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  • 1.
    Anderson, Pia
    Stockholm University.
    Textuell makt: Fem gymnasieelever läser och skriver i svenska och samhällskunskap2011Licentiate thesis, monograph (Other academic)
    Abstract [en]

    The aim of this thesis was to study how five students linguistically express textual power in conversation and writing about reading, as well as to investigate their possibilities to linguistically express textual power. The study was performed within some of the literacy practices in the subjects of Swedish and Social Studies at the social sciences programme in upper secondary school. “Textual power” is here defined as both ability and possibility: to position oneself in relation to the text, to read/interpret critically and to show mobility in the actual literacy sphere. Two analytical tools were used: Langer’s theories about envisionment building and Martin & White’s appraisal framework for attitude and engagement. The linguistic expressions are contextualised in a model inspired by Linell. I base my discussion of the students’ mobility in the actual literacy sphere on the New Literacy theories of Barton and Street, while Anward gives the means to understand text-reproducing practices. The results indicate that the students used a limited range of positions in relation to texts, rarely expressed critical literacy and showed limited mobility in the actual literacy spheres. The students’ possibilities to linguistically express textual power were determined by the design of the teaching contexts. The students were given few possibilities to develop their ability to linguistically express textual power. To compensate for this, the students used a strategy of task solving. This caused a gap between ideally desired and actually produced text. The acceptance of the gap can be explained if the practice is considered text-reproducing. The literacy sphere where the students found themselves seems to consist of an ecological system based on a consensus-driven text-reproducing practice where critical and comparative reading and writing do not take root and thrive.

  • 2.
    Hallesson, Yvonne
    et al.
    Stockholm University.
    Anderson, Pia
    Stockholm University.
    Läsutvecklande samtal på gymnasiet2013In: Läsning!: Svensklärarföreningens årsskrift 2013 / [ed] Gustaf Skar, Michael Tengberg, Stockholm: Svensklärarföreningen , 2013, p. 86-103Chapter in book (Refereed)
  • 3.
    Hallesson, Yvonne
    et al.
    Uppsala University.
    Visén, Pia
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Från källtext till elevtext: spår av lästa ämnestexter i elevtexter i en årskurs 5-klass2018In: Nordic Journal of Literacy Research, E-ISSN 2464-1596, Vol. 4, no 1, p. 98-120Article in journal (Refereed)
    Abstract [en]

    In the article 37 student-texts written by 19 students in year five in Swedish middle school in thesubject of civics are analysed. The texts are written as the last step in a teaching cycle inspired by thereading pedagogy Reading to Learn (R2L). The aim of the study is to reveal how content and textualpatterns from two subject texts the students have read are reflected and adapted in the student-texts,as well as to discuss what those results can say about the students’ learning and socialisation into disciplinaryliteracy. The results showed that all student-texts retrieve general textual structure as well asmain genre structure from the read texts, as well as some linguistic features, but that the student-textsdiffered as to how students handled the contents from the source text. Three groups of texts couldbe distinguished which can be regarded as three steps of socialisation into disciplinary literacy. Theresults indicate that the teaching cycle within the R2L pedagogy can support students to take one ormore steps into disciplinary literacy. However, at the same time the strictly held structure might limitstudents’ own reflections and creativity, depending on how the task is formulated.

  • 4.
    Hallesson, Yvonne
    et al.
    Uppsala University.
    Visén, Pia
    Municipality of Ovanåker.
    Intertextual content analysis: An approach for analysing text-related discussions with regard to movability in reading and how text content is handled2018In: International Journal of Research and Method in Education, ISSN 1743-727X, E-ISSN 1743-7288, Vol. 41, no 2, p. 142-155Article in journal (Refereed)
    Abstract [en]

    Reading and discussing texts as a means for learning subject content are regular features within educational contexts. This paper presents an approach for intertextual content analysis (ICA) of such text-related discussions revealing what the participants make of the text. Thus, in contrast to many other approaches for analysing conversation that focus essentially on the interaction per se, ICA takes the text as its starting point. Drawing on the concept of text movability and systemic-functional cohesion analyses, the approach combines a reader’s perspective and a text perspective to show the participants’ reception of the text, and also what and how text content is brought into the conversation and how it is handled. In the paper, ICA is described with regard to its theoretical underpinnings, usage and utility. It is suggested that the approach provides educational researchers with an analytical tool that allows detailed ICAs of text-related classroom discussion. Findings may ultimately lead to pedagogical implications with a bearing on classroom practice.

