Ola Andres Erstad

• Esteban-Guitart, Moises; Subero, David; Membrive, Antonio & Erstad, Ola Andres (2026). How to Study Family Learning Practices Mediated by Digital Platforms: A Scoping Review. Journal of Family Theory & Review. ISSN 1756-2570. doi: 10.1111/jftr.70063. Fulltekst i vitenarkiv Vis sammendrag

  The dynamic and personalized nature of today's media ecosystem complicates the documentation and analysis of digital home learning environments. In response, innovative research methods have emerged, which we broadly categorize as passive (e.g., quantitative studies) or active participatory methods. This article focuses on active approaches, specifically internally oriented (e.g., artifacts created by participants) and externally oriented (e.g., interviews, focus groups) methods, that prioritize participants' voices and agency. We present a scoping review of 61 studies to explore current research practices in this field. Our review highlights the diversity and growth of participatory methods, including hybrid approaches that combine elements of both active and passive strategies. We identify and describe five techniques linked to internally oriented participatory methods. Finally, we discuss the strengths, opportunities, and ethical considerations associated with these methods, offering insights into how researchers can more effectively engage with families and learners in digital home learning contexts.

• Erstad, Ola Andres (2025). Living and Learning with Techno-Cultural Mediatization. I Ligorio, Maria Beatrice (Red.), Technology as Cultural Mediator. Theories and Experiences from Different Contexts. Springer Nature. ISSN 9783031976728. doi: 10.1007/978-3-031-97673-5_5. Fulltekst i vitenarkiv Vis sammendrag

  We are entering a technological culture with increased complexity, hyperconnectivity and increasing worries about the intrusiveness of digital technologies in all aspects of human living and existence, and with implications for the ways we learn. The chapter focuses on aspects of the everyday lives of people, how we make meaning of cultural transformations where technologies increasingly play an important role. What characterizes the interrelationship between humans and technology in contemporary societies, and which implications does these developments have on conceptions of education, learning and literacy? In this chapter I discuss the tension between experiences of intrusiveness versus affordances in using available technological resources. The chapter draws on concepts and perspectives from both sociocultural perspectives and media studies, especially the similarities and differences between mediatization and mediation. Towards the end the chapter highlight the importance of digital literacies and reorientation of education in ways that our future citizens will be able to deal with techno-cultural transformations.

• 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.

• Erstad, Ola Andres; Miño-Puigcercós, Raquel & Rivera-Vargas, Pablo (2025). Paths towards transformative agency - Creating repertoires for socio-educational change. Acta Psychologica. ISSN 0001-6918. 255. doi: 10.1016/j.actpsy.2025.104894. Fulltekst i vitenarkiv
• Erstad, Ola Andres & Rohatgi, Anubha (2025). Elevers bruk av og holdninger til teknologi. I Rohatgi, Anubha & Hatlevik, Ove Edvard (Red.), Søkelys på digital læring: Sekundæranalyser fra ICILS 2023. Cappelen Damm Forskning/NOASP. ISSN 9788202905682. s. 99–139. doi: 10.23865/cdf.271.ch4. Fulltekst i vitenarkiv Vis sammendrag

  Kapittel 4 handler om elevenes bruk av og holdninger til ulike sider ved teknologien de bruker, og hvordan dette henger sammen med elevenes prestasjoner på prøven i digital kompetanse. Kapittelet er strukturert rundt tre dimensjoner og tilknyttede forskningsspørsmål. Den første dimensjonen omhandler elevenes teknologibruk i skolen og deres holdninger til denne bruken. Den andre utforsker forholdet mellom skole og fritid i måter å bruke teknologier på, betegnet som media-multitasking, og generelle holdninger til teknologisamfunnet. Den tredje dimensjonen tar opp sammenhengen mellom elevenes bruk av digital teknologi og deres prestasjoner i digital kompetanse for å kunne si noe om hvordan ulike bruksformer påvirker elevenes læringsutbytte. Der det er relevant trekkes også kjønnsforskjeller, ulikhet i sosioøkonomisk bakgrunn og sammenligning med andre nordiske land inn. Kapittelet avsluttes med en diskusjon av betydningene av disse resultatene i en norsk kontekst og med konklusjon om hva dette betyr for norsk skole.

• Sefton-Green, Julian; Livingstone, Sonia; Mannell, Kate & Erstad, Ola Andres (2025). Introduction. I Sefton-Green, Julian; Mannell, Kate & Erstad, Ola Andres (Red.), The Platformization of the Family. Towards a Research Agenda.. Palgrave Pivot. ISSN 9783031748806. s. 1–6. doi: 10.1007/978-3-031-74881-3_1. Fulltekst i vitenarkiv Vis sammendrag

  This brief introductory chapter establishes the context for the argument of this book. In a context of increasing platformization and simultaneously reshaping of the contemporary family, how do platforms and families see, understand, and interact with each other as changing kinds of processes and social institutions? The chapter outlines the contents of the rest of the book.

• Mannell, Kate; Sefton-Green, Julian & Erstad, Ola Andres (2025). Conclusion: Towards Further Research into the Platformization of the Family. I Sefton-Green, Julian; Mannell, Kate & Erstad, Ola Andres (Red.), The Platformization of the Family. Towards a Research Agenda.. Palgrave Pivot. ISSN 9783031748806. s. 93–111. doi: 10.1007/978-3-031-74881-3_6. Fulltekst i vitenarkiv Vis sammendrag

  The final chapter of the book brings together key ideas, theories, and questions raised across the book to propose an agenda for progressing research on the platformization of the family. It summarises the key dimensions of platforms and families and proposes a theory of extended-domestication that bridges the micro and macro elements of these dimensions.

• Erstad, Ola Andres; Hegna, Kristinn; Livingstone, Sonia; Negru-Subtirica, Oana & Stoilova, Mariya (2024). How digital technologies become embedded in family life across generations: scoping the agenda for researching ‘platformised relationality’. Families, Relationships and Societies. ISSN 2046-7435. 13(2), s. 164–180. doi: 10.1332/20467435Y2024D000000023. Fulltekst i vitenarkiv Vis sammendrag

  This article advances the unfolding research agenda on families, relationships and societies in the so-called ‘platform society’ by applying both a relational lens and a multigenerational approach. Our scoping review of the multidisciplinary research literature revealed two main themes linking relationality and digital platforms: (1) the intensification of connectedness, especially in relation to intimacy, belonging and care, and (2) power struggles and conflicts in a context of interdependency and vulnerability. The studies identified suggest that relationality is transformed rather than interrupted through the emergence of new platformed practices as well as the reconfiguration of existing ones. Hence we propose an emphasis on ‘platformised relationality’, and call for greater specificity in the analysis of platform affordances in future research on families’ engagement with digital platforms, as well as greater attention to family relationships beyond the often-studied parent–child relationship.

• Erstad, Ola Andres; Cernochova, Miroslava; Knezek, Gerald; Furuta, Takahisa; Takami, Kyosuke & Liang, Changhao (2024). Social and Emotional Modes of Learning Within Digital Ecosystems: Emerging Research Agendas. Technology, Knowledge and Learning. ISSN 2211-1662. doi: 10.1007/s10758-024-09775-w. Fulltekst i vitenarkiv Vis sammendrag

  This article brings together literature and perspectives that have evolved during the last decade on issues of social and emotional aspects of learning in a digital age. This topic points to some core challenges and worries of contemporary social developments within digitalized societies, and ways of perceiving future developments of how we conceptualize learning and education within and beyond formal schooling to better provide for ways of engaging young learners. The aim is to address some emerging issues on the importance of digital social and emotional skills (D-SEL) relevant for our understanding of learning and education in contemporary and future societies. We use developments in selected countries (Norway, Czech Republic, USA and Japan) as examples to discuss how social and emotional skills have entered educational systems. The findings show that not only knowledge in a cognitive sense is important for human life, but also people’s approach to life and their ability to adapt to changes as digital social and emotional ways of learning.

