hkr.sePublications
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
I skrivandets spår: elever skriver i SO
Kristianstad University, Faculty of Education, Avdelningen för humaniora. christina.lindh@hkr.se .
2019 (Swedish)Doctoral thesis, monograph (Other academic)
Abstract [en]

Tracing writing. Students writing in the context of Social studies education. This doctoral thesis is a contribution to the field of writing research and to the understanding of literacy practices as part of disciplinary learning. The thesis deals with writing as a literacy practice in the context of Social studies education in Swedish secondary school. Writing is understood in a broad sense, which include the use of different modalities and semiotic resources. The aim of the study is to explore and describe what characterises literacy practices, focusing on students´ writing in their daily school life, both inside and outside school. This is conducted by studying how writing emerge when students learn a subject content about law and order as part of the teaching of Social sciences. The analytical framework employed draws on the research of The New Literacy Studies (NLS), The Triadic model, (Triadmodellen), the Wheel of writing, (Skrivhjulet) and the sociological concepts of ritual, strategic and communicative actions. The concepts writing events, acts of writing and writing practices are central for the study. To form the foundation of an ecological understanding of writing as a literacy practice the data has been collected during a longer period of ethnographic fieldwork. The study employs a combination of ethnographic methods to enable a qualitative analysis and to establish a thick description. The collected materials include field notes from classroom observations together with audio- and video recordings combined with interviews with students and the teacher, students´ journals, assignments and a written test. The data also includes a survey, a collection of various texts such as teacher planning material, work material and instructions, textbook, policy documents, reflection notes and photos. The empirical results are presented in three chapters, each one of them focusing on students´ writing during teaching, writing in connection to an oral presentation and writing in conjunction with a final written test. The results show that writing in social sciences are used, primarily to store, organize and structure subject content, mainly by answering questions in the textbook which, together with the teaching, strongly mediates the subject content. This results in reproductive writing strategies and texts sticking close to the textbook. Furthermore, the results show that students´ disciplinary writing practices depend on where the writing is situated, in school or outside school, and that the acts of writing are conducted to prepare for oral participation in teaching. As spoken modes dominate during lessons, the writing practices appears in a supporting rather than independent role. A final important result is that the writing practices in general seem to be shaped by those required during a final written test. The results demonstrate how students´ writing is strategically and ritually motivated and that communicative actions are rare. It is argued that this is a result of the school culture´s and the teaching practices´ strong focus on final tests, assessment and grading, which in turn has to do with the Swedish school system governed by a national curriculum based on performance culture and measurement.

Place, publisher, year, edition, pages
Malmö: Malmö universitet, fakulteten för lärande och samhälle , 2019. , p. 371
Series
Malmö studies in educational science, ISSN 1651-4513 ; 88
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hkr:diva-20021Libris ID: 5gt9tk2s3r5brpb9ISBN: 9789171049957 (print)OAI: oai:DiVA.org:hkr-20021DiVA, id: diva2:1357183
Supervisors
Available from: 2019-10-08 Created: 2019-10-03 Last updated: 2019-10-08Bibliographically approved

Open Access in DiVA

fulltext(8103 kB)12 downloads
File information
File name FULLTEXT01.pdfFile size 8103 kBChecksum SHA-512
9e44ef630dee1f09b72a5ce51bb3b8ad1fa3dd51801a016533ee2adeddac89f2e8434cbd004f618389b91c2084cfed0846527f9a4d7850c226a2fe61804a7b30
Type fulltextMimetype application/pdf

Search in DiVA

By author/editor
Lindh, Christina
By organisation
Avdelningen för humaniora
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar
Total: 12 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 21 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf