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Andersson, Helena
Publications (3 of 3) Show all publications
Andersson, H. (2017). Möten där vi blir sedda: en studie om elevers engagemang i skolan. (Doctoral dissertation). Malmö: Malmö universitet
Open this publication in new window or tab >>Möten där vi blir sedda: en studie om elevers engagemang i skolan
2017 (Swedish)Doctoral thesis, monograph (Other academic)
Abstract [en]

This thesis concerns students’ engagement with school. In Sweden there are as many as 17,5 % of the students, who after year nine do not get the grades in order to be admitted to the national program at the upper secondary school. In this thesis, Students’ experiences are focused in order to understand engagement with school. The study is grounded in a socio cultural perspective on learning where learning is considered to originate from social actions, as well as theoretical perspectives on engagement. In the thesis learning is seen as development not as a process within the child but rather as development that takes place when the child participates in practices within their cultural community and in relations with others. Learning is looked upon as a perspective where the context of our lived experience of participation in the world is important. Learning should be seen as social participation. This kind of participation does not only shape what we do but also who we are and who we can become. In this thesis the concept of engagement is considered as both the wanting to do something, and what the student actual do, the agency of the student. An exploratory sequential mixed method has been used in the data collection, mainly with a student perspective. This means that both quantitative and qualitative methods of collecting and analyzing data has been used to be able to answer the research questions. The overall aim of the thesis is to contribute with knowledge about students’ engagement in school by identifying aspects that influence the engagement. The thesis consists of three different studies. One quantitative study, where 1298 student participated in a survey concerning student engagement with school, which was followed by two qualitative studies, where the descriptive analysis was broadened with interviews, one with students and teachers in two different classes and one with students from eight different schools. Apart from that, students have written reflections on how they experience their learning environments in school. The discussion concerns whether students in year seven are engaged with their school, both according to the psychological and according to the cognitive engagement. The discussion also concerns what aspects of engagement students and their teachers in two highly engaged classes have experienced. In the study students with different socioeconomically and cultural backgrounds take part. The concepts of students’ participation and influence in their schoolwork is also discussed.

Place, publisher, year, edition, pages
Malmö: Malmö universitet, 2017. p. 190
National Category
Educational Sciences
urn:nbn:se:hkr:diva-17656 (URN)978-91-7104-789-2 (ISBN)
Available from: 2018-05-15 Created: 2018-05-15 Last updated: 2018-05-15Bibliographically approved
Andersson, H. (2016). Informationskompetens i högskolan: en metod för att analysera kursplaner. In: Claes Dahlqvist & Stefan Larsson (Ed.), Lärarlärdom 2016: Högskolan Kristianstad. Paper presented at Lärarlärdom, Högskolan Kristianstad, 17 augusti, 2016.. Högskolan Kristianstad: Kristianstad University Press
Open this publication in new window or tab >>Informationskompetens i högskolan: en metod för att analysera kursplaner
2016 (Swedish)In: Lärarlärdom 2016: Högskolan Kristianstad / [ed] Claes Dahlqvist & Stefan Larsson, Högskolan Kristianstad: Kristianstad University Press , 2016Conference paper, Oral presentation with published abstract (Other academic)
Abstract [sv]


I rollen som undervisande bibliotekarier har jag och mina kollegor uppmärksammat att lärandemål rörande informationskompetens ofta saknas eller uttrycks otydligt i högskolans kursplaner, vilket har en negativ påverkan på studenternas möjligheter att aktivt utvecklas mot att bli informationskompetenta. Mot denna bakgrund har en studie av informationskompetens i kursplaner utförts.


Det empiriska materialet består av kursplaner från tre olika program vid Högskolan Kristianstad. Dessa analyseras ur ett sociokulturellt perspektiv genom kvalitativ innehållsanalys. Genom att skapa och applicera ett textnära kodningsschema med olika kategorier, möjliggör metoden att systematiskt kunna definiera med vilken tydlighetsnivå som informationskompetens är uttryckt i texterna.


Studiens resultat visar att informationskompetens sällan är tydligt formulerat i kursplanerna. Oftast är informationskompetens något som bara antyds eller som anas genom en potentiell koppling. Denna osynlighet kan få som konsekvens att studenterna inte inser vikten av informationskompetens. Analysen visar också att det i kursplanerna finns kopplingar till informationskompetens inom områden som värderas högt av både lärarkår och bibliotekarier. Dessa inkluderar kreativt tänkande, den vetenskapliga arbetsprocessen och användandet IKT.


Ur ett sociokulturellt perspektiv rekommenderas att undervisning för informationskompetens bäddas in i ämnesstudierna. I detta avseende kan studien användas som en utgångspunkt för samarbetet mellan lärare och bibliotekarier i syfte att ge studenterna bästa möjliga förutsättningar. Metoden att utvärdera kursplaner kan också vara av intresse för det generella arbetet med kvalitetsutvärdering och utveckling inom högre utbildning.

Place, publisher, year, edition, pages
Högskolan Kristianstad: Kristianstad University Press, 2016
National Category
Information Studies
urn:nbn:se:hkr:diva-15786 (URN)
Lärarlärdom, Högskolan Kristianstad, 17 augusti, 2016.
Available from: 2016-08-25 Created: 2016-08-25 Last updated: 2017-03-01Bibliographically approved
Andersson, H. (2015). Informationskompetens i högskolans kursplaner: en kvalitativ textanalys. Borås: Akademin för bibliotek, information, pedagogik och IT
Open this publication in new window or tab >>Informationskompetens i högskolans kursplaner: en kvalitativ textanalys
2015 (Swedish)Other (Other academic)
Abstract [en]

The purpose of this Master thesis is to deepen understanding of how the concept of information literacy is used within Swedish higher education. The empirical material consists of course syllabi from three different programmes offered at Kristianstad University, Sweden. These are analysed from a sociocultural perspective through qualitative content analysis. Using a data-driven coding frame with different categories, the method helps to define the level of clarity with which information literacy is expressed in the texts. The results of the study reveal that information literacy is seldom explicitly expressed in course syllabi. Information literacy is usually only implied or a potential connection can be discerned. It is concluded that the invisibility of information literacy as such may render it unimportant to students. It is suggested that in a sociocultural perspective, the teaching of information literacy ought to be embedded in the curricula. This requires cooperation between teachers and librarians, something which historically has been difficult to achieve. The analysis also shows that there are connections to information literacy in the syllabi in areas that are highly valued by both professions. These include creative thinking, scientific working processes and the use of information- and communication technology. By shedding light on these similarities, this thesis suggests ways of bringing the two professions closer together.

Place, publisher, year, pages
Borås: Akademin för bibliotek, information, pedagogik och IT, 2015. p. 51
Informationskompetens, högskolan, kursplaner, kvalitativ textanalys
National Category
Information Studies
urn:nbn:se:hkr:diva-15788 (URN)

Masteruppsats i Biblioteks- och informationsvetenskap.

Available from: 2016-08-25 Created: 2016-08-25 Last updated: 2017-08-18Bibliographically approved

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