Hans Christian Arnseth

• Arnseth, Hans Christian; Silseth, Kenneth; Steier, Rolf & Domanchin, Morgane (2026). Learning Across Virtual and Real Bodies: Analysing Students Meaning Making of Anatomy Models. Journal of Computer Assisted Learning (JCAL). ISSN 0266-4909. 42(6). doi: 10.1002/jcal.70346. Fulltekst i vitenarkiv Vis sammendrag

  Background We explore how digital three‐dimensional (3D) representations support students' rich, multimodal meaning making and embodied interaction with the physical and digital environment in the context of sports science. While research shows that 3D representations may improve students' understanding, we lack knowledge about how and why they support meaning making and learning. Objectives Our primary objective is to provide a detailed analysis of how students make meaning of muscles and movement by combining digital 3D representations with other cultural tools. Methods We provide analyses of 3 dyads of upper secondary students' (16–17‐year olds) collaborative problem solving. The pedagogical design emerged through teacher‐researcher collaboration, and we apply interaction analysis to video data collected during its implementation. We used a sociocultural approach as an analytical framework focusing on learning as meaning making mediated by material and cultural tools. Results and Conclusions We found that students shift between using the digital 3D representation and their own bodies as resources for meaning making about the human body conceived as both a biomechanical system and a lived experience. The mobilisation of a whole range of cultural resources as well as the teacher's facilitation enables the students to engage in rich meaning making of the human body and its functioning.

• Leander, Kevin; Arnseth, Hans Christian; Silseth, Kenneth & Erstad, Ola Andres (2025). “It becomes like a source, just like reading the textbook”: towards an expanded GenAI-informed multiliteracies model. Pedagogies: An International Journal. ISSN 1554-480X. s. 1–19. doi: https:/www.tandfonline.com/doi/full/10.1080/1554480X.2025.2545203. Fulltekst i vitenarkiv Vis sammendrag

  This paper examines how the meanings of GenAI are socially constructed in classroom practice. Using two illustrative cases of the use of ChatGPT in Norwegian classrooms, the paper analyses the dominant construction of GenAI as “resource” or “text” and relates this textual construction to technology being routinely authorized for schoolwork. Student departures from the traditional model, such as constructing GenAI as a tutor or editor, are examined in tension with traditional practices and for how they are constrained or domesticated by the resource model. Next, drawing from these illustrations, the paper critically reconsiders the early multiliteracies model, which itself is resource-focused, and calls for expansions that permit us to conceive how GenAI is both agent and (generated) resource. The first type of expansion involves understanding how large language models, or LLMs, are active in composing, in addition to the metalanguage of semiotic resources. The second type of expansion calls for new understandings of critical framing to include not only semiotic metalanguage but also modelling language and critical meta-platform consciousness. Together, these considerations lead us to not only expand pedagogies, but also to rethink how social futures may be actively designed towards sustainability, human flourishing, and social justice.

• Domanchin, Morgane; Silseth, Kenneth; Arnseth, Hans Christian & Steier, Rolf (2025). Collaborative learning with tablets: Analysing students' meaning making of 3D body models in upper secondary education. British Journal of Educational Technology (BJET). ISSN 0007-1013. 57(2), s. 482–507. doi: 10.1111/bjet.70019. Fulltekst i vitenarkiv Vis sammendrag

  This paper explores the use of a shared tablet within the context of collaborative learning among a teacher and upper‐secondary students (aged 16–17). We analyse how various resources are mobilised for joint meaning making. Drawing on video‐recorded episodes, this qualitative case study shows how human and digital resources emerge when students collaboratively make meaning of body‐related concepts using a shared tablet and how these resources support learning. The findings identify seven types of resources that were used when making meaning of body concepts while interacting with an application related to muscles and kinesiology. These resources include: 3D visualisations, students' prior knowledge, personal narratives, instructional video, the app's side menu, tactile functionalities and bodily representations. This paper offers insights for designing collaborative learning instructions involving tablets to support the co‐creation of meaning in small groups.

• Ernstsen, Sigrid; Furberg, Anniken & Arnseth, Hans Christian (2025). Students' collaborative meaning-making in life skills education: Integrating personal experiences with theoretical knowledge. Learning, Culture and Social Interaction. ISSN 2210-6561. 54. doi: 10.1016/j.lcsi.2025.100943. Fulltekst i vitenarkiv Vis sammendrag

  Reflecting an international policy trend, several countries have incorporated life skills education (LSE) into their school curricula. While education has always transcended mere subject mastery, embedding life skills prompts schools to engage more closely with students’ personal lives and experiences. The implications, and the opportunities and challenges that follow, remain relatively underexplored. Adopting a sociocultural and dialogic approach, this study examines students’ collaborative meaning-making processes where their personal experiences intersect with more conventional theoretical knowledge resources. The empirical context is an LSE project where lower secondary school students engaged with the topic ‘youth, identity and belonging’. Microanalyses of student interaction reveal that personal experiences became important mediational means in the sense of enabling students to collectively explore and invoke a variety of perspectives, while simultaneously fostering engagement and peer support. Although theoretical resources introduced students to ‘authorised’ conceptualisations, personal experiences and theoretical knowledge remained disjointed rather than integrated. The findings underscore the significance of building on students’ personal experiences within LSE, while also revealing challenges in integrating personal experiences with theoretical knowledge—an integral component for students’ development of conceptual understanding. Thus, this study contributes insights that support LSE facilitation, or other educational settings where personal experiences take centre stage.

