Siste publikasjoner

• Damsa, Crina-Ioana; Uehara, Dan & Henriksen, Lise Toft (2021). Re-debunking myths: University students’ use of digital technologies in hybrid and online learning. Computers & Education.  ISSN 0360-1315.
• Skedsmo, Guri & Huber, Stephan Gerhard (2021). Data, Indicators and Feedback in Education. Educational Assessment, Evaluation and Accountability.  ISSN 1874-8597.  33(2), s 251- 254 . doi: https://doi.org/10.1007/s11092-021-09362-y
• Futter, Kathrin; Skedsmo, Guri & Sandmeier, Anita (2021). Wissenschaftliche Abschlussarbeiten an der Pädagogischen Hochschule Schwyz. Beiträge zur Lehrerinnen- und Lehrerbildung - Zeitschrift zu Theorie und Praxis der Aus- und Weiterbildung von Lehrerinnen und Lehrern.  ISSN 2296-9632.  39(1), s 60- 65 Fulltekst i vitenarkiv.
• Tømte, Karoline; Gudmundsdottir, Greta Björk & Hatlevik, Ove Edvard (2021). Hvordan forstå og forebygge digital mobbing?, I: Bård Ketil Engen; Tonje Hilde Giæver & Louise Mifsud (red.),  Digital dømmekraft.  Gyldendal Akademisk.  ISBN 9788205554467.  10.  s 149 - 171
• Li, Rita; Lund, Andreas & Nordsteien, Anita (2021). The link between flipped and active learning: a scoping review. Teaching in Higher Education.  ISSN 1356-2517. . doi: https://doi.org/10.1080/13562517.2021.1943655 Fulltekst i vitenarkiv.
• Kvamme, Ole Andreas (2021). Reworking the Social Order: Skam as an Instance of Public Moral Education. Studies in Philosophy and Education.  ISSN 0039-3746. . doi: 10.1007/s11217-021-09780-x Fulltekst i vitenarkiv. Vis sammendrag

  The Norwegian high-school drama series Skam is produced and published by the Norwegian Broadcasting Corporation, a publicly funded institution distinguished by an explicit obligation to the public interest, not only serving their audience as consumers but even as citizens. Generally, the normativity expressed in Skam may be summarized by treating all with respect, involving not only moral considerations of what is right, but also ethical conceptions of what is good, offered, opened up and obstructed by the living social order established there. In season three, given attention here, the plot revolves around issues concerning same-sex relationships, mental disorder and religion. Here Skam becomes interesting for the field of moral education, elaborating on how to encounter the challenges of pluralistic societies that undergo continuous changes and in which common values have become open questions. In this paper attention is drawn toward Skam’s ethical dimension, considering Skam as an instance of public moral education. Faced with tensions, hindrances and conflicts, the norm of treating all with respect, irrespective of how trivial it may appear outside of context, becomes loaded with meaning, while the actualization of the good life is at risk. Appalling is the way hegemonic religion is transformed in the living social order. Decisive is the active role taken by the youths in the series, recontextualizing the norm. The social order here is not a static, given condition, but a continuous, moving, cultivating project. In that respect, a certain democratic aspect of the public moral education of Skam also becomes visible. Together, the youths portrayed in the series seem to accommodate a variety of expressions of life emerging within their community.

