Kari Anne Rødnes

• Ernstsen, Sigrid; Rødnes, Kari Anne & Furberg, Anniken (2026). Joining in or opting out? A sociocultural analysis of how students navigate classroom talk about personal issues in life skills education. European Journal of Psychology of Education (EJPE). ISSN 0256-2928. 41(3). doi: 10.1007/s10212-026-01164-4. Fulltekst i vitenarkiv Vis sammendrag

  In a time defined by societal instability, life skills education (LSE) has become an integral part of schooling worldwide. Through its engagement with issues closely related to the lifeworlds and personal experiences of students, LSE has the potential to facilitate meaningful classroom conversations. However, not all students find it comfortable to talk about personal issues and may hesitate to share what they regard as private in class. Since students experience such situations differently, it is important to develop a deeper understanding of how they respond to educational settings in which their own lives and experiences are a central part of the content. Employing a sociocultural and dialogic approach, this study explores how students participate in such learning activities by examining how they navigate talking about personal issues and what opportunities and challenges that emerge from their interactional approaches. The applied analytical procedure involves microanalyses of conversations in two contrasting student groups that navigated the talk in markedly different ways. The analyses show that in one group, the students interacted in a way that rendered their experiences more generalised and less personal, which opened up space for multiple perspectives and exploration of the issue. In another group, the students’ way of interacting made them accountable for providing personal answers, which resulted in contributions being withheld and the conversation breaking down. Finally, we discuss the implications of these findings and consider how teachers can support meaningful and educational discussions about personal issues in LSE.

• Rasmussen, Ingvill; Rødnes, Kari Anne; Smørdal, Ole; Warwick, Paul; Dolonen, Jan Arild & Ludvigsen, Sten Runar (2026). Thinking together with Talkwall: conceptualizing interactional processes. Mind, Culture, and Activity. ISSN 1074-9039. doi: 10.1080/10749039.2026.2646663. Fulltekst i vitenarkiv
• Sundby, Anniken Hotvedt & Rødnes, Kari Anne (2023). Knowledge of What? Teachers’ perspectives of an L1 Language and Literature subject curriculum document. L1-Educational Studies in Language and Literature (L1-ESLL). ISSN 1567-6617. 23, s. 1–27. doi: 10.21248/l1esll.2023.23.1.504. Fulltekst i vitenarkiv
• Rødnes, Kari Anne & Dolonen, Jan Arild (2022). Students’ ideas of contributing to sustainable development: a study of how ideas emerge, travel and expand through classroom microblogging and discussions. Environmental Education Research. ISSN 1350-4622. doi: 10.1080/13504622.2022.2121807. Fulltekst i vitenarkiv Vis sammendrag

  This qualitative study investigates how young students expressed, explored and expanded their ideas of how they could contribute to sustainable development. We analyse a trajectory in a Norwegian 8th grade class, focusing on the students’ emerging understanding through microblogging and talk in individual, group and whole class activities. The material analysed are logs from a microblogging tool and transcribed video recordings from two lessons. We examined the trajectory as a whole to understand how the topic was treated, we sorted students’ microblogs thematically, and we used interaction analysis to investigate talk excerpts. The results show that the students initially tended to suggest everyday actions related to reducing consumption, and that through classroom interactions about a challenging idea their understanding broadened. The combination of microblogging activities and discussions facilitated the travelling of ideas between activities and participants, prompted the students to question, elaborate and reason, supported broad participation, and helped students create links between everyday actions and wider sustainability issues.

• Skarpaas, Kaja Granum & Rødnes, Kari Anne (2022). Vocabulary Teaching Practices of L2 English in Upper Secondary Vocational Classrooms. Languages. 7(1). doi: 10.3390/languages7010055. Fulltekst i vitenarkiv Vis sammendrag

  This qualitative study investigates language teaching practices relating to L2 English vocabulary instruction in upper secondary school vocational classrooms in Norway. It builds on previous research describing technical vocabulary as an area of particular importance for vocational students’ English language development and relies on observation data from eight vocational classrooms. The study found that vocabulary work has a strong presence within vocational orientation (VO) instruction, across whole-class instruction, group or pair work, and individual work. Most target vocabulary could be classified as words relating to work practices and vocational content knowledge. Many instances of L1–L2 translation tasks were observed. Target words were not practiced across the four language skills and were rarely utilized in productive tasks. The study concludes that observed practices can be improved by prioritizing ways of combining target vocabulary with students’ language production and by including more opportunities to practice independent language strategies.