• Ludvigsen, Sten Runar; Arnseth, Hans Christian; Silseth, Kenneth & Steier, Rolf (2025). Collaborative science? Formalism and a unified language: Future directions for computer-supported collaborative learning. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. doi: 10.1007/s11412-025-09448-5. Fulltekst i vitenarkiv
• Silseth, Kenneth; Steier, Rolf Erik Jorgenson & Arnseth, Hans Christian (2024). Exploring students’ immersive VR experiences as resources for collaborative meaning making and learning. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. doi: 10.1007/s11412-023-09413-0. Fulltekst i vitenarkiv
• Silseth, Kenneth; Erstad, Ola Andres & Arnseth, Hans Christian (2024). Engaging in dialogic activities in an online community: Expanding the notion of double dialogicality. Education and Dialogue in Polarized Societies: Dialogic perspectives in times of change. Oxford University Press. ISSN 9780197605455. s. 167–176. Fulltekst i vitenarkiv
• Silseth, Kenneth; Erstad, Ola Andres & Arnseth, Hans Christian (2024). Engaging in Dialogic Activities in an Online Community: Expanding the Notion of Double Dialogicality. I Erstad, Ola Andres; Hagtvet, Ragna Bente & Wertsch, James V. (Red.), Education and Dialogue in Polarized Societies. Oxford University Press. ISSN 9780197605424. doi: 10.1093/oso/9780197605424.003.0009. Fulltekst i vitenarkiv
• Skåland, Gro & Arnseth, Hans Christian (2024). Making the library of the future identifying the zone of proximal development for a Norwegian public library makerspace. Mind, Culture, and Activity. ISSN 1074-9039. 30(3-4), s. 261–278. doi: 10.1080/10749039.2024.2316073. Fulltekst i vitenarkiv
• Rowsell, Jennifer; Arnseth, Hans Christian & Cabello, Paulina Ruiz (2023). From boundaries to entangled story lines: untangling young people’s material and immaterial storied practices. Learning, Media and Technology. ISSN 1743-9884. doi: 10.1080/17439884.2023.2244878. Fulltekst i vitenarkiv Vis sammendrag

  In this article, we consider the notion of entangled stories to account for ways that young people assemble stories in generative ways. We draw on Tim Ingold’s theorising of lines, movement, and storied knowledge to account for the visible/material and invisible/immaterial entanglements that happen when young people design multimodal storied worlds and illustrate these entanglements through three school projects in Canada, Norway, and Chile. Literacy studies and the learning sciences have made important contributions to understanding the complexities of meaning-making practices with digital technologies across formal and informal contexts. Yet, there is still work to be done to describe, extrapolate, and theorise digital-material practices and trajectories that young people engage in when they design and craft multimodal compositions.

• Pettersen, Kenneth; Arnseth, Hans Christian & Silseth, Kenneth (2022). Playing Minecraft: Young children’s postdigital play. Journal of Early Childhood Literacy. ISSN 1468-7984. s. 1–25. doi: 10.1177/14687984221118977. Fulltekst i vitenarkiv Vis sammendrag

  New sociomaterial and performative directions in literacy research on digital technologies and play in early childhoods may complicate the established concept of digital play. This study contributes to this line of research by empirically expanding on the concept of the postdigital. In the study, postdigital refers to how both “digital” and “non-digital” agentic materialities are allowed to act messily in contemporary early childhood play, unsettling the notion of the digital as a discrete category. By analyzing a case of two five-year-old children playing Minecraft with wooden and synthetic blocks in a preschool common room within an agential realist framework, we find that a postdigital play practice is performed through playful, sociomaterial configurations of “joining,” “building,” and “not running out of things.”

• Pettersen, Kenneth; Silseth, Kenneth & Arnseth, Hans Christian (2022). Rethinking boundaries: Sociomaterial perspectives on digital technologies and early childhoods. I Kumpulainen, Kristiina; Kajamaa, Anu; Erstad, Ola Andres; Mäkitalo, Åsa; Drotner, Kirsten & Jakobsdottir, Solveig (Red.), Nordic Childhoods in the Digital Age. Insights into Contemporary Research on Communication, Learning and Education.. Routledge. ISSN 9780367702526. doi: 10.4324/9781003145257-19. Fulltekst i vitenarkiv Vis sammendrag

  This book adds to the international research literature on contemporary Nordic childhoods in the context of fast-evolving technologies. It draws on the workshop program of the Nordic Research Network on Digital Childhoods funded by the Joint Committee for Nordic research councils in the Humanities and Social Sciences (NOS-HS) during the years 2019–2021. Bringing together researchers from Finland, Norway, Sweden, Denmark and Iceland, the book addresses pressing issues around children’s communication, learning and education in the digital age. The volume sheds light on cultural values, educational policies and conceptions of children and childhood, and child–media relationships inherent in Nordic societies. The book argues for the importance of understanding local cultures, values and communication practices that make up contemporary digital childhoods and extends current discourses on children’s screen time to bring in new insights about the nature of children’s digital engagement. This book will appeal to researchers, graduate students, educators and policy makers in the fields of childhood education, educational technology and communication.

• Hanghøj, Thorkild; Silseth, Kenneth & Arnseth, Hans Christian (2021). Games, dialogue and learning: Exploring research perspectives. I Fotaris, Panagiotis (Red.), Proceedings of the 15th European Conference on Game Based Learning ECGBL 2021. Academic Conferences and Publishing International Limited. ISSN 9781914587122. doi: 10.34190/GBL.21.111. Fulltekst i vitenarkiv
• Silseth, Kenneth & Arnseth, Hans Christian (2021). Weaving together the past, present and future in whole class conversations: Analyzing the emergence of a hybrid educational chronotope connecting everyday experiences and school science. Mind, Culture, and Activity. ISSN 1074-9039. doi: 10.1080/10749039.2021.1964534. Fulltekst i vitenarkiv Vis sammendrag

  In sociocultural research, many scholars have studied the relationship between students’ everyday lives outside of school and classroom learning. This article contributes to this area by focusing explicitly on the timespace dimensions of meaning making in science education. We draw on Bakhtin’s notion of the chronotope to examine how students can become engaged in science learning through telling stories of personal relevance. We analyze an especially interesting example of a whole-class conversation, and show how students’ stories become resources in the co-construction of a hybrid chronotope in which multiple students are activated and engaged in science learning.

• Skåland, Gro; Arnseth, Hans Christian & Pierroux, Palmyre (2020). Doing Inventing in the Library. Analyzing the Narrative Framing of Making in a Public Library Context. Education Sciences. 10(6). doi: 10.3390/educsci10060158. Fulltekst i vitenarkiv Vis sammendrag

  In this article, we examine how creative making is framed in a public library setting. We pursue this topic by focusing on the trajectory of a group participating in “The Inventor Course” during a school trip to a library. Video recordings of the maker activity comprise the primary data for analysis, supplemented by ethnographic notes. Analysis of the group’s interactions shows how different frames for inventing are acted out and intersect during the activity. We describe these frames as inventing as invention, inventing as exploration and inventing as narrative. Findings indicate that a narrative frame is a fruitful approach to making in a library setting and that narratives performed in dialogue with children help them to make sense of their explorations.

