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  • 1.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology.
    Att skriva i naturorienterande ämnen i skolan2006Doctoral thesis, monograph (Other academic)
    Abstract [en]

    When children encounter new subjects in school, they are also faced with new ways of using language. Learning science thus means learning the language of science, and writing is one of the ways this is accomplished. The present study investigates writing in natural sciences in grades 5 and 8 in Swedish schools. Major theoretical influences for these investigations are found within the socio-cultural, dialogical and social semiotic perspectives on language use.

    The study is based on texts written by 97 students, interviews around these texts and observations from 16 different classroom practices. Writing is seen as a situated practice; therefore analysis is carried out of the activities surrounding the texts. The student texts are analysed in terms of genre and in relation to their abstraction, density and use of expansions. This analysis shows among other things that the texts show increasing abstraction and density with increasing age, whereas the text structure and the use of expansions do not increase.

    It is also argued that a central point in school writing must be the students’ way of talking about their texts. Analysis of interviews with the students is thus carried out in terms of text movability. The results from this analysis indicate that students find it difficult to talk about their texts. They find it hard to express the main content of the text, as well as to discuss it’s function and potential readers.

    Previous studies argue that writing constitutes a potential for learning. In the material studied in this thesis, this potential learning tool is not used to any large extent. To be able to participate in natural sciences in higher levels, students need to take part in practices where the specialized language of natural science is used in writing as well as in speech.

  • 2.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Curriculum studies of mother-tongue education in Swedish: Introductory remarks2012In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, ISSN 2000-4508, Vol. 3, no 4, p. 471-475Article in journal (Refereed)
  • 3.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Det naturvetenskapliga ämnesspråket2012In: Skriv! Les! 1, Trondheim: Akademika forlag, 2012, p. 29-44Conference paper (Refereed)
  • 4.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Det ämnesspecifika skrivandet i naturvetenskapliga ämnen2016In: Skolverkets modul: Att genomföra systematiska undersökningar: Del 6: Att dokumentera undersökningar / [ed] Skolverket, Stockholm: Skolverket , 2016, p. 1-11Chapter in book (Other academic)
  • 5.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics. Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Hur har du uppfattat det? En studie av den fenomenografiska ansatsen och dess förmåga att fånga elevens uppfattningar av lärobokstexter1998In: Papers, Uppsala: Department of Linguistics, Uppsala , 1998, Vol. 33, p. 39-72Chapter in book (Other academic)
  • 6.
    af Geijerstam, Åsa
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    ”I NO skriver man bara så man förstår.” Men hur skriver man, och hur förstår man? Expansioner och textrörlighet i elevtexter.2007Conference paper (Other academic)
    Abstract [sv]

    Att lära sig ett nytt ämnesområde innebär även att lära sig det språk som används inom det området. Tidigare forskning visar att det är nödvändigt att lära sig att skriva inom till exempel de olika naturvetenskapliga genrerna för att bli en kompetent elev inom detta område (se t ex Halliday & Martin 1993, Wignell, 1998).

     

    I denna presentation vill jag närmare diskutera expansioner i texter skrivna av elever i skolår 5 och 8 i NO och SO-ämnena. Genom expansioner byggs semantiska relationer mellan händelser genom satser som definierar (’alltså’, ’med andra ord’), bygger ut (’och’, ’men’) eller specificerar (’sen’, ’för att’) den inledande satsen (Halliday & Matthiessen 2004).  Expansioner har diskuterats som en viktig del av den vetenskapliga diskursen, både i sig själva och även som ett uttryck för elevernas förståelse av vad de skriver (Keys 1999). I presentationen diskuterar jag graden av expansioner i texterna i relation till hur eleverna talar om sina texter, deras textrörlighet. Det visar sig bland annat att framför allt högpresterande elever har en högre textrörlighet i de texter som även har en högre grad av expansioner.