• Roe, Astrid & Blikstad-Balas, Marte (2021). Hva skjer med lese- og skriveopplæringen når elevenes undervisning digitaliseres helt?. Viden om Literacy.  ISSN 2246-6517.  (29), s 59- 67
• Kostøl, Kristine Bakkemo; Remmen, Kari Beate; Braathen, Anette & Stromholt, Shelley (2021). Co-designing cross-setting activities in a nationwide STEM partnership program – Teachers’ and students’ experiences. LUMAT: International Journal on Math, Science and Technology Education.  ISSN 2323-7104.  9(1), s 426- 456 . doi: 10.31129/LUMAT.9.1.1414 Fulltekst i vitenarkiv.
• Siljan, Henriette Hogga & Maagerø, Eva (2021). Gold to Salto. Critical Literacy in a BELMA-Awarded Textbook in Norwegian Language Arts, In Merethe Roos; Kjell Lars Berge; Pirjo Hidenmaa; Henrik Edgren & Christina Matthiesen (ed.),  Exploring Textbooks and Cultural Change in Nordic Education 1536–2020.  Brill|Sense.  ISBN 978-90-04-44954-1.  s 332 - 352
• Bakken, Jonas & Andersson-Bakken, Emilia (2021). The textbook task as a genre. Journal of Curriculum Studies.  ISSN 0022-0272. . doi: https://doi.org/10.1080/00220272.2021.1929499 Fulltekst i vitenarkiv.
• Carlsten, Tone Cecilie; Throndsen, Inger & Klette, Kirsti (2021). Læringsfremmende vurderingspraksis på ungdomstrinnet: Funn fra TALIS 2018 og LISA-prosjektet, I: Julius Kristjan Björnsson (red.),  Hva kan vi lære av TALIS 2018? Gode relasjoner som grunnlag for læring.  Cappelen Damm Akademisk.  ISBN 978-82-02-71880-0.  Kapittel 7.
• Carlsten, Tone Cecilie; Throndsen, Inger & Björnsson, Julius Kristjan (2021). Profesjonelle fellesskap på ungdomstrinnet som del av skolens utvikling, I: Julius Kristjan Björnsson (red.),  Hva kan vi lære av TALIS 2018? Gode relasjoner som grunnlag for læring.  Cappelen Damm Akademisk.  ISBN 978-82-02-71880-0.  Kapittel 5.
• Carlsten, Tone Cecilie; Throndsen, Inger & Björnsson, Julius Kristjan (2021). Hovedfunn fra TALIS 2018-undersøkelsen, I: Julius Kristjan Björnsson (red.),  Hva kan vi lære av TALIS 2018? Gode relasjoner som grunnlag for læring.  Cappelen Damm Akademisk.  ISBN 978-82-02-71880-0.  Kapittel 1.
• Hermansen, Tone Kristine & Augusti, Else-Marie (2021). Samspill mellom emosjoner og kognitsjon i barns utvikling, I: Christian Krog Tamnes (red.),  Nevrokognitiv utviklingspsykologi.  Gyldendal Akademisk.  ISBN 9788205533387.  8.  s 172 - 192
• Altrichter, Herbert; Herzog-Punzenberger, Barbara; Fulterer, S; Brown, Martin; Burns, Denise; Nortvedt, Guri A.; Skedsmo, Guri; Wiese, Eline; Nayir, Funda; Fellner, Magdalena; McNamara, Gerry & O'Hara, Joe (2021). Leistungsbeurteilung und kulturelle Vielfalt: Herausforderungen und Bewertungspraktiken in Schulen der Sekundarstufe I in Österreich, Irland, Norwegen und der Türkei. Erziehung & Unterricht.  ISSN 0014-0325.  171(3-4), s 251- 261
• Gudmundsdottir, Greta Björk & Björnsson, Julius Kristjan (2021). Hvor godt er lærere forberedt på den digitale hverdagen?, I: Julius Kristjan Björnsson (red.),  Hva kan vi lære av TALIS 2018? Gode relasjoner som grunnlag for læring.  Cappelen Damm Akademisk.  ISBN 978-82-02-71880-0.  Kap. 4.  s 57 - 86 Fulltekst i vitenarkiv.
• Gunnulfsen, Ann Elisabeth & Møller, Jorunn (2021). Production, Transforming and Practicing ‘What Works’ in Education–The Case of Norway, In John Benedicto Krejsler & Lejf Moos (ed.),  What Works in Nordic School Policies?.  Springer.  ISBN 978-3-030-66629-3.  Kap 5.  s 87 - 102
• Nilsen, Trude; Scherer, Ronny & Blömeke, Sigrid (2021). Hva fremmer et innovativt miljø i skolen, og hvilken betydning har det for læreres undervisning?, I: Julius Kristjan Björnsson (red.),  Hva kan vi lære av TALIS 2018? Gode relasjoner som grunnlag for læring.  Cappelen Damm Akademisk.  ISBN 978-82-02-71880-0.  Chapter 3.  s 35 - 55
• Brandmo, Christian & Tiplic, Dijana (2021). Nyutdannede læreres opplevelse av læreryrket, I: Julius Kristjan Björnsson (red.),  Hva kan vi lære av TALIS 2018. Gode relasjoner som grunnlag for læring.  Cappelen Damm Akademisk.  ISBN 978-82-02-70898-6.  Kapittel 6.  s 107 - 122 Fulltekst i vitenarkiv.
• Kersting, Magdalena; Haglund, Jesper & Steier, Rolf (2021). A growing body of knowledge. Science & Education.  ISSN 0926-7220. . doi: 10.1007/s11191-021-00232-z
• Colbjørnsen, Tor (2021). Kvalitetsstyring av skoler i Oslo og Akershus i 2008 og 2018 - endringer og tilpasninger til internasjonale føringer for styring av skoler. Norsk pedagogisk tidsskrift.  ISSN 0029-2052.  (1-2021), s 29- 41
• Dewilde, Joke; Kjørven, Ole Kolbjørn; Skrefsrud, Thor Andre & Sæther, Elin (2021). Young people’s experiences and meaning-making at a multicultural festival in Norway. Journal of Peace Education.  ISSN 1740-0201.  s 1- 19 . doi: 10.1080/17400201.2021.1911792 Vis sammendrag

