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Hanell, Fredrik
Publications (10 of 13) Show all publications
Hanell, F. (2019). Lärarstudenters digitala studievardag: Informationslitteracitet vid en förskollärarutbildning. (Doctoral dissertation). Lund: Department of Arts and Cultural Sciences, Lund University
Open this publication in new window or tab >>Lärarstudenters digitala studievardag: Informationslitteracitet vid en förskollärarutbildning
2019 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This dissertation reports on an investigation into how digital tools are used, negotiated and given meaning in Swedish pre-school teacher education. The overall aim has been to create a deeper understanding of how students’ information literacies are enacted when digital tools are used and appropriated in the daily life at a pre-school teacher education, in relation to conceptions of the digitalisation of teacher education in national policy. A netnographical study at a pre-school teacher education was conducted between 2012 and 2015. The study generated online material, mainly from a Facebook Group used by students and teacher, and field notes from participant observations, transcribed interviews and a field diary. Through application of a socio-cultural perspective on information literacy, the netnographical material was analysed using the concepts appropriation and identity. To analyse the discursive level, four national policy documents with demands for increased digital competence in teacher education were analysed using Carol Bacchi’s ‘what’s the problem represented to be?’ approach.

The findings show how views on learning and identity interact with the materiality of the digital tools and the enabling and constraining properties of the local learning environment when information literacies are enacted. The identity position discussion-oriented student is connected to how the Facebook Group is appropriated as a relation-building tool and a relational information literacy. This type of information literacy entails a view on learning as co-learning, rooted in the historical development of pre-school teacher education, and a non-hierarchical understanding of teacher and student roles. The identity positions goal-oriented student and customer-oriented student are connected to how the Facebook Group is appropriated as a collaborative problem-solving tool and a pragmatic information literacy. This form of information literacy reflects instrumental and neoliberal views on learning, and a traditional understanding of teacher and student roles. The policy analysis shows how an economic and competitive perspective underpins demands for increased digital competence in teacher education, and how the value of digital tools for learning and teaching is taken for granted. The idea of co-learning, that is found to be influential but not fully accepted at the pre-school teacher education, is difficult to combine with an economic perspective emphasising measurability and quantification. The economic perspective is partly compatible with a pragmatic information literacy. The findings of the dissertation shed light on the gap between what is described as important in policy documents and what teacher students and teachers describe as important when digital tools are used in teacher education.

Place, publisher, year, edition, pages
Lund: Department of Arts and Cultural Sciences, Lund University, 2019. p. 364
Series
Lund Studies in Arts and Cultural Sciences, ISSN 2001–7529, E-ISSN 2001–7510 ; 20
Keywords
Information Literacy, Information Sharing, Teacher Education, Digital Media, Digitalisation, Socio-cultural theory, Identity, Netnography, Policy Analysis, Information Studies, Informationslitteracitet, Medie- och informationskunnighet, informationsdelning, Lärarutbildning, Digitala medier, Digitalisering, Socio-kulturell teori, Identitet, Policyanalys, Etnografi
National Category
Information Studies
Research subject
Humanities, Library and Information Science
Identifiers
urn:nbn:se:lnu:diva-85700 (URN)978-91-983690-7-6 (ISBN)
Public defence
2019-02-08, C121, LUX, Helgonavägen 3, Lund, 13:15
Available from: 2019-06-21 Created: 2019-06-21 Last updated: 2019-08-09Bibliographically approved
Hanell, F. (2018). What is the ‘problem’ that digital competence in Swedish teacher education is meant to solve?. Nordic Journal of Digital Literacy, 13(3), 137-151
Open this publication in new window or tab >>What is the ‘problem’ that digital competence in Swedish teacher education is meant to solve?
2018 (English)In: Nordic Journal of Digital Literacy, ISSN 1891-943X, E-ISSN 1891-943X, Vol. 13, no 3, p. 137-151Article in journal (Refereed) Published
Abstract [en]

This paper explores how policy makers argue for the importance of digital competence in Swedish teacher education. A policy analysis of key policy documents from the government and from government-affiliated organisations from the time period 2011–2016 is conducted using Carol Bacchi’s ‘what’s the problem represented to be?’ approach. The paper critically examines underlying assumptions and particular viewpoints that underpin how the concept digital competence is formulated in key policy texts.