  • 7.
    af Geijerstam, Åsa
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Kritisk kausalitet?: En undersökning av kausalitet i texter och frågor i PIRLS-provets informativa texter2011In: Åttonde nationella konferensen i svenska med didaktisk inriktning: Språket, kroppen och rummet - multimodala och digitala perspektiv på lärande. Södertörns högskola 25-26 november 2010 / [ed] Jenny Magnusson, Anna Malmbjer, Daniel Wojahn, 2011, p. 51-61Conference paper (Other academic)
    Abstract [sv]

    Med denna presentation vill jag närmare diskutera olika sätt att definiera och resonera kring kausalitet i texter.

    Tidigare analyser av expansionsrelationer i det internationella läsförståelseprovet PIRLS 2006 (ges för 10-åringar) har visat att uttryckta kausala relationer inte är särskilt vanliga i testets informativa texter.

    Med exempel ur frågor och bedömningsguide för PIRLS 2006 diskuteras nu till vilken grad frågorna uppmuntrar till kausala resonemang hos eleverna, och till vilken grad dessa frågor hänvisar till delar av texten där uttryckt kausalitet finns.  En vidare diskussion blir sedan vilken roll förklaringar och kausala relationer spelar i läromedel och uppgifter i grundskolans mellanår.

  • 8.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Läsandet och sammanhanget.: Läspositioner i olika ämnen i skolan.2014In: Mötesplatser.: Texter för svenskämnet. / [ed] Ann Boglind, Per Holmerg och Anna Nordenstam, Lund: Studentlitteratur AB, 2014, p. 47-64Chapter in book (Other academic)
  • 9.
    af Geijerstam, Åsa
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Om skrivande i naturorienterande ämnen: "Hon skrev upp vad vi skulle ha med på labbrapporten och sen så skrev vi det. Så var det inte så mycket mer än så."2010In: Symposium 2009: genrer och funktionellt språk i teori och praktik / [ed] Mikael Olofsson, Stockholm: Stockholms universitets förlag , 2010, p. 176-188Conference paper (Other academic)
    Abstract [sv]

    I kapitlet diskuteras en undersökning om elevers skrivande i naturorienterande ämnen, hur texterna ser ut och hur eleverna talar om de texter de skrivit. Resultaten diskuteras i relation till sådant som ämnesspråk och förståelse.

  • 10.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology. Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Skrivande i NO-ämnet: en forskningsinventering och ett par svenska exempel2004In: Andra nationella konferensen i svenska med didaktisk inriktning. Göteborg 8-9 januari 2004., 2004Conference paper (Other academic)
    Abstract [sv]

    Åsa af Geijerstam diskuterar i sin artikel "Skrivande i NO-ämnet" elevers skrivande utifrån olika aspekter. Hon redovisar data från projektet Elevers möte med skolans textvärldar och tar sin utgångspunkt i bland annat kognitiva, konstruktivistiska och sociokulturella perspektiv. Vidare problematiserar af Geijerstam elevers skrivande i NO-ä,mnen utifrån frågor om anknytningar till textkulturer och utifrån frågor om dialogens betydelse i detta sammanhang.

  • 11.
    af Geijerstam, Åsa
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Specificering, utveckling eller bara en massa tillägg? Om expansionsrelationer i PIRLS-provetsinformativa texter2009Conference paper (Other academic)
    Abstract [sv]

    Att uttrycka exempelvis kausalitet, hänvisningar till tid och plats, exemplifieringar eller motsatsförhållanden är något som ofta diskuteras som centralt för en ”lyckad” text. Det visar sig dock att elever gör detta i varierande grad, och att graden av sammanhang i texterna i hög grad varierar med textaktiviteten (af Geijerstam, 2006). Det är också relevant att undersöka hur relationer av detta slag uttrycks i texter elever möter i test. I denna presentation fokuseras de informativa texter som ingår i läsförståelseprovet PIRLS 2006.

    Expansionsrelationer som uttrycks i texten samt vilka funktionella relationer som finns mellan satser diskuteras. Analysen av sammanhang i texten utgår från Hallidays system för satskoppling (Halliday 2004), och kompletteras med analys av de funktionella relationerna mellan enheterna (Mann & Thompson 1988, Evensen 2005).

