Kristin Beate Vasbø

Vitenskapelige artikler og bokkapitler

• Gudmundsdottir, G.B. & Vasbø, K.B. (2017). Toward Improved Professional Digital Competence: The Use of Blended Learning in Teacher Education in Norway. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2017 (pp. 499-509). Chesapeake VA, USA: Association for the Advancement of Computing in Education (AACE).
• Vasbø, Kristin Beate (2016). Kunnskapsssamfunnets pedagogiske ungdomsprosjekt, I: Ole Andreas Kvamme; Tone Kvernbekk & Torill Strand (red.),  Pedagogiske fenomener. En innføring.  Cappelen Damm Akademisk.  ISBN 9788202494667.  Del 3, kapittel 9.  s 293 - 306
• Vasbø, Kristin Beate (2014). Interkulturelt Ungdomsarbeid i Spennet Mellom Gamle og Nye Forestillinger om Kultur, Likhet og Forskjell. Tidsskrift for ungdomsforskning.  14(1), 3- 31.  ISSN SSN (Open Access-versjon): 1894-1036.
• Vasbø, Kristin Beate & Gudmundsdottir, Greta Bjørk (2014). Methodological Challenges When Exploring New Learnings Sites In Education, In Greta Bjørk Gudmundsdottir & Kristin Beate Vasbø (ed.),  Methodological Challenges When Exploring Digital Learning Spaces In Education.  ISBN 978-94-6209-736-0.  1, 1 - 9. Rotterdam: Sense Publishers.
• Vasbø, Kristin Beate (2013). Intercultural Learning Across Contexts. International Electronic Journal of Elementary Education.  ISSN 1307-9298.  6(1), 83- 94
• Vasbø, Kristin Beate; Silseth, Kenneth & Erstad, Ola (2013). Being a Learner Using Social Media in School: The Case of Space2cre8. Scandinavian Journal of Educational Research.  ISSN 0031-3831.  58(1), s 110- 126 . doi: 10.1080/00313831.2013.773555
• Silseth, Kenneth; Vasbø, Kristin Beate & Erstad, Ola (2012). Sosiale medier i undervisningen: Space2cre8 i et multietnisk klasserom, I: Trond Eiliv Hauge & Andreas Lund (red.),  Små skritt eller store sprang? Om digitale tilstander i skolen, 156-178.  Cappelen Damm Akademisk.  ISBN 978-82-0236438-0.
• Erstad, Ola; Gilje, Øystein; Sefton-Green, Julian & Vasbø, Kristin Beate (2009). Exploring ‘learning lives’: community, identity, literacy and meaning. Literacy.  ISSN 1741-4350.  43(2),100- 106 . doi: 10.1111/j.1741-4369.2009.00518.x

Avhandling og bøker

• Gudmundsdottir, Greta Bjørk & Vasbø, Kristin Beate (eds.) (2014). Methodological Challenges When Exploring Digital Learning Spaces In Education. Rotterdam: Sense Publishers.  ISBN 978-94-6209-736-0.
• Vasbø, Kristin Beate (2011). Det interkulturelle ungdomsmøtet som læringsarena. En etnografisk studie av læring mellom formelle og uformelle kontekster. PhD avhandling. Oslo: Unipub Forlag

• Born, Victoria de Leon; Hegna, Kristinn & Vasbø, Kristin Beate (2024). Reconciling Ideals of Autonomy and Parental Influence. Young People’s Stories of Educational Choice. British Journal of Sociology of Education. ISSN 0142-5692. doi: 10.1080/01425692.2024.2381684. Fulltekst i vitenarkiv Vis sammendrag

  Young people’s room for autonomy and independent life choices is challenged by intensive parenting practices and ambiguous ideals underpinning the youth-parent relationship. In this article, we explore how young people make sense of and relate to parental influence as they are about to make choices of higher education. Through Foucauldian discourse analyses of interviews with 23 young men and women (19 years) in Oslo, Norway, this study sheds light on how the youth reconciled ideals of self-expression and self-determination with perceived parental influence. We demonstrate how their ‘autonomous self’ is portrayed as ‘accountable’ and ‘malleable’, to allow for parent’s influence through their subject positions as ‘advisor’ and ‘socialising agent’. These subject positions overlap with discourses of intensive parenting previously described as disciplining the modern parent. We discuss whether youth contribute to the cultivation of ‘the intensive parent’, and the potential the ideal of autonomy holds for conformity to normalizing powers.

