Cristin-prosjekt-ID: 305117
Sist endret: 23. september 2014, 16:43

Cristin-prosjekt-ID: 305117
Sist endret: 23. september 2014, 16:43
Prosjekt

The Didactic Challenge of New Literacies in School and Teacher Education (http://literacy.hio.no)

prosjektleder

Sylvi Penne
ved Institutt for grunnskole- og faglærerutdanning ved OsloMet - storbyuniversitetet

prosjekteier / koordinerende forskningsansvarlig enhet

  • Institutt for grunnskole- og faglærerutdanning ved OsloMet - storbyuniversitetet

Klassifisering

Vitenskapsdisipliner

Fagdidaktikk

Tidsramme

Avsluttet
Start: 24. mars 2010 Slutt: 30. desember 2013

Beskrivelse Beskrivelse

Tittel

The Didactic Challenge of New Literacies in School and Teacher Education (http://literacy.hio.no)

Sammendrag

On this theoretical background the five researchers will work in five different projects. The five projects are:•‘Learning’ and ‘Learning How to Learn’ in Grade 10. Socio-cultural Differences in a Multimodal World•Mathematical Knowledge for Teaching. Mathematical Literacy in School.•The Potential of RLE in promoting Cultural Literacy in the Multicultural Classroom•Teacher Education and the Construction of a Math Teacher.Students’ communicative positionings in mathematical literacies•Discursivity and Disciplinarity. Literacies and/as semiotics across CurriculaPerspectives and strategic importanceTeacher education has been criticized for separating teaching and R&D. One outcome of the project will be a strengthened multidisciplinary milieu in the field of disciplinary didactics with special competences on language and communication. In this way research produced by the project can more directly become part of the teacher education practice, and as such contribute critically to the new curricula for differentiated teacher education from 2010 onwards. Members, leadership and cooperationAssociate Professor Sylvi Penne (Leader)Associate Professor Hans Jørgen BraatheAssociate Professor Halldis BreidlidAssociate Professor Bodil KleveProfessor Sigmund OngstadSylvi Penne leads the project with organizational and coordinating responsibility. Sigmund Ongstad, as coordinator for R&D on didactics at FTEIS, will function as professional supervisor for the group. Prof. II at FTEIS, Robert Jackson from University of Warwick, will join the group as “external” expert.

Vitenskapelig sammendrag

The increasing importance of language and communication in a world of information confronts teachers, students and disciplines with new demands. New forms of media require new ways of constructing meaning in new discursive contexts. A main focus in this project is to study the educational effects of this paradigmatic shift.

Background and relevance
From the national curriculum of 1939 (“Normalplanen”) onwards, the educational system in Norway has been built on social democratic ideals, combining “a school for all" and a strong focus on individual learners. Studies of social inequality in educational attainment have concluded that this policy might have had an effect during the first postwar years. In today’s school, however, parents’ social and educational background seems to influence students’ school results and later educational career to a high degree.
Since 2000 PISA surveys have taken place every third year, focusing on reading, mathematics and science literacy. According to the PISA reports, Norwegian students achieve below average, as do Danish and Swedish students. These surveys are debated in many European countries, generating a general uneasiness about school and schooling in our time, characterized as “the information society”, alluding to a shift in the global economy from production of physical goods towards manipulation and commodification of information. As a consequence, schooling has become more decisive for young people’s lives and their future access to working possibilities and careers. This paradigmatic shift in focus from a more physical “doing” to a more abstract “discourse” in late modernity has only to a small extent been researched in the field of didactics in Norway.

Literacy as a multidisciplinary project
The concept “literacy” has moved from being a task for standard language education to become a challenge for all school subjects. Literacy can broadly be defined as a system of cultural and technological practices enabling people, through language, to understand, interpret, cooperate and create. The concept illustrates that learning is a language act, that what is learned has to be mediated by cultural and linguistic signs or different forms of semiotics, and that language and meta-language as mediational means are necessary for learning in general and in classrooms in particular. In a disciplinary didactic perspective it is therefore necessary to explore and clarify what specific challenges these mediating processes may have for different school subjects. For teachers and for education it is important to identify similarities as well as differences among school subjects (and disciplines) in this respect.
 

Metode

Research questions and five different projects

Five researchers from Oslo University College have therefore formed a coordinated group based on the participants’ earlier research on classroom, language and literacy. The five researchers apply and focus somewhat different perspectives and aspects of language and such differences and similarities will be central topics for discussion in the group. However, the five researchers have two aspects in common:

•problematisation of the relations between discursivity (language, communication and semiotics) on the one hand and disciplinarity in school and teacher education on the other
•the critical belief that the relation between disciplines and disciplinary didactics within teacher education has not yet been addressed adequately
 

prosjektdeltakere

prosjektleder

Sylvi Penne

  • Tilknyttet:
    Prosjektleder
    ved Institutt for grunnskole- og faglærerutdanning ved OsloMet - storbyuniversitetet

Bodil Kleve

  • Tilknyttet:
    Prosjektdeltaker
    ved Institutt for grunnskole- og faglærerutdanning ved OsloMet - storbyuniversitetet

Hans Jørgen Braathe

  • Tilknyttet:
    Prosjektdeltaker
    ved Institutt for grunnskole- og faglærerutdanning ved OsloMet - storbyuniversitetet

Sigmund Ongstad

  • Tilknyttet:
    Prosjektdeltaker
    ved Institutt for grunnskole- og faglærerutdanning ved OsloMet - storbyuniversitetet

Halldis Breidlid

  • Tilknyttet:
    Prosjektdeltaker
    ved Institutt for grunnskole- og faglærerutdanning ved OsloMet - storbyuniversitetet
1 - 5 av 6 | Neste | Siste »

Resultater Resultater

Tekstkompetanse og metabevissthet i RLE: Funn fra en kvalitativ studie i to flerkulturelle 10. klasser.

Breidlid, Halldis. 2014, Novus Forlag. OSLOMETVitenskapelig Kapittel/Artikkel/Konferanseartikkel

Writing and pseudo-writing from internet based sources.

Skaar, Håvard. 2014, . Writing Research across Borders III. OSLOMETPoster

Inspirert eller plagiert? Internettilgang, skrivestrategier og læring på tredje videregående trinn.

Skaar, Håvard; Hammer, Hugo Lewi. 2014, Novus Forlag. OSLOMETVitenskapelig Kapittel/Artikkel/Konferanseartikkel

Identitet, forforståelse og literacy i matematikkfaget.

Kleve, Bodil. 2014, Novus Forlag. OSLOMETVitenskapelig Kapittel/Artikkel/Konferanseartikkel
1 - 5 av 121 | Neste | Siste »