  • 12.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Vem gör, vem är och vem upplever?: En analys av processer och deltagare i tidigt narrativt skolskrivande.2014In: Mångfaldens möjligheter.: Litteratur- och språkdidaktik i Norden. / [ed] Peter Andersson, Per Holmberg, Anna Lyngfelt, Anna Nordenstam och Olle Widhe, Göteborg: Göteborgs universitet, 2014, p. 99-114Chapter in book (Refereed)
  • 13.
    af Geijerstam, Åsa
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Edling, Agnes
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology.
    Folkeryd, Jenny
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology. Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Liberg, Caroline
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    En elev, en vecka och två texter - Perspektiv på mötet mellan elev och textkultur2002In: Svenskläraren, ISSN 0346-2412, Vol. 5, p. 14-17Article in journal (Other (popular science, discussion, etc.))
  • 14.
    af Geijerstam, Åsa
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology. Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Folkeryd, Jenny W
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology. Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Elevtexter i grundskolan2006In: Textvård: att läsa, skriva och bedöma texter, Stockholm: Norstedts akademiska förlag , 2006, p. 141-Chapter in book (Other (popular science, discussion, etc.))
  • 15.
    af Geijerstam, Åsa
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Folkeryd, Jenny W.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Enkel/utvecklad/välutvecklad elevtext i biologi, hur bedömer vi det?2014In: Bedömning i svenskämnet årskurs 7-9 / [ed] Gustaf Skar & Michael Tengberg, Natur och kultur, 2014Chapter in book (Other academic)
  • 16.
    af Geijerstam, Åsa
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Folkeryd, Jenny W.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Fel- men på olika sätt.: En analys av elevers felaktiga svar enligt PIRLS-provet.2013In: Läsning / [ed] Gustav Skar & Michael Tengberg, Stockholm: Natur och kultur, 2013Chapter in book (Other academic)
  • 17.
    af Geijerstam, Åsa
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Folkeryd, Jenny Wiksten
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Läsande och skrivande i olika ämnen2019In: Att bli lärare i svenska / [ed] Caroline Liberg och Jon Smidt, Stockholm: Liber, 2019, p. 89-101Chapter in book (Other academic)
  • 18.
    af Geijerstam, Åsa
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Runeson, Jenny
    Nilholm, Claes
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Östman, Leif
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Ingelshed, Lena
    Att skriva faktatext i fyran2017In: 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)
  • 19.
    af Geijerstam, Åsa
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Wiksten Folkeryd, Jenny
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Fel men rätt på något sätt?: En analys av elevers nollsvar enligt PIRLS-provet.2013In: Läsning!: Svensklärarföreningens årsskrift 2013 / [ed] Gustaf Skar och Michael Tengberg, Stockholm: Natur och kultur, 2013, p. 37-55Chapter in book (Refereed)
  • 20. Ahmad, Bassam
    et al.
    Bunar, Nihad
    Riad, Tomas
    Forslund, Anneli
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Svenska som andraspråk på språkintroduktion2019In: Didaktisk utvecklingsdialog: Lärares och skolledares professionella utveckling / [ed] Anette Olin, Jonas Almqvist, Karim Hamza och Lisbeth Gyllander Torkildsen, Lund: Studentlitteratur AB, 2019, p. 67-84Chapter in book (Other academic)
  • 21.
    Folkeryd, Jenny
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Enkel/ utvecklad/ välutvecklad elevtext i biologi: Hur bedömer vi det?2014In: Bedömning i svenskämnet årskurs 7-9 / [ed] Gustaf Skar och Michael Tengberg, Stockholm: Natur och kultur, 2014, p. 153-170Chapter in book (Other academic)
  • 22.
    Folkeryd, Jenny W.
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Med fokus på elevsvar.: Analys av nollpoängssvar i PIRLS 2011.2013Report (Other academic)
  • 23.
    Folkeryd, Jenny W.
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Ämnesinnehåll i en digital undervisningsvärld: Exemplet svenska i lektion.se2013In: Literacy i læringskontekster / [ed] Dagrun Skjelbred och Aslaug Veum, Oslo: Cappelen Damm AS, 2013, p. 212-224Chapter in book (Refereed)
  • 24.
    Folkeryd, Jenny W.
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology.
    Edling, Agnes
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology.
    Textrörlighet - hur elever talar om egna och andras texter.2006In: Det hänger på språket!: Lärande och språkutveckling i grundskolan., Lund: Studenlitteratur , 2006, p. 439-Chapter in book (Other (popular science, discussion, etc.))
  • 25.
    Folkeryd, Jenny W
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    af Geijerstam, Åsa
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Liberg, Caroline
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Testing a reading test - Construction of reading comprehension in international reading surveys.2009Conference paper (Other academic)
  • 26.
    Folkeryd, Jenny Wiksten
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Liberg, Caroline
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Different kinds of wrong: Marginalization processes within a reading test2017In: Marginalization Processes across Different Settings: Going beyond the Mainstream / [ed] Sangeeta Bagga-Gupta, Newcastle-upon-Tyne: Cambridge Scholars Publishing, 2017Chapter in book (Other academic)
  • 27.
    Hallesson, Yvonne
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Visén, Pia
    Ovanåkers kommun, Edsbyn.
    Folkeryd, Jenny W.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Reading to learn pedagogy and students' disciplinary reading: An example from social science subjects in years 5 and 122016Conference paper (Refereed)
  • 28.
    Hallesson, Yvonne
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Visén, Pia
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Folkeryd, Jenny Wiksten
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Four classrooms – four approaches to reading: Examples of disciplinary reading in social science subjects in years five and twelve2018In: L1-Educational Studies in Language and Literature, ISSN 1567-6617, E-ISSN 1573-1731, Vol. 18, p. 1-29Article in journal (Refereed)
    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.