  This article explores young people’s experiences and meaning-making at a multicultural festival. Multicultural festivals aim to promote inclusion and challenge problem-oriented discourses in current debates on diversity and migration. Listening to youth voices from such a festival gives a sense of how young participants perceive representations of cultural difference, and how they relate these representations to their own identity and sense of belonging. The participants in our study are 86 young people from diverse cultural and linguistic backgrounds between the ages of 12 and 20. They recorded answers to our questions about what they did at the festival as well as the memories that participation evokes using a specially developed app. Interpreting the broad spectrum of their reflections in the light of theories about intercultural learning and citizenship, we found that the young people were eager to learn about the Other by experiencing cultural differences and engaging with traditions different to their own. In addition, they experienced the festival as an inclusive space, open for transnational identities, and evoking a sense of safety and belonging. We conclude by arguing that the young participants take with them experiences and memories of diversity as the norm rather than the exception.

• Daza Ramos, Leidy Viviana; Gudmundsdottir, Greta Bjørk & Lund, Andreas (2021). Partnerships as third spaces for professional practice in initial teacher education: A scoping review. Teaching and Teacher Education : An International Journal of Research and Studies.  ISSN 0742-051X.  102 . doi: https://doi.org/10.1016/j.tate.2021.103338 Fulltekst i vitenarkiv.
• Carson, Lisabeth; Hontvedt, Magnus & Lund, Andreas (2021). Student teacher podcasting: Agency and change. Learning, Culture and Social Interaction.  ISSN 2210-6561.  29, s 1- 13 . doi: 10.1016/j.lcsi.2021.100514 Fulltekst i vitenarkiv.
• Lunde, Ida & Gunnulfsen, Ann Elisabeth (2021). Governance Through Digital Formations – The Case of ‘What Works’ in a Norwegian Education Context, In John Benedicto Krejsler & Lejf Moos (ed.),  What Works in Nordic School Policies?.  Springer.  ISBN 978-3-030-66629-3.  Kapittel 10.  s 195 - 212
• Beiler, Ingrid Rodrick; Brevik, Lisbeth M. & Christiansen, Torgeir (2021). Skjermopptak som forskningsmetode i og utenfor klasserommet, I: Cecilie Pedersen Dalland & Emilia Andersson-Bakken (red.),  Metoder i klasseromsforskning Forskningsdesign, datainnsamling og analyse.  Universitetsforlaget.  ISBN 9788215047508.  Kap..
• Brevik, Lisbeth M. & Mathé, Nora Elise Hesby (2021). Mixed methods som forskningsdesign, I: Cecilie Pedersen Dalland & Emilia Andersson-Bakken (red.),  Metoder i klasseromsforskning Forskningsdesign, datainnsamling og analyse.  Universitetsforlaget.  ISBN 9788215047508.  Kap. 2.
• Aashamar, Peter Nicolai; Bakken, Jonas & Brevik, Lisbeth M. (2021). Fri fra lærebokas tøyler. Om bruk av læreboka og andre tekster i norsk, engelsk og samfunnsfag på 9. og 10. trinn. Norsk pedagogisk tidsskrift.  ISSN 0029-2052.  3
• Lund, Andreas (2021). The Norwegian Ministry of Education and Research’s action plan for digitalization in primary and secondary education and training: appraisal and critique.. Nordic Journal of Digital Literacy.  ISSN 1891-943X.  16(1), s 34- 42 . doi: https://doi.org/10.18261/issn.1891-943x-2021-01-04 Fulltekst i vitenarkiv.

