designed to test critical thinking in the subjects. We also find that the same formulations of critical thinking in two subjects may mean very different things when translated into assessments. Our findings suggest that critical thinking among students comprise different, subject-specific skills. The complexity of our findings highlights a need for future research to help clarify to students and researchers what it means to think critically in school.

Place, publisher, year, edition, pages
Routledge, 2018
Keywords
critical thinking; history; mathematics; Swedish; physics; national tests; mixed method; explorative factor analysis
National Category
Educational Sciences
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-351731 (URN)10.1080/20004508.2018.1475200 (DOI)
Funder
Knut and Alice Wallenberg Foundation, KAW 2015.0271
Available from: 2018-05-30 Created: 2018-05-30 Last updated: 2018-05-30Bibliographically approved
Hallesson, Y., Visén, P., Wiksten Folkeryd, J. & af Geijerstam, Å. (2018). Four classrooms – four approaches to reading: Examples of disciplinary reading in social science subjects in years five and twelve. L1-Educational Studies in Language and Literature, 18, 1-29
Open this publication in new window or tab >>Four classrooms – four approaches to reading: Examples of disciplinary reading in social science subjects in years five and twelve
2018 (English)In: L1-Educational Studies in Language and Literature, ISSN 1567-6617, E-ISSN 1573-1731, Vol. 18, p. 1-29Article in journal (Refereed) Published
Abstract [en]

In this paper, we aim to explore and exemplify what opportunities to develop disciplinary reading literacy students are given access to in particular types of classroom reading environments in social science subjects. The investigation focuses on how the teacher organizes activities around reading, on what content is approached in text-related discussions and on whose perspectives are allowed space in the classroom discourse. The empirical data consists of classroom observations from two classes in year five and two classes in the Swedish upper secondary school, using different approaches to teaching reading, one being Reading to Learn. With a theoretical base in systemic functional linguistics (SFL), dialogism and reception theory, the classroom discourse was analysed in terms of sequential reading stages, text movability and dialogicality. The findings reveal how differently organized reading environments provide different support structures for students’ disciplinary reading. For example, the findings indicate that text activities that support the reading process in several stages bring about a larger potential for the development of reading literacy. However, the picture changes depending on to what extent students are given room to express their reception of the text, and thereby contribute to an active understanding of text in a dialogical classroom.

Keywords
Disciplinary literacy, Reading approaches, Reading development, Reading to Learn, Social science subjects
National Category
Pedagogy Specific Languages
Research subject
Education
Identifiers
urn:nbn:se:uu:diva-355442 (URN)10.17239/L1ESLL-2018.18.01.06 (DOI)000498516000010 ()
Available from: 2018-06-29 Created: 2018-06-29 Last updated: 2020-01-15Bibliographically approved
af Geijerstam, Å., Runeson, J., Nilholm, C., Östman, L. & Ingelshed, L. (2017). Att skriva faktatext i fyran. In: Almqvist, Jonas, Hamza, Karim, Olin, Anette (Ed.), Undersöka och utveckla undervisning.: Professionell utveckling för lärare. (pp. 67-84). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Att skriva faktatext i fyran
Show others...
2017 (Swedish)In: Undersöka och utveckla undervisning.: Professionell utveckling för lärare. / [ed] Almqvist, Jonas, Hamza, Karim, Olin, Anette, Lund: Studentlitteratur AB, 2017, p. 67-84Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2017
National Category
Didactics
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-345442 (URN)9789144114170 (ISBN)
Available from: 2018-03-09 Created: 2018-03-09 Last updated: 2018-03-09
Folkeryd, J. W., af Geijerstam, Å. & Liberg, C. (2017). Different kinds of wrong: Marginalization processes within a reading test. In: Sangeeta Bagga-Gupta (Ed.), Marginalization Processes across Different Settings: Going beyond the Mainstream. Newcastle-upon-Tyne: Cambridge Scholars Publishing
Open this publication in new window or tab >>Different kinds of wrong: Marginalization processes within a reading test
2017 (English)In: Marginalization Processes across Different Settings: Going beyond the Mainstream / [ed] Sangeeta Bagga-Gupta, Newcastle-upon-Tyne: Cambridge Scholars Publishing, 2017Chapter in book (Other academic)
Place, publisher, year, edition, pages
Newcastle-upon-Tyne: Cambridge Scholars Publishing, 2017
National Category
Didactics
Identifiers
urn:nbn:se:uu:diva-345330 (URN)1-5275-0329-1 (ISBN)978-1-5275-0329-8 (ISBN)
Available from: 2018-03-09 Created: 2018-03-09 Last updated: 2020-01-23Bibliographically approved
af Geijerstam, Å. (2016). Det ämnesspecifika skrivandet i naturvetenskapliga ämnen. In: Skolverket (Ed.), Skolverkets modul: Att genomföra systematiska undersökningar: Del 6: Att dokumentera undersökningar (pp. 1-11). Stockholm: Skolverket
Open this publication in new window or tab >>Det ämnesspecifika skrivandet i naturvetenskapliga ämnen
2016 (Swedish)In: Skolverkets modul: Att genomföra systematiska undersökningar: Del 6: Att dokumentera undersökningar / [ed] Skolverket, Stockholm: Skolverket , 2016, p. 1-11Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Skolverket, 2016
National Category
Didactics
Identifiers
urn:nbn:se:uu:diva-393252 (URN)
Available from: 2019-09-18 Created: 2019-09-18 Last updated: 2019-10-04Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-7186-5381

Search in DiVA

Show all publications