Ida Lodding Gabrielsen

• Gabrielsen, Ida Lodding (2018). How and why do students read fiction? A Study of Literature Instruction in 182 Lower Secondary Language Arts Lessons in Norway.
• Gabrielsen, Ida Lodding (2018). Literature Instruction – A Study of Instructional Practices and the Role of Literary Texts in 46 Lower Secondary Language Arts Classrooms.
• Gabrielsen, Ida Lodding; Blikstad-Balas, Marte & Tengberg, Michael (2018). The Role of Literary Texts in Lower Secondary School Language Arts Lessons. Vis sammendrag

  This study investigates use of literary texts in language arts(LA) lessons across 46 lower-secondary Norwegian classrooms. We examined what students read, sources of texts, and functions of texts in instruction. Theoretical framework Students develop as readers by reading a variety of texts for multiple purposes (e.g Duke&Pearson, 2008). Studies have indicated the importance of instruction that provides students with opportunities to discuss texts to build a deeper understanding of them (Applebee, 2003; Nystrand, 2006; Wilkinson&Son 2011; Langer 2011). Methods The present study investigates the use of literary texts in 180 video-recorded LA lessons across 46 lower-secondary classrooms in Norway. All lessons were coded for the use of literary texts in the instruction, using the socio-cultural PLATO-manual(Grossman, 2015), to assess to what degree students engage in discourse and activities that are grounded in literary texts. Further analyses investigate the role of texts in instruction. Nuances in coding and analyses will be shown in the presentation itself. Findings Results indicate that a majority of the lessons do not contain instruction that systematically probes students’ active use of literature. In over 60% of the instruction in lessons students read fiction, the texts play a rather narrow role. References to the text, when they occur, focus on recall of specific details. Our material also offers detailed insight into how teachers provide instructional activities or opportunity for discussion that require students to actively use texts. These lessons contain extensive literary work and a discourse that could engage students to build deeper understandings of texts. A commonality across these lessons is that texts are actively used in the process of talking about their content, and form and content are seen as interrelated. We found three dominant instructional practices related to literary texts: silent reading, genre instruction and literary classroom discussions. In these three distinct practices, the texts either has a rather unclear role during silent reading, a very defined role as a model text or example in genre/writing instruction, or is used as grounds for literary conversations and analyses. The variety of texts was rather low. Most texts students read are from the textbook, strongly emphasizing pre-1990 male writers. Students scarcely read texts by foreign writers and there are no texts by Sami writers. Relevance In addition to highlighting some serious challenges concerning the role of literary texts in lower secondary schools, we provide insight into high-quality reading instruction via systematic mapping of what happens in lessons where such instruction occurs. Both findings are highly relevant to the educational field, for researchers and practitioners alike.

• Gabrielsen, Ida Lodding; Blikstad-Balas, Marte & Tengberg, Michael (2017). Hvordan brukes skjønnlitterære tekster i norsk på ungdomstrinnet? En studie av skjønnlitterære teksters rolle i norsk i 46 8.klasser i Norge. Vis sammendrag