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• Erdal, Silje Førland; Granlund, Lise & Ryen, Erik (red.) (2021). Samfunnsfagdidaktikk. Universitetsforlaget.  ISBN 9788215031019.  328 s.
• Granlund, Lise & Erdal, Silje Førland (2021). Fokus sosiologi og sosialantropologi. Aschehoug & Co.  ISBN 9788203319082.
• Gleiss, Marielle Stigum & Sæther, Elin (2021). Forskningsmetode for lærerstudenter : å utvikle ny kunnskap i forskning og praksis. Cappelen Damm Akademisk.  ISBN 9788202572525.  224 s.
• Björnsson, Julius Kristjan (red.) (2021). Hva kan vi lære av TALIS 2018? Gode relasjoner som grunnlag for læring. Cappelen Damm Akademisk.  ISBN 978-82-02-71880-0.  147 s.
• Björnsson, Julius Kristjan (red.) (2021). Hva kan vi lære av TALIS 2018. Gode relasjoner som grunnlag for læring. Cappelen Damm Akademisk.  ISBN 978-82-02-70898-6.  146 s.
• Ahmadian, Shilan; Aspfors-Sveen, Ingeborg & Næsmo, Camilla Bruu (2021). Fortellinger om flukt. Universitetsforlaget.  ISBN 9788215047614.  120 s.

Se alle arbeider i Cristin

• Esterhazy, Rachelle; Damsa, Crina I. & de Lange, Thomas (2021). University teachers’ enactment of feedback literacy during peer mentoring meetings.
• Uehara, Dan; Damsa, Crina I. & Toft Henriksen, Lise (2021). Students’ Ecologies of Digital Resources. A mixed methods study..
• Damsa, Crina I.; Gudmundsdottir, Greta Björk; Ragnarsdòttir, Hanna & Rodrigues, Carol Paul (2021). Knowledge integration and coordination of collaboration in interdisciplinary learning design teams..
• Skedsmo, Guri (2021). Accountable for Improving Education for All? Tensions in Local Practices of Data Use in Norwegian Municipalities and Schools.
• Skedsmo, Guri (2021). What can we learn from school leadership research in China?.
• Sandtorv, Alexander Harald; Holmen, Heidi; Bratland-Sanda, Solfrid; Blikstad-Balas, Marte; Tjønndal, Anne; Dale, Ragnhild Freng & Vollset, Knut (2021). Regjeringens billigere brus kan koste forskningen dyrt. Khrono.no.  ISSN 1894-8995.
• Beiler, Ingrid M. Rodrick & Dewilde, Joke Ingrid (2021). Location, location, location: Representing difference in regional centres. Ether – Ethics and Aesthetics for Encountering the Other.
• Granlund, Lise & Erdal, Silje Førland (2021). Fire innfallsvinkler til undervisning om 22.juli-terroren, I: Silje Førland Erdal; Lise Granlund & Erik Ryen (red.),  Samfunnsfagdidaktikk.  Universitetsforlaget.  ISBN 9788215031019.  Kapittel 7.  s 136 - 153
• Granlund, Lise (2021). Utforskning i samfunnsfagene: bakgrunn, kritikk og tilnærminger, I: Silje Førland Erdal; Lise Granlund & Erik Ryen (red.),  Samfunnsfagdidaktikk.  Universitetsforlaget.  ISBN 9788215031019.  Kapittel 4.  s 67 - 87
• Kvamme, Ole Andreas (2021). The Critical and Utopian Potential of Environmental Ethical Values.
• Kvamme, Ole Andreas (2021). Nordic environmental education in the 1990s: the MUVIN project.
• Kvamme, Ole Andreas (2021). Dialogues on responsibility: 10th graders encountering sustainability in moral education.
• Kvamme, Ole Andreas (2021). Educational positions of justice: Norway addressing Agenda 2030.
• Kvamme, Ole Andreas (2021, 20. april). Om bærekraft i fagfornyelsen (LK20). [Internett].  Lektor Lomsdalen.
• Kvamme, Ole Andreas (2021). On John Wall´s «Theorizing children´s global citizenship”.
• Kvamme, Ole Andreas (2021). Bærekraft i fagfornyelsen (LK20): Mulige implikasjoner for Kulturhistorisk museum med eksempler fra faget religion og etikk.
• Kvamme, Ole Andreas (2021). Bærekraft på timeplanen: Handlingsrom og mulige begrensninger.
• Parr, Grethe Hovde; Robstad, Kristin Eide; Krudtå, Børre; Olsen, Solveig Helene; Blikstad-Balas, Marte; Kjelaas, Irmelin; Olsen, Hanne M.; Søbyskogen, Mona; Vea, Ludvig; Storheim, Jens Petter; Østborg, Karin & Barlien, Jo Sigurd (2021). Skolen etter koronapandemien. Et løft for læring og trivsel..
• Dewilde, Joke; Kjørven, Ole Kolbjørn; Skrefsrud, Thor Andre & Lien, Silje Josten (2021, 26. mai). - Skaper tilhørighet: Forskning: Stoppested verden under forskernes lupe fra en gul campingvogn.  Hamar arbeiderblad. Vis sammendrag