  • 29.
    Heimann Muhlenbock, Katarina
    et al.
    Göteborgs universitet.
    Johanssom K., Sofie
    Göteborgs universitet.
    Liberg, Caroline
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Folkeryd, Jenny W.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Jönsson, Arne
    Linköpings universitet.
    Kanebrant, Erik
    Linköpings universitet.
    Falkenjack, Johan
    Linköpings universitet.
    A multivariate model for classifying texts’ readability2015In: Proceedings of the 20th Nordic Conference of Computational Linguistics / [ed] Beáta Megyesi, 2015, p. 257-261Conference paper (Refereed)
    Abstract [en]

    We report on results from using the multivariate readability model SVIT to classify texts into various levels. We investigate how the language features integrated in the SVIT model can be transformed to values on known criteria like vocabulary, grammatical fluency and propositional knowledge. Such text criteria, sensitive to content, readability and genre in combination with the profile of a student’s reading ability form the base to individually adapted texts. The procedure of levelling texts into different stages of complexity is presented along with results from the first cycle of tests conducted on 8th grade students. The results show that SVIT can be used to classify texts into different complexity levels.

  • 30.
    Heimann Mühlenbock, Katarina
    et al.
    Göteborgs universitet.
    Kanebrant, Erik
    Linköpings universitet.
    Johansson, Sofie K.
    Göteborgs universitet.
    Jönsson, Arne
    Linköpings universitet.
    Liberg, Caroline
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Falkenjack, Johan
    Linköpings universitet.
    Folkeryd, Jenny W.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Studies on automatic assessment of students’ reading ability2014In: Proceedings of the Fifth Swedish Language Technology Conference (SLTC-14), 2014, 2014Conference paper (Refereed)
    Abstract [en]

    We report results from ongoing research on developing sophisticated measures for assessing a student’s reading ability and a tool for the student and teacher to create a profile of this ability. In the project we will also investigate how these measures can be transformed to values on known criteria like vocabulary, grammatical fluency and so forth, and how these can be used to analyse texts. Such text criteria, sensitive to content, readability and genre in combination with the profile of a student’s reading ability will form the base to individually adapted texts. Techniques and tools will be developed for selecting suitable texts, automatic summarisation of texts and automatic transformation to easy-to-read Swedish.

