Eevi Elisabeth Beck

• Keinänen, Mia O. & Beck, Eevi Elisabeth (2017). Wandering intellectuals: establishing a research agenda on gender, walking, and thinking [Intelectuales en camino: establecer una agenda sobre género, caminar y pensar]. Gender, Place & Culture: A Journal of Feminist Geography.  ISSN 0966-369X.  24(4), s 515- 533 . doi: 10.1080/0966369X.2017.1314940 Fulltekst i vitenarkiv. Vis sammendrag

  Building on a study of three women who practice walking-for-thinking as a part of their intellectual work, the analysis identifies potential themes for a future research agenda on gender, walking, and thinking. A particular focus is the subtle, daily, management of gendered expectations and ways in which walking, for these women, is a contribution to such management. We name this ‘walking away from expectations’ and identify three themes: walking away from others’ gaze, walking away from restlessness and domestic responsibility, and walking away as belonging. Walking emerges as a skillful way of creating the conditions to do one’s intellectual work and manage gendered expectations. Further, the meanings of silences about gender in the context of intellectual work and walking is discussed and questions for future research agenda are suggested.

• Beck, Eevi Elisabeth (2016). Hva er viktigst innenfor mitt fagområde? 'Universell utforming' av undervisning som kreativ stimulans, I: Helge Ivar Strømsø; Kirsten Hofgaard Lycke & Per Lauvås (red.),  Når læring er det viktigste. Undervisning i høyere utdanning..  Cappelen Damm Akademisk.  ISBN 978-82-02-52728-0.  kapittel 12.  s 210 - 230
• Beck, Eevi Elisabeth (2016). Thundering Silence: On Death, Fear, Science, In Geoffrey C. Bowker; Stefan Timmermans; Adele E. Clarke & Ellen Balka (ed.),  Boundary Objects and Beyond. Working with Leigh Star.  MIT Press.  ISBN 9780262029742.  chapter 22.  s 435 - 457 Vis sammendrag

  Leigh Star showed that silences can be creative spaces for critical, scholarly exploration. This chapter was written after her death and in honour of her intellectual legacy. It exposes the existence of untold and unexplicated experiences which form part of the mundane work of academic research, yet rarely - if ever - find their way into publications. Through an experimental style of writing it explores some of the boundary lands of research by explicating a series of examples of experiences from fieldwork and other academic work - some of it as invisible, silent/silenced "screams". A new term is introduced: bodynote (p.435, 452 n.1): a fieldwork experience lodged not in the external memory of written fieldnotes, nor in the memory as usually conceptualised in the head (head-note), but in the researcher's body. The chapter uses perspectives from outside the Academy as an aide to help bring the specificity of scholarly work into relief. The story is told of the pain of staying conventional, accepting the given bounds on interaction and thus not receiving or giving satisfactory personal connection, as is the freedom in choosing to give an academic talk by dancing it. The question is raised of the deeper purpose of science (pp.450-451).

• Solbrekke, Tone Dyrdal; Englund, Tomas; Karseth, Berit & Beck, Eevi Elisabeth (2016). Educating for Professional Responsibility: From Critical Thinking to Deliberative Communication, or Why Critical Thinking Is Not Enough, In Franziska Trede & Celina McEwen (ed.),  Educating the Deliberate Professional.  Springer Science+Business Media B.V..  ISBN 978-3-319-32956-7.  Kap 3.  s 29 - 44
• Beck, Eevi Elisabeth; Solbrekke, Tone Dyrdal; Sutphen, Molly & Fremstad, Ester (2015). When mere knowledge is not enough: The potential of bildung as self-determination, co-determination and solidarity. Higher Education Research and Development.  ISSN 0729-4360.  34(3), s 445- 457 . doi: 10.1080/07294360.2014.973373 Vis sammendrag