• Omland, Maren; Ludvigsen, Sten Runar & Rødnes, Kari Anne (2022). The role of querying: Investigating subject-oriented meaning-making. Learning, Culture and Social Interaction. ISSN 2210-6561. doi: 10.1016/j.lcsi.2021.100599. Fulltekst i vitenarkiv Vis sammendrag

  This study investigates how students in a 10th-grade class used querying in subject-oriented meaning-making. We combine thematic analysis of a video-recorded learning trajectory comprising eight lessons in social science, with interaction analyses of selected episodes. We investigate how querying may prove productive and we aim to identify teaching strategies that are conducive to such querying. The findings suggest that querying can lead to cognitively demanding coordination and enhance an evaluative epistemic stance. We found the use of a microblogging tool to be productive in facilitating querying by displaying contrasting ideas and mediating uptake in whole-class conversations. Strategies to obtain productive querying are related to the teacher's assignments and uptake of students' contributions, as well as the teacher allowing students space to explore.

• Rødnes, Kari Anne; Rasmussen, Ingvill; Omland, Maren & Cook, Victoria (2021). Who has power? An investigation of how one teacher led her class towards understanding an academic concept through talking and microblogging. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 98, s. 1–12. doi: 10.1016/j.tate.2020.103229. Fulltekst i vitenarkiv Vis sammendrag

  This study examines work with an academic concept in a multicultural classroom where a microblogging tool was used to facilitate dialogues. The analysis of extracts from classroom talk shows how one teacher prompted students to explain, elaborate and compare their written blog posts. The verbal richness and multiple perspectives evoked through the combination of dialogue and technology allowed the students to engage in active exploration of the concept of power in a social science lesson. This paper contributes to our understanding of dialogic practice as well as how specific features of technology can facilitate productive classroom interactions.

• Vrikki, Maria; Warwick, Paul & Rødnes, Kari Anne (2021). Developing a frame for action with digital technology through extending teacher noticing. Teacher Development. ISSN 1366-4530. 25(4), s. 393–410. doi: 10.1080/13664530.2021.1939769. Fulltekst i vitenarkiv
• Omland, Maren & Rødnes, Kari Anne (2020). Building agency through technology-aided dialogic teaching. Learning, Culture and Social Interaction. ISSN 2210-6561. 26. doi: 10.1016/j.lcsi.2020.100406. Fulltekst i vitenarkiv Vis sammendrag

  Rooted in the sociocultural tradition, this article examines how one teacher helps her eighth-grade students build agency through dialogic teaching supported by technology. Students' agency is essential for their participation in dialogues and thereby their learning processes, making it vitally important to understand how teachers can support and enhance their students' development of agency. This study is a part of a design-based study introducing a dialogic approach to teaching and learning with the aid of technology. The empirical data comprise video-observations from classrooms and interviews with the teacher and students that we analysed using interaction analysis. The results show how teachers may practice specific dialogic moves, such as asking open questions and acknowledging students' contributions. Further, we show how technology may be used to position student contributions as a central focus point in the dialogue. This paper explains why these strategies work by pointing out interrelations between agency, positioning and dialogue. We emphasize both individual and social aspects of agency and show how they are intertwined.

• Rasmussen, Ingvill & Rødnes, Kari Anne (2020). Dialog + microblogging = flerstemmighed? I Dysthe, Olga; Ness, Ingunn Johanne & Kirkegaard, Preben Olund (Red.), Dialogisk pædagogik, kreativitet og læring. Forlaget Klim. ISSN 9788772044323. s. 217–249. Fulltekst i vitenarkiv
• Ludvigsen, Sten Runar; Warwick, Paul; Rasmussen, Ingvill; Rødnes, Kari Anne; Smørdal, Ole & Major, Louis (2019). Learning as Gap-Closing In and Across Subject: Digitalised Dialogues Across the Curriculum. I Makitalo, Åsa; Nicewong, Todd E. & Elam, Mark (Red.), Designs for Experimentation and Inquiry. Approaching Learning and Knowing in Digital Transformation. Routledge. ISSN 9781138592711. s. 31–49. doi: 10.4324/9780429489839. Fulltekst i vitenarkiv Vis sammendrag

