Kenneth Silseth

• Gilje, Øystein & Silseth, Kenneth (2019). Unpacking FIFA play as text and action in literacy practices in and out of school. Learning, Media & Technology.  ISSN 1743-9884. . doi: 10.1080/17439884.2018.1563105
• Krange, Ingeborg; Silseth, Kenneth & Pierroux, Palmyre (2019). Peers, teachers and guides: A study of three conditions for scaffolding conceptual learning in science centers. Cultural Studies of Science Education.  ISSN 1871-1502. . doi: https://doi.org/10.1007/s11422-018-9905-x
• Lofthus, Liv Gardsjord & Silseth, Kenneth (2019). Students choosing digital sources: Studying students' information literacy in group work with tablets. E-Learning and Digital Media.  ISSN 2042-7530. . doi: 10.1177/2042753019835882
• Steier, Rolf; Kersting, Magdalena & Silseth, Kenneth (2019). Imagining with improvised representations in CSCL environments. International Journal of Computer-Supported Collaborative Learning.  ISSN 1556-1607.  14(1), s 109- 136 . doi: 10.1007/s11412-019-09295-1
• Arnseth, Hans Christian; Hanghøj, Thorkild & Silseth, Kenneth (2018). Games as Tools for Dialogic Teaching and Learning., In Hans Christian Arnseth; Thorkild Hanghøj; Thomas Duus Henriksen; Morten Misfeldt; Robert Ramberg & Staffan Selander (ed.),  Games and Education: Designs in and for Learning.  Brill Academic Publishers.  ISBN 978-90-04-38882-6.  Kapittel 10.  s 123 - 139
• Furberg, Anniken Larsen & Silseth, Kenneth (2018). Students’ everyday experiences as resources in whole-class conversations. Proceedings (International Conference of the Learning Sciences).  ISSN 1814-9316.  2, s 989- 992
• Silseth, Kenneth & Erstad, Ola (2018). Connecting to the outside: Cultural resources teachers use when contextualizing instruction. Learning, Culture and Social Interaction.  ISSN 2210-6561.  17, s 56- 68 . doi: 10.1016/j.lcsi.2017.12.002 Vis sammendrag

  The aim of this article is to examine what resources teachers mobilize when contextualizing instruction. In this instructional method, teachers use students' everyday experiences as tools for teaching subject matter at school. Research has documented that contextualizing instruction can support classroom learning. However, we do not know very much about what types of resources teachers view as relevant in this kind of instructional work. In this article, we analyze video data of student-teacher interactions in 43 lessons, which were collected when following four lower secondary teachers over one academic year. The analysis is based on a sociocultural perspective of learning and teaching in which the focus of analysis is on what kind of everyday experiences teachers orient to when supporting students' participation. The findings show that the resources teachers orient to can be grouped into five categories: (1) teachers orienting to characteristics of the local community, (2) teachers orienting to examples from everyday practices, (3) teachers orienting to personal issues, (4) teachers orienting to concrete objects, and (5) teachers orienting to knowledge from travelling abroad. These categories show variation and multiplicity of resources that teachers use when contextualizing instruction, and the implications of this multiplicity are discussed in the article.

• Wiig, Astrid Camilla; Silseth, Kenneth & Erstad, Ola (2018). Creating intercontextuality in students learning trajectories: Opportunities and difficulties. Language and Education.  ISSN 0950-0782.  32(1), s 43- 59 . doi: 10.1080/09500782.2017.1367799 Fulltekst i vitenarkiv. Vis sammendrag

  This article explores how opportunities and limitations in creating intercontextualtiy between everyday and scientific ideas emerge in teacher–student interactions, with a particular focus on the teacher’s role. The article draws on data from an empirical, longitudinal, study in a lower secondary school in Norway to analyze student-teacher interactions in regular lessons. The analysis is based on sociocultural and dialogical approaches to meaningmaking and learning, in which video data is subjected to interaction analysis. Our main findings illustrate that creating intercontextuality in students’ learning trajectories, by building on everyday knowledge and experiences as resources for classroom interactions, remains a complex task. In the classrooms we have followed, the findings show that the teacher’s narratives of how to frame learning activities and position the students in meaning-making process are grounded in teachers’ norms and assumptions of what constitutes appropriate resources to engage students’ in the dialogic creation of intercontextuality. These findings have implications for how teachers frame learning activities where students get opportunities to build upon relevant resources for discussing ideas brought to life in complex social interactions.