  How can higher education educate graduates who know more than ‘just knowledge’? Such an education includes developing in students an awareness of the limits of their knowledge, an ability to discern what kinds of knowledge are appropriate in a given situation and a sensitivity to different forms of knowing. When is scientific rigour appropriate and when is another type of knowing appropriate? When should one set aside own preferences in favour of the needs of others? This paper rethinks ‘bildung’ as a source of ideas on aims for teaching students. Making the arguably ephemeral ideal of bildung work in practice can be an obstacle. This paper, however, takes it as a positive challenge, exploring ways in which bildung might be appropriate in professional education. If bildung can be helpful even within this most applied part of higher education, implications in terms of the development of more readily applicable and fully inclusive notions of bildung would benefit not only professional education but also higher education more generally. Drawing on work by Wolfgang Klafki, the authors argue the value of updated notions of bildung. Klafki’s three-part conception of bildung as self-determination, co-determination and solidarity helps reconnect the importance of personal development with that of peer communities (e.g., professional bodies) and action for others. Klafki’s framework facilitates working with ethical-epistemological questions such as these.

• Beck, Eevi Elisabeth (2011). Computers in education: What for? :. Nordic Journal of Digital Literacy.  ISSN 1891-943X.  (Special), s 282- 294
• Beck, Eevi Elisabeth & Jamissen, Grete (2011). Cultivating Collective Reflection over Experiences of Teaching with ICT. Digital kompetanse.  ISSN 0809-6724.  6(1-2), s 22- 35 Fulltekst i vitenarkiv. Vis sammendrag

  The question of how to teach digital literacy draws the attention of researchers, government agencies, parents, mass media, etc. This paper proposes that the teachers are pivotal: To teach digital literacies, teachers must have developed their own digital literacies. Defining digital literacies broadly, skills-based approaches to teacher training are not enough. Inspiration from ‘critical’ approaches to reflection adds to existing conceptualisations of how to develop digital literacies in schools. We thus propose the need for approaches where teachers are supported in jointly reflecting on their experiences of teaching with, and about, information and communication technologies (ICTs). Based on the educationalist Paulo Freire we argue the need to see action and reflection as integrated. A project is explored in which we added a reflective approach to a technology roll-out to 30 schools. While each school project differed, a semi-structured process facilitated by mentors supported collective reflection in all schools. Although challenges were encountered along the way, the final evaluation indicated that schools had found the approach helpful. The paper argues the need to include approaches which stimulate and make possible collective, critical reflection among teachers.

• Beck, Eevi Elisabeth (2009). Technologie w spoleczenstwie: Wplyw edukacji na stymulowanie krytycznej swiadomosci?, I: Bronislaw Siemieniecki; Urzula Zeglen; Dorota Siemieniecka; Daniel Kawa; Kazimierz Kotlarski & Waldemar Skrzypczak (red.),  Kognitywistyka i media w edukacji.  Wydawnictwu Adam Marszalek.  ISBN 978-83-7611-412-5.  Media a kognitywistyka.  s 41 - 60
• Beck, Eevi Elisabeth & Øgrim, Leikny (2009). Bruke, forstå, forandre: Hva trenger elever lære om IKT?, I: Svein Østerud (red.),  Enter. Veien mot en IKT-didaktikk.  Gyldendal Akademisk.  ISBN 978-82-05-39656-2.  kap. 9.  s 174 - 190
• Beck, Eevi Elisabeth; Øgrim, Leikny & Sandvik, Margareth (2007). Responsible Design for Children: Whose Responsibility? [Reprint of paper published in 2005], In Dorota Siemieniecka-Gogolin & Harald Nilsen (ed.),  ICT in Educational Context: Exchanging knowledge between Czech, Norway and Poland.  Høgskolen i Nesna.  ISBN 9788275691697.  artikkel.  s 4 - 13 Vis sammendrag

  Responsibility for ensuring the quality of learning resources for schools has been relaxed or dissolved in many countries. For ICT-based learning resources this raises issues of e.g. how social (cultural, class, gender) responsibility will be ensured. In this paper, we discuss divergent views of where responsibility lies. With designers? With teachers who use it? With the young students? We sketch a model for teacher and student participation in design which takes into account ethical questions.