• Sheridan, Mary P.; Lemieux, Amélie; Nascimento, Ashley Do & Arnseth, Hans Christian (2020). Intra‐active entanglements: What posthuman and new materialist frameworks can offer the learning sciences. British Journal of Educational Technology (BJET). ISSN 0007-1013. 51(4), s. 1277–1291. doi: 10.1111/bjet.12928. Fulltekst i vitenarkiv
• Gil, Alfredo Jornet; Arnseth, Hans Christian & Smørdal, Ole (2019). Makerspaces in the Making: Reconfiguring Cultures of Facilitation across the Kindergarten and the Science Museum. I Blum-Ross, Alicia; Kumpulainen, Kristiina & Marsh, Jackie (Red.), Enhancing Digital Literacy and Creativity. Makerspaces in the Early Years. Routledge. ISSN 9780367197889. doi: 10.4324/9780429243264. Fulltekst i vitenarkiv Vis sammendrag

  This chapter explores the issue of agency as a central feature of makerspaces, and the challenges and opportunities that may emerge in that regard when such spaces are designed targeting young learners. Educational research tends to emphasize how makerspaces offer engaging and interesting activities that children find motivating. In studies investigating makerspaces, the idea of disruption has been explored with regard to the social materiality of given technologies such as electronic textiles With regard to agency and creativity, researchers have been concerned with the development of models that enable us to identify the learning happening in makerspaces. The institutional level involves an interest in how institutional practices, where particular historically developed institutional roles and objectives are made relevant, impact on children’s creative making in the museum. The cultural-historical perspective taken has methodological implications that are grounded in the view that one way to understand a social practice is by changing it.

• Arnseth, Hans Christian; Hanghøj, Thorkild; Henriksen, Thomas Duus; Misfeldt, Morten; Ramberg, Robert & Selander, Staffan (2018). Introduction: Scandinavian Perspectives. I Arnseth, Hans Christian; Hanghøj, Thorkild; Henriksen, Thomas Duus; Misfeldt, Morten; Ramberg, Robert & Selander, Staffan (Red.), Games and Education: Designs in and for Learning. De Gruyter Brill. ISSN 9789004388826. s. 1–5. Fulltekst i vitenarkiv
• Arnseth, Hans Christian; Hanghøj, Thorkild & Silseth, Kenneth (2018). Games as Tools for Dialogic Teaching and Learning. I Arnseth, Hans Christian; Hanghøj, Thorkild; Henriksen, Thomas Duus; Misfeldt, Morten; Ramberg, Robert & Selander, Staffan (Red.), Games and Education: Designs in and for Learning. De Gruyter Brill. ISSN 9789004388826. s. 123–139. doi: 10.1163/9789004388826_008. Fulltekst i vitenarkiv
• Marsh, Jackie; Arnseth, Hans Christian & Kumpulainen, Kristiina (2018). Maker Literacies and Maker Citizenship in the MakEY (Makerspaces in the Early Years) Project. Multimodal Technologies and Interaction. 2(3). doi: 10.3390/mti2030050. Fulltekst i vitenarkiv Vis sammendrag

  In this paper, the potential relationship between creative citizenship and what may be termed ‘maker literacies’ is examined in the light of emergent findings from an international project on the use of makerspaces in early childhood, “MakEY” (see http://makeyproject.eu). The paper outlines the concept of creative citizenship and considers the notion of maker literacies before moving on to examine how maker literacies might be developed in early-years curricula in ways that foster civic engagement. Three vignettes are offered of makerspaces in early-years settings and a museum in Finland, Norway, and the UK. The activities outlined in the vignettes might be conceived of as ‘maker citizenship’, a concept which draws together understandings of making, digital literacies, and citizenship. The paper considers the implications of this analysis for future research and practice.

• Hilmarsen, Hilde Vere & Arnseth, Hans Christian (2017). Livet på Instagram : ungdoms digitale forlengelser av sosiale relasjoner og vennskap. Tidsskrift for ungdomsforskning. ISSN 1502-7759. 17(1), s. 3–23. Fulltekst i vitenarkiv Vis sammendrag

  I denne artikkelen ser vi nærmere på ungdommers bruk og forståelse av bildedeling på Internett. Vi analyserer data fra semistrukturerte intervjuer og beskriver hvordan tre jenter og tre gutter fra Norge håndterer problemstillinger knyttet til hvem de er og hvordan de fremstår når de deler bilder i sosiale medier. I artikkelen belyser vi også hvordan ungdom gjennom sin bildedelingspraksis framviser og utvikler en kompleks kommunikativ kompetanse, både i fremstillingen av eget uttrykk og i lesingen av andres bilder og kommentarer.

• Ludvigsen, Sten Runar & Arnseth, Hans Christian (2017). Computer-Supported Collaborative Learning. I Duval, Erik; Sharples, Mike & Sutherland, Rosamund (Red.), Technology Enhanced Learning. Research Themes. Springer. ISSN 9783319025995. s. 47–58. Fulltekst i vitenarkiv
• Silseth, Kenneth & Arnseth, Hans Christian (2016). Frames for learning science: analyzing learner positioning in a technology-enhanced science project. Learning, Media and Technology. ISSN 1743-9884. 41(2), s. 396–415. doi: 10.1080/17439884.2015.1100636. Fulltekst i vitenarkiv
• Arnseth, Hans Christian; Erstad, Ola; Juhanak, Libor & Zounek, Jiri (2016). Studia Paedagogica. Studia Paedagogica. ISSN 1803-7437. 21(1). Fulltekst i vitenarkiv
• Arnseth, Hans Christian; Erstad, Ola; Juhanak, Libor & Zounek, Jiri (2016). Pedagogika a nove vyzvy vyzkumu ICT: role digitalnich technologii v kazdodennim zivote a uceni mladeze / Pedagogy and new challenges in ICT research: On the role of digital technologies in everyday life and youth learning. Studia Paedagogica. ISSN 1803-7437. 21(1), s. 87–110. doi: 10.5817/SP2016-1-5. Fulltekst i vitenarkiv
• Arnseth, Hans Christian & Krange, Ingeborg (2016). What happens when you push the button? Analyzing the functional dynamics of concept development in computer supported science inquiry. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. s. 1–24. doi: 10.1007/s11412-016-9244-4. Fulltekst i vitenarkiv Vis sammendrag