  Over flere år fulgte forskerne arrangementer med mangfold i sentrum. En del av motivasjonen var å nyansere bildet som forskningslitteraturen ga.

• Dewilde, Joke & Reda, Fatima (2021, 16. juni). Episode 9: Fatima Reda om det å utdanne seg til å bli ekspert innenfor flerspråklighet i opplæring. [Radio].  Podcast Mi Lenga-podden, ILS, UiO. Vis sammendrag

  Fatima Reda har nettopp avsluttet sitt første år som lektor i norsk etter å ha skrevet masteroppgave i norskdidaktikk under Mi Lenga-paraplyen. Hun forteller om hvordan hun brukte arabisk til å samle inn data, og hvordan hun opplevde sin forskerrolle som synlig minoritet. Til slutt deler Fatima noen refleksjoner rundt hvilken betydning masteroppgaven har for valgene hun gjør som lærer.

• Dewilde, Joke; Hatvik, Karoline & Abdulrahman, Shaz (2021, 16. juni). Episode 8: Shaz Abdulrahman og Karoline Hatvik om det å samarbeide med en lærer i forbindelse med datainnsamling. [Radio].  Podcast Mi Lenga-podden, ILS, UiO.
• Brevik, Lisbeth M. (2021). Invited talk: Students as co-researchers - connecting research and education.
• Brevik, Lisbeth M. (2021). Invitert innlegg: Medforsking - bakgrunn, erfaringar, gevinstar.
• Brevik, Lisbeth M.; Breivik, Jarle & Maasø, Arnt (2021). Samtale: Hvordan tilrettelegge for hybrid undervisning.
• Brevik, Lisbeth M. (2021). Innlegg om digital undervisning.
• Gunnulfsen, Ann Elisabeth & Hall, Jeffrey Brooks (2021, 28. mai). Forberedelse til fagfornyelse - andre vurderingsrapport. [Fagblad].  Bedre Skole 2/2021.
• Bakken, Jonas (2021). Critical literacy in Norwegian language arts classrooms.
• Bakken, Jonas (2021). The role of Norwegian in CLIL instruction.
• Dewilde, Joke (2021). Negotiating minority language resource in Norwegian writing instruction for migrant students.
• Dewilde, Joke (2021). Monolingual and Translingual Orientations to Writing in a Class for Newly Arrived Students.
• Misund, Stig; Strand, Jo Espen Tau & Ødegaard, Marianne (2021). Student questioning generated from an inquiry of an authentic reindeer head.
• Sjøberg, Mari (2021). 'Scientific practice and reasoning in Norway' What are the students supposed to learn about nature of science?.
• Kvellestad, Anders; Blikstad-Balas, Marte & Tjønndal, Anne (2021). Går tiden fortere?. morgenbladet.no.
• Gunnulfsen, Ann Elisabeth & Hall, Jeffrey Brooks (2021). Evaluering av fagfornyelsens intensjoner, prosesser og praksiser EVA2020 Rapport 2..
• Vartun, Marika & Heie, Magnus (2021). Nyutdannede ungdomsskolelærere trives, mens erfarne lærere vil slutte. Forskning.no.  ISSN 1891-635X.
• Bakken, Jonas (2021). Læreplanen skal ikke leses som fanden leser Bibelen. Norsklæreren.  ISSN 0332-7264.  (2)
• Bakken, Jonas (2021). Eksamenssjangrene er definert i læreplanen. Norsklæreren.  ISSN 0332-7264.  (2)
• Bakken, Jonas & Furevikstrand, Tor Egil (2021). Ny eksamen i norsk glemmer halve faget. Utdanningsnytt.no.
• Gunnulfsen, Ann Elisabeth & Hall, Jeffrey Brooks (2021). Rapport 2: Fagfornyelsens forberedelser i praksis: Strategier, begrunnelser, spenninger.
• Brevik, Lisbeth M.; Breivik, Jarle & Maasø, Arnt (2021, 19. mai). Hvordan skape et godt læringsmiljø med hybridundervisning?. [Internett].  HF:Studio.
• Hidle, Kari-Mette Walmann & Sæther, Elin (2021). Thinking Critically through Human Rights Education in Social Studies.
• Brevik, Lisbeth M. & Holm, Thea (2021). Conference paper: Rethinking English instruction. Engaging vocational students in programming in the English subject.. Vis sammendrag