• Born, Victoria de Leon & Vasbø, Kristin Beate (2024). “Doing authority”: Stories of parental authority across three generations. Journal of Marriage and Family. ISSN 0022-2445. doi: 10.1111/jomf.13028. Fulltekst i vitenarkiv Vis sammendrag

  Objective This article tracks changes in stories of parental authority in Norway from a youth perspective, comparing how three generations talked about their own relationships with their parents while growing up. Background Previous research has described contemporary youth–parent relationships as being characterized by both diminution of parental authority, due to a democratization of family life, and by more covert forms of parental control. In addition to shedding light on generational differences in youths' perspectives on parental authority, the analysis reveals important nuances with regard to the ambiguous dynamics of power in contemporary youth–parent relationships. Method Through a narrative analysis of the stories of 67 participants, the article maps out how the three generations talked about different ways of “doing authority,” connoting how parental authority was relationally constructed and normatively anchored in their stories. Results Although the successive democratization of the youth–parent relationship is visible across the three generations, this democratization does not entail a corresponding loss in parental authority. Conclusion The normative sources by which youth legitimize parental authority have changed to include ideals of the equal and close parent who is deserving of respect and hence retains an emotional authority.

• Vasbø, Kristin Beate & Hegna, Kristinn (2023). Feeling close, disclosing feelings–family practices and practices of intimacy in youth–parent relations across three generations in Norway. Journal of Youth Studies. ISSN 1367-6261. doi: 10.1080/13676261.2023.2267481. Fulltekst i vitenarkiv Vis sammendrag

  In this article we aim to understand how everyday family practices and practices of intimacy are connected in the formation of emotional ties in young people’s family relationships, by examining their relationship with their parents across three generations. The analyses draw on qualitative biographical interviews conducted with women and men in intergenerational chains of 24 sons/daughters (born 1992–1993), 23 of their fathers/mothers (born 1963–1970) and 21 of their grandfathers/grandmothers (born 1931–1945). By first exploring the narratives of the joint everyday practices between young people and their parents and, second, examining the emotional reflexivity in these relational narratives, we highlight differences in young people’s relations to their parents. Contrasting the oldest (1950s) and youngest (2010s) youth generations reveals joint activities and closeness to parents in both generations, while the degree of disclosing intimacy, individualised respect and shared interests marks the co-constructive nature of the youngest’ parental relations. The middle generation’s narratives are distinctive in describing themselves and their parents as living separate lives. This article contributes to the growing field of sociological youth research on family relations and the intimate aspects of the relationships between youth and their parents.

• Gudmundsdottir, Greta Björk & Vasbø, Kristin Beate (2017). Toward Improved Professional Digital Competence: The Use of Blended Learning in Teacher Education in Norway. I Resta, Paul & Smith, Shaunna (Red.), SITE 2017. Society for Information Technology and Teacher Education. Association for the Advancement of Computing in Education (AACE). ISSN 9781939797278. s. 499–509. Fulltekst i vitenarkiv Vis sammendrag

  This paper provides an analysis of the implementation of a blended learning approach in a newly revised part-time teacher education program at the University of Oslo, Norway. A digital learning platform was implemented in the pedagogy component of the study and served as an extension of the compulsory face-to-face pedagogy seminars and lectures on campus. The study aims to identify how the student teachers use the modules in their learning process and how they assess the teacher education program as contributing to the development of their professional digital competence (PDC). Our main finding is that student teachers actively use the online modules to structure their studies. The students who report that they actively use the online modules assess the teacher education program as enhancing the development of their PDC whereas those who report a less active use state that the teacher education program is less valuable in contributing to the development of their PDC. This is a chapter first published in Proceedings of Society for Information Technology & Teacher Education International Conference. © 2017 Association for the Advancement of Computing in Education (AACE)