• Aagaard, Toril & Silseth, Kenneth (2017). Teachers’ assessment of digital stories: challenges and dilemmas. Nordic Studies in Education.  ISSN 1891-5914.  37(3-4), s 231- 242 . doi: 10.18261/issn.1891-5949-2017-03-04-08
• Gilje, Øystein & Silseth, Kenneth (2017). Mobiltelefonens lange vei fra fritid til skole, I: Ola Erstad & Ingrid Smette (red.),  Ungdomsskole og ungdomsliv. Læring i skole, hjem og fritid.  Cappelen Damm Akademisk.  ISBN 978-82-02-53333-5.  Kapittel 4.  s 55 - 73
• Silseth, Kenneth (2017). Students’ everyday knowledge and experiences as resources in educational dialogues. Instructional Science.  ISSN 0020-4277.  46(2), s 291- 313 . doi: 10.1007/s11251-017-9429-x Vis sammendrag

  In this article, I analyze teachers’ use of students’ everyday knowledge and experiences as resources for learning in educational dialogues. By analyzing video data of teachers’ attempts to contextualize instruction in naturalistic settings in a lower secondary school, I examine how teachers use such resources to support and guide student learning. By employing a situated approach to learning, I provide a turn-by-turn analysis of how teachers use students’ everyday knowledge as resources to socially construct knowledge when working with academic subject matter. The concepts of intercontextuality and positioning function as analytical tools that enable an analysis of the relationships between the use of everyday experiences and the social organization of participation during teachers’ instructional work. The findings show that attempts at contextualizing instruction were identified in many of the lessons. The findings also document that teachers face both challenges and opportunities when contextualizing instruction. A turn-by-turn analysis shows that the function of everyday experiences in educational dialogues depends on how such resources are mobilized, how they are brought into the conversations, as well as the roles assigned to students in the dialogues. In the article, issues contributing to the productive use of everyday resources in educational dialogues are displayed and discussed.