  • 31.
    Kanebrant, Erik
    et al.
    Linköpings universitet.
    Heimann Mühlenbock, Katarina
    Göteborgs universitet.
    Johansson Kokkinakis, Sofie
    Göteborgs universitet.
    Jönsson, Arne
    Linköpings universitet.
    Liberg, Caroline
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Wiksten Folkeryd, Jenny
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Falkenjack, Johan
    Linköpings universitet.
    T-MASTER - A tool for assessing students’ reading abilities2015In: Proceedings of the 7th International Conference on Computer Supported Education (CSEDU 2015), Lisbon, Portugal, 2015., 2015, p. 220-227Conference paper (Refereed)
    Abstract [en]

    We present T-MASTER, a tool for assessing students’ reading skills on a variety of dimensions. T-MASTERuses sophisticated measures for assessing a student’s reading comprehension and vocabulary understanding.Texts are selected based on their difficulty using novel readability measures and tests are created based on thetexts. The results are analyzed in T-MASTER, and the numerical results are mapped to textual descriptionsthat describe the student’s reading abilities on the dimensions being analysed. These results are presented tothe teacher in a form that is easily comprehensible, and lends itself to inspection of each individual student’sresults.

  • 32.
    Liberg, Caroline
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Med fokus på läsande: Analys av samstämmigheten mellan svenska styrdokument, ämnesprov i svenska och PIRLS 20112012Report (Other academic)
  • 33.
    Liberg, Caroline
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Scientific Literacy and Students' Movability in Science Texts.2011In: Exploring the Landscape of Scientific Literacy / [ed] C. Linder, L. Östman, . D.A Roberts, P.O Wickman, G. Erickson and A. MacKinnon, New York/London: Routledge, 2011Chapter in book (Other academic)
  • 34.
    Liberg, Caroline
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Folkeryd, Jenny
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Utmana, utforska, utveckla!: Om läs- och skrivprocessen i skolan2010Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Läsande och skrivande av olika typer av texter är oerhört betydelsefullt för lärandet i alla skolämnen. När man lär sig något inom ett ämnesområde, innebär det också att man lär sig tala, läsa och skriva på ett nytt sätt. Det är framför allt så man får visa upp den kunskap man erövrat. Man förväntas exempelvis lära sig matematikens, fysikens, historieämnets och idrottsämnets språk. För många elever innebär det att de möter och förväntas gå in i ett för dem helt nytt och okänt sätt att uttrycka sig. Det är ett kulturmöte som för en del inte alltid är helt problemfritt. Frågor om elevers språk-, läs- och skrivutveckling och därmed om deras kunskapsutveckling står med andra ord högt upp på skolans agenda.I den här boken behandlas läs- och skrivundervisningen inom olika ämnesområden i framför allt grundskolans mellanår. I de olika kapitlen ger författarna redskap för att utforska läs- och skrivundervisningens grunder, texter och skrivuppgifter, samtalande, läsande och skrivande samt vilka kunskaper och tidigare läs- och skriverfarenheter eleverna men också lärarna själva har med sig in i skolarbetet. Med hjälp av utforskandet ges läraren möjlighet att utmana och utveckla sin egen undervisning. Boken vänder sig till blivande och verksamma lärare i grundskolan, i synnerhet till dem som arbetar med barn i åldrarna 9-13 år.