  In this article we analyze how the joint cognitive system of teacher and student actions mediated by cultural tools develops sense making of science concepts, and the use of concepts as tools for explaining phenomena and processes related to energy and energy transformation. We take a sociocultural approach to the analysis of how material and digital learning resources become tools for thinking and reasoning. We combined ethnographic descriptions with analysis of video records of classroom interactions in a high school and examined how a teacher and a group of students engaged in a computer-supported collaborative inquiry. Our results show that students through inquiry are enabled to make sense of concepts and their experiences with resources and also to use science concepts as explanatory tools. However, this is mediated by the teachers’ practices for supporting students, such as providing relevant clues for them to continue their inquiry, eliciting their initial understanding of concepts thereby making them available for further development, pressing for explanations, and reformulating their explanations. The teacher is continuously alternating between withdrawing and making students inquire by themselves and supporting their inquiry. In and through such social interactions, materials and digital tools become tools for thinking. We argue that one of the practical implications of our study is that it is crucial that teachers explicitly draw students into their system of activity throughout the entire learning trajectory and that the teachers and students together make sense of science concepts for explaining energy transformation. The final publication is available at Springer via http://dx.doi.org/10.1007/s11412-016-9244-4

• Arnseth, Hans Christian; Jornet, Alfredo & Krange, Ingeborg (2015). Learning in a material world: Reflection in science education as embodied practice. I Lindwall, Oskar; Häkkinen, Päivi; Koschman, Timothy & Ludvigsen, Sten Runar (Red.), Exploring the Material Conditions of Learning: Computer Supported Collaborative Learning (CSCL) Conference 2015. International Society of the Learning Sciences (ISLS). ISSN 9780990355069. s. 595–596. Fulltekst i vitenarkiv
• Hatlevik, Ove Edvard & Arnseth, Hans Christian (2014). Social Networking at School: Examining the role of 9th Graders’ Mastery Orientation, Prior Achievements and their use of Computers in Student-Led Activities. The International Journal of Technology, Knowledge and Society. ISSN 1832-3669. 9(4), s. 73–85. doi: 10.18848/1832-3669/cgp/v09i04/56403. Fulltekst i vitenarkiv
• Erstad, Ola; Gilje, Øystein & Arnseth, Hans Christian (2013). Learning Lives Connected: Digital Youth across School and Community Spaces. Comunicar. ISSN 1134-3478. s. 89–98. doi: 10.3916/C40-2013-02-09. Fulltekst i vitenarkiv
• Arnseth, Hans Christian & Silseth, Kenneth (2013). Tracing learning and identity across sites: Tensions, connections and transformations in and between everyday and institutional practices. I Erstad, Ola & Sefton-Green, Julian (Red.), Identity, Community, and Learning Lives in the Digital Age. Cambridge University Press. ISSN 9781107005914. s. 23–38. doi: 10.1017/cbo9781139026239.003. Fulltekst i vitenarkiv
• Hontvedt, Magnus & Arnseth, Hans Christian (2013). On the bridge to learn: Analysing the social organization of nautical instruction in a ship simulator. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. 8(1), s. 89–112. doi: 10.1007/s11412-013-9166-3. Fulltekst i vitenarkiv Vis sammendrag

  Research on simulator training has rarely focused on the way simulated contexts are constructed collaboratively. This study sheds light on how structuring role-play and fostering social interactions may prove fruitful for designing simulator training. The article reports on a qualitative study of nautical students training in a ship simulator. The study examines how a group of students, together with a professional maritime pilot, enacted professional roles and collaboratively constructed a simulated context for learning to navigate. Their activities on the bridge were framed within the maritime profession’s hierarchical system of captain and officers, and we examine in detail how these institutionally defined positions become important resources for meaning-making during role-play. The article portrays how two competing activity contexts were constructed, and how the role-play provided opportunities for enacting professional roles and work tasks. However, it also shows that it is challenging to pick up on what is significant to learn and to confront this in debriefing. The article concludes that the students’ collaboration and meaning-making is an entity of training that may be more efficiently addressed.