• Erstad, Ola Andres (2024). Ecologies of learning lives - complex interactions using social media in everyday life. I Larsen, Malene Charlotte & Johansen, Stine Liv (Red.), Social Media Across Everyday Contexts. Digital Childhood and Youth in the Nordics. Samfundslitteratur. ISSN 9788759342442. s. 87–108. 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
• Erstad, Ola Andres; Hagtvet, Bente Eriksen & Wertsch, James V. (2024). The importance of dialogue. I Erstad, Ola Andres; Hagtvet, Ragna Bente & Wertsch, James V. (Red.), Education and Dialogue in Polarized Societies. Oxford University Press. ISSN 9780197605424. s. 1–11. Fulltekst i vitenarkiv
• Erstad, Ola Andres; Hagtvet, Bente Eriksen & Wertsch, James V. (2024). Legacies and prospects of dialogue - Editor's final note. Education and Dialogue in Polarized Societies: Dialogic perspectives in times of change. Oxford University Press. ISSN 9780197605455. s. 290–295. doi: 10.1093/oso/9780197605424.001.0001. 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
• Erstad, Ola Andres; Kucirkova, Natalia; Mangen, Anne; Aarsand, Pål André & Blikstad-Balas, Marte (2023). Reading in the digital age: Differences and commonalities across research approaches. Nordic Journal of Digital Literacy. 18(4), s. 272–286. doi: 10.18261/NJDL.18.4.6. Fulltekst i vitenarkiv Vis sammendrag

  Reading, a cornerstone of children’s education, is deeply influenced by cultural and traditional factors. Despite a consensus on its critical role, divergent definitions of reading persist across disciplines and theoretical paradigms. In this perspective article, we capitalise on recent research, including our own, to illustrate how divergent approaches to reading can enrich each other. We argue that diverse perspectives on reading can transcend the simplistic dichotomy of print versus digital reading in contemporary public discussions, and foster a more nuanced understanding of literacy. Each of the authors outlines their distinctive approach and research findings, and we synthesise these insights to provide a more integrated comprehension of the intricate nature of reading in the current global educational context.

• Erstad, Ola Andres & Silseth, Kenneth (2023). Rethinking the boundaries of learning in a digital age. Learning, Media and Technology. ISSN 1743-9884. 48(4), s. 557–565. doi: 10.1080/17439884.2023.2260977. Fulltekst i vitenarkiv
• Erstad, Ola Andres (2023). Understanding Learning Lives in Transition: The Cultural Dynamics of Education Among Migrant Children. I Lee, W.O.; Goodwin, A.L. & Green, A. (Red.), International Handbook on Education Development in Asia-Pacific.. Springer. ISSN 9789811623271. doi: 10.1007/978-981-16-2327-1_114-1. Fulltekst i vitenarkiv
• Erstad, Ola Andres (2022). Pedagogikkens relevans i den digitale tilstand. Nordisk tidsskrift for pedagogikk og kritikk. 8, s. 314–327. doi: 10.23865/ntpk.v8.4070. Fulltekst i vitenarkiv Vis sammendrag

  Den digitale tilstand forstås som det å vokse opp i en digital kultur. Pedagogikken har i liten grad utviklet et kritisk begrepsapparat som kommer på innsiden av hva den digitale mediekulturen betyr for pedagogikkens kjernespørsmål om oppvekst, utdanning og læring. Det offentlige ordskiftet har en tendens til å fokusere på teknologien som et nøytralt objekt, heller enn den langt viktigere debatten om hva digitaliseringen gjør med vår væremåte og våre handlingsrom. Faren er at pedagogikken i økende grad vil oppleves som irrelevant og uinteressant i en forståelse av samtiden. I denne artikkelen konsentrerer jeg meg om en viktig dimensjon ved dette, nemlig om hva en kritisk pedagogisk teori om den digitale tilstand kan dreie seg om. Artikkelen er inndelt i to deler. Den ene er et forsøk på å trekke opp noen sentrale aspekter for en kritisk pedagogisk teori om den digitale tilstand. Den andre vil peke ut tre forskningsområder jeg mener det er påliggende at pedagogikken posisjonerer seg i, og der pedagogiske perspektiv vil kunne ha viktige bidrag.

• Silseth, Kenneth & Erstad, Ola Andres (2022). Exploring opportunities, complexities, and tensions when invoking students' everyday experiences as resources in educational activities. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. doi: 10.1016/j.tate.2022.103633. Fulltekst i vitenarkiv
• Damsa, Crina I.; Erstad, Ola Andres; Sefton-Green, Julian; hillman, Thomas; Moya, Andres Arturo Araos & Richter, Christoph [Vis alle 12 forfattere av denne artikkelen] (2022). Platformization in and of education ̶Exploring a new research agenda. Computer-Supported Collaborative Learning Series (CSCL). ISSN 1573-4552. Fulltekst i vitenarkiv
• Erstad, Ola Andres & Silseth, Kenneth (2022). Transformations and unresolved tensions: Children, school and technology. 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. s. 30–40. 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.

• Erstad, Ola Andres & Siddiq, Fazilat (2022). Educational assessment of 21st century skills—novel initiatives, yet a lack of systemic transformation. I Tierney, Rob; Rizvi, Fazal & Ercikan, Kadriye (Red.), International Encyclopedia of Education. Elsevier. ISSN 9780128186305. s. 245–255. doi: 10.1016/B978-0-12-818630-5.09038-2. Fulltekst i vitenarkiv Vis sammendrag

  Our aim is to discuss critical issues related to educational assessment in contemporary societies, especially of so-called 21st century skills. We introduce some key definitions of 21st century skills, outline international initiatives dedicated to advancing them, and present two examples of national curricular developments emphasizing and integrating these. Next, we present some examples of projects illustrating the interrelationship between assessment, education and technological development. Last, we introduce some perspectives on the assessment and transformation of education that point toward opportunities and pitfalls for the future. Our analysis shows that while there are a number of ongoing initiatives dedicated to developing instruments and curricula for assessment of 21st century skills, there are also fundamental challenges for the development of relevant assessments on a systemic level and for transforming practices related to 21st century skills more broadly. The lack of representation from several parts of the world, in international assessment initiatives on 21st century skills, is also striking. By taking a meta-perspective, we identify evolving themes within this field and provide a critical perspective on these developments. We conclude there are a number of opportunities and pitfalls for creating good synergies between 21st century skills in curricula and practices, as well as for developing assessment strategies.

• Feng, Shihui; Erstad, Ola Andres & Li, Mengqian (2021). Social Connections Matter: Online and offline civic engagement among college students. Proceedings of the Association for Information Science and Technology. 58, s. 127–138. Fulltekst i vitenarkiv
• Erstad, Ola Andres & Gilje, Øystein (2021). Navigering i utrygge medielandskap – revurdering av de unges kritiske og produktive mediebruk. Aktualitet. Litteratur, kultur og medier. ISSN 2446-1296. 15(3), s. 11–18. Fulltekst i vitenarkiv Vis sammendrag

  In this article, we turn our attention to different understandings of two key aspects of media pedagogy - critical media awareness and creative production. Critical media literacy describes young people's ability to understand media messages and not be uncritical of content they encounter through various channels. Creative media production concerns how young people learn to create themselves through various social media. Drawing on qualitative and quantitative data we explore to what extent and in what ways young people are critical and productive in their approaches to today's media culture. The findings highlight how children and young people relate to media development as media actors in a complex digital media ecology.