• Beck, Eevi Elisabeth (2006). Inn i varmen: Universell utforming av undervisning, I: Helge Ivar Strømsø; Per Lauvås & Kirsten Hofgaard Lycke (red.),  Når læring er det viktigste.  Cappelen Damm Akademisk.  ISBN 82-02-24988-0.  Kapittel 12.  s 195 - 211
• Beck, Eevi Elisabeth (2006). Teknologier i samfunnet: Hvordan kan utdanning stimulere kritisk bevissthet?. Norsk pedagogisk tidsskrift.  ISSN 0029-2052.  90(4), s 316- 331
• Beck, Eevi Elisabeth (2005). Learning Management Systems: The Need for Critical Analyses, In Olav W. Bertelsen; Niels Olof Bouvin; Peter G. Krogh & Morten Kyng (ed.),  Critical Computing - Between Sense and Sensibility. Proceedings of The Fourth Decennial Aarhus Conference, August 20-24, 2005, Aarhus, Denmark.  Association for Computing Machinery (ACM).  ISBN 1-59593-203-8.  Short Paper.  s 173 - 176
• Beck, Eevi Elisabeth; Øgrim, Leikny & Sandvik, Margareth (2005). Responsible Design for Children: Whose Responsibility?, In Olav W. Bertelsen; Niels Olof Bouvin; Peter G. Krogh & Morten Kyng (ed.),  Critical Computing - Between Sense and Sensibility. Proceedings of The Fourth Decennial Aarhus Conference, August 20-24, 2005, Aarhus, Denmark.  Association for Computing Machinery (ACM).  ISBN 1-59593-203-8.  Short Paper.  s 153 - 156
• Beck, Eevi Elisabeth; Madon, Shirin & Sahay, Sundeep (2004). On the Margins of the "Information Society": A Comparative Study of Mediation. The Information Society.  ISSN 0197-2243.  20(4), s 279- 290 Vis sammendrag

  While much has been written about marginalization as a structural phenomenon, there is little understanding of how the dynamics of marginalization unfolds at the micro level in urban contexts. We seek to understand these micro-level marginalization processes via a comparative study of Bangalore, India, and Ronneby, Sweden. Our analysis highlights the important role that "mediators" such as governmental agencies, nongovernmental organizations, and international agencies play in ensuring the success of initiatives launched by national governments and international agencies for drawing disadvantaged groups into the information society.

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• Steier, Rolf & Beck, Eevi Elisabeth (2018). Presence and Meaning Making.
• Beck, Eevi Elisabeth (2017). Hjelpe elevene utvikle sine ideer til problemstillinger.
• Beck, Eevi Elisabeth (2016). Undring, handlingsrom og teknodemokratiske potensialer. Hva vil vi med IKT, I: Ole Andreas Kvamme; Tone Kvernbekk & Torill Strand (red.),  Pedagogiske fenomener. En innføring.  Cappelen Damm Akademisk.  ISBN 9788202494667.  Del 4, kapittel 6.  s 388 - 402 Vis sammendrag

  Kapittelet argumenterer mot forenklede forestillinger om hva teknologi bør brukes til i undervisningen, inkludert teknologioptimisme og teknologipessimisme. I stedet oppmuntrer kapittelet til å undres over mulighetene for å skape større tekniske handlingsrom, f.eks. gjennom å stille kritiske spørsmål. Det underliggende synet er at i et teknologiintensivt samfunn som dagens Norge kan demokratiet styrkes gjennom kritisk, teknisk danning.

• Beck, Eevi Elisabeth (2015). Intervjuobjekt, tema: å lære barn bli kritiske mediebrukere.
• Beck, Eevi Elisabeth (2015). Researching for Change: Letting Go When I Can. Vis sammendrag

  A current interest of mine is the causes of limited and limiting views of what constitutes (research) knowledge/findings/design. It seems to me that this often operates through self-limitation. I'm currently investigating some of the workings of this through an auto-ethnography of embodied practices of research, especially about aspects that are usually left out of the story of doing research (including emotions such as fear). Another interest is in how to teach young students in school to become critical users of ICTs, and what kinds of support teachers might need to guide them. So far i've published separately on these topics but reading the workshop description, the two areas meet. This touches my heart. Thank you.