• Silseth, Kenneth & Gilje, Øystein (2017). Multimodal composition and assessment: a sociocultural perspective. Assessment in education : Principles, Policy & Practice.  ISSN 0969-594X.  26(1), s 26- 42 . doi: 10.1080/0969594X.2017.1297292 Fulltekst i vitenarkiv.
• Silseth, Kenneth & Smette, Ingrid (2017). Utviklingssamtalen. Elevens ansvar mellom skole og hjem, I: Ola Erstad & Ingrid Smette (red.),  Ungdomsskole og ungdomsliv. Læring i skole, hjem og fritid.  Cappelen Damm Akademisk.  ISBN 978-82-02-53333-5.  Kapittel 6.  s 94 - 112
• Silseth, Kenneth; Wiig, Camilla & Erstad, Ola (2017). Elevers hverdagserfaringer og kunnskaper som ressurser for læring, I: Ola Erstad & Ingrid Smette (red.),  Ungdomsskole og ungdomsliv. Læring i skole, hjem og fritid.  Cappelen Damm Akademisk.  ISBN 978-82-02-53333-5.  Kapittel 3.  s 37 - 54
• Smette, Ingrid; Stefansen, Kari & Silseth, Kenneth (2017). Å koble seg på elevers livsverden - betraktninger fra lærere, I: Ola Erstad & Ingrid Smette (red.),  Ungdomsskole og ungdomsliv. Læring i skole, hjem og fritid.  Cappelen Damm Akademisk.  ISBN 978-82-02-53333-5.  Kapittel 2.  s 23 - 36
• Silseth, Kenneth & Arnseth, Hans Christian (2016). Frames for learning science: analyzing learner positioning in a technology-enhanced science project. Learning, Media & Technology.  ISSN 1743-9884.  41(2), s 396- 415 . doi: 10.1080/17439884.2015.1100636
• Erstad, Ola; Silseth, Kenneth & Gilje, Øystein (2014). Mediekompetanse i spenningsfeltet mellom skole, hjem og fritid, I: Ulla Carlsson (red.),  Medie- och informationskunnighet i Norden: En nyckel till demokrati och yttrandefrihet.  Nordicom.  ISBN 978-91-86523-88-6.  Kapittel.  s 123 - 129
• Silseth, Kenneth (2014). Dialogisme som tilnærming til læring, I: Line Wittek & Janicke Heldal Stray (red.),  Pedagogikk - en grunnbok.  Cappelen Damm Akademisk.  ISBN 978-82-02-41424-5.  Kapittelnummer 8.  s 149 - 161
• Swensen, Kaja Vembe; Silseth, Kenneth & Krange, Ingeborg (2014). Tweeting as a tool for learning science: The credibility of student-produced knowledge content in educational contexts, In Inmaculada Arnedillo Sánchez & Pedro Isaías (ed.),  Proceedings of the 10th international conferences on Mobile Learning 2014.  IADIS Press.  ISBN 978-989-8704-02-3.  Paper.  s 247 - 251
• 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
• Arnseth, Hans Christian & Silseth, Kenneth (2013). Tracing learning and identity across sites: Tensions, connections and transformations in and between everyday and institutional practices, In Ola Erstad & Julian Sefton-Green (ed.),  Identity, Community, and Learning Lives in the Digital Age.  Cambridge University Press.  ISBN 978-1-107-00591-4.  Kapittel 2.  s 23 - 38
• Hontvedt, Magnus; Sandberg, Magnus & Silseth, Kenneth (2013). På spill for læring: Om dataspill som læringsressurs i skolen, I: Susanne V Knudsen (red.),  Pedagogiske tekster og ressurser i praksis.  Cappelen Damm Akademisk.  ISBN 978-82-02-42696-5.  Kapittel 8.  s 199 - 221
• Silseth, Kenneth (2013). Surviving the impossible: Studying students' constructions of digital stories on World War II. Learning, Culture and Social Interaction.  ISSN 2210-6561.  2(3), s 155- 170 . doi: 10.1016/j.lcsi.2013.04.004
• Silseth, Kenneth (2012). The multivoicedness of game play: Exploring the unfolding of a student's learning trajectory in a gaming context at school. International Journal of Computer-Supported Collaborative Learning.  ISSN 1556-1607.  7(1), s 63- 84 . doi: 10.1007/s11412-011-9132-x
• Silseth, Kenneth & Erstad, Ola (2012). Mirroring the surfaces of the self: Exploring literacy practices of digital storytelling, In Svein Østerud; Barbara Gentikow & Egil G. Skogseth (ed.),  Literacy practices in late modernity: Mastering technological and cultural convergences.  Hampton Press.  ISBN 978-1612890678.  Kapittel 12.  s 225 - 244
• 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.  Cappelen Damm Akademisk.  ISBN 978-82-0236438-0.  Kapittel 7.  s 156 - 178
• 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
• Erstad, Ola & Silseth, Kenneth (2008). Agency in digital storytelling: Challenging the educational context, In Knut Lundby (ed.),  Digital Storytelling, Mediatized Stories: Self-representations in New Media.  Peter Lang Publishing Group.  ISBN 978-1-4331-0273-8.  Kapitelnummer 12.  s 213 - 232