• Erstad, Ola Andres; Kjällander, Susanne & Jarvela, Sanna (2021). Facing the challenges of 'digital competence'. A Nordic agenda for curriculum development for the 21st century. Nordic Journal of Digital Literacy. 16(2), s. 77–87. doi: 10.18261/issn.1891-943x-2021-02-04. Fulltekst i vitenarkiv Vis sammendrag

  Digital technology has become increasingly central in curriculum plans during the last decade, but there is hardly any research about the curriculum in the digital age, nor about ‘digital competence’ as a new didactic area that has entered the educational field. In this article, we discuss and analyse two interrelated issues: first, on recent trends in curriculum developments in Norway, Sweden and Finland concerning digital competence; and, second, on related research initiatives of relevance for digital competence as an educational field. The article is based on a theoretically informed review of policy documents during the last decade and research initiatives in this field. The outcome of our study show that digital competence has become an increasingly complex concept, with a key emphasis in recent curricula, and is strongly linked to 21st century education. The article contributes to the ongoing debate about digital competence as part of contemporary educational strategies.

• Erstad, Ola; Miño, Raquel & Rivera-Vargas, Pablo (2021). Educational practices to transform and connect schools and communities. Comunicar. ISSN 1134-3478. XXIX(66), s. 9–21. doi: 10.3916/C66-2021-01. Fulltekst i vitenarkiv Vis sammendrag

  The current social and educational challenges force us to rethink the role of educational institutions and digital technologies in the 21st century, which requires a deeper understanding of learning activities in schools. In this article we analyze bottom-up initiatives for educational transformation implemented in public lower secondary schools from Norway, Chile and Spain that involved 230 students and 14 teachers. Three ethnographic case studies were carried out, using individual interviews, focus groups, participant observations and document analysis in six schools. The main goal was to deeply understand how bottom-up school initiatives, with a comprehensive use of digital technologies, are contributing to generate connected practices and to involve teachers, learners and communities in the discussion about what kind of society they want in their future. The results of the analysis indicate that fostering a transformative agency in secondary schools has the potential of engaging students in the exploration of contemporary social issues and that digital connectedness can contribute to connect schools with youth life trajectories and communities. This study on transformative agency and digital connectedness reveals a new path for educational transformation that may interest everybody who, in one way or another, are involved in education systems all around the world.

• Erstad, Ola Andres; Mino, Raquel & Rivera-Vargas, Pablo (2021). Public schools for educational transformation in the Knowledge Society Escuelas públicas para la transformación en la Sociedad del Conocimiento. Comunicar. ISSN 1134-3478. 29(66), s. 1–5. Fulltekst i vitenarkiv
• Erstad, Ola; Flewitt, Rosie; Kümmerling-Meibauer, Bettina & Pereira, Iris Susana Pires (2020). Introduction: the emerging field of digital literacies in early childhood, The Routledge handbook of digital literacies in early childhood. Routledge. ISSN 9781138303881. s. 1–17. doi: 10.4324/9780203730638. Fulltekst i vitenarkiv Vis sammendrag

  This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book provides a rationale for the Action, outlines the theoretical framework for its work, and offers an overview of the activities undertaken by its various working groups. It reviews key issues in the methodologies employed to investigate young children’s digital literacy practices around the globe, and focuses on interpretive and innovative methodologies. The book also focuses on ethics and researching young children’s online and offline digital literacy practices. It examines evidence regarding young children’s digital literacy practices around the world and identifies such research as exists, including from East Asia and the Global South. The book considers young children’s informal reading, writing and meaning making with digital texts alongside more conventional literacy media, such as printed resources, both at home and in community spaces.

• Erstad, Ola (2020). In Transition to School: Across Vernacular and Institutional Multiliteracies. I Kumpulainen, Kristiina & Sefton-Green, Julian (Red.), Multiliteracies and early years innovation. Perspectives from Finland and beyond.. Routledge. ISSN 9781138361607. doi: 10.4324/9780429432668. Fulltekst i vitenarkiv Vis sammendrag

  The aim of this chapter is to explore how multiliteracies are embedded in different activities and places where children (5–6 years old) participate within a community, and the tension between vernacular and institutional framings of such activities as children make the transition from kindergarten/preschool to first grade. Multiliteracies are defined both by the way in which children interact with different modalities and technologies and how this interaction is part of different activities and settings within a community. The empirical data presented are from an ethnographic study in a multicultural community in Oslo, following children over a 2-year period and across institutional and everyday contexts. The data show how children and their families experience tensions between the vernacular and the institutional of multiliteracies. Key issues are raised about ways of understanding children and their literate lives in contemporary cultures and a conceptual agenda for studying multiliteracies as an interplay between different practices and places where children are engaged in reading and writing.

• Erstad, Ola (2020). Grenseflater i unges læringsliv. I Elf, Nikolaj; Høegh, Tina; Kabel, Kristine; Krogh, Ellen; Piekut, Anke & Rørbech, Helle (Red.), Grænsegængere og grænsedragninger i nordiske modersmålsfag. Syddansk Universitetsforlag. ISSN 9788740833003. s. 21–43. Fulltekst i vitenarkiv Vis sammendrag

  Betegnelsen ‘læringsliv’ er ment som et forsøk på å åpne opp vår forståelse av de unges læring og betydningen av å studere hvordan læring utvikles og endres over tid. I dagens debatt om skole og læring er det skolen selv og dens innholdsfokus som står i sentrum, og ikke elevenes egne erfaringer og opplevelser som lærende. ‘Læringsliv’ er dermed et uttrykk for barn og unge som navigatører i grenseflater mellom ulike arenaer for læring av betydning for deres personlige utvikling. Morsmålsfaget i skolen er spesielt interessant som faglig kontekst i denne sammenheng. Både fordi morsmålsfaget tradisjonelt har forholdt seg til spenningsforholdet mellom skolens opplæringsmandat og de unges forhold til ulike tekstformer i sin hverdag, og fordi dette fagområdet handler om hva det vil si å kunne lese og skrive i vår samtid. Eksempler fra egen forskning vil anvendes for å diskutere sammenhenger og brudd som barn og unge erfarer i grenseflater mellom ulike arenaer for læring.

• Erstad, Ola; Flewitt, Rosie; Kümmerling-Meibauer, Bettina & Pereira, Iris Susana Pires (2020). The Emerging Field of Digital Literacies in Early Childhood, The Routledge handbook of digital literacies in early childhood. Routledge. ISSN 9781138303881. s. 1–17. Fulltekst i vitenarkiv
• Erstad, Ola & Gillen, Julia (2020). Theorizing digital literacy practices in early childhood. The Routledge handbook of digital literacies in early childhood. Routledge. ISSN 9781138303881. s. 31–45. doi: 10.4324/9780203730638. Fulltekst i vitenarkiv Vis sammendrag

  In this chapter, the authors propose that there are many conceptualizations of digital literacies in early childhood that are theoretically rich and fruitful. They introduce highly influential attitudes in defining literacy in early childhood leading up to the more diverse orientations that relate to the new constellations offered by digital media. The authors offer something useful in considering some of the productive tensions that have brought them to the identification of the orientations. Key understandings were built around developmental aspects of the child for language and literacy learning from an early age. The child is conceived as both a consumer of multimodal texts and a producer of such texts. And technological developments represent new possibilities for both practices, in what has been termed ‘multimodal literacy’. Such socio-spatial, socio-material, and other allied approaches seek to work from a stance grounded in social justice, to offer richer cultural educational contexts in which young children may develop to their full potential.