  New technologies in informal contexts out of school have considerable implications for language learning and teaching. In this presentation, we argue for the wealth of learning opportunities provided by connecting informal and formal English use and thereby engaging students in their learning. While studies have demonstrated positive relations between learners’ informal English use out of school and English proficiency (Sletten et al 2015; Sykes 2018), less is known about how English teachers connect students’ informal English use with more formal use of English in the classroom (Reinhardt and Thorne 2020; Sauro et al. 2020). As part of the research project Vocational and General students'EE Use of English in and out of school (VOGUE), this study investigates the significance of such connections by examining language practices and student engagement in two vocational English classes in Norway (16–17 years) taught by the same teacher, where vocational students were learning English during a technology-based project. Data are drawn from three weeks of fieldwork and include observation data collected in school (video and screen recordings, student texts and teacher interview) as well as data collected outside of school (student language logs and screen recordings at home). Including data across contexts provided a unique analytical opportunity to compare information about how students actually used English in the informal context outside of school, and compare this with their English use in the more formal classroom context. We found that informal and formal language use was connected in two ways: (1) the teacher created affinity spaces in the L2 English classroom that were modelled on affinity spaces out of school in order to create student engagement; and (2) in these affinity spaces, students drew extensively on their informal English use. Implications include the importance of understanding students’ informal language use to rethink their teaching practices.

• Skarpaas, Kaja Granum (2021). Conference paper: Vocational students and the English school subject – engaging and disengaging classroom practices. Vis sammendrag

  This qualitative study examines how vocational students in Norwegian upper secondary school perceive English as a school subject, with the main aim of presenting their views of engaging and disengaging classroom practices. Academic subjects, like L2 English, have been seen as detrimental to the school experience of vocational students, either by being too theoretical (Dæhlen, 2017), or by hampering students’ perceptions of relevance and meaning in school (Dahlback et al., 2011; Hiim, 2013). Mercer and Dörnyei (2020) propose that to increase students’ engagement for learning, they must be given meaningful opportunities to shape the way they learn. This study is one such contribution, as a mouthpiece for vocational students’ experiences with the English subject. To access vocational students’ views of engaging and disengaging practices, the study compares their experience with English in lower- and upper secondary school. It relies on group interviews with 50 vocational students from 10 classrooms in year 11 and 12 in 10 different schools. The study identifies two main threats to vocational students’ engagement in the English subject: lack of perceived relevance and repetition across school years. It is a clear trend for the students to describe lower secondary English as based on irrelevant and repetitive content, while upper secondary offers more variation. Predictably, the students prefer lessons that are framed as relevant to their lives, including their future careers. Furthermore, they want English lessons to be based on student-active learning forms, preferably organised as groupwork. The students are adamant that they will need English for work and express an interest in being able to perform their regular work tasks in English. Lessons with a vocational orientation thus emerge as promising in these classrooms, being (ideally) neither irrelevant nor repetitive.