Digital competence is found to be a part of a globalised policy discourse that conceptualises education as a necessity for a competitive work force. Policy makers describe Swedish schools as unsuccessful in providing pupils with adequate digital competence and how this may cause Sweden to fall behind in global competition. Shortcomings in schools are considered to be caused by low digital competence being developed as part of teacher education. In the studied policy documents, the ‘problem’ that digital competence in teacher education is meant to solve is consequently an issue of economic growth and global competition. The strong emphasis on economic benefits and an instrumental perspective on technology expressed in the global policy discourse on digital competence leads to the need for a renewed focus on Bildung and civic competences.

Place, publisher, year, edition, pages
Oslo: Scandinavian University Press, 2018
Keywords
Digital competence, teacher education, policy analysis, global policy discourse
National Category
Information Studies
Research subject
Humanities, Library and Information Science
Identifiers
urn:nbn:se:lnu:diva-85701 (URN)10.18261/issn.1891-943x-2018-03-02 (DOI)
Available from: 2019-06-21 Created: 2019-06-21 Last updated: 2019-08-09Bibliographically approved
Hanell, F. (2017). Teacher trainees’ information sharing activities and identity positioning on Facebook. Journal of Documentation, 73(2), 244-262
Open this publication in new window or tab >>Teacher trainees’ information sharing activities and identity positioning on Facebook
2017 (English)In: Journal of Documentation, ISSN 0022-0418, E-ISSN 1758-7379, Vol. 73, no 2, p. 244-262Article in journal (Refereed) Published
Abstract [en]

Purpose

The purpose of this paper is to extend the knowledge of how identity is connected to information sharing activities in social media during pre-school teacher training.

Design/methodology/approach

An ethnographic study is performed where 249 students at a Swedish pre-school teacher-training programme are followed through participant observations from November 2013 to January 2014, and from September 2014 to January 2015. The material produced includes 230 conversations from a Facebook Group used by 210 students and several teachers, field notes and transcribed interviews with nine students. Comparative analysis is used to analyse the Facebook conversations to identify ways of positioning identity and engaging in information sharing activities. Interviews with students are analysed to contextualise and validate the findings from the online interactions.

Findings

Three identity positions are identified: discussion-oriented learner, goal-oriented learner and customer-oriented learner. The way a student commits to others, to ideas and to a career choice affects their identity positions and information sharing activities. Results suggest that information sharing with social media should be understood as a powerful device for identity development in pre-school teacher training.

Research limitations/implications

This study is designed to provide detailed accounts with high validity on the expense of a high degree of representativeness.

Originality/value

No previous library and information science-studies have been presented that explore the relationship between the identity of learners and the information sharing activities in which they engage, in the context of social media or in relation to teacher training.

Place, publisher, year, edition, pages
Bingley: Emerald Group Publishing Limited, 2017
Keywords
Higher education, Information literacy, social media, Teacher training, identity, Information sharing
National Category
Information Studies
Research subject
Humanities, Library and Information Science
Identifiers
urn:nbn:se:lnu:diva-85702 (URN)10.1108/JD-06-2016-0085 (DOI)
Available from: 2019-06-21 Created: 2019-06-21 Last updated: 2019-08-09Bibliographically approved
Hanell, F. (2016). Information activities and appropriation in teacher trainees’ digital, group-based learning. Information research, 21(1)
Open this publication in new window or tab >>Information activities and appropriation in teacher trainees’ digital, group-based learning
2016 (English)In: Information research, ISSN 1368-1613, E-ISSN 1368-1613, Vol. 21, no 1Article in journal (Refereed) Published
Abstract [en]

Introduction: This paper reports results from an ethnographic study of teacher trainees’ information activities in digital, group-based learning and their relation to the interplay between use and appropriation of digital tools and the learning environment.

Method. The participants in the present study are 249 pre-school teacher trainees in Sweden. Three key informants and their teams were followed during a course module using online and offline participant observation. The produced material includes transcribed interviews with nine students, recorded digital interactions from Facebook, Google Drive and Prezi, field notes and a field diary.

Analysis: The material was read repeatedly, coded and comparatively analysed using the lens of information literacy and the concept appropriation. The analysis generated recurring themes. These themes emerged as phases of the group-based learning process.

Results. The results illustrate how information activities during teacher trainees’ digital, group-based learning are performed during four phases: setting the scene, negotiating the topic, gathering material and presenting the assignment.

Conclusions: Crucial aspects of an information literacy of digital, group-based learning in teacher training are identified. The learning environment of teacher training constrains and enables use and appropriation of digital tools in terms of flexibility, lack of participation and transparency.

Place, publisher, year, edition, pages
Borås: Högskolan i Borås, 2016
National Category
Information Studies
Research subject
Humanities, Library and Information Science
Identifiers
urn:nbn:se:lnu:diva-85704 (URN)
Available from: 2019-06-21 Created: 2019-06-21 Last updated: 2019-08-09Bibliographically approved
Hanell, F. (2016). Where identity meets information: teacher trainees' performance of identity positions and information activities. In: 9th International Conference in the Conceptions of Library and Information Science (CoLIS): . Paper presented at 9th International Conference in the Conceptions of Library and Information Science (CoLIS).
Open this publication in new window or tab >>Where identity meets information: teacher trainees' performance of identity positions and information activities
2016 (English)In: 9th International Conference in the Conceptions of Library and Information Science (CoLIS), 2016Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Introduction. This paper reports findings from an on-going analysis of how pre-school teacher trainees position their identities, as learners and future pre-school teachers, as information activities are performed in a Facebook Group and on a blog.

Method. The analysis is based on results from an ethnographic study at a pre-school teacher-training programme at a Swedish university. Participant observations and interviews were conducted from November 2013 to January 2014, among a class of 249 students who started the programme in 2011.

Analysis. Three types of identity positions are identified through comparative and thematic analysis of 147 Facebook conversations. Interviews with students and teachers are analysed to contextualize and validate the findings from the online interactions.

Results. Three identity positions are identified: discussion-oriented learner, goal-oriented learner and customer-oriented learner. The way a student commits to others, to ideas and to a career choice affects the performance of identity positions and information activities.

Conclusion. The findings presented in this paper begin to chart how the performance of identity positions is connected to the performance of information activities in teacher training. Results suggest that a socio-cultural understanding of identity positioning is valuable for understanding how information activities are performed.

Keywords
Identity, technology, Teacher training, Information Literacy
National Category
Information Studies
Research subject
Humanities, Library and Information Science
Identifiers
urn:nbn:se:lnu:diva-85703 (URN)
Conference
9th International Conference in the Conceptions of Library and Information Science (CoLIS)
Note

Paper, not in proceeding.

Available from: 2019-06-21 Created: 2019-06-21 Last updated: 2019-08-05Bibliographically approved
Francke, H. & Hanell, F. (2014). Användning och värdering av sociala medier i skola och högre utbildning. In: Johanna Rivano Eckerdal, Olof Sundin (Ed.), Medie- och informationskunnighet i en biblioteks- och informationsvetenskaplig belysning: (pp. 51-61). Stockholm: Svensk biblioteksförening
Open this publication in new window or tab >>Användning och värdering av sociala medier i skola och högre utbildning
2014 (Swedish)In: Medie- och informationskunnighet i en biblioteks- och informationsvetenskaplig belysning / [ed] Johanna Rivano Eckerdal, Olof Sundin, Stockholm: Svensk biblioteksförening , 2014, p. 51-61Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Svensk biblioteksförening, 2014
Keywords
sociala medier, skola, källkritik, högre utbildning
National Category
Information Studies
Research subject
Humanities, Library and Information Science
Identifiers
urn:nbn:se:lnu:diva-85705 (URN)978-91-976012-2-1 (ISBN)
Available from: 2019-06-21 Created: 2019-06-21 Last updated: 2019-08-09Bibliographically approved
Hanell, F. (2014). Appropriating Facebook: Enacting Information Literacies. Human IT, 12(3), 5-35
Open this publication in new window or tab >>Appropriating Facebook: Enacting Information Literacies
2014 (English)In: Human IT, ISSN 1402-1501, E-ISSN 1402-151X, Vol. 12, no 3, p. 5-35Article in journal (Refereed) Published
Abstract [en]

The aim of this paper is to describe and analyse the repurposing of Facebook into a tool for learning in teacher training, and how information literacies are enacted in the process. The study is informed by a socio-cultural view on information literacy which implies that learning and literacies are situated, tool-based practices. An ethnographic study of a Facebook Group with two hundred Swedish teacher trainees and two educators is conducted. Five semi-structured interviews contextualize and validate the online material. 201 conversations from the Group during April and May 2012 are analysed using the theoretical concept appropriation and the empirical lens of information literacy. The Facebook Group can be appropriated as a problem-solving tool and a relation-building tool. Depending on the mode of appropriation, different information literacies including different conceptions of credibility are enacted in the Facebook Group.