• Erstad, Ola (2019). Ubuntu and bildung in Oslo and Zanzibar. I Sefton-Green, Julian & Erstad, Ola (Red.), Learning Beyond the School. International perspectives on the schooled society.. Routledge. ISSN 9781138087712. s. 61–79. doi: 10.4324/9781315110318-5. Fulltekst i vitenarkiv
• Morrison, Andrew; Erstad, Ola; Liestøl, Gunnar; Pinfold, Nicholas; Snaddon, Bruce & Hemmersam, Peter [Vis alle 7 forfattere av denne artikkelen] (2019). Investigating agentive urban learning: an assembly of situated experiences for sustainable futures. Oxford Review of Education. ISSN 0305-4985. 45(2), s. 204–223. doi: 10.1080/03054985.2018.1556627. Fulltekst i vitenarkiv Vis sammendrag

  In this article we explore the dynamic between the pedagogical and the urban, attending to‘agentive urban learning’. By this we mean processes by which young people build agency in the urban context, in using the resources of the city to develop their own agency and of developing agency to act within the city. By agency, we refer to the capacity to imagine and act to create individual and collective futures. Our interest is how young people develop such agentive urban learning themselves and how it might be enhanced pedagogically at school and university. Threecase studies explore different facets–the first onhow young people themselves develop this agency in situated settings and the tools that they use to reflect upon the future; the second how digital tools might be used to enhance students’ understanding of the city as a site of change, in this instance, climate change; the third how such agency might be developed collectively in partnership with other city dwellers.We concludethat a diversity of students’ engagement in urban contexts of learning offers waysfrom which to further investigate how identity,setting and stakeholder relationships matter aspart of potentially sustainable agentive learning futures.

• Snaddon, Bruce; Morrison, Andrew; Hemmersam, Peter; Grant-Broom, Andrea & Erstad, Ola (2019). Investigating design-based learning ecologies. Artifact: Journal of Design Practice. ISSN 1749-3463. 6(1&2), s. 2.1–2.30. doi: 10.1386/art_00006_1. Fulltekst i vitenarkiv Vis sammendrag

  In this article we argue that, for educators in design, urbanism and sustainability, the responsibility of connecting emergent design practice and changing societal needs into pedagogical activities demands that attention be given to ecologies of learning that explore the interplay between what is and what might be. As such, this futuring imperative brings into play a mix of modes of situated learning experience, communication and tools from design and learning to query the planned and built environment as a given, while offering alternate future visions and critiques. In this article, we argue for agile pedagogy that enables students to co-create as citizens in public spaces, through agentive multimodal construction of their identities and modes of transformative representation. Our core research problematic is how to develop, enact and critique design-based pedagogies that may allow designer-educator-researchers and students alike to co-create learning ecologies as dynamic engagement in re-making the city. This we take up within the wider context of climate change and pressing societal and environmental needs within which design and urbanism education increasingly needs to be oriented. Our inquiry is located within a shared practice of design pedagogy across two continents, and climatic and disciplinary domains between the western cape in South Africa and the far north of Norway. The main finding of this research is that pedagogies that are enabling of and attentive to the interplay of an assemblage of relational context-sensitive modalities can be conducive to sustainable and futuring design-based urban engagements.

• Erstad, Ola & Klevenberg, Bente (2019). Kunnskapsbygging, teknologi og utforskende arbeidsmåter. I Knain, Erik & Kolstø, Stein Dankert (Red.), Elever som forskere i naturfag. Universitetsforlaget. ISSN 9788215031446. s. 44–70. Fulltekst i vitenarkiv
• Erstad, Ola & Silseth, Kenneth (2019). Futuremaking and digital engagement: From everyday interests to educational trajectories. Mind, Culture, and Activity. ISSN 1074-9039. 26(4), s. 309–322. doi: 10.1080/10749039.2019.1646290. Fulltekst i vitenarkiv Vis sammendrag

  In this article, we explore and discuss how educational trajectories relate to the overall learning lives of students. Sociocultural studies have examined the use of artifacts, cultural resources, and literacy practices as part of human development over time. Our interest is in how digital technologies create new possibilities for futuremaking in the intersection between formal and informal ways of learning. We will provide personal narratives of three young people who are deeply engaged in creative activities involving new technology: gaming, k-pop, and Lego robotics. The analysis shows how digital technologies and media practices become resources when young people are creating futures for themselves.

• Erstad, Ola (2018). Transforming education for 21st Century Challenges: Learning, Identity and Trajectories. I Brock-Utne, Birgit & Vuzo, Mwajuma Siama (Red.), Transforming Education for Development in Africa.. Mkuki na Nyota Publishers. ISSN 9789987083503. s. 195–219. Fulltekst i vitenarkiv
• Erstad, Ola (2018). Trajectories of knowledge builders: A learning lives approach. QWERTY - Interdisciplinary Journal of Technology, Culture and Education. ISSN 1828-7344. 13(2), s. 11–31. doi: 10.30557/QW000002. Fulltekst i vitenarkiv
• Voogt, Joke & Erstad, Ola (2018). Section Introduction: Curricular Challenges of the Twenty-First Century. I Voogt, Joke; Knezek, Gerald; Christensen, R & Lai, K-W (Red.), Handbook of Information Technology in Primary and Secondary Education. Springer. ISSN 9783319710532. s. 15–19. doi: 10.1007/978-3-319-71054-9_96. Fulltekst i vitenarkiv Vis sammendrag

  Rapid technological developments ask for so called 21st century skills or competences to prepare citizens for living, working and learning in our current society. Due to these changes many countries worldwide are in the process of redesigning their curricula. This section elaborates on the role of technology in 21st century curricula. First the notion of 21st century competences is elaborated upon. This is followed by research on emerging domains in 21st century curricula, such as new literacies, digital citizenship, digital literacy and computational thinking. The section finishes with pointing to the need to align school curricula with students’ digital practices.

• Erstad, Ola & Voogt, Joke (2018). The Twenty-First Century Curriculum: Issues and Challenges. I Voogt, Joke; Knezek, Gerald; Christensen, R & Lai, K-W (Red.), Handbook of Information Technology in Primary and Secondary Education. Springer. ISSN 9783319710532. s. 19–36. doi: 10.1007/978-3-319-71054-9_1. Fulltekst i vitenarkiv Vis sammendrag

  In this chapter we review key conceptual frameworks that address the challenges of society in contemporary discussions about the curriculum. The central question guiding the chapter is “What should be taught and learned in school curricula in the 21st century.” Four meta-reviews are presented that analyze the contribution of major conceptual frameworks to this discussion. After identifying the key competences important for the twenty-first century, the focus of the chapter shifts to roles for new technologies in the curriculum. Issues that hamper the curriculum to change in directions that are considered important for teaching and learning are identified. We finalize with new perspectives on curriculum and curriculum development in the twenty-first century society.