  • 35.
    Liberg, Caroline
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    af Geijerstam, Åsa
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Folkeryd, Jenny W.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    A Linguistic Perspective on Scientific Literacy2007In: Promoting Scientific Literacy: Science Education Research in Transaction : Proceedings of the Linnaeus Tercentenary Symposium held at Uppsala University, Uppsala, Sweden, May 28-29 2007 / [ed] Cedric Linder, Leif Östman & Per-Olof Wickman, Uppsala: Uppsala University , 2007, p. 42-46Conference paper (Refereed)
  • 36.
    Liberg, Caroline
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Folkeryd, Jenny W.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Udfordre, Udforske, Udvikle: Om läse- og skriveprocessen på mellemtrinnet2014Book (Other academic)
  • 37.
    Liberg, Caroline
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Wiksten Folkeryd, Jenny
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Bremholm, Jespser
    Hallesson, Yvonne
    Holtz, Britt Maria
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Textrörlighet - ett begrepp i rörelse.2012In: Skriv! Les! 1 / [ed] Synnøve Matre och Atle Skaftun, Trondheim: Akademika forlag, 2012, p. 65-81Conference paper (Refereed)
  • 38.
    Liberg, Caroline
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Folkeryd, Jenny
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    God läsförmåga - hur fångas den?2013In: Literacy - praktiker i och utanför skolan / [ed] Sangeeta Bagga-Gupta, Ann-Carita Evaldsson, Caroline Liberg och Roger Säljö, Malmö: Gleerups Utbildning AB, 2013, p. 87-106Chapter in book (Refereed)
  • 39.
    Liberg, Caroline
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Folkeryd, Jenny
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Writing Informational Texts in Early School Years – Developing a Meta-Language for Non-Formal Aspects of Text2014Conference paper (Refereed)
    Abstract [en]

    In the last forty to fifty years, research has been performed, and dynamic discussions have taken place, in the field of mother tongue education in many countries. Limitations of the traditional content of mother tongue education have been highlighted and alternative and more extended ways of talking about teaching and learning in this area have been discussed (Dixon 1975; Cope & Kalantzis 2000; Luke & Freebody 1999; Ivanič 2004; Liberg et al 2012). Motivations for this discussion, as well as discussions concerning other school subjects, have been and still are the changes in society which lead to new demands on education and the educational system. One such demand concerns the rapidly changing media landscape in which everyone is required to successfully navigate in a flood of information expressed in texts of various types. In order to meet these challenges, children must early on in school get the opportunity to develop their ability to understand and compose meaningful written, visual, and spoken texts in different subject areas. A meta-language is also needed in order to analyze, discuss and assess aspects of form as well as of content in narrative and informational texts. However, previous research on and assessment of early reading and writing development has to a large extent focused on formal aspects of reading and writing, such as code breaking, thus excluding important discussions. Such limitations can easily lead to an underestimation or a misjudgment of a student’s literacy abilities. A wider approach in discussing and assessing early reading and writing is necessary to encourage a language development that prepares children for a changing text landscape.

     The main purpose of the study presented in this paper is therefore to further develop ways to study, understand and talk about students’ texts in early school years. More specifically, content-based aspects of informational texts are focused in order to discuss ways that students can expand their repertoire of text-making. At the same time a meta-language is developed in ways that have not previously been done for student writing in early school years. Specific research questions, that in different ways address dimensions of what the text is about, include:

    • What type of content is possible to identify in students’ informational texts (in terms of e.g. dominant disciplinary claims, application to personal experiences and underlying norms and values)?
    • How can the content in the texts be described in terms of participants and processes?
    • How is the content mediated through macro themes and micro themes and how is the content extended?

     The theoretical framework for the study is found within a social semiotic perspective. According to Halliday (1978), the semiotic systems that we live by are considered to form a meaning resource. It is from this meaning resource that we choose when we articulate and structure meaning.  By these choices, certain aspects are put in the background or completely excluded while others are foregrounded and thereby emphasized. In this respect, the selected language forms are highly significant and colored with ideology. The social semiotic perspective provides a well-developed theoretical framework for detailed analyses of different dimensions of meaning-making in students’ texts. In order to further develop the analyses of content-based meaning making in student texts, the described theoretical framework is also combined with perspectives from curriculum studies concerning what has been discussed as different discourses of subject areas or different curriculum emphases (e.g. Ivanič 2004; Roberts & Östman 1998).