• Ahmadian, Shilan (2021). Conference paper: Gaming-based engagement during English lessons in lower secondary school. Vis sammendrag

  Gee (2007) states that using a video game is valuable for engagement in learning, which in turn leads to learning when you master a domain associated with the video game. The present study argues that engagement in video games has the potential to develop critical literacy in lower secondary students. It presents data from lower secondary school (8th grade), where gaming-based activities were used to create engagement and develop students’ ability to critically evaluate the potential of the game for learning in the English subject. The study draws on multiple data sources collected during a two-week gaming-based project about Native Americans in two English classes. In the observed lessons, one class read a book about Native Americans before playing the game This Land is My Land, whilst the other group played the game before reading the book. Data include (a) classroom videos, (b) students’ screen recordings from playing the game, (c) students’ written reflections after playing the game, (d) teachers’ screen recordings during feedback conversations with the students, and (e) teacher surveys concerning the gaming-based project.Findings indicate that students to a certain extent developed a critical stance to the game. A main finding concern their experiences of being engaged in the game, with differences indicating more engagement among the students who read before playing the game, compared to those who played the game before reading the book. Another main finding concern gender differences, in that several girls expressed concerns about the lack of female characters in the game, while the majority of the boys did not mention the gender of the (male) characters at all and instead expressed their opinions about technical aspects of the game.

• Uvsløkk, Julie Casoli (2021). Conference paper: Culture, Intercultural Competence and Critical Thinking in Lower Secondary English and French Classrooms in Norway. Vis sammendrag

  How can focusing on culture and intercultural competence help students develop critical thinking skills? In a globalized world, where cross-cultural understanding plays a crucial role in all scopes of life, language teachers are expected to support students in this process. Culture – and in later years to some extent, intercultural competence – has long been part of language instruction alongside vocabulary or grammar. However, when the latter are considered pillars of language learning and teaching, culture and intercultural competence are often overshadowed by the focus on linguistic skills (Heimark, 2013; Vold, 2014). Only a small amount of research concentrates on how culture and intercultural competence within the foreign language and English school subjects are taught in Norwegian classrooms, and even fewer studies have compared across the two subjects. This paper presents findings from the LISE-project, where a team of researchers has filmed naturally occurring instruction over time: four to six lessons have been recorded in language subjects over two school years at seven lower secondary schools in Norway.This presentation will present reflections on how critical thinking is taught as part of culture and intercultural competence based on video-observations of selected English and French lessons in 9th and 10th grades collected by the researchers between 2015 and 2017. Given that there are variations between the English and foreign language curricula and that the general guidelines in the two subjects concerning intercultural competence are vague, this paper will explore the possible impact of these variations and imprecisions on actual teaching situations within and across both school subjects. To what extent are students encouraged to move beyond factual presentations in order to critically reflect upon their own and others’ cultures? Studying these phenomena is crucial in order to develop critical thinking in 21st-century language classrooms.

• Hall, Jeffrey Brooks & Lomsdalen, Christian (2021, 30. desember). LL-325: Jeffrey Hall om utdanningsrett og skoleleders ansvar (Podcast). [Internett].  https://open.spotify.com/episode/1AlYpkMekCs0hlMhAhl8CG.
• Dewilde, Joke; Kjørven, Ole Kolbjørn; Skrefsrud, Thor Andre & Lien, Silje Josten (2021, 02. mai). Forskerne brukte denne campingvogna ute i felten til sine undersøkelser.  Hamar Arbeiderblad.
• Røkenes, Fredrik Mørk; Lund, Andreas & Erstad, Ola (2021, 27. april). Profesjonsfaglig digital kompetanse i lærerutdanningene: Fredrik Mørk Røkenes, NTNU, i samtale med Andreas Lund og Ola Erstad, Universitetet i Oslo.. [Internett].  Lærerutdanningskonferansen 2021.
• Hathaway, Dawn & Gudmundsdottir, Greta Bjørk (2021). Teachers’ online readiness in times of crises: A comparison of Norway and US teachers.
• Dewilde, Joke & Beiler, Ingrid Rodrick (2021). Transspråking som pedagogisk strategi i grunnmodul og modul 1.
• Blikstad-Balas, Marte (2021). The effects of school closures on student learning. Vis sammendrag