• Wiig, Astrid Camilla; Wittek, Anne Line & Erstad, Ola (2018). Teachers, tools and accountable practices. Engaging with a wiki blog as a learning resource. Learning, Culture and Social Interaction. ISSN 2210-6561. 22, s. 1–13. doi: 10.1016/j.lcsi.2018.07.001. Fulltekst i vitenarkiv Vis sammendrag

  article employ the dimensions of Michaels, O’Connor, and Resnick’s (2008) accountable talk and Engle’s (2006) framing to analyse teacher’s framing as well as students negotiations and co-construction of knowing in practice. The case study that we report on explores how a teacher and students in a Norwegian lower secondary school negotiate and co-construct accountable ways of engaging with a wiki blog as a learning resource by drawing on everyday and informal experiences of students. Videorecorded sequences of an 8-week science project of using a collaborative wiki blog in school were conducted to interaction analysis.We found that when framing learning activities introduced as part of formal science teaching, but contextualized in relation to students experience outside-of-school, the teacher and students struggle to negotiate and co-construct accountable ways of engaging with the wiki blog as a learning resource. The introduction of a technical tool like wiki blog creates opportunities for collaboration, but also tensions in ways of renegotiating norms and expectations of accountable actions, objects and contributions in classroom activities for both teachers and students. Thus, the dynamics of framing and co-constructing in-situ displays how students’practices expand with new forms of accountability. Simultaneously, teacher’s dilemma of inviting new practices creates tensions within the institutional framing of schooling. The study contributes to understand how the layers of accountable practices in institutional contexts function as intermediaries in classroom interactions.

• Baruch, Alona Forkosh & Erstad, Ola (2018). Upbringing in a Digital World: Opportunities and Possibilities. Technology, Knowledge and Learning. ISSN 2211-1662. 23(3), s. 377–390. doi: 10.1007/s10758-018-9386-8. Fulltekst i vitenarkiv Vis sammendrag

  In our article, we refer to the interrelation between upbringing and education, within the context of an emerging paradigm of upbringing as a new construct. First we discuss upbringing in the digital era. Then, we state the main concerns involving this theme, which we label as key challenges for upbringing in the digital world. This is followed by the main challenges for upbringing in the digital era: an ecological (environmental) challenge, an intergenerational and intercultural challenge, the challenge of creating an educational continuum, and the challenge of upbringing digital citizens as informed adults, as well as possible ways of tackling these challenges. Finally, we suggest recommendations to policymakers, researchers and practitioners for each of the challenges and end with some conclusions on this theme.

• 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. Fulltekst i vitenarkiv 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.

• Jornet, Alfredo & Erstad, Ola (2018). From learning contexts to learning lives: Studying learning (dis)continuities from the perspective of the learners. Digital Education Review. s. 1–25. Fulltekst i vitenarkiv Vis sammendrag

  As digital technologies continue transforming the time and space boundaries that traditionally had been ascribed to different educational settings, the very notion of learning context also is being challenged in educational research literature. In this article, we contribute to this debate by offering an empirically grounded discussion on the contrast between customary notions of context—which emphasize self-containment—and the emerging notion of learning lives—which aims to capture the dialectical relation between continuity and transformation that characterizes life processes. We draw from empirical materials collected through a participant ethnography at an arts-based, communityoriented primary school, where we follow the learning lives of school community members as they participate in a theater project, moving between the school and the home settings. Our analyses compare conceptualizations and analytical categories that emphasize “context” and the associated “boundaries” with conceptualizations and units of analysis that emphasize the fluid and boundless character of learning and living across settings and time.

• 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.

• Erstad, Ola (2017). Det produktive paradoks: Koding, makt og dømmekraft i nye mediestrukturer. I Engen, Bård Ketil; Giæver, Tonje Hilde & Mifsud, Louise (Red.), Digital Dømmekraft. Gyldendal Akademisk. ISSN 9788205491809. s. 184–200. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Sefton-Green, Julian; Mannell, Kate & Erstad, Ola Andres (2025). The Platformization of the Family. Towards a Research Agenda. Palgrave Pivot. ISBN 9783031748806. 113 s. doi: 10.1007/978-3-031-74881-3. Fulltekst i vitenarkiv
• Hagtvet, Bente Eriksen; Erstad, Ola Andres & Wertsch, James (2024). Education and Dialogue in Polarized Societies: Dialogic perspectives in times of change. Oxford University Press. ISBN 9780197605455. 321 s. Fulltekst i vitenarkiv
• Erstad, Ola Andres; Hagtvet, Bente Eriksen & Wertsch, James V. (2024). Education and Dialogue in Polarized Societies. Dialogic perspectives in times of change. Oxford University Press. ISBN 9780197605424. 301 s. Fulltekst i vitenarkiv
• Erstad, Ola Andres; Hagtvet, Ragna Bente & Wertsch, James V. (2024). Education and Dialogue in Polarized Societies. Oxford University Press. ISBN 9780197605424. 256 s. Fulltekst i vitenarkiv
• Kumpulainen, Kristiina; Kajamaa, Anu; Erstad, Ola Andres; Mäkitalo, Åsa; Drotner, Kirsten & Jakobsdottir, Solveig (2022). Nordic Childhoods in the Digital Age. Insights into Contemporary Research on Communication, Learning and Education. Routledge. ISBN 9780367702526. 217 s. doi: 10.4324/9781003145257. 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.

• Erstad, Ola; Flewitt, Rosie; Kümmerling-Meibauer, Bettina & Pereira, iris Susana Pires (2020). The Routledge handbook of digital literacies in early childhood. Routledge. ISBN 9781138303881. 473 s. Fulltekst i vitenarkiv
• Sefton-Green, Julian & Erstad, Ola (2019). Learning Beyond the School. International perspectives on the schooled society. Routledge. ISBN 9781138087712. 237 s. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Schofield, Daniel & Erstad, Ola Andres (2026). Skolen trenger mer digital kompetanse, ikke mindre. Fulltekst i vitenarkiv Vis sammendrag

  Forbud og regulering løser ikke de digitale utfordringene alene. Skolen må også lære barn og unge å forstå, vurdere og bruke teknologien klokt.

• Brevik, Lisbeth M.; Blikstad-Balas, Marte; Korbøl, Karsten; Eiene, Sarah Margrethe Øverlie; Stordrange, Guro & Stave, Åse Eikill [Vis alle 8 forfattere av denne artikkelen] (2026). Skolens tilstand: Digital lesing i en analog skole? Hva sier ny forskning om det digitales plass i skolen, og hvordan kan skolen ta ansvar for både lesing, læring og digital danning? Fulltekst i vitenarkiv Vis sammendrag

  PC, mobil, KI og internett er blitt en del av elevenes hverdag, både i og utenfor skolen. Samtidig vokser ønsket om å skjerme klasserommet fra det digitale, av hensyn til konsentrasjon, læring og trivsel. Vi har på kort tid gjort en kraftig u-sving i det offentlige og politiske ordskiftet. Fra et ønske om én-til-én dekning og heldigitale læremidler, tar mange nå til orde for at det digitale skal begrenses og at mye lesing og læring skal skje analogt. I det femte møtet i Skolens tilstand stiller vi spørsmål om hva som er i ferd med å skje med ambisjonene om digital kompetanse og leseferdigheter som er relevante også i en hverdag der mye skal leses på skjerm. Hvis skolen lukker døren for digitale verktøy, hvem skal da lære elevene å forstå og håndtere dem? Hva krever dagens læreplaner når det kommer til digital teknologi og digital lesing?