    Method

    Data in this study consists of 144 informational texts written on computers by students in grade 2 in two different Swedish schools (students 8-9 year old) at six different occasions. The context for the writing and the assignments given to the students differ. However, such aspects are not foregrounded in the present study. The texts in the study have been analyzed with different analytical methods that capture complementary aspects of text content. In order to approach the first research question, i.e. to investigate text content from a curriculum based perspective, an analytical grid has been developed in interplay with the data and earlier research in this area (e.g. Cope & Kalantzis 2000; Englund 1986; Ivanič 2004; Roberts & Östman 1998). This grid consists of five main aspects of curriculum domains: dominant disciplinary claims, application to personal experiences, application to more general circumstances, perspective/s on the content, underlying norms and values and/or power relations, the design of the future. The second research question is investigated by analyzing process types as formulated in the transitivity analysis in the Systemic Functional paradigm (Halliday & Matthiessen 2004). With this analysis of informational texts we can see patterns of how content is created, i.e. if the text worlds created are worlds of doing, being, talking or sensing. The participants in the text are also analyzed using transitivity analysis. Text participants have in previous research been discussed in terms of specific / generalized, abstract / concrete or if the participants are human or non –human (see e.g Edling 2006; Sellgren 2011.). The third research question is investigated by analyzing content themes on macro as well as micro levels in the texts. Methods used are analysis of rhetorical content structure (see e.g. Hellspong & Ledin 1997) as well as expansion analysis of how clauses (and thereby content) are expanded in various ways (Halliday & Matthiessen 2004; Holmberg & Karlsson 2006). Through these analyses the interplay between themes throughout the text can be described in terms of different content patterns. Although data is drawn from a Swedish school context, the development of analytical methods to analyze text content is applicable to an international arena, independent of languages.

    Expected Outcomes

    Results show that the texts, from a content and curriculum perspective, can be described as falling into four categories. Within these, different patterns of text worlds are noted. Two thirds of the texts can be described as “Encyclopedic”. They resemble texts found encyclopedias where dominant disciplinary claims are focused. Participants in these texts consist of disciplinary concepts such as ‘heart’ or ‘planet’. The processes are mostly realizing text worlds of being through verbs such as ‘be’/’have’. Nearly one third of the texts have a balance between dominant disciplinary claims and more general circumstances with some instances of personal experiences. Participants are often the generalized ‘you’/‘we’, sometimes a personal ‘we’/‘I’ is used. These texts can be described as “Personalized Encyclopedic”. To a large extent, these two types of texts reflect content foregrounded in the teaching. In a few texts however, traces of other curriculum domains are found. Texts include perspectives realized as the contrasting of processes such as what ‘could’ be done/believed or not. Such texts are described as “Encyclopedic with perspectives” and “Encyclopedic with perspectives and designing of future”. Analyses in terms of content patterns (macro and micro themes and expansion of these) indicate that most of the “Personalized Encyclopedic” texts and more than half of the “Encyclopedic” texts express several different themes. However, in nearly two thirds of the analyzed texts, all themes refer to the texts main topic, thus creating coherent content. The other one third consists of fragmentized content patterns. In half of these, themes are expanded on, and in the other half they are not. Research questions are investigated from different analytical perspectives. By combining these analyses, the study shows how a more nuanced picture of content in informational texts can be achieved, thus contributing to a metalanguage of interest for an international arena of education.