• Arnseth, Hans Christian; Gilje, Øystein & Erstad, Ola (2012). Trajectories of learning lives: Continuities and discontinuities in lifelong learning across contexts. Lifelong Learning in Europe. ISSN 1239-6826. 17(1), s. 12–19. Fulltekst i vitenarkiv
• Arnseth, Hans Christian & Krange, Ingeborg (2012). Reconsidering meaning making and its analytical implications for cultural studies of science education. Cultural Studies of Science Education. ISSN 1871-1502. doi: 10.1007/s11422-012-9468-1. Fulltekst i vitenarkiv
• Hatlevik, Ove Edvard & Arnseth, Hans Christian (2012). ICT, teaching and leadership : how do teachers experience the importance of ICT-supportive school leaders? Nordic Journal of Digital Literacy. s. 55–70. Fulltekst i vitenarkiv
• Silseth, Kenneth & Arnseth, Hans Christian (2011). Learning and identity construction across sites: A dialogical approach to analysing the construction of learning selves. Culture & Psychology. ISSN 1354-067X. 17(1), s. 65–80. doi: 10.1177/1354067X10388842. Fulltekst i vitenarkiv
• Arnseth, Hans Christian (2011). Enacting complex relations : concepts and methodologies for analyzing the heterogeneity of ICT use in educational practices. Nordic Journal of Digital Literacy. s. 357–368. Fulltekst i vitenarkiv
• Krange, Ingeborg & Arnseth, Hans Christian (2011). Students’ Meaning Making in Science – Solving Energy Resource Problems in Virtual Worlds Combined with Spreadsheets to Develop Graphs. Cultural Studies of Science Education. ISSN 1871-1502. doi: 10.1007/s11422-011-9361-3. Fulltekst i vitenarkiv
• Arnseth, Hans Christian (2011). Théorisation du lien pédagogie-tic. Comparaison et mise en contraste de la théorie de l’acteur-réseau avec la psychologie socioculturelle. Questions de communication. ISSN 1633-5961. s. 117–132. Fulltekst i vitenarkiv
• Jahreie, Cecilie Flo; Arnseth, Hans Christian; Krange, Ingeborg; Smørdal, Ole & Kluge, Anders (2011). Designing for play-based learning of concepts in science – Technological tools for bridging school and science museum contexts. Children, Youth and Environments. 21(2). Fulltekst i vitenarkiv
• Arnseth, Hans Christian & Hatlevik, Ove Edvard (2010). Challenges in Aligning Pedagogical Practices and Pupils Competencies with Demands of the Information Society: The Case of Norway. I Mukerji, Siran & Tripathi, Purnendu (Red.), Cases on Interactive Technology Environments and Transnational Collaboration. Concerns and Perspectives. IGI Global. ISSN 9781615209101. s. 266–280. Fulltekst i vitenarkiv
• Furberg, Anniken Larsen & Arnseth, Hans Christian (2009). Reconsidering conceptual change from a socio-cultural perspective: analyzing students' meaning making in genetics in collaborative learning environments. Cultural Studies of Science Education. ISSN 1871-1502. 4, s. 157–191. doi: 10.1007/s11422-008-9161-6. Fulltekst i vitenarkiv
• Furberg, Anniken Larsen & Arnseth, Hans Christian (2009). The importance of socio-cultural context for understanding students' meaning making in the study of genetics. Cultural Studies of Science Education. ISSN 1871-1502. 4, s. 211–219. doi: 10.1007/s11422-008-9158-1. Fulltekst i vitenarkiv
• Arnseth, Hans Christian (2008). Activity theory and situated learning theory: contrasting views of educational practice. Pedagogy, Culture & Society. ISSN 1468-1366. 16(3), s. 289–302. doi: 10.1080/14681360802346663. Fulltekst i vitenarkiv
• Hatlevik, Ove Edvard & Arnseth, Hans Christian (2008). Vurdering av digital kompetanse – kartlegging av digital kompetanse ved bruk av flervalgsoppgaver. Digital kompetanse. ISSN 0809-6724. 3(4), s. 285–293. Fulltekst i vitenarkiv
• Arnseth, Hans Christian (2008). Dataspillet som lærings- og sosialiseringsarena. I Østerud, Svein & Skogseth, Egil G. (Red.), Å være på nett. Kommunikasjon, identitets- og kompetanseutvikling med digitale medier. Cappelen Damm Akademisk. ISSN 9788202278953. s. 80–96. Fulltekst i vitenarkiv
• Østerud, Svein & Arnseth, Hans Christian (2008). Læring, sosialisering og identitetsutvikling i nettverkssamfunnet. I Østerud, Svein & Skogseth, Egil G. (Red.), Å være på nett. Kommunikasjon, identitets- og kompetanseutvikling med digitale medier. Cappelen Damm Akademisk. ISSN 9788202278953. s. 39–59. Fulltekst i vitenarkiv
• Arnseth, Hans Christian & Säljö, Roger (2007). Making Sense of Epistemic Categories. Analysing Students’ Use of Categories of Progressive Inquiry in Computer Mediated Collaborative Activities. Journal of Computer Assisted Learning (JCAL). ISSN 0266-4909. 23(5). doi: 10.1111/j.1365-2729.2007.00225.x. Fulltekst i vitenarkiv
• Arnseth, Hans Christian & Ludvigsen, Sten (2006). Approaching Institutional Contexts: Systemic versus Dialogic Research in CSCL. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. 1(2). doi: 10.1007/s11412-006-8874-3. Fulltekst i vitenarkiv Vis sammendrag

  The research literature in CSCL has rarely addressed the question of how institutional contexts contribute to constituting the meanings and functions of CSCL applications. The argument that we develop here concerns how the institutional context impacts the use of CSCL applications and how this impact should be conceptualized. In order to structure to our argument, we introduce a distinction between systemic and dialogic approaches to CSCL research. We develop our argument by working through a selection of relevant studies belonging to the two perspectives, and conclude that not enough attention has been given to the emergent characteristics of activities where CSCL tools have been introduced. This is particularly the case in studies belonging to a systemic approach. Our basic argument is that a dialogic stance can provide important insights into how institutional practices shape the meanings and functions of CSCL tools. A dialogic perspective provides opportunities for making sense of learning and knowledge construction at different levels of activity, while at the same time retaining sensitivity to the mutually constitutive relationship between levels.

• Arnseth, Hans Christian (2006). Learning to play versus playing to learn. A critical account of the models of communication informing educational research on computer game play. Game Studies. 6(1). Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Arnseth, Hans Christian; Hanghøj, Thorkild; Henriksen, Thomas Duus; Misfeldt, Morten; Ramberg, Robert & Selander, Staffan (2018). Games and Education: Designs in and for Learning. De Gruyter Brill. ISBN 9789004388826. 220 s. Fulltekst i vitenarkiv
• Ludvigsen, Sten Runar & Arnseth, Hans Christian (2017). Computer-Supported Collaborative Learning. Springer. ISBN 9783319025995. 11 s. Fulltekst i vitenarkiv
• Erstad, Ola; Gilje, Øystein; Green, Julian Sefton & Arnseth, Hans Christian (2016). Learning Identities, Education and Community. Young lives in the cosmopolitan city. Cambridge University Press. ISBN 9781107625211. 262 s. Fulltekst i vitenarkiv
• Kong, Siu Cheung; Ogata, Hiroaki & Arnseth, Hans Christian (2009). Proceedings of the 17th International Conference on Computers in Education (ICCE 2009). Asia-Pacific Society for Computers in Education (CD Rom). ISBN 9789868473539. 1056 s. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Silseth, Kenneth; Arnseth, Hans Christian; Vasbø, Kristin Beate & Pettersen, Kenneth (2024). Achieving cohesion through emerging vocational identities in interdisciplinary vocational education. Fulltekst i vitenarkiv
• Arnseth, Hans Christian & Domanchin, Morgane Barbara (2024). The role of prototyping in the co-design of innovative immersive learning experiences. Fulltekst i vitenarkiv Vis sammendrag

  In educational policy, the importance of societal challenges that require interdisciplinary approaches in the classroom is emphasized. We provide insights from a co-design project where teachers and researchers explored emerging learning designs supported by immersive technologies. Teachers face considerable practical pedagogical uncertainties in how to design for cross-disciplinary learning, but teacher-researcher collaboration could provide powerful contexts for developing educational practices (Goldman, Hmelo-Silver & Kyza 2022). We are particularly interested in examining the role of prototypes in co-design processes and their functions as shared objects for developing pedagogy. We take a sociocultural approach, focusing on prototypes as objects of activity and mediational means for developing pedagogy (Säljö, 2010). In co-design work prototypes become means for engaging with and understanding the world, and they are emergent and entangled with the everyday life of the classroom. According to Pink, et al. (2022) prototypes are situated and contextualized by their creation and use and they are inserted into activities that are already in motion. They invite exploration, experimentation and evaluation in and through practice. We have been inspired by design ethnography and have anchored emerging design suggestions in practitioners’ local concerns (Pink, et al. 2022). Traces of the co-design process were analyzed across the datacorpus collected throughout our 15-month project. Data consisted of videorecords, pictures, documents and informal interviews. Three interdisciplinary prototypes of learning activities were developed to be framed around different approaches to ‘the body’ as a conceptual learning goal in relation societal challenges related to health and wellbeing. Through detailed analysis of prototyping, we found that they became useful for exploring a complex problem without a clear solution. Prototyping became a way of understanding the problem, conceptualizing it and for introducing technologies and practices that might provide solutions. Prototypes became a way of framing the emerging learning design, so that it could be talked into being and fitted to local contexts. Thus, prototyping became a continuous process of developing and trying new pedagogical ideas and concepts. Prototypes also have an existence after the project finished, morphing into new ideas and following new pathways through the actions of the participants. Thus, prototyping contributed to opening new futures rather than offering simple solutions. There is a long tradition for democratic and participatory approaches to developing pedagogy in the Nordic countries emphasizing the autonomy of teachers as participants in co-design of learning and teaching. This research contrasts with more technocratic approaches to making change in schools, by focusing on how prototypes become emergent tools for exploring and testing new concepts for interdisciplinary teaching and learning.

• Furberg, Anniken; Silseth, Kenneth; Rødnes, Kari Anne & Arnseth, Hans Christian (2024). Students’ meaningmaking of societal challenges in interdisciplinary instructional settings. Fulltekst i vitenarkiv
• Arnseth, Hans Christian; Silseth, Kenneth; Domanchin, Morgane Barbara & Steier, Rolf (2024). Learning about Anatomy across Virtual and Real Bodies. Fulltekst i vitenarkiv
• Domanchin, Morgane Barbara; Arnseth, Hans Christian; Silseth, Kenneth & Steier, Rolf (2024). Co-constructing an interdisciplinary VR learning activity in upper secondary education. Fulltekst i vitenarkiv
• Arnseth, Hans Christian (2024). DigiLiv. Digital teknologi og livsmestring i fremtidens skole. Fulltekst i vitenarkiv
• Domanchin, Morgane Barbara; Arnseth, Hans Christian; Silseth, Kenneth & Steier, Rolf (2023). Co-designing for Immersive Learning Experiences in the Classroom. Fulltekst i vitenarkiv Vis sammendrag

  This research draws on a teacher-led innovation project to create digitally mediated learning experiences targeting the theme of “Health and Wellbeing”. Over a year, high school teachers, students and researchers co-designed three interdisciplinary learning activities involving immersive technologies such as virtual reality (VR) and augmented reality (AR) as well as social media. Each of the three learning activities represents flexible innovative learning ecologies targeting students’ deep learning. By adopting a design-ethnographic approach and social interaction analysis of the development process, the findings provide insight into the designed activities as reflective of broader learning ecologies. In addition, we discuss the potential of immersive technologies to support students’ talk and engagement in small groups. The study documents the development of new teaching and learning practices targeting societal level challenges.

• Ernstsen, Sigrid; Furberg, Anniken & Arnseth, Hans Christian (2022). Enriching wellbeing competencies by bridging students’ personal experiences with canonical resources in collaborative interdisciplinary settings. Fulltekst i vitenarkiv
• Arnseth, Hans Christian; Silseth, Kenneth & Steier, Rolf (2022). Co-developing Immersive Learning Experiences in Interdisciplinary Projects in Upper Secondary Education. 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
• Silseth, Kenneth; Domanchin, Morgane Barbara & Arnseth, Hans Christian (2022). Engasjerende dybdelæring med AR og VR​. Fulltekst i vitenarkiv
• Arnseth, Hans Christian & Domanchin, Morgane Barbara (2022). Pedagogisk innovasjon med AR og VR: Muligheter og utfordringer​. Fulltekst i vitenarkiv Vis sammendrag

  I denne forelesningen vil vi presentere DigiLiv-prosjektet som utvikler innovative læringsdesign innen temaet folkehelse og livsmestring. Hovedmålet med prosjektet er å utvikle tverrfaglige undervisningsopplegg hvor virtuell virkelighet (VR) og utvidet virkelighet (AR) gir mer engasjerende, relevant og dybdeorientert læring for elevene. I samarbeid med lærere, designere og forskere utvikler vi innovative praksisnære undervisningsopplegg i videregående opplæring. I denne presentasjonen vil vi, i tillegg til å beskrive innovasjonsprosessen, analysere hvordan AR og VR kan støtte læring i idrettsfag og samfunnsfag.