• Beck, Eevi Elisabeth (2015). Ånden i laptop-en. Vårt land.  ISSN 0805-5424.
• Beck, Eevi Elisabeth & Strømsø, Helge Ivar (2015). FUP – selvevaluering av konsultasjonsressursen 2012-2014.
• de Lange, Thomas; Lycke, Kirsten Hofgaard; Skodvin, Arne; Strømsø, Helge Ivar; Fremstad, Ester; Stensaker, Bjørn; Enqvist-Jensen, Cecilie; Beck, Eevi Elisabeth & Solbrekke, Tone Dyrdal (2015). Egenrapport: Programevaluering - pedagogisk basiskompetanse Fagområdet for universitetspedagogikk, UiO. Fulltekst i vitenarkiv.
• Beck, Eevi Elisabeth (2014, 27. oktober). Digital demens. [TV].  NRK Nyhetsredaksjonen/Aktuelt.
• Beck, Eevi Elisabeth (2014, 04. november). Moser rister på hodet av digital demens-debatten. [Internett].  universtitetsavisa.no.
• Beck, Eevi Elisabeth (2014, 29. oktober). Nei, barnet ditt får ikke "digital demens" av å bruke Ipad.  dagbladet.no.
• Beck, Eevi Elisabeth (2014, 06. september). Nettbrett i skolen. [TV].  NRK Nyhetsredaksjonen/Lørdagsrevyen.
• Beck, Eevi Elisabeth (2014, 17. januar). Tellekantenes tyranni.  Morgenbladet. Vis sammendrag

  Større artikkel i forbindelse med evaluering av Tellekantsystemet. Flere kilder, E.E. Beck er kun en mindre bidragsyter.

• Beck, Eevi Elisabeth (2013). Academics’ suffering: teaching and researching from the heart.
• Beck, Eevi Elisabeth (2013). Auto-Ethnography for studying fear and non-fear in the production of science: Some challenges.
• Beck, Eevi Elisabeth (2013). When Walking is Just Walking (or Almost).
• Keinanen, Mia O. & Beck, Eevi Elisabeth (2013). As "sitting is killing us" - how come sitting is not "killing" the meditators?.
• Beck, Eevi Elisabeth (2012). A Body Academic.
• Beck, Eevi Elisabeth (2012). What (inter)disciplinarity? What do demarcations do?.
• Beck, Eevi Elisabeth (2011). Marginalisering i kunnskapssamfunnet.
• Beck, Eevi Elisabeth (2011). Thundering Silence: Residuality and theory.
• Beck, Eevi Elisabeth (2010). Åpent brev til NAV. Klassekampen.  ISSN 0805-3839.  s 20- 21 Vis sammendrag

  Gjennom egen erfaring med å fylle ut NAVs meldekort, settes søkelyset på en ny reform som flytter vurderingen av forholdet mellom regler og realitet fra faglig kyndige saksbehandler til tre instanser: vi som fyller ut skjemaet, knappe skriftlige veiledninger, og datasystemenes programkode (algoritmer). Nøkkelord: Arbeidet berører flere fagfelt inkl. teknologibruk i og for det offentlige, nye former for marginalisering i et teknologiintensivt samfunn, systemanalyse or organisasjonsutvikling.

• Beck, Eevi Elisabeth & Jamissen, Grete (2010). Fra Civic Intelligence til Digital kompetanse. Vis sammendrag

  Foredrag om pi-prosjektet og publisering av det. Praktisk arbeid og teorivinkling.

• Beck, Eevi Elisabeth (2006). Experience-Based Faculty Development Seminars. Vis sammendrag

  (Se registrert artikkel med samme tittel.)