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• Hegna, Kristinn & Silseth, Kenneth (2018). Det grenseløse klasserommet: Ungdom i og utenfor - og på tvers.
• Hontvedt, Magnus; Prøitz, Tine Sophie & Silseth, Kenneth (2018). Tracing Learning Activities Across Policy and Practice.
• Hontvedt, Magnus; Silseth, Kenneth & Prøitz, Tine Sophie (2018). How are learning outcomes enacted and negotiated in process-oriented assessment?.
• Hontvedt, Magnus; Prøitz, Tine Sophie & Silseth, Kenneth (2017). Tracing learning outcomes across policy and practice.
• Krange, Ingeborg; Silseth, Kenneth & Pierroux, Palmyre (2016). Facilitating Students’ Conceptual Learning on Science Center Fieldtrips.
• Wiig, Camilla; Erstad, Ola & Silseth, Kenneth (2016). Creating Intercontextuality in Students Learning Trajectories: Opportunities and Difficulties.
• Wittek, Anne Line; Silseth, Kenneth & Hontvedt, Magnus (2016). Professional Collaboration in teacher Support Teams - a study of creative problem-solving processes among teacher and nurse educators.
• Wittek, Anne Line; Thompson, Ian; Daniels, Harry; Makitalo, Åsa; Hontvedt, Magnus; Silseth, Kenneth; Ortega, Lorena; Parilla, Angeles; Sussinos, Teresa & Gallego, Carmen (2016). Collaboration matters - symposium.
• Erstad, Ola; Amdam, Synnøve Hedemann; Arnseth, Hans Christian & Silseth, Kenneth (2014). Om fremtidens kompetansebehov: En systematisk gjennomgang av internasjonale og nasjonale initiativ.
• Gilje, Øystein; Silseth, Kenneth & Ingulfsen, Line (2014). Tømmerfløtingens tradisjoner som digital historie - En casestudie i prosjektet ARK&APP, samfunnsfag, 8. klasse.
• 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.
• Silseth, Kenneth (2013). Constructing learning dialogically; learners, contexts and Resources: Exploring how students and teachers participate in game-based learning and digital storytelling in educational settings. Doktoravhandlinger forsvart ved Det utdanningsvitenskapelige fakultet, Universitetet i Oslo. 172.
• Silseth, Kenneth (2013). Knowledge in Motion across Contexts of Learning (KnowMo): Investigating Knowledge Practices In and Out of School.
• Silseth, Kenneth (2013). Spillbasert læring i skolen: Muligheter og utfordringer for læreren.
• Erstad, Ola; Silseth, Kenneth & Vasbø, Kristin Beate (2011). Negotiating cultural identity in school: When a social networking site enters a multiethnic classroom.
• Erstad, Ola; Silseth, Kenneth & Vasbø, Kristin Beate (2011). Sosiale medier, flerkulturell ungdom og læring - Brukerstyrt medieproduksjon og navigering med 'Space2cre8'.
• Silseth, Kenneth (2011). Expressing “oneself” in school: A dialogical approach to studying digital storytelling in educational settings.
• Silseth, Kenneth (2010). Mixed Voices in the Classroom: Exploring Digital Storytelling for Learning in School.
• Silseth, Kenneth & Vasbø, Kristin Beate (2010). Bruk av nettsamfunnet Space2cre8 i norsk skole.
• Silseth, Kenneth; Vasbø, Kristin Beate & Erstad, Ola (2010, 16. november). Space2cre8: Sosiale medier i klasserommet. [Internett].  www.uio.no.
• Silseth, Kenneth; Vasbø, Kristin Beate & Erstad, Ola (2010). The Multiple Voices of Space2cre8: Negotiating Cultural Identity in the Classroom.
• Silseth, Kenneth (2009). Digital Storytelling i klasserommet, I: Anne Mangen (red.),  Lesing på skjerm.  Nasjonalt senter for leseopplæring og leseforsking.  ISBN 9788276490633.  Kapitelnummer 6.  s 42 - 45
• Silseth, Kenneth (2009). The multivoicedness of game play: Computer games as facilitators for learning in educational contexts.
• Silseth, Kenneth (2008). Dialogue and Conflict: The Case of Using Computer Games for Learning in Schools.
• Erstad, Ola & Silseth, Kenneth (2007). Et digitalt kompetanseløft for alle? En midtveisrapport for Program for digital kompetanse 2004-2008.
• Erstad, Ola; Silseth, Kenneth & Dalaaker, Dina (2007). Evaluation of the Youth community action programme 2000-2006 - Norway.
• Silseth, Kenneth (2006). Unge, Medier & Intersubjektivitet: filosofiske refleksjoner.

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