  • 5.
    Hallesson, Yvonne
    et al.
    Uppsala University.
    Visén, Pia
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Textkulturer i samhällsorienterande ämnen i årskurs 5 och på gymnasiet2017In: Tolfte nationella konferensen i svenska med didaktisk inriktning: Textkulturer : Karlstad 24-25 november 2016 / [ed] Birgitta Ljung Egeland, Christina Olin Scheller, Marie Tanner, Michael Tengberg, Karlstad: Karlstads universitet, 2017, p. 195-216Chapter in book (Refereed)
  • 6.
    Hallesson, Yvonne
    et al.
    Uppsala University.
    Visén, Pia
    Stockholm University.
    Text-talks as a means to scaffold disciplinary reading literacy in secondary education2015In: Current Issues in Reading, Writing and Visual Literacy: Research and Practice / [ed] Christina Gitsaki, Melanie Gobert, Helene Demirci, Cambridge Scholars Publishing, 2015, p. 86-101Chapter in book (Refereed)
  • 7.
    Hallesson, Yvonne
    et al.
    Uppsala University.
    Visén, Pia
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Folkeryd, Jenny
    Uppsala University.
    af Geijerstam, Åsa
    Uppsala University.
    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.

  • 8.
    Hallesson, Yvonne
    et al.
    Uppsala University.
    Visén, Pia
    Municipality of Ovanåker.
    Folkeryd, Jenny W.
    Uppsala University.
    af Geijerstam, Åsa
    Uppsala University.
    Reading to learn pedagogy and students' disciplinary reading: An example from social science subjects in years five and twelve2016In: ECER 2016: Leading Education : The Distinct Contributions of Educational Research and Researchers. Dublin 22-26/8 2016, 2016Conference paper (Refereed)
    Abstract [en]

    The aim of this paper is to explore how different approaches to working with disciplinary reading result in different reading practices, which to various degrees scaffold reading comprehension and development of reading literacy. More specifically, the use of the literacy pedagogy Reading to Learn is compared with more traditional teaching in Sweden.

    Reading to learn (R2L) is a literacy pedagogy emphasising reading. The R2L-pedagogy has a functional perspective and integrates the teaching of reading across the curriculum at all levels of school and beyond (Rose & Martin 2012). The pedagogy follows a cyclic model with different steps. The ideological idea is to set up students to succeed in their reading, by preparing them step by step in the reading task. Therefore the teaching cycle moves from guided collective work towards individual performance.

    Several programme reports indicate that R2L has a positive effect on students reading performance. However, despite the fact that R2L has been used in several countries for over a decade, relatively few independent scientific studies have been performed where reading practices and students’ reading literacy in R2L classrooms are in focus. Therefore this study focuses on the impact of R2L, as interpreted and implemented by subject teachers, on reading literacy activities and students’ disciplinary reading in two social science classrooms with two different teachers. Of specific interest are the following research questions:

    • How can the reading practices be described in terms of overall sequential organisation of reading activities?
    • How can text-related discussions within the reading practices be described in term of dialogical potential and students’ text reception?

    Results from the analyses will furthermore be discussed with regard to possible effects on students’ reading comprehension.

    Theoretically, the study draws on classroom discourse analysis and theories on reading, as found within systemic functional theory and reception theory. Of importance for the discussion is also the concept of dialogicity, used in accordance with Nystrand (1997) building on a Bakhtinian legacy. Within systemic functional theory, language is considered to be a social semiotic system where language both creates and expresses meaning, and enables different choices for expressing meaning (Halliday & Matthiessen 2004). We use the notion of curriculum genre (Christie 2002) which builds on systemic functional theory and refers to teaching sequences as staged, goal oriented processes where each stage or element is said to have a functional significance by organising and shaping meaning. Reception theory describes the meeting between the reader and the text (Langer 1995; Rosenblatt 1982). The concept of text movability which builds on reception theory is used to describe how participants discuss various dimensions of texts. Varied text movability is here seen as positive for students’ reading literacy development (e.g. Liberg et al. 2010). From a dialogical standpoint, dialogue is considered the base for all communication and a prerequisite for active understanding (Bakhtin 1981, p. 282). Dialogically organised instruction involves for example discussion, knowledge emerging from interaction of voices, and recognition of students’ experiences and interpretations as sources of knowledge. Monologically organised instruction is on the other hand signified by for instance recitation, and valuing teacher and textbooks as the only sources of knowledge (Nystrand 1997, p. 19).