• Vasbø, Kristin Beate & Gudmundsdottir, Greta Björk (2014). Methodological challenges when exploring new learning sites in educational research. I Gudmundsdottir, Greta Björk & Vasbø, Kristin Beate (Red.), Methodological challenges when exploring digital learning spaces in education. Brill | Sense. ISSN 9789462097353. s. 1–13. doi: 10.1007/978-94-6209-737-7_1. Fulltekst i vitenarkiv
• Vasbø, Kristin Beate (2014). Interkulturelt Ungdomsarbeid i Spennet Mellom Gamle og Nye Forestillinger om Kultur, Likhet og Forskjell. Tidsskrift for ungdomsforskning. ISSN 1502-7759. 14(1), s. 1–31. Fulltekst i vitenarkiv
• Vasbø, Kristin Beate; Silseth, Kenneth & Erstad, Ola (2014). Being a Learner Using Social Media in School: The Case of Space2cre8. Scandinavian Journal of Educational Research. ISSN 0031-3831. 58(1), s. 110–126. doi: 10.1080/00313831.2013.773555. Fulltekst i vitenarkiv
• Vasbø, Kristin Beate & Gudmundsdottir, Greta Björk (2014). Methodological Challenges When Exploring New Learnings Sites In Education. I Gudmundsdottir, Greta Björk & Vasbø, Kristin Beate (Red.), Methodological Challenges When Exploring Digital Learning Spaces In Education. Brill | Sense. ISSN 9789462097360. s. 1–9. Fulltekst i vitenarkiv
• Vasbø, Kristin Beate (2013). Intercultural Learning Across Contexts. International Electronic Journal of Elementary Education. 6(1), s. 83–94. Fulltekst i vitenarkiv
• Silseth, Kenneth; Vasbø, Kristin Beate & Erstad, Ola (2012). Sosiale medier i undervisningen: Space2cre8 i et multietnisk klasserom. I Hauge, Trond Eiliv & Lund, Andreas (Red.), Små skritt eller store sprang? Om digitale tilstander i skolen. Cappelen Damm Akademisk. ISSN 9788202364380. s. 156–178. Fulltekst i vitenarkiv
• Erstad, Ola; Gilje, Øystein; Sefton-Green, Julian & Vasbø, Kristin Beate (2009). Exploring ‘learning lives’: community, identity, literacy and meaning. Literacy. ISSN 1741-4350. 43(2), s. 100–106. doi: 10.1111/j.1741-4369.2009.00518.x. Fulltekst i vitenarkiv

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• Gudmundsdottir, Greta Björk & Vasbø, Kristin Beate (2014). Methodological challenges when exploring digital learning spaces in education. Brill | Sense. ISBN 9789462097353. 164 s. Fulltekst i vitenarkiv
• Gudmundsdottir, Greta Björk & Vasbø, Kristin Beate (2014). Methodological Challenges When Exploring Digital Learning Spaces In Education. Brill | Sense. ISBN 9789462097360. 156 s. Fulltekst i vitenarkiv

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• Hegna, Kristinn & Vasbø, Kristin Beate (2025). Feeling close, disclosing feelings- family practices and practices of intimacy in youth-parent relations across three generations. Fulltekst i vitenarkiv
• Gudmundsdottir, Greta Björk & Vasbø, Kristin Beate (2025). Hybrid Teaching Across Borders: from ideas to practice. doi: https:/umfrage.hu-berlin.de/index.php/856914. Fulltekst i vitenarkiv Vis sammendrag

  Introducing hybrid teaching in teacher education programme at the University of Oslo in the workshop on gybrid teaching. The simultaneous teaching of students located in a physical classroom and those joining online – is becoming increasingly relevant, especially in the context of transnational education and European university alliances. But what does good hybrid teaching look like? And how can we ensure that all learners—online and on-site—feel equally involved?