• Hegna, Kristinn; Erstad, Ola Andres; Benga, Oana; Esteban-Guitart, Moises; Kalmus, Veronika & Livingstone, Sonia [Vis alle 14 forfattere av denne artikkelen] (2026). Family life with digital platforms. How are digital platforms embedded in the lives and practices of modern families? Final Short Report 2025. Fulltekst i vitenarkiv Vis sammendrag

  Final Short Report from PlatFAMs 2025

• Erstad, Ola Andres (2026). PlatFAMs Data Management Plan 2026. Fulltekst i vitenarkiv
• Erstad, Ola Andres & Olsen, Torjer Andreas (2026). Fagseminar om Evalueringen av fagfornyelsen: oppsummering og avslutning. Fulltekst i vitenarkiv
• Smørdal, Ole; Rohatgi, Himani; Mino-Puigcercos, Raquel; Hegna, Kristinn & Erstad, Ola Andres (2026). Platforming Families: Tracing digital transformations in everyday life across generations. Understand how digital platforms are changing families. doi: https:/digitalfamilies.eu/landing. Fulltekst i vitenarkiv Vis sammendrag

  The European research project PlatFAMs examines the embeddedness of digital platforms in the lives and practices of modern families by researching three-generation families (children, parents, grandparents) in six European countries (Estonia, Norway, Poland, Romania, Spain, and the UK). Navigate this website to listen to families voices, explore research results and outputs and download the guidelines for families. We offer research findings, data, and guidance for families on how families use digital platforms and the challenges they face.

• Sandvik, Margareth; Erstad, Ola Andres & Elvedahl,, Mari Lura (2025). Fokus lærere/lærerutdanning/forskning. Panelsamtale på arrangementet Kan vi løse den digitale skolefloka? Fulltekst i vitenarkiv Vis sammendrag

  Debatten om digitale ferdigheter og læring satte ny fart etter kunnskapsministerens forslag om å fjerne digitale ferdigheter som grunnleggende ferdighet for 1.-4. trinn. TEK Norge inviterte til viktig innsikt og gode samtaler om læring i nåtid og for framtid – om betydningen av digitale ferdigheter og hvordan skolen best mulig kan gi elevene rammer for digital læring og utvikling. Målet var å skape samtale og flytte diskusjonen om digitale ferdigheter og læring i fag og samfunnsdeltagelse.

• Puigcercós, Raquel Miño; Esteban-Guitart, Moises; Jacovkis, Judith; Cerrato, Sara Malo; Membrive, Antonio & Lozano-Mulet, Paula [Vis alle 18 forfattere av denne artikkelen] (2025). La plataformització de la vida familiar. Informe breu de recerca 2024. doi: 10.5281/ZENODO.15410872. Fulltekst i vitenarkiv Vis sammendrag

  PlatFAMs Short report for the general public Catalan 2024. By Miño Puigcercós, R., Esteban-Guitart, M., Jacovkis, J., Malo Cerrato, S., Membrive, A., Lozano-Mulet, P., Largo Sierra, M., Rodríguez-Silva, C., Herrera-Urízar, G., Parcerisa, L., Rivera-Vargas, P., Giró Gràcia, X., Erstad, O., Hegna, K., Livingstone, S., Kalmus, V., Benga, O., & Mateja-Jaworska, B.

• Puigcercós, Raquel Miño; Esteban-Guitart, Moises; Jacovkis, Judith; Cerrato, Sara Malo; Membrive, Antonio & Lozano-Mulet, Paula [Vis alle 18 forfattere av denne artikkelen] (2025). La plataformización de la vida familiar. Informe breve de investigación 2024. doi: 10.5281/zenodo.15411099. Fulltekst i vitenarkiv
• Hegna, Kristinn; Erstad, Ola Andres & Nordtug, Maja (2025). Å dokumentere digitale familieliv–Metodologi og foreløpige funn. PlatFAMs kortrapport 2024. doi: 10.5281/ZENODO.17241242. Fulltekst i vitenarkiv
• Oana, Benga,; Erstad, Ola Andres; Moises, Esteban-Guitart,; Hegna, Kristinn; Veronika, Kalmus, & Livingstone, Sonia [Vis alle 12 forfattere av denne artikkelen] (2025). Metodoloogiline ülevaade perede platvormistuva elumaailma uurimisest. doi: 10.5281/zenodo.14800009. Fulltekst i vitenarkiv Vis sammendrag

  Teadusprojekti „Pereelu platvormiseerumine: digitaalsed muutused perekondade igapäevaelus eri põlvkondade lõikes“ (PlatFAMs) Tartu Ülikooli uurimisrühm jõudis 2024. aastal lõpule andmekogumi- se mõlema etapiga. Kui esimese etapi jooksul (novembrist 2023 kuni maini 2024) keskendusime Eestis ja partnerriikides (Norras, Rumeenias, Hispaanias, Ühendkuningriigis ja Poolas) kolme põlvkonna esindajate individuaalsele intervjueerimisele, siis teises etapis (detsember 2024) kohtusime väiksema arvuga uuringus osalevatest peredest, kes said kokku ühiseks vestluseks ja loominguliseks tegevuseks.

• Erstad, Ola Andres; Sefton-Green, Julian; Livingstone, Sonia; Bucher, Taina & Mannell, Kate (2025). The Platformization of the Family: Digital Book Launch. Fulltekst i vitenarkiv Vis sammendrag

  Increasingly, digital platforms are woven into the fabric of family life. What does this weaving look like, and how do we research it? With their newly released book 'The Platformization of the Family', researchers from Australia, Norway, the United Kingdom, Spain, and Estonia set out an original agenda for researching the role of digital platforms in family life across generations. 'The Platformization of the Family' is a book edited by Julian Sefton-Green, Kate Mannell and Ola Erstad, with contributions from Sonia Livingstone, Kristinn Hegna, Mariya Stoilova, Luci Pangrazio, Katrin Langton, Andra Siibak, Antonio Membrive, and Raquel Miño-Puigcercós. It is a result of a collaboration between the Australian Research Centre of Excellence for the Digital Child and the European research project Platforming Families: Tracing digital transformations in everyday life across generations (led by the University of Oslo, Norway). The online book launch was held on 20 January 2025. The presenters were Professor Sonia Livingstone (London School of Economics and Political Science), Dr Kate Mannell (Deakin University) and Professor Julian Sefton-Green (Deakin University), with commentaries from Professor Taina Bucher (University of Oslo), Policy and Advocacy Officer Beatrijs Gelders (COFACE Families Europe), and Alexandra Evans (co-founder of the Digital Childhood Agency, UK). The event was hosted by Professor Ola Erstad (University of Oslo).