• Arnseth, Hans Christian & Peterson, Thomas Fjeldvik (2022). Engasjerende dybdelæring med AR og VR. Fulltekst i vitenarkiv
• Arnseth, Hans Christian (2022). Pedagogisk innovasjon med AR og VR. Fulltekst i vitenarkiv
• Arnseth, Hans Christian; Silseth, Kenneth & Steier, Rolf (2022). Co-developing Immersive Learning Experiences - Pedagogic Innovation with new Digital Technologies. Fulltekst i vitenarkiv
• Alfarnes, Vidar; Arnseth, Hans Christian & Silseth, Kenneth (2022). Om å gjøre det abstrakte forståelig. [Journal]. Skolemagasinet. Fulltekst i vitenarkiv
• Furberg, Anniken & Arnseth, Hans Christian (2022). The role of students’ personal experiences in a collaborative interdisciplinary project about well-being. Fulltekst i vitenarkiv
• Pettersen, Kenneth; Arnseth, Hans Christian & Silseth, Kenneth (2021). Ecotones and connected block play in a Nordic pre-school. Fulltekst i vitenarkiv
• Gil, Alfredo Jornet; Arnseth, Hans Christian & Smørdal, Ole (2019). Makerspaces in the Making: Reconfiguring Cultures of Facilitation across the Kindergarten and the Science Museum. I Blum-Ross, Alicia; Kumpulainen, Kristiina & Marsh, Jackie (Red.), Enhancing Digital Literacy and Creativity. Makerspaces in the Early Years. Routledge. ISSN 9780367197889. Fulltekst i vitenarkiv
• Silseth, Kenneth & Arnseth, Hans Christian (2019). Chronotope and narrative in classroom dialogue: Aspects of meaning making in science education. Fulltekst i vitenarkiv
• Jornet, Alfredo; Arnseth, Hans Christian & Smørdal, Ole (2018). Making Collaborating. A Cultural-Historical approach to pedagogical innovation. Fulltekst i vitenarkiv
• Jornet, Alfredo; Arnseth, Hans Christian & Smørdal, Ole (2018). Makerspace-Making. Tensions and opportunities in design-based inquiry across kindergarten and museum. Fulltekst i vitenarkiv
• Arnseth, Hans Christian; Silseth, Kenneth & Hanghøj, Thorkild (2018). Chronotope, identity and science learning. Fulltekst i vitenarkiv
• Pierroux, Palmyre; Krange, Ingeborg; Silseth, Kenneth; Jornet, Alfredo & Arnseth, Hans Christian (2014). Field Trips to Science Museums: A Study of Students’ Sense-Making when Interacting with Exhibits. Fulltekst i vitenarkiv
• Bjørnestad, Elisabeth; Arnseth, Hans Christian & Ludvigsen, Sten Runar (2013). Kunnskapsløftet-hva sier forskningen. Norsk pedagogisk tidsskrift. ISSN 0029-2052. s. 351–354. Fulltekst i vitenarkiv
• Erstad, Ola; Arnseth, Hans Christian & Gilje, Øystein (2011). Becoming a learner: Some methodological challenges in researching learner identities (Symposium: Expanding Cultural and Activity Theory to Research The Learning and Identity Practices of Contemporary Youth). Fulltekst i vitenarkiv
• Krange, Ingeborg & Arnseth, Hans Christian (2009). Students' meaning making in science - solving energy problems in a technology rich environment. Fulltekst i vitenarkiv
• Arnseth, Hans Christian & Hatlevik, Ove Edvard (2008). Prøve i digital kompetanse. Fulltekst i vitenarkiv
• Arnseth, Hans Christian & Hatlevik, Ove Edvard (2008). Om bruk av resultater fra prøve i digital kompetanse. Fulltekst i vitenarkiv
• Ottestad, Geir; Arnseth, Hans Christian & Kløvstad, Vibeke (2008). ICT IN LEARNING: LESSONS FROM A NORWEGIAN NATIONAL SURVEY. Fulltekst i vitenarkiv
• Ottestad, Geir & Arnseth, Hans Christian (2008). Skolens digitale tilstand ITU Monitor 2007. Fulltekst i vitenarkiv
• Furberg, Anniken Larsen & Arnseth, Hans Christian (2007). Analysing management of disagreement and conflict in students' collaborative learning. Fulltekst i vitenarkiv
• Furberg, Anniken Larsen & Arnseth, Hans Christian (2007). Analysing students' disagreements. Fulltekst i vitenarkiv
• Furberg, Anniken Larsen & Arnseth, Hans Christian (2007). Analysing students' interaction in science education. Fulltekst i vitenarkiv
• Furberg, Anniken Larsen & Arnseth, Hans Christian (2007). "I am right and you are wrong" Analysing the management of disagreements and conflict in collaborative learning. Fulltekst i vitenarkiv
• Arnseth, Hans Christian (2006). Computer Games. Text, Narrative and Play. Digital kompetanse. ISSN 0809-6724. 1(2). Fulltekst i vitenarkiv
• Arnseth, Hans Christian (2005). Fact finding versus collaborative inquiry - analysing collaborative inquiry learning as part of institutional practices. 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
• Pettersen, Kenneth; Silseth, Kenneth & Arnseth, Hans Christian (2023). Early Childhoods in the Postdigital Inquiry into the Literacies of Young Children’s Contemporary Play with New Media Technologies. Universitetet i Oslo. Fulltekst i vitenarkiv Vis sammendrag

  Play is a fundamental activity in young children’s lives. In early childhood, literacy— understood as the social practices of meaning making—and play are closely related. Research has demonstrated how new forms of literacy emerge through young children’s play as socio– technological conditions change. Today, new media technologies are posited to be entangled with young children’s lives in ways that disrupt assumed digital–analog binaries. Still, there is a lack of empirical in-depth research on young children’s contemporary play under these new posited conditions. Furthermore, there is a lack of empirical in-depth research on the messy, contingent, and nonsensical dimensions of young children’s contemporary play with new media technologies. Rich accounts and tools to contingently capture the new dimensions and forms of play are important because they allow educators, parents, and others in close contact with young children to facilitate meaningful and pleasurable everyday experiences. In this dissertation, ethnographic fieldwork—supported by video recordings, photography, and field notes—among young children playing with new media technologies at home and in preschool is presented. The dissertation is situated in the sociomaterial theorizing of agential realism and nonrepresentational affect theory. I aim to explore how new literacies emerge as new media technologies are brought together through and across moments of young children’s contemporary play. The research objectives, corresponding to the empirical, conceptual, and methodological contributions of the dissertation, are as follows: 1. Account for the literacies of young children’s contemporary play with new media technologies. 2. Identify and explore productive theorizing and concepts to study the literacies of young children’s contemporary play with new media technologies. 3. Identify and explore how the literacies of young children’s contemporary play with new media technologies can be studied. Through in-depth research of a group of young children at home and in preschool, my inquiries show how contemporary early childhood play unsettles assumed digital–analog binaries. The idiosyncratic arrangements of bodies, blocks, and bytes in their play allow for a feeling of unpredictability, which the young children facilitate, embrace, and encourage. To understand this play, the concepts of the postdigital, the refrain, and answering the world are further developed. Through a broad ethnography in tandem with sociomaterial theorizing, I demonstrate how research can move beyond young children’s discrete interactions with digital devices to broader postdigital playscapes. The pedagogical implications of my inquiry may be that educators, parents, and others in close contact with young children to facilitate new dimensions and forms of play critically should evaluate assumptions of clean cuts between the digital and analog, and sensitively feel for the flows and interruptions of play through and across moments. The dissertation adds examples of such critical and sensitive practices.