  Hvordan brukes skjønnlitterære tekster i norsk på ungdomstrinnet? Ida Lodding Gabrielsen, Marte Blikstad-Balas, Michael Tengberg I Kunnskapsløftet er skjønnlitteratur sidestilt med sakprosa, og flere norskdidaktikere (blant andre Penne, 2013) har uttrykt bekymring for skjønnlitteraturens rolle i norskfaget. Elever som ikke har litterære leseerfaringer, vil ofte ha problemer med å utvikle fiktive lesemåter. Å forstå skjønnlitterære tekster utvikler ikke bare den skjønnlitterære tekstkompetansen, men også en mer generell tekstkompetanse som er avgjørende for å kunne tilegne seg kunnskap og uttrykke seg skriftlig i flere fag. Forskning på elevers arbeid med skjønnlitteratur har vist at det er særlig to tradisjoner som dominerer: erfaringsbaserte og analytiske tilnærminger til skjønnlitterære tekster. Forskere og fagdidaktikere innen feltet (blant annet Langer 2011) foreslår å legge til rette for både personlige og analytiske lesninger, og trekker frem lærerens mulighet til å gjøre undervisningen faglig relevant gjennom deltagelse i diskusjoner og bruk av fagtermer, samt å gjøre relevante analyseverktøy tilgjengelige for eleven. I hvilken grad dette gjøres etter innføringen av Kunnskapsløftet er det få som har undersøkt. Vi vet også lite om hva elevene leser (utdrag/hele tekster, forfattere, hentet fra lærebøker/andre verk), og det som finnes av forskning på lesing på ungdomstrinnet i norsk skole er knapt, og dominert av kvantitative studier som fokuserer på leseferdighet. Med empiriske data fra prosjektet Linking Instruction and Student Achievment (LISA), undersøker vi hvilken funksjon de skjønnlitterære tekstene har i 180 videofilmede norsktimer (4 påfølgende norsktimer fra 48 ulike klasserom). Alle timene har blitt kodet (i 15-min intervaller) for bruk av skjønnlitterære tekster i undervisningen, samt i hvilke grad undervisningen legger til rette for at elevene skal kunne få en dypere forståelse for teksten. Nyansene i kodingen og intervallene kommer vi til å vise i selve presentasjonen. I analysene våre kombineres kvalitative og kvantitative metoder. Studien er forankret i sosiokulturelle teorier om læring og lesing, som vektlegger viktigheten av å innlemmes i et diskursivt fellesskap. Et viktig funn er at elevene i liten grad aktivt bruker de skjønnlitterære tekstene som er en del av undervisningen for å få en bedre forståelse av dem, og mange av tekstene elevene leser er hentet fra lærebøkene. I de timene hvor det leses skjønnlitteratur, er over 60% av undervisningssekvensene kodet som passiv bruk av tekstene, noe som innebærer at verken læreren eller elevene aktivt bruker eller analyserer tekstene. Dersom det er undervisning eller diskusjon knyttet til tekstene som leses, er fokuset på gjengivelse. Mange tekster blir primært lest som eksempler på en sjanger i sjangerundervisning. De leses altså som eksempler på form snarere enn i sin egen rett som litterære verk. Næranalyse av de sekvensene som har blitt kodet som aktiv analytisk bruk viser blant annet at læreren her legger til rette for at elevene skal begrunne analysene sine med konkrete eksempler fra tekstene. Eksempler på dette vil bli fremhevet i presentasjonen, fordi vi mener de har stor didaktisk relevans som «best practice». Våre data gir et unikt innblikk i hvilke funksjon skjønnlitterære tekster har i norsktimer på 8.trinn på tvers av mange ulike skoler.

• Gabrielsen, Ida Lodding; Blikstad-Balas, Marte & Tengberg, Michael (2017). Why and How do Students Read Fiction? A Study of The Role of Literary Texts in Lower Secondary Language Arts Lessons. Vis sammendrag

  The present study draws on 180 video-recorded language arts lessons across 46 secondary classrooms in Norway. By analyzing these recordings using a validated language arts specific manual (The Protocol for Language Arts Teaching Observation), our study investigates how literary text are used in language arts lessons, and to what extent the instruction provides student with opportunities to gain a deeper understanding of the text. The main aim of the presentation is twofold: first, we provide an overview of the opportunities for active use of texts in video recorded language arts lessons (N=180) gathered at 46 different Norwegian schools. Second, we analyze how the texts are used (what function they serve), with a particular emphasis on the classrooms where texts are used actively to build a deeper understanding of the text and/or genre and how to approach texts in general. Video recordings were collected in language arts classrooms at 46 different schools across Norway of four consecutive lessons in each class, amounting to a total of 180 lessons. The videos were coded using the observation instrument Protocol for Language Arts Teaching Observation (PLATO) (Grossman et al., 2010), where one of the sub-categories of the element text based instruction is of particular interest to the present study, as it provides a systematic overview of how fiction texts are used in the lessons. Each lesson was divided into events of 15 minutes and coded by at least one certified PLATO rater. Raters assigned a code to the segment using a four-point scale. In the low end, the score 1 was assigned if there was no texts present or a text was present but students were rarely asked to make use of it. Events scoring 2 contain instructional activities or opportunity for discussion that required students to refer to texts superficially. References to the text, when they occurred, focused on recall of specific details. The segment was scored 3 if the teacher provided instructional activities or opportunity for discussion that required students to actively use texts. Students were then required to cite specific features or evidence in order to construct an understanding of the text. At the highest level, scoring 4, the teacher provided instructional activities or opportunity for discussion that required students to actively use texts for a sustained period of time. At this level, students are required to cite and analyze specific features of the text in order to build a deeper understanding of the text, and often the genre and how to approach texts in general. A key finding is that in 62 % of the events where students are reading fiction, the texts play a limited and rather narrow role. Neither the students nor the teacher actively use the text. References to the content of the text, when they occur, focus on recall of specific details and do not in itself contribute to a broader understanding of the text. In line with previous research, our study shows that discussion and assignments related to the text are often experiential, emphasizing subjective and personal opinions without direct reference to the text read. Such assignments and questions tend to lead the students out of the text, instead of in to the text. Instruction about analyzing texts scoring at the low end, seems to focus exclusively on analytic terms (eg. “what does a metaphor mean?”) failing to use texts actively to find connection between form and content. Many texts are primarily read as examples of genre, and are used as examples of form rather than being studied their own right as literary works. In addition to the somewhat concerning findings described, our material also offers detailed insight into how some teachers are able to provide instructional activities or opportunity for discussion that require students to actively use texts.

Se alle arbeider i Cristin