  High-quality classroom dialogues improve students’ capacities to learn school subjects and help them develop more general skills such as collaboration and critical thinking. In this chapter, we take a sociocultural stance toward learning and cognition. “Gap-closing” is used as a key concept to understand and explain why and how teachers and students interact in order to advance students’ agency. To effectively enhance classroom dialogues, teachers need to use language in specific ways, which can be supported by digital tools like Talkwall. Talkwall is a web-based micro-blogging tool that enables students to send short text messages during classroom discussions with their tablets or mobile phones. Their contributions are then shared and represented visually; the developing ideas are connected in a digital representation that participants can continually refer to throughout the dialogue, keeping each idea present and available for the whole class. Talkwall is designed to support the movement of classroom dialogues between teacher-led, whole-class discussions and small, student-group discussions. The empirical illustration used in this chapter is based on an interaction analysis of how students and teachers use rap lyrics to learn literary methods and concepts.

• Rødnes, Kari Anne (2019). Skjønnlitteratur og bærekraft - et bidrag fra norskfaget. I Kvamme, Ole Andreas & Sæther, Elin (Red.), Bærekraftdidaktikk. Fagbokforlaget. ISSN 9788245024272. s. 61–75. Fulltekst i vitenarkiv
• Rødnes, Kari Anne (2018). "Jeg hører på den hver dag, jeg". En 10. klasses arbeid med litterære virkemidler og rapptekster gjennom mikroblogging og samtaler. Norsklæreren. ISSN 0332-7264. 42(4), s. 40–57. Fulltekst i vitenarkiv
• Rødnes, Kari Anne & Gilje, Øystein (2018). Ti år med grunnleggende ferdigheter - hva vet vi, og hvor går vi? Norsk pedagogisk tidsskrift. ISSN 0029-2052. 102(3), s. 201–213. doi: 10.18261/issn.1504-2987-2018-03-02. Fulltekst i vitenarkiv
• Rødnes, Kari Anne (2014). Snakkefag eller fagsnakk? Litterære samtaler i norskfaget. I Hvistendahl, Rita Elisabeth & Roe, Astrid (Red.), Alle tiders norskdidaktiker. Festskrift til Frøydis Hertzberg på 70-årsdagen. Novus Forlag. ISSN 9788270997848. s. 349–369. Fulltekst i vitenarkiv
• Rødnes, Kari Anne; Hellekjær, Glenn Ole & Vold, Eva Thue (2014). Nye språklærere. Fagkunnskap og fagdidaktiske utfordringer. I Elstad, Eyvind & Helstad, Kristin (Red.), Profesjonsutvikling i skolen. Universitetsforlaget. ISSN 9788215023557. s. 170–190. Fulltekst i vitenarkiv
• Rødnes, Kari Anne (2014). Skjønnlitteratur i klasserommet : skandinavisk forskning og didaktiske implikasjoner. Acta Didactica Norge. 8(1), s. 17–17. doi: 10.5617/adno.1097. Fulltekst i vitenarkiv
• Brevik, Lisbeth M.; Fosse, Britt Oda & Rødnes, Kari Anne (2014). Language, learning, and teacher professionalism: An investigation of specialized language use among pupils, teachers, and student teachers. International Journal of Educational Research. ISSN 0883-0355. 68, s. 46–56. doi: 10.1016/j.ijer.2014.08.004. Fulltekst i vitenarkiv
• Rødnes, Kari Anne (2012). It's insanely useful!' Students' use of instructional concepts in group work and individual writing. Language and Education. ISSN 0950-0782. 26(3), s. 183–199. doi: 10.1080/09500782.2011.614050. Fulltekst i vitenarkiv
• Rødnes, Kari Anne & Ludvigsen, Sten Runar (2009). Elevers meningsskaping av skjønnlitteratur - Samtaler og tekst. Nordisk Pedagogik. ISSN 0901-8050. 29(2), s. 235–249. Fulltekst i vitenarkiv
• Rødnes, Kari Anne (2009). Making Connections: Categorisations and Particularisations in Students’ Literary Argument. Argumentation: an international journal on reasoning. ISSN 0920-427X. 23(4), s. 531–546. doi: 10.1007/s10503-009-9166-7. Fulltekst i vitenarkiv

