Knowledge in motion across contexts of learning (KnowMo): Investigating knowledge practices in and out of school

How and what do young people learn when they participate in organized sports or in online communities? What characterises learning that takes place in family activities and mealtime conversations? Can teachers make use of such out-of school learning, and will it make school learning more engaging for students? These are some of the questions that motivate the research project KnowMo.

About the project

The aim of the KnowMo project is to study the conditions under which learning experiences in out-of-school settings can be made relevant for learning in lower secondary schools. Many students experience schooling as disconnected from other domains in their lives, and there is much debate on how to increase student motivation at this level of schooling. One suggested solution is to bring young people’s experiences outside school into the classroom. There is a lack of knowledge, however, about the consequences of different ways of doing this. The KnowMo project aims to develop understanding of the differences and similarities between learning processes in different contexts. A practical objective is to investigate and suggest how teachers can draw on young people’s out-of-school experiences in ways productive for school learning.

Financing and cooperation

The project has received funding from the Norwegian Research Council’s Program for Practice-based Educational Research (PRAKUT) and will be carried out by researchers from The department of Educational Research (UiO), NOVA and University College of Southeast Norway. The Norwegian Broadcasting Corporation (NRK) is also contributing in the part of the project that is connected to young people’s use of media.

 

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Publications

  • Astrid Camilla Wiig; Kenneth Silseth & Ola Erstad (2018). Creating intercontextuality in students learning trajectories: Opportunities and difficulties. Language and Education.  ISSN 0950-0782.  32, s 43- 59
  • Kenneth Silseth & Ola Erstad (2018). Connecting to the outside: Cultural resources teachers use when contextualizing instruction. Learning, Culture and Social Interaction.  ISSN 2210-6561.  17, s 56- 68
  • Ingrid Smette; Kari Stefansen & Kenneth Silseth (2017). Å koble seg på elevers livsverden - betraktninger fra lærere, In Ingrid Smette & Ola Erstad (ed.),  Ungdomsskole og ungdomsliv. Læring i skole, hjem og fritid.  Cappelen Damm Akademisk.  ISBN 978-82-02-53333-5.  Kapittel 2.  s 23 - 36
  • Kenneth Silseth & Ingrid Smette (2017). Utviklingssamtalen. Elevens ansvar mellom skole og hjem, In Ola Erstad & Ingrid Smette (ed.),  Ungdomsskole og ungdomsliv. Læring i skole, hjem og fritid.  Cappelen Damm Akademisk.  ISBN 978-82-02-53333-5.  Kapittel 6.  s 94 - 112
  • Kari Stefansen; Åse Strandbu & Ingrid Smette (2017). Foreldre som "bakkemannskap" for ungdomsskoleelever: klasserelaterte forskjeller, In Ingrid Smette & Ola Erstad (ed.),  Ungdomsskole og ungdomsliv. Læring i skole, hjem og fritid.  Cappelen Damm Akademisk.  ISBN 978-82-02-53333-5.  Kapittel 7.  s 113 - 132
  • Åse Strandbu; Kari Stefansen & Camilla Wiig (2017). Læring i idrett og skole, In Ola Erstad & Ingrid Smette (ed.),  Ungdomsskole og ungdomsliv. Læring i skole, hjem og fritid.  Cappelen Damm Akademisk.  ISBN 978-82-02-53333-5.  Kapittel 5.  s 74 - 93
  • Kenneth Silseth; Camilla Wiig & Ola Erstad (2017). Elevers hverdagserfaringer og kunnskaper som ressurser for læring, In Ola Erstad & Ingrid Smette (ed.),  Ungdomsskole og ungdomsliv. Læring i skole, hjem og fritid.  Cappelen Damm Akademisk.  ISBN 978-82-02-53333-5.  Kapittel 3.  s 37 - 54
  • Øystein Gilje & Kenneth Silseth (2017). Mobiltelefonens lange vei fra fritid til skole, In Ingrid Smette & Ola Erstad (ed.),  Ungdomsskole og ungdomsliv. Læring i skole, hjem og fritid.  Cappelen Damm Akademisk.  ISBN 978-82-02-53333-5.  Kapittel 4.  s 55 - 73
  • Åse Strandbu; Kari Stefansen; Ingrid Smette & Morten Renslo Sandvik (2017). Young people’s experiences of parental involvement in youth sport. Sport, Education and Society.  ISSN 1357-3322.
  • Kenneth Silseth (2017). Students’ everyday knowledge and experiences as resources in educational dialogues. Instructional Science.  ISSN 0020-4277.  46, s 291- 313
  • Kenneth Silseth & Øystein Gilje (2017). Multimodal composition and assessment: a sociocultural perspective. Assessment in education : Principles, Policy & Practice.  ISSN 0969-594X.
  • Kari Stefansen; Ingrid Smette & Åse Strandbu (2016). "De må drive med noe": Idrettenes mening i ungdomstida, fra foreldrenes perspektiv, In Mari Kristin Sisjord; Ørnulf Nicolay Seippel & Åse Strandbu (ed.),  Ungdom og idrett.  Cappelen Damm Akademisk.  ISBN 978-82-02-44967-4.  8.  s 154 - 172
  • Åse Strandbu; Kari Stefansen & Ingrid Smette (2016). En plass i jevnalderfellesskapet. Idrettens betydning i ungomdstida., In Ørnulf Nicolay Seippel; Åse Strandbu & Mari Kristin Sisjord (ed.),  Ungdom og idrett.  Cappelen Damm Akademisk.  ISBN 978-82-02-44967-4.  6.  s 113 - 132
  • Mira Åboen Sletten; Åse Strandbu & Øystein Gilje (2015). Idrett, dataspilling og skole – konkurrerende eller «på lag»?. Norsk pedagogisk tidsskrift.  ISSN 0029-2052.  99, s 334- 350

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  • Ingrid Smette; Kari Stefansen & Åse Strandbu (2016). Personhood and gendered risks Parents narratives of teenage children’s development.
  •  (2016). Hvorfor finner foreldre det så meningsfylt å involvere seg i tenåringenes idrett? Det ville forskere se på..
  •  (2016). Hvorfor har dagens foreldre blitt så idrettsgale?.

View all works in Cristin

Published Aug. 20, 2012 9:57 AM - Last modified Sep. 28, 2018 10:56 AM