• 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; Amdam, Synnøve Hedemann; Arnseth, Hans Christian & Silseth, Kenneth (2014). Om fremtidens kompetansebehov: En systematisk gjennomgang av internasjonale og nasjonale initiativ. Kunnskapsdepartementet. Fulltekst i vitenarkiv
• Frölich, Trude; Krange, Ingeborg; Arnseth, Hans Christian & Arge, Erlend (2009). World Beside i klasserommet. World Beside. Fulltekst i vitenarkiv
• Arnseth, Hans Christian & Hatlevik, Ove Edvard (2008). Osloprøven i digital kompetanse for elever på 5. trinn og i VG 1 Analyse og diskusjon av elevers besvarelser på flervalsoppgaver. ITU. Fulltekst i vitenarkiv
• Storsul, Tanja; Arnseth, Hans Christian; Bucher, Taina; Enli, Gunn; Hontvedt, Magnus & Kløvstad, Vibeke [Vis alle 7 forfattere av denne artikkelen] (2008). Nye nettfenomener. Staten og delekulturen. Institutt for medier og kommunikasjon og Forsknings- og kompetansenettverk for IT i utdanning. Fulltekst i vitenarkiv Vis sammendrag

  Ungdom bruker mye tid på Internett, og nettsamfunn er en viktig del av ungdoms Internett-bruk. Nettsamfunn er nettjenester der brukerne enkelt kan skape, dele og distribuere informasjon og medieinnhold. Typiske eksempler er YouTube, Facebook og Nettby. For ungdom har nettsamfunn stor betydning som kommunikasjonskanaler der de knytter sosiale bånd, bygger nettverk og deler informasjon og opplevelser. Denne rapporten handler om hvordan unge bruker slike nye nettfenomener, og hva dette kan bety for staten. Internett er det største mediet blant ungdom. Blant 16–19-åringer har Internett gått forbi fjernsynet som det mediet flest bruker hver dag, og nettet brukes gjennom hele dagen. Ungdom bruker nettet aller mest til kommunikasjon. 74 % av 16–19-åringene sender og mottar e-post en eller flere ganger daglig, 70 % deltar i nettsamfunn en eller flere ganger daglig, og 66 % prater på MSN Messenger eller liknende tjenester en eller flere ganger daglig. Ungdom bruker imidlertid også Internett til å finne informasjon. 67 % bruker søkemotorer en eller flere ganger daglig, og 64 % leser nyheter en eller flere ganger daglig. Facebook er det nettsamfunnet som dominerer blant 16–19-åringene. 59 % bruker Facebook en eller flere ganger daglig. Legger vi til de som bruker Facebook ukentlig, er hele 77 % av de unge Facebook-brukere. Til sammenlikning er Nettby det største norske nettsamfunnet. 24 % av de unge bruker Nettby en eller flere ganger daglig. Med de ukentlige Nettbybrukerne kommer vi opp i 31 %. YouTube har også mange brukere, men her er det den ukentlige bruken som dominerer. 71 % av de unge bruker YouTube ukentlig eller oftere. YouTube oppleves i mindre grad som et nettsamfunn og mer som et sted for opplevelser og underholdning. De fleste er innom nettsamfunnene de bruker flere ganger om dagen, men kun noen få minutter hver gang. Størstedelen av de unge oppgir at de bruker under en halv time om dagen på nettsamfunn. Ungdom flytter raskt fra nettsamfunn de blir lei av, og de flytter i flokk sammen med vennene sine. Den fremste grunnen til at de flytter fra et nettsamfunn er at de opplever nettsamfunnet som kjedelig og at vennene flytter. De trekkes mot nettsamfunn der de treffer vennene sine. Ungdommene opplever at nettsamfunn først og fremst er sosiale og underholdende. De er mer ambivalente til i hvilken grad de også bruker nettsamfunn til mer nytteorienterte formål som å søke informasjon. Ungdommene møtes og prates på nettsamfunn, om alle slags tema, seriøse som useriøse. Nettsamfunn er arenaer der det ikke er så lett å skille mellom nyttige og unyttige sysler. Som på kafé, på festival eller på løkka, er det steder der ungdommene møtes og deler både vitser og informasjon.

• Storsul, Tanja; Arnseth, Hans Christian; Bucher, Taina; Enli, Gunn; Hontvedt, Magnus & Kløvstad, Vibeke [Vis alle 7 forfattere av denne artikkelen] (2008). New web phenomena. Government administration and the culture of sharing. Universitetet i Oslo. Fulltekst i vitenarkiv Vis sammendrag

  Teenagers spend a lot of time on the Internet and social networking sites constitute an important part of their Internet use. Social networking sites are web services that make is easy for the users to create, share and distribute media content. Typical examples include YouTube, Facebook and Nettby. Social networking sites are important for teenagers, as communication channels for establishing social connections, for building networks and for sharing information and experiences. This report is concerned with how teenagers use such new web phenomena and the implication this may have for government administration. Internet is the medium that teenagers use the most. Internet use has now surpassed television as the medium16-19 year-olds use the most. The Internet is used all through the day. Teenagers use the web mostly for communicational purposes. 74% of 16-19 year-olds send and receive e-mail at least once a day, 70% participate in social networking sites at least once a day, and 66% chat via MSN Messenger or related services once or more a day. Teenagers furthermore use the Internet to look for information. 67% use search engines and 64% read online news once or more a day. Facebook is the most pervasive social networking sites among 16- 19 year-olds. 59% use Facebook at least once a day. On a weekly basis 77% use Facebook. By comparison, Nettby, the largest Norwegian social networking site is used daily by 24% of the young people in this study. Along with the weekly users of Nettby, the numbers rise up to 31%. YouTube also has a large numbers of users, but more on a weekly basis. 71% of the young people use YouTube once or more a week. YouTube is seen as a place for entertainment and adventure more than a social networking site. Most of the people visit social networking sites several times per day, however only for a few minutes each time. The vast majority say they use social networking sites less than half an hour a day. Teenagers move quickly away from social networking sites they get bored off, and they move in herds along with their friends. The main reasons for moving away from social networking sites are that they experience it as boring and that their friends are leaving. Teenagers are attracted by the social networking sites their friends participate in.

• Arnseth, Hans Christian; Hatlevik, Ove Edvard; Kløvstad, Vibeke; Kristiansen, Tove & Ottestad, Geir (2007). ITU Monitor. Universitetsforlaget. ISSN 9788215012193. Fulltekst i vitenarkiv

Se alle arbeider i NVA