Place, publisher, year, edition, pages
Borås: Högskolan i Borås, 2014
Keywords
information literacy, social network sites, socio-cultural theory, appropriation, higher education, teacher training
National Category
Information Studies
Research subject
Humanities, Library and Information Science
Identifiers
urn:nbn:se:lnu:diva-85706 (URN)
Available from: 2019-06-21 Created: 2019-06-21 Last updated: 2019-08-09Bibliographically approved
Josefsson, P. & Hanell, F. (2014). Role confusion in Facebook groups. In: Mike Kent, Tama Leaver (Ed.), An Education in Facebook?: Higher Education and the World's Largest Social Network (pp. 162-170). Abingdon-on-Thames: Routledge
Open this publication in new window or tab >>Role confusion in Facebook groups
2014 (English)In: An Education in Facebook?: Higher Education and the World's Largest Social Network / [ed] Mike Kent, Tama Leaver, Abingdon-on-Thames: Routledge, 2014, p. 162-170Chapter in book (Other academic)
Abstract [en]

During recent years communication between teachers and students in the context of higher education has become increasingly visible. One explanation is the use of parallel educational venues, such as learning platforms and the broad admittance of social networking services (SNSs). The use of SNSs such as Facebook-that are public by default-leads to changed conditions for teaching, providing by design others the ability to view any individual’s performance and, depending on the individual’s privacy settings, to follow their digital traces. This increased visibility has great impact on how teachers carry out their profession, and there is an imminent risk of confusion between the professional and private role. To better understand how student and teacher roles are managed and performed today we will here investigate how the increased visibility affects the performance of these actors in higher education, and to what Goffman (1959) refers to as roles.

Place, publisher, year, edition, pages
Abingdon-on-Thames: Routledge, 2014
Keywords
Facebook, higher education, performance of self, roles
National Category
Information Studies
Research subject
Humanities, Library and Information Science
Identifiers
urn:nbn:se:lnu:diva-85707 (URN)9780415713191 (ISBN)9780415713177 (ISBN)
Available from: 2019-06-21 Created: 2019-06-21 Last updated: 2019-08-13Bibliographically approved
Carlsson, H., Hanell, F. & Lindh, K. (2013). Exploring multiple spaces and practices: a note on the use of ethnography in LIS-research. Paper presented at The Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013. Information research, 18(3), Article ID C17.
Open this publication in new window or tab >>Exploring multiple spaces and practices: a note on the use of ethnography in LIS-research
2013 (English)In: Information research, ISSN 1368-1613, E-ISSN 1368-1613, Vol. 18, no 3, article id C17Article in journal (Refereed) Published
Abstract [en]

Introduction. In recent years, there has been a growing interest in ethnographic research within the field of library and Information studies. Although ethnography has been used by information researchers for studying a wide variety of phenomena, discussions concerning methodological developments and directions, as well as ethnography’s wider applicability within the field are rare. Our intent is to contribute to the such discussions.

Method. The article draws on three on-going research projects to illustrate how the analytical and methodological concepts of following and translation are operationalized.

Analysis. Particularly the article addresses the tension between the site specificity traditionally associated with ethnographic methodology, and the fluidity and place transcending but yet situated character of the objects of study in the field.

Conclusion. The authors conclude that an ethnography of following and translation is a tool for handling the movability characterizing the phenomena studied in the field, thus turning the necessary uncertainty of inductive research into an advantage. This allows the researcher to stay open and let the object of study lead the way.

Keywords
ethnography, library- and information science, methodology
National Category
Information Studies
Research subject
Humanities, Library and Information Science
Identifiers
urn:nbn:se:lnu:diva-53288 (URN)
Conference
The Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013
Available from: 2016-06-10 Created: 2016-06-10 Last updated: 2019-06-24Bibliographically approved
Hanell, F. (2012). From an Architecture of Participation to a Structure for Nurturing Relationships: Swedish Teacher Trainees’ Informal Learning on Facebook. In: Internet Research 13: Technologies (Salford) 2012. Paper presented at Internet Research 13: Technologies (Salford) 2012.
Open this publication in new window or tab >>From an Architecture of Participation to a Structure for Nurturing Relationships: Swedish Teacher Trainees’ Informal Learning on Facebook
2012 (English)In: Internet Research 13: Technologies (Salford) 2012, 2012Conference paper, Oral presentation with published abstract (Refereed)
Keywords
Social network sites, Virtual learning environments, higher education, Facebook
National Category
Information Studies
Research subject
Humanities, Library and Information Science
Identifiers
urn:nbn:se:lnu:diva-85710 (URN)
Conference
Internet Research 13: Technologies (Salford) 2012
Note

Ej belagd 190809

Available from: 2019-06-21 Created: 2019-06-21 Last updated: 2019-08-09Bibliographically approved

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