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• Furberg, Anniken; Silseth, Kenneth & Rødnes, Kari Anne (2025). Elevers møte med tverrfaglige tema i klasserommet. Bedre Skole. ISSN 0802-183X. 37(2), s. 22–29. Fulltekst i vitenarkiv
• Furberg, Anniken; Silseth, Kenneth; Rødnes, Kari Anne & Arnseth, Hans Christian (2024). Students’ meaningmaking of societal challenges in interdisciplinary instructional settings. Fulltekst i vitenarkiv
• Rødnes, Kari Anne (2022). Norskfaget, skjønnlitteratur og tverrfaglige tema. Naturfag. ISSN 1504-4564. Fulltekst i vitenarkiv
• Rødnes, Kari Anne (2021). 8th graders' ideas of contributing to sustainability - a study of students' talk and microblogging. Fulltekst i vitenarkiv
• Rødnes, Kari Anne & Rasmussen, Ingvill (2017). DiDiAC-prosjektet: Mikroblogging som støtte for klasseromssamtaler. Bedre Skole. ISSN 0802-183X. s. 26–29. Fulltekst i vitenarkiv
• Rødnes, Kari Anne & Dolonen, Jan Arild (2017). Digitale dialoger med Samtavla. Ressurser for forbedring av dialogisk læring og undervisning. Fulltekst i vitenarkiv
• Rødnes, Kari Anne & Rasmussen, Ingvill (2016). Digitalised Dialogues across the Curriculum. Enhancing classroom dialogue by using Talkwall to "think together". Fulltekst i vitenarkiv
• Rødnes, Kari Anne; Rasmussen, Ingvill; Ludvigsen, Sten Runar; Smørdal, Ole & Frøytlog, Jo Inge Johansen (2016). Digitalised Dialogues Across the Curriculum (DiDiAC): Design-based interventions for developing 21st-century skills. Fulltekst i vitenarkiv
• Fosse, Britt Oda; Rødnes, Kari Anne & Brevik, Lisbeth M. (2015). Betydningen av å bruke fagbegreper For elever, lærerstudenter og lærere. Bedre Skole. ISSN 0802-183X. s. 72–77. Fulltekst i vitenarkiv
• Rødnes, Kari Anne & Hertzberg, Frøydis (2015). Kunnskap i skolen. Hva vi sådde og hva vi høstet. Bedre Skole. ISSN 0802-183X. s. 33–37. Fulltekst i vitenarkiv
• Rødnes, Kari Anne (2014). Erfaring og analyse. Elevers samtaler og skriving om litterær tekst. Fulltekst i vitenarkiv
• Brevik, Lisbeth M.; Rødnes, Kari Anne & Fosse, Britt Oda (2013). Conference paper: Language, Learning and Teacher Professionalism. Fulltekst i vitenarkiv
• Furberg, Anniken; Silseth, Kenneth; Rødnes, Kari Anne; Arnseth, Hans Christian; Kvamme, Ole Andreas & Rasmussen, Ingvill [Vis alle 11 forfattere av denne artikkelen] (2024). Dette sier EVA2020: Fagfornyelsen i møte med klasseromspraksiser: Elevers læring i møte med de tverrfaglige temaene. Universitetet i Oslo. Fulltekst i vitenarkiv
• Furberg, Anniken; Silseth, Kenneth; Rødnes, Kari Anne; Arnseth, Hans Christian; Kvamme, Ole Andreas & Rasmussen, Ingvill [Vis alle 11 forfattere av denne artikkelen] (2024). Fagfornyelsen i møte med klasseromspraksiser: Elevers læring i møte med de tverrfaglige temaene. Universitetet i Oslo. ISSN 9788293847144. Fulltekst i vitenarkiv
• Furberg, Anniken; Rødnes, Kari Anne; Silseth, Kenneth; Arnseth, Hans Christian; Kvamme, Ole Andreas & Lund, Andreas [Vis alle 12 forfattere av denne artikkelen] (2023). Fagfornyelsen i møte med klasseromspraksiser: Læreres planlegging og gjennomføring av undervisning om tverrfaglige tema. Universitetet i Oslo. ISSN 9788293847113. Fulltekst i vitenarkiv
• Rødnes, Kari Anne & Gilje, Øystein (2016). Grunnleggende ferdigheter - på tvers eller i fag? Utdanningsdirektoratet. Fulltekst i vitenarkiv
• Rødnes, Kari Anne & Lange, Thomas de (2011). Veiledning til Kunnskapsløftet - En kartlegging av læreres bruk av veiledninger til læreplaner for fag og veiledning i lokalt læreplanarbeid. Utdanningsdirektoratet. Fulltekst i vitenarkiv

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