• Gregers, Tone Fredsvik; Langford, Malcolm; Maasø, Arnt; Brevik, Lisbeth M.; Mjaaland, Marius & Mirmotahari, Omid [Vis alle 25 forfattere av denne artikkelen] (2025). Utdanningskvalitet: Hva kan vi forvente av UiOs framtidige rektorteam? Fulltekst i vitenarkiv
• Silseth, Kenneth; Arnseth, Hans Christian; Vasbø, Kristin Beate & Pettersen, Kenneth (2024). Achieving cohesion through emerging vocational identities in interdisciplinary vocational education. Fulltekst i vitenarkiv
• Gudmundsdottir, Greta Björk; Vasbø, Kristin Beate & Heie, Magnus (2024). Podkast: Hvordan få til dialog mellom studenter som «henger på veggen» og de som sitter i rommet? [Radio]. https://open.spotify.com/episode/7yLD7utUgd86kczB5hrrjO?go=1. Fulltekst i vitenarkiv
• Vasbø, Kristin Beate; Silseth, Kenneth & Arnseth, Hans Christian (2022). Building community in the classroom through interdisciplinary health and life skills education. Fulltekst i vitenarkiv
• Maasø, Arnt; Brevik, Lisbeth M.; Vasbø, Kristin Beate; Breivik, Jarle; Lerheim, Birgitte & Malthe-Sørenssen, Anders [Vis alle 7 forfattere av denne artikkelen] (2021). Dette må bli læringsmiljøets år. Fulltekst i vitenarkiv
• Vasbø, Kristin Beate & Hegna, Kristinn (2019). Feeling close, disclosing feelings – Practices of intimacy in youth-parent relations across three generations. Fulltekst i vitenarkiv
• Gudmundsdottir, Greta Björk & Vasbø, Kristin Beate (2018). Seminar: Erfaringer med Canvas. Hvordan har vi jobbet i lærerutdanningen ved UiO? Fulltekst i vitenarkiv
• Gudmundsdottir, Greta Björk; Sæther, Elin & Vasbø, Kristin Beate (2018). Conference paper: Expanding student teachers’ understanding of diversity in Norwegian classrooms. Fulltekst i vitenarkiv
• Vasbø, Kristin Beate & Hegna, Kristinn (2018). The changing role of intimacy and belonging in the making of youth-parent relationships across three generations in Norway. Fulltekst i vitenarkiv
• Vasbø, Kristin Beate & Hegna, Kristinn (2018). Solidarity, separation and closeness. Three generations of youth’s narratives of parental relations. Fulltekst i vitenarkiv Vis sammendrag

  This paper explores generational change in young people`s relations to their parents, drawing on life-history interviews with 18/19 year-old Norwegians, their parents and grand-parents. There has been very little research on how young people experience and construct meaning in youth-parent relations, although intergenerational relationships have become increasingly central in transition from youth to adulthood in recent decades. This paper aims to contrast the way youth experience and take part in the construction of youth-parent relations - within the specific socio-cultural context in which their lives are embedded – to that of their parents and grandparents. Based on the practice-oriented concepts of intimacy (Jamieson, 2011) and relational belonging (Cuervo & Wyn, 2017) this paper aims to capture continuity and change in the subjective relationship quality in the youth-parent relation and the perception of social ties between youth and their parents across three generations. The findings show that intimacy and emotional talk – irrelevant for the “grandparents” and a desire for the “parents” – have for the todays present youth become an important issue in the relationships with their parents. The grandparent generation and the parent generation had a passive role in their transitions from dependency to independency from their parents. Contemporary youth, however, experience interdependent relationships with their parents, and are co-producers of the “making” of the youth-parent relation-ship in order to strengthen and maintain intimate relations to their parents. This cross-generational study provides a contextually nuanced illustration of changing youth-parent relations in the context of global modernity.