    Method

    In this study, material from four student groups in three schools was analysed. Two teachers’ use of R2L while working with disciplinary texts in social science subjects was observed during one term, in year five (11 year-old students, ) and in year three in upper secondary school (18 year-old students). Data was also collected from two control groups with other teachers working with reading in social sciences. The lessons were audio- and video recorded. Although not the main focus for the present study, a reading comprehension test was also performed at the beginning and at the end of the study.To describe the reading practices and thus answer the first research question, the observations were analysed in terms of the sequencing of activities surrounding reading (Christie 1998). This was analysed with regard to contextualisation, how the subject field is built up, textualisation, how the reading is supported, the reading per se, the evaluation/follow-up of the reading, and whether the function of the reading is made explicit (cf. af Geijerstam 2006, p. 47f).To answer the second research question, analyses of text movability within text-related classroom discussion were made. Text movability entails three main ways of talking about texts, specified through various dimensions. Text-based dimensions include eliciting main content, making inferences, abstracting/generalising from content, and taking a critical stand. Associative dimensions include relating text content to personal experiences, specialised knowledge or other texts. Interactive dimensions include talking about text type, text function, sender and receiver roles. These analyses reveal how teachers and students approach text content in the classroom discourse. Analyses of text movability was also related to aspects of dialogicity in the classroom discourse, e.g. how the teacher develops and builds on what is said in the classroom, and whether different voices are acknowledged and valued in discussion.

    Expected Outcomes

    Preliminary findings indicate similarities as well as differences between the two R2L-groups and the control groups, but also between the two R2L groups in different grades. In upper secondary school, in both the R2L-group and the control group, the text was contextualised, and the reading supported by a joint close-reading of the text. However, differences could be noted in terms of text movability and dialogical potential. In the R2L group all three types of text movability were revealed. However, the dialogicity was very restricted, and almost only the teacher talked about the text. The control group showed clearly more dialogicity as text segments were read and discussed in class. There both students and the teacher showed wide text-based and associative text movability, but no interactive movability since text type, text function etc. were not commented on. In the year five R2L-class the sequencing of activities was somewhat different both from its year five control group and the R2L-group in upper secondary school. A similar pattern as in upper secondary school concerning text movability was found, as all three types were used. However, in the year five R2L-class the level of dialogicity was generally high and all students participated. In the control-class, text movability was less varied, mainly associative but also text-based. The dialogical potential was limited in comparison with the R2L-group. In sum, findings indicate that the text activities in the R2L classrooms open up for a more varied text movability, which, in turn, suggests a larger potential for reading comprehension and development of reading literacy. However, when adding the level of dialogicity, the picture changes depending on to what extent students are given room to express their reception of the text and thereby contributing to an active understanding of text in a dialogical classroom.

  • 9.
    Visén, Pia
    Stockholm University.
    Att samtala om texter : från träteknik och svetsteori till antikens myter: Textsamtalets möjligheter som närmaste zon för läsutveckling i en klass på gymnasiets industritekniska program2015Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This doctoral dissertation reports on results from case studies of how text-talks in a Swedish upper secondary school vocational programme, function as a zone of proximal development for reading. The aim was to investigate how text-talks function as a basis for discussion about the text content and thereby have a potential for developing understanding for the subject-specific text content in the subjects of Carpentry Technology, Welding Technology and Swedish in one class in the first year of the Industrial Technology Programme. The study is qualitative with an explorative approach (Burns 2011). Ordinary teaching and learning contexts were observed. The theorectical frame work is based on sociocultural (Säljö 2000) and sociosemiotic perspectives (Halliday 1978), a hermeneutical frame consisting mainly of the concepts of the zone of proximal development (Vygotskij 1934/2001), scaffolding (Wood, Bruner & Ross 1976), dialogicity (Bachtin 1986), and pedagogical codes (Bernstein 2000), as well as an analytical frame deriving from systemic-functional linguistics (Halliday & Matthiessen 2004) and reception theory (Langer 1995, 2011a, 2011b). Three research questions were posed: How do the teachers organise and conduct the text-talks? What linguistic connections with the text are constructed when text content is introduced and developed in the text-talk? In what ways does movement in the text manifest in the text-talk? Data were collected through class-room observations and interviews. Field notes and recordings were made of eight text-talks, and three teacher interviews. Analyses of intertextual cohesion (Eggins 2004), and activity sequences (Martin & Rose 2007) were conducted. Analyses of text-based, associative and interactive text-movability (Liberg et al. 2012b) show the collaborative meeting with the text as expressed in the text-talk. The results indicate that built-out cohesion and progressive text-movability can widen the discourse around the text and thereby scaffold reading development.