  An international conference for teacher training students The Covid-19 pandemic has caused some of the most rapid and fundamental changes to education and teaching we have seen in times of peace. Literally overnight, schools had to shift from physical teaching to online teaching. Even as pupils are allowed to return to the classroom, hygiene regulations and social distancing requirements still dominate school life. ITS Volda 2021 does not want to dwell on the difficulties and hardship brought by the pandemic, but rather look to the future. What has education under the pandemic taught us? What elements and processes should we hold on to? What elements have we missed, taken for granted, and should increase our attention to in the future? How do we think this will affect the school of tomorrow? ITS Volda 2021 will look at lessons learned from the pandemic in terms of: a) Social and relational aspects of education b) Digitalization and the use of technology in education c) Limitations of distance education in various subjects and for different groups

• Beiler, Ingrid Rodrick; Brevik, Lisbeth M. & Dewilde, Joke (2021). Multilingualism as a Resource in English Writing Instruction: Opportunities and Obstacles in Five Linguistically Diverse Classrooms in Norway. Doktoravhandlinger forsvart ved Det utdanningsvitenskapelige fakultet, Universitetet i Oslo. 329. Fulltekst i vitenarkiv.
• Brevik, Lisbeth M.; Toraman, Sinem; Smith, Michelle C. Howell; Guetterman, Timothy C.; Johnson, Burke R. & Plano Clark, Vicki L. (2021). Invited mentor: How to Convey the Methodology of Mixed Methods Research in Conference Proposals (invited session).
• Brevik, Lisbeth M. (2021). Invited workshop: Mixed methods.
• Mathé, Nora Elise Hesby & Brevik, Lisbeth M. (2021). Forord, I:  Fortellinger om flukt.  Universitetsforlaget.  ISBN 9788215047614.  Forord.
• Fransson, Göran & Lejonberg, Eli (2021). Disruptive innovations in teacher education?.
• Vold, Eva Thue & Brkan, Altijana (2021). Antall elever som velger fag som fransk, spansk og tysk har aldri vært lavere. Har elevene for mange valgmuligheter?. Forskersonen.no.
• Bragdø, Magnus Børre & Mathé, Nora Elise Hesby (2021). Ungdomsskoleelevers demokratiske deltagelse. Bedre Skole.  ISSN 0802-183X.  2021(1), s 68- 72
• Blikstad-Balas, Marte (2021). Hvorfor bør elever forske selv? Innlegg på den digitale lærerkonferansen til Nysgjerrigper 2020..
• Blikstad-Balas, Marte (2021). Det store digitaliseringseksperimentet i norsk skole – hvor går veien videre?.
• Beiler, Ingrid M. Rodrick & Dewilde, Joke Ingrid (2021). Flerspråklige elevers oversettelsesstrategier og holdninger til oversettelse som ledd i engelsk skriving. Liv i skolen.  ISSN 1398-2613.  23(1), s 44- 53
• Beiler, Ingrid M. Rodrick & Dewilde, Joke Ingrid (2021). Elevers oversettelsespraksiser. Bedre Skole.  ISSN 0802-183X.  33(1), s 78- 83
• Beiler, Ingrid Rodrick & Dewilde, Joke (2021). When we see that kind of language, “someone is going to jail”. Ether – Ethics and Aesthetics for Encountering the Other.
• Iversen, Jonas Yassin; Alisaari, Jenni; Daugaard, Line Møller; Dewilde, Joke; Harju-Autti, Raisa; Heikkola, Leena Maria; Kekki, Niina; Pesonen, Sari; Straszer, Boglárka; Reath Warren, Anne & Yli-Jokipii, Maija (2021). Conceptualising students with a migrant background and their languages in education across the Nordic countries.
• Brevik, Lisbeth M. & Slåen, Åshild (2021, 17. mars). Om gaming og språkbevissthet. [Radio].  NRK kulturnytt.

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