• Hegna, Kristinn & Erstad, Ola Andres (2025). PlatFAMs - Platforming Families: Tracing digital transformations in everyday life across generations. Fulltekst i vitenarkiv
• Erstad, Ola Andres & Hegna, Kristinn (2025). PlatFAMs: Platforming Families – tracing digital transformations in everyday life across generations. Fulltekst i vitenarkiv
• Erstad, Ola Andres; Hatlevik, Ove Edvard & Rohatgi, Anubha (2025). Digitalisering, kompetanse og skole – ICILS i en nasjonal kontekst. I Rohatgi, Anubha & Hatlevik, Ove Edvard (Red.), Søkelys på digital læring: Sekundæranalyser fra ICILS 2023. Cappelen Damm Forskning/NOASP. ISSN 9788202905682. s. 9–28. doi: 10.23865/cdf.271.ch1. Fulltekst i vitenarkiv Vis sammendrag

  Kapittel 1 gir en introduksjon til sentrale rammevilkår for å forstå digitalisering og skole i en norsk kontekst og på den måten gi et grunnlag for presentasjonen av data fra ICILS 2023-studien i de øvrige kapitlene i denne boken. Det er viktig å forstå den utviklingen norsk skole nå befinner seg i, spesielt med tanke på digital kompetanse, algoritmisk tenkning, kunstig intelligens og hvordan barn og unge forholder seg til en stadig mer digitalisert verden. Kapittelet starter fra et internasjonalt perspektiv om internasjonale trender for så å presentere en norsk kontekst for digital kompetanse og skolen. I tillegg beskrives ICILS-studien, antologiens formål og bokens struktur.

• Erstad, Ola Andres (2024). Familielivets plattformisering. Fulltekst i vitenarkiv
• Erstad, Ola Andres; Kalmus, Veronika; Livingstone, Sonia; Benga, Oana; Miño-Puigcercós, Raquel & Esteban-Guitart, Moises [Vis alle 8 forfattere av denne artikkelen] (2024). Perede igapäevaelu koos veebiplatvormidega. doi: 10.5281/ZENODO.10813518. Fulltekst i vitenarkiv Vis sammendrag

  Short report for the general public Estonia 2023

• Erstad, Ola Andres & Hegna, Kristinn (2024). Family Life with Digital Platforms. Short Research Paper 2023. doi: 10.5281/ZENODO.10805103. Fulltekst i vitenarkiv
• Erstad, Ola Andres; Hegna, Kristinn; Kalmus, Veronika; Livingstone, Sonia; Benga, Oana & Esteban-Guitart, Moises [Vis alle 7 forfattere av denne artikkelen] (2024). PlatFAMs Familieliv med Digitale Plattformer. Forskningsnotat 2023. doi: 10.5281/zenodo.18326628. Fulltekst i vitenarkiv Vis sammendrag

  Populærvitenskapelig kortrapport 2023

• Oana, Benga,; Erstad, Ola Andres; Moises, Esteban-Guitart,; Veronika, Kalmus,; Livingstone, Sonia & Paula, Lozano-Mulet, [Vis alle 8 forfattere av denne artikkelen] (2024). Les plataformes digitals a la vida familiar. Informe breu de recerca 2023. doi: 10.5281/zenodo.14679540. Fulltekst i vitenarkiv Vis sammendrag

  Com s’integren les plataformes digitals en les vides i les pràctiques de les famílies actuals? El projecte “Platforming Families: Tracing digital transformations in everyday life across generations (PlatFAMs)” investiga famílies de tres generacions (fills/es, mares, pares i avis/es) en cinc països europeus (Estònia, Noruega, Romania, Espanya i el Regne Unit). El nostre objectiu és conèixer com les famílies naveguen i negocien les seves relacions utilitzant plataformes digitals que en molts casos són omnipresents, comercials i basades en dades, com WhatsApp, Amazon, Netflix, Instagram o Google Classroom. Ens preguntem si la “plataformització” modifica la forma en la qual les famílies es comuniquen, aprenen, participen, compren o es cuiden. I com les famílies imaginen i construeixen el seu futur en comú.

• Erstad, Ola Andres; Livingstone, Sonia; Kalmus, Veronika; Benga, Oana; Miño-Puigcercos, Raquel & Guitart, Moises Esteban (2024). PlatFams Short Research Paper 2023. doi: 10.5281/zenodo.10805103. Fulltekst i vitenarkiv Vis sammendrag

  How are digital platforms embedded in the lives and practices of modern families? ‘Platforming Families: Tracing digital transformations in everyday life across generations (PlatFAMs)’ researches three generation families (children, parents, grandparents) in five European countries (Estonia, Norway, Romania, Spain, UK). We aim to reveal how families are navigating and negotiating their relationships using pervasive, powerful, commercial and data-driven digital platforms such as WhatsApp, Amazon, Netflix, Roblox and many more. Does ‘platformisation’ change how families communicate, learn, participate, shop and care for each other? Or how they imagine and construct their shared future?

• Erstad, Ola Andres (2024). Shaping trajectories of learning. Fulltekst i vitenarkiv
• Egge, Cornelia; Gilje, Øystein; Erstad, Ola Andres & Ingulfsen, Line (2024). Teachers as Designers of Social Futures: Co-developing Teacher Leadership and Student Agency in Diverse Contexts. Fulltekst i vitenarkiv
• Hegna, Kristinn & Erstad, Ola Andres (2024). Plattformisering av familielivet. Fulltekst i vitenarkiv
• Erstad, Ola Andres (2024). Nye kompetanser i møte med fremtidige utfordringer. I Siddiq, Fazilat & Berg, Tonje Karoliussen (Red.), Algoritmisk tenkning og samarbeidslæring. Gyldendal Norsk Forlag A/S. ISSN 9788205598928. s. 22–38. Fulltekst i vitenarkiv
• Erstad, Ola Andres; Mangen, Anne; Blikstad-Balas, Marte; Kucirkova, Natalia & Aarsand, Pål André (2024). Ulike lesemåter er viktigere enn krangling om skjerm. Fulltekst i vitenarkiv
• Erstad, Ola Andres (2024). Algoritmisk tenkning og samarbeidslæring. I Berg, Tonje Karoliussen & Siddiq, Fazilat (Red.), Algoritmisk tenkning og samarbeidslæring. Hvordan jobbe med programmering i skolen. Gyldendal Akademisk. ISSN 9788205598928. Fulltekst i vitenarkiv
• Erstad, Ola Andres (2024). Shaping trajectories of learning - Design of new socio-digital ecologies. Fulltekst i vitenarkiv
• Erstad, Ola Andres & Sefton-Green, Julian (2023). Researching platformization of the family: Summaries and next steps. Fulltekst i vitenarkiv
• Erstad, Ola Andres & Sefton-Green, Julian (2023). Researching platformization of the family. Bringing international experts together. Welcome address. Fulltekst i vitenarkiv
• Erstad, Ola Andres & Hegna, Kristinn (2023). PlatFAMs: Platforming Families – tracing digital transformations in everyday life across generations. Fulltekst i vitenarkiv
• Ludvigsen, Sten Runar; Erstad, Ola Andres & Aalbergsjø, Siv Gundrosen (2023). Panelsamtale om samarbeidslæring og teknologi i undervisning. Fulltekst i vitenarkiv
• Amdam, Synnøve Hedemann; Moltudal, Synnøve Heggedal; Munthe, Elaine; Erstad, Ola Andres & Forsström, Sanna Erika (2023). Digitalization in schools: Future research needs and designs. Fulltekst i vitenarkiv
• Erstad, Ola Andres (2022). Mediepedagogikkens rolle i fremtiden - produksjonspraksis eller kritisk refleksjon? I Bastiansen, Henrik G.; Naalsund, Per Terje; Ohlmann, Carsten & Aase, Elisabeth Sølvberg (Red.), Fra panikk til pedagogikk? Mediefag i skolen gjennom 50 år. Et jubileumsskrift for foreningen Mediepedagogene. Mediepedagogene. ISSN 9788230354940. s. 143–153. Fulltekst i vitenarkiv
• Njå, Morten Bergsten; Moltudal, Synnøve Heggedal; Erstad, Ola Andres & Hagen, Silje Bergill (2022). Digitalisering i grunnopplæring; Hvordan forstås digitaliseringsbegrepet i sentrale dokumenter? Fulltekst i vitenarkiv
• Munthe, Elaine; Erstad, Ola Andres; Njå, Morten Bergsten; Forsström, Sanna Erika; Gilje, Øystein & Amdam, Synnøve Hedemann [Vis alle 8 forfattere av denne artikkelen] (2022). GrunnDig og implikasjoner for lærerutdanning. Fulltekst i vitenarkiv
• Røkenes, Fredrik Mørk; Lund, Andreas & Erstad, Ola (2021). Profesjonsfaglig digital kompetanse i lærerutdanningene: Fredrik Mørk Røkenes, NTNU, i samtale med Andreas Lund og Ola Erstad, Universitetet i Oslo. [Internet]. Lærerutdanningskonferansen 2021. Fulltekst i vitenarkiv
• Jornet, Alfredo & Erstad, Ola (2018). From learning contexts to learning lives. Fulltekst i vitenarkiv
• Erstad, Ola (2017). Fremtidens skole i Norge - Hvor er vi på vei hen? Fulltekst i vitenarkiv
• Erstad, Ola Andres; Gilje, Øystein; Gudmundsdottir, Greta Björk; Kumpulainen, Kristiina; Viberg, Olga & Williamson, Ben [Vis alle 8 forfattere av denne artikkelen] (2025). Datafication in and of Education – a literature review. European Schoolnet. doi: http:/agile-edu.eun.org/documents/9709807/9862864/D4.6_Datafication+in+and+of+Education+%E2%80%93%20a+literature+review/baecac74-e8ac-4275-9143-9139793717ae. Fulltekst i vitenarkiv Vis sammendrag