  • 10.
    Visén, Pia
    Stockholm university.
    Mellan svets och svenska: textsamtal kring ämnesspecifika texter på ett yrkesförberedande gymnasieprogram2015In: Svensk forskning om läsning och läsundervisning / [ed] Michael Tengberg & Christina Olin-Scheller, Malmö: Gleerups Utbildning AB, 2015, p. 39-53Chapter in book (Other academic)
  • 11.
    Visén, Pia
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Danielsson, Kristina
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Språk- och kunskapsutvecklande samtal om multimodala texter: [ ingår i Lärportalens modul Språk-, läs- och skrivutveckling (Läslyftet), Muntlig kommunikation, Del 3: Samtal om multimodala texter, årskurs 1-9 ]2018Other (Other academic)
    Abstract [sv]

    Den här artikeln handlar om hur textsamtal kan bidra både till elevernas kunskapsutveckling och till att utveckla deras förmåga att tolka och använda texter. Utgångspunkten är att text har olika funktion i olika ämnesområden och att alla texter är multimodala – de byggs alltså upp av flera resurser i samspel, som ord, bild, ljud och layout. 

    I artikeln presenteras en modell för hur lärare kan arbeta med textsamtal på sätt som bidrar till att eleverna ges möjlighet att utveckla sin textrörlighet i relation till olika texter. Modellen utgår ifrån de centrala didaktiska frågorna vad? hur? och vem?

  • 12.
    Visén, Pia
    et al.
    Municipality of Ovanåker ; Stockholm University.
    Hallesson, Yvonne
    Stockholm University.
    Textrörlighet och kohesion i textsamtal: gymnasieelever talar om texter i svenska och historia2013In: Tionde nationella konferensen i svenska med didaktisk inriktning: Genre / [ed] Chrystal, Judith-Ann & Lim Falk, Maria, Stockholm: Nationella nätverket för svenska med didaktisk inriktning , 2013, p. 17-28Conference paper (Refereed)
    Abstract [sv]

    Artikeln handlar om textsamtals potential att stötta elevers läsning av texter de möter i undervisningssammanhang. Artikeln presenterar analyser av tre textsamtalsutdrag i ämnena svenska och historia på gymnasiet. Samtalen i svenska är lärarledda och sam- talet i historia är elevstyrt. Materialet hämtas från två pågående avhandlingsprojekt i språkdidaktik och analyseras med avseende på textrörlighet och lexikal kohesion.

    Det första utdraget illustrerar ett lärarlett samtal som rör sig utanför och på ytan i den text som diskuteras. Det andra visar ett lärarlett samtal där läraren på ett struktu- rerat sätt styr samtalet så att eleverna leds in i texten och stimuleras till en fördjupad textbaserad läsning. Det tredje visar på ett elevstyrt samtal utifrån en strukturerad samtalsmodell där eleverna använder såväl egna erfarenheter som texten för att be- svara textfrågor. Eleverna uttrycker alltså såväl associativ som textbaserad textrör- lighet i samtalet och visar ofta på en djup textrörlighet. Analyser av kohesion visar hur textinnehåll kommer till uttryck i samtalen, framförallt genom att nyckelbegrepp från texten fångas upp och repeteras.

    Resultaten visar hur olika sätt att arbeta med text kan ge olika stöttande potential för elevers möjligheter att röra sig på era nivåer i texten. Sammanfattningsvis pekar artikeln på den lärandepotential som strukturerade och väl förberedda textsamtal kan innebära. 

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