    References

    Cope, Bill & Kalantzis, Mary (Eds) (2000). Multiliteracies: literacy learning and the design of social futures. London: Routledge. Englund, Tomas (1986). Curriculum as a Political Problem. Changing Educational Conceptions with special reference to Citizenship Education. Uppsala Studies in Education 25. Lund: Studentlitteratur. Ivanič, R. (2004) Discourses of Writing and Learning to Write. Language and Education Vol. 18, No 3. 220-245. Roberts, Douglas A. & Östman, Leif (Eds) (1998). Problems of Meaning in Science Curriculum. NY and London: Teachers’ College Press, Columbia University Dixon, J. (1975) Growth through English. Set in the perspectives of the seventies (3rd edition). National Association for the Teaching of English. Edling, A. (2006). Abstraction and authority in textbooks : the textual paths towards specialized language. Uppsala universitet, Uppsala. Halliday, M.A.K. (1978). Language as social semiotic. The social interpretation of language and meaning. London; Edward Arnold. Halliday, M. A. K., & Matthiessen, C. M. I. M. (2004). An introduction to functional grammar (3. ed.). London: Arnold. Holmberg, P., & Karlsson, A.-M. (2006). Grammatik med betydelse : en introduktion till funktionell grammatik. Uppsala: Hallgren & Fallgren. Ivanič, R. (2004) Discourses of Writing and Learning to Write. Language and Education Vol. 18, No 3. 220-245. Liberg, C., Wiksten Folkeryd, J., af Geijerstam, Å. (2012). Swedish - An updated school subject?. I: Education Inquiry, Umeå. 3(4). S. 471-493. Luke, A. & Freebody, P. (1999) Further notes on the Four Resources Model. Reading online. http://www.readingonline.org/research/lukefreebody.html Roberts, D. A. (2011). Competing Visions of Scientific Literacy: The influence of a Science Curriculum Policy Image. In C. Linder, L. Östman, D. A. Roberts, P.-O. Wickman, G. Erickson, & A. MacKinnon (Eds.), Exploring the Landscape of Scientific Literacy (pp. 11–27). London: Routledge. Sellgren, M. (2011). Den dubbla uppgiften. Tvåspråkiga elever i skolans mellanår arbetar med förklarande genre i SO. Stockholms universitet.

  • 40.
    Liberg, Caroline
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Folkeryd, Jenny W.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Swedish - an updated school subject?2012In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 3, no 4, p. 471-493Article in journal (Refereed)
  • 41.
    Liberg, Caroline
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Folkerýd, Jenny
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology. Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology. Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Edling, Agnes
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology.
    Students’ encounter with different texts in school2002Report (Other (popular science, discussion, etc.))
  • 42.
    Liberg, Caroline
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Johansson Kokkinakis, Sofie
    Göteborgs universitet.
    Heimann Mühlenbock, Katarina
    Göteborgs universitet.
    Wiksten Folkeryd, Jenny
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Jönsson, Arne
    Linköings universitet.
    Falkenjack, Johan
    Linköpings universitet.
    Kanebrant, Erik
    Linköpings universitet.
    Didaktiskt baserat läsförståelsetest och pedagogiska insatser2015In: Nordisk forskerkonferanse om lesing, skriving og literacy, 2015Conference paper (Refereed)
  • 43.
    Liberg, Caroline
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Wiksten Folkeryd, Jenny
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Swedish - An updated school subject?2012In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 3, no 4, p. 471-493Article in journal (Refereed)
  • 44.
    Nygren, Thomas
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Haglund, Jesper
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Samuelsson, Robin
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Prytz, Johan
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Critical thinking in national tests across four subjects in Swedish compulsory school2018In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508Article in journal (Refereed)
    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.

  • 45.
    Persson, Tomas
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Liberg, Caroline
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Features and Functions of Scientific Language(s) in TIMSS 20112016In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 12, no 2, p. 176-196Article in journal (Refereed)
    Abstract [en]

    This study examines differences in language use in different scientific subjects by analysing all grade 8 science items from TIMSS 2011. Four meaning dimensions are identified as central for analysing what functions different linguistic features fulfil in scientific language. They concern the levels of Packing, Precision and Presentation of information, and the level of Personification in a text.

    The results show that language use in TIMSS differs in some ways among the scientific subjects. Average physics language uses more words. Language use in biology shows higher Packing and lower Precision, while physics shows the opposite pattern. Although items are generally low in Personification, the language of physics has higher levels of Personification, especially compared to earth science. Language in chemistry often presents information in more complex ways. According to these results, the study appears to challenge the notion that there is a single scientific language.

  • 46.
    Persson, Tomas
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Liberg, Caroline
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Linguistic features in TIMSS-Science Test Questions: Scaffolding or hampering different Groups of 8th grade Students?2014Conference paper (Other academic)
1 - 46 of 46
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