• Vasbø, Kristin Beate & Gudmundsdottir, Greta Björk (2018). Conference paper: The Benefits of Flipped Learning in a Teacher Education Program in Norway. Fulltekst i vitenarkiv
• Vasbø, Kristin Beate; Sæther, Elin & Gudmundsdottir, Greta Björk (2018). Conference paper: Exploring student teachers’ understanding of diversity in Norwegian classrooms. Fulltekst i vitenarkiv
• Vasbø, Kristin Beate & Gudmundsdottir, Greta Björk (2017). Seminar: Erfaringer med Canvas i lærerutdanningen ved UiO. Fulltekst i vitenarkiv
• Vasbø, Kristin Beate & Gudmundsdottir, Greta Björk (2017). The use of flipped learning in teacher education program in Norway. Fulltekst i vitenarkiv
• Gudmundsdottir, Greta Björk & Vasbø, Kristin Beate (2017). Conference paper: Toward Improved Professional Digital Competence: The Use of Blended Learning in Teacher Education in Norway. Fulltekst i vitenarkiv
• Vasbø, Kristin Beate (2016). Den emosjonelle vendingen: et generasjonsperspektiv på ungdoms relasjoner til foreldre. Fulltekst i vitenarkiv
• Vasbø, Kristin Beate (2016). Kunnskapsssamfunnets pedagogiske ungdomsprosjekt. I Kvamme, Ole Andreas; Kvernbekk, Tone & Strand, Torill (Red.), Pedagogiske fenomener. En innføring. Cappelen Damm Akademisk. ISSN 9788202494667. s. 293–306. Fulltekst i vitenarkiv
• Vasbø, Kristin Beate (2016). The role of agency in young people`s educational choices/ orientations across generations. Fulltekst i vitenarkiv
• Gudmundsdottir, Greta Björk & Vasbø, Kristin Beate (2016). Conference paper: Towards improved Professional Digital Competence in Teacher Education in Norway. Fulltekst i vitenarkiv
• Vasbø, Kristin Beate (2014). Interkulturelt ungdomsarbeid: Gamle og nye forestillinger om kultur, likhet og forskjell, Fulltekst i vitenarkiv
• Vasbø, Kristin Beate (2013). Wake up and smell the Culture! Fulltekst i vitenarkiv
• Vasbø, Kristin Beate (2012). What kinds of processes of learning and identification are activated through participation in international youth exchange programs? Fulltekst i vitenarkiv
• Erstad, Ola; Silseth, Kenneth & Vasbø, Kristin Beate (2011). Negotiating cultural identity in school: When a social networking site enters a multiethnic classroom. Fulltekst i vitenarkiv
• Vasbø, Kristin Beate (2011). Det interrkulturelle ungdomsmøtet som læringsarena. Fulltekst i vitenarkiv
• Vasbø, Kristin Beate (2011). Med ungdom på reise - bruk av visuelle metoder i fortolkningen av unges lære- og identitetsprosesser. Fulltekst i vitenarkiv
• Silseth, Kenneth; Vasbø, Kristin Beate & Erstad, Ola (2010). Space2cre8: Sosiale medier i klasserommet. [Internet]. www.uio.no. Fulltekst i vitenarkiv
• Silseth, Kenneth; Vasbø, Kristin Beate & Erstad, Ola (2010). The Multiple Voices of Space2cre8: Negotiating Cultural Identity in the Classroom. Fulltekst i vitenarkiv
• Silseth, Kenneth & Vasbø, Kristin Beate (2010). Bruk av nettsamfunnet Space2cre8 i norsk skole. Fulltekst i vitenarkiv
• Vasbø, Kristin Beate (2008). Med ungdom på reise - bruk av video som del av Metodetriangulering. Fulltekst i vitenarkiv
• Vasbø, Kristin Beate (2007). International youth exchange as a learning site. Fulltekst i vitenarkiv
• Vasbø, Kristin Beate (2007). Methodological reflections on how researcher and informants interact with a hand-held video camera in a project based om participant observation research. Fulltekst i vitenarkiv
• Vasbø, Kristin Beate (2007). Hva er samfunnsvitenskapelig forskningsmetode? Fulltekst i vitenarkiv
• Vasbø, Kristin Beate (2007). Ungdomsutveksling – en reise i møte med likheter og forskjeller. Fulltekst i vitenarkiv
• Vasbø, Kristin Beate (2007). International youth exchange an arena for intercultural learning? Fulltekst i vitenarkiv
• Vasbø, Kristin Beate (2006). Hvordan utfordres den formelle utdanningen av kunnskapssamfunnets utvidede forståelse av hva begrepene kunnskap og læring innebærer? Fulltekst i vitenarkiv
• Vasbø, Kristin Beate (2005). Intercultural learning in non-formal education. 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
• Erstad, Ola; Silseth, Kenneth & Vasbø, Kristin Beate (2011). Sosiale medier, flerkulturell ungdom og læring - Brukerstyrt medieproduksjon og navigering med 'Space2cre8'. Medietilsynet. Fulltekst i vitenarkiv
• Vasbø, Kristin Beate (2011). Det interkulturelle ungdomsmøtet som læringsarena. En etnografisk studie av læring mellom formelle og uformelle kontekster. Universitetet i Oslo. Fulltekst i vitenarkiv
• Vasbø, Kristin Beate (2003). Interkulturell handlingskompetanse. Universitetet i Oslo. Fulltekst i vitenarkiv

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