  This literature review is part of the Erasmus+ Forward Look project ‘Agile-EDU’, led by European Schoolnet. The project lasts from January 2023 until December 2025. A starting point for the project is to identify the key studies that can define an analytical framework to be used for the project. However, this review is important in itself in that it brings together literature and research in this field in order to highlight some key issues and questions, with a distinct European focus on an emerging area of interest for many stakeholders – that of data, datafication and education. The people who have collaboratively written this report are either partners in the project from the Faculty of Education, University of Oslo (Ola Erstad, Øystein Gilje, Greta Björk Gudmundsdottir, Rebekka Baunbæk Wagstaffe) or members of the Scientific Advisory Board for the project (Kristiina Kumpulainen, Olga Viberg, Ben Williamson, Jo Tondeur, with additional contributions from Sarah Howard).

• Rohatgi, Anubha; Hatlevik, Ove Edvard; Gudmundsdottir, Greta Björk; Erstad, Ola Andres & Björnsson, Julius (2024). ICILS 2023. Digital kompetanse og algoritmisk tenkning hos norske niendeklassinger. Cappelen Damm Akademisk. ISSN 9788202856175. doi: 10.23865/noasp.219. Fulltekst i vitenarkiv Vis sammendrag

  ICILS-studien (International Computer and Information Literacy Study) undersøker fjortenåringers digitale kompetanse og algoritmiske tenkning. Formålet med studien er å kartlegge hvor godt ungdommer er forberedt på studier, arbeidsliv og hverdagen i en digital verden. Studien gjør det også mulig å sammenligne resultater mellom ulike land og studere hvordan utviklingen av digital kompetanse endres over tid, og gir viktig innsikt i hvordan digitaliseringen påvirker skolen. ICILS har blitt gjennomført hvert femte år siden 2013, og Norge deltok både i 2013 og i 2023. Dette gir oss mulighet til å følge utviklingen av digital kompetanse over tid. I tredje runde deltok også Danmark, Finland og Sverige, noe som gir en unik mulighet til å sammenligne resultater og identifisere likheter og forskjeller mellom disse landene. Denne rapporten presenterer de første funnene for den tredje gjennomføringen av ICILS, sett med norske øyne, og gir en enkel beskrivelse av hovedresultatene. Rapporten er rettet mot et bredt publikum, spesielt skoleledere, lærere og andre som er interessert i den digitale tilstanden i norske skoler.

• Erstad, Ola Andres; Gilje, Øystein; Gudmundsdottir, Greta Björk; Wagstaffe, Rebekka Baunbæk; Kumpulainen, Kristiina & Viberg, Olga [Vis alle 9 forfattere av denne artikkelen] (2023). Datafication in and of Education – a literature review. European Schoolnet. Fulltekst i vitenarkiv
• Amdam, Synnøve Hedemann & Erstad, Ola Andres (2022). Media teachers’ discursive understandings in developing 21st century education: Are we the tugboat, the satellite, or the terror cell? Universitetet i Oslo. Fulltekst i vitenarkiv Vis sammendrag

  The overarching aim of this thesis is to explore media teachers’ understandings of being teachers, of their educational practices and goals, and how the teachers link these understandings to their epistemic beliefs within a framework of 21st century and media literacy education and research. I discuss how these discursive understandings develop within professional communities of practice and how they interact with broader discursive orders and epistemic practices in school. Article 1 starts with the discursive concepts and understandings available in the field of media literacy research and education, in a scoping review that show how the conceptual understandings of media literacy has evolved from a rather narrow perspective of training individual skills for media protection, towards a broader agenda of fostering public media competences within democratic societies on an individual, interactional and systemic level, mainly with a focus on student outcomes and educational practices. The findings establish what are the main research topics in the field and discuss if a joint understanding of media literacy is possible and wanted. Through establishing what the main research topics are, it also becomes evident what is not among the main research topics – research on the media teachers and their perceptions of educational practice. Article 2 has this last finding as a starting point. The existing conceptions of the media teacher within media research literature are addressed, exploring if and how they function as underlying discourses for how media teachers see themselves as educators and motivate their educational practice within a policy-framework of 21st century education. The findings suggest that there are different and conflicting understandings of being media teachers, resulting in different educational practices with wider implications for the future implementations of media education. Article 3 contextualizes the media teachers’ perceptions in article II within institutional settings, thematized the core educational practice of production work in the MC program, examining the teachers’ interpretative repertoires on student participation and educational goals in using this method of teaching. In addition, the underlying historical media discourses addressed in the former articles are thematized within an institutional framework. The findings suggest that the media teachers’ interpretative repertoires on production work are framed by theoretical and pedagogical reflections connected to media education discourses that thematize 21st century education and competences, but that these understandings are not necessarily evident or appreciated within the broader school context. Comparing findings across articles, the MC teachers typically focus on both the individual, interactional and systemic levels of media literacy, with working and learning in ways that foster creativity and critical reflection seen as the main goal of the MC program.

• Munthe, Elaine; Erstad, Ola Andres; Njå, Morten Bergsten; Forsström, Sanna Erika; Gilje, Øystein & Amdam, Synnøve Hedemann [Vis alle 8 forfattere av denne artikkelen] (2022). Digitalisering i grunnopplæring; kunnskap, trender og framtidig kunnskapsbehov. Kunnskapssenter for utdanning. ISSN 9788284391212. Fulltekst i vitenarkiv
• Slaatta, Tore & Erstad, Ola Andres (2021). Kritisk medieforståing i den norske befolkninga. Medietilsynet. Fulltekst i vitenarkiv
• Slaatta, Tore & Erstad, Ola Andres (2021). Kritisk medieforståelse i Norge. Hovedrapport fra undersøkelsen i 2020. Medietilsynet. ISSN 9788284280196. Fulltekst i vitenarkiv

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