• Beck, Eevi Elisabeth & Grønli, May Lisbeth (2006). IKT og demokrati: Kan teknologiundervisning styrke elevers kritiske bevissthet?.
• Beck, Eevi Elisabeth; Hatlevik, Ove Edvard & Stokke, Mona Helene (2006). Experience-Based Faculty Development Seminars. Vis sammendrag

  As part of a 5-year effort to stimulate members of faculty to develop flexible learning through special funding, seminars were held with participating faculty. The paper presents the seminars and outlines the underlying theoretical perspectives. Faculty came to the seminar having answered four questions to stimulate their prior reflection. At the seminar they were organised in groups based on similarity of project topics. Each group was provided with an online, portable pc. Group members presented to each other their project and their answers to the four questions. Then the group developed responses to two of these questions. These were to provide advice to other faculty considering starting with flexible learning initiatives, and what the consequences of their own experiences were for their further teaching. The responses were published on the flexible learning web site. The seminars innovatively combined several purposes: Stimulating faculty to reflect on their experiences with developing their teaching; sharing among faculty; provide accountability of project activity; and engaging faculty in reflection and reporting within a limited time frame. Experience based reflection seems to have succeeded in combining these purposes. The published experiences are now part of the resources on flexible learning which are openly available. The paper discusses the theory-based thinking behind the design of the seminars, as well as presenting the design itself.

• Beck, Eevi Elisabeth; Øgrim, Leikny & Johannesen, Monica (2006). Teknologiutvikling som læringsarena for deltakelse i demokrati. Vis sammendrag

  Arbeidsseminaret hadde innledning og debatt om hvordan barn og unges møter med teknologi i utdanningen kan føre til at de får et kritisk blikk på teknologi. Hva kan lærere gjøre i en travel hverdag?

• Beck, Eevi Elisabeth (2006). Tanker rundt elevers erfaringer med å mestre og påvirke datateknologi. Tidsskriftet Steinerskolen.  ISSN 0332-625X.  (4), s 44- 45
• Beck, Eevi Elisabeth & Utheim, Anna T. (2006). “We Have Several Bridges to Build:” Lecturer and student perceptions of theory-based and placement-based learning of teaching.
• Beck, Eevi Elisabeth (2005). Learning Management Systems: The Need for Critical Analyses.
• Øgrim, Leikny & Beck, Eevi Elisabeth (2005). Responsible Design for Children: Whose Responsibility?.
• Øgrim, Leikny & Beck, Eevi Elisabeth (2004). Between Special Interest and a Social Duty: Reflections on Teachers and ICTs. Vis sammendrag

  Between Special Interest and a Social Duty: Reflections on Teachers and ICTs. Leikny Øgrim, Faculty of Education, Oslo Univ. College and Eevi Beck, Educational Research Institute, Univ. of Oslo Abstract Challenges posed by Information and Communication Technologies (ICTs) and teacher reactions to these are arenas for exploring a professional culture turning towards a shared but open and under-defined knowledge object (Knorr Cetina 1997). Based on our experience in teaching pre- and in-service teachers we develop some possible directions for future research. Norms for usage of ICTs in primary and lower secondary schools in Norway have been expressed in successive editions of the national curriculum. A notable change is found from 1987 to 1997, from ICTs as an optional subject for the specially interested to being integrated into all subjects. Each teacher must now capably use ICTs in her teaching. What knowledges a person needs to demonstrate to qualify as a teacher have fundamentally changed. We suggest that experienced teachers are being challenged in at least three non-distinct areas: Weakened control over contents. With the internet and project pedagogy course materials are no longer contained within identifiable, single repositories (such as text books), and correct answers are no longer given but subject to negotiation. Weakened control over learning process. Change of ideals from instruction-based to facilitation-based teaching may upset key images of being a teacher. Weakened control over pupils. Some pupils have greater technical knowledge than their teachers. The disproportionate attention from teachers reveals interesting control issues. Knorr Cetina argues �we need to trace the ways in which knowledge has become constitutive of social relations� (ibid: 8). Exploring reactions to the reorientation of teachers opens up both established views of knowledge in school and processes of establishing object-centrered socialities. Emotional investments and open dynamics (cf. ibid: 14) can be found, while - as a potential expansion of Knorr Cetina's argument - these are not all �experts� (cf. ibid:25). The increased emphasis on ICTs in schools can, we argue, be studied as a process of a knowledge object moving from the realms of 'experts' to the 'everyday', thereby transforming the meaning of membership in the teacher profession. Reference: Knorr Cetina, Karin (1997): Sociality with Objects: Social Relations in Postsocial Knowledge Societies, Theory, Culture & Society, 14(4): 1-30.

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