The Concept of Information Literacy in Policy- Making Texts: An Imperialistic Project?

Organizations such as the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the International Federation of Library Associations (IFLA) put a lot of effort in advocacy and policy making for information literacy (IL). Their ambition to foster IL can be seen as a part of a multinational educational project. By exporting a Western IL model focused on textual information sources and the use of information and communication technologies (ICTs) into non-Western contexts that to a great extent lack ICTs, the educational project for IL runs the risk of turning into an imperialistic project. A discursively oriented analysis of two prominent policy documents—discussed in the light of the so-called new imperialism and the idea of invisible technologies—indicates a standardized onesize- fits-all-model of IL. Through establishing a close contact between the policy-making strand and the research strand in the IL literature and by adhering to the broad concept of information literacies, the risk of imperialism and oppression might lessen.published or submitted for publicatio

Leadership in Swedish Public Organizations: A Research Review in Education and Care

This article is a review of recent Swedish leadership research in two large public-sector areas: education and care. By comparing and contrasting research in these areas, we unveil the specifics and commonalities of research in public-sector leadership. We reviewed research articles from 2018 to 2020 and analyzed theories used, data-gathering methods employed, and topics researched. The results show some fundamental differences between the two areas. Compared to research on education, research on care is to a larger extent non-theoretical and is often focused on change management, quality assurance, and leaders’ roles in employee health. Conversely, studies on education are theory driven and mostly focused on leaders’ roles in learning and shared leadership. We discuss the state of Swedish public leadership research and make suggestions for mutual learning and moving forward in this research field

Swedish upper secondary school teachers’ experiences with coping with emergency remote teaching (ERT) – emerging pedagogical issues in pandemic times

Acknowledgements and funding This work was supported by the Swedish Research Council [No. 2014-1762].Peer reviewedPublisher PD

Remote teaching to ensure equal access to education in rural schools

Peer reviewedPublisher PD

Prognostic Value of Stromal Type IV Collagen Expression in Small Invasive Breast Cancers

Breast cancer is the most common cause of cancer death among women worldwide. Localized breast cancer can be cured by surgery and adjuvant therapy, but mortality remains high for tumors that metastasize early. Type IV collagen is a basement membrane protein, and breach of this extracellular matrix structure is the first step of cancer invasion. Type IV collagen is found in the stroma of many cancers, but its role in tumor biology is unclear. Here, expression of type IV collagen in the stroma of small breast cancers was analyzed, correlated to clinically used prognostic biomarkers and patient survival. The findings were further validated in an independent gene expression data cohort. Tissue samples from 1,379 women with in situ and small invasive breast cancers (Peer reviewe

Digital competence across boundaries - beyond a common Nordic model of the digitalisation of K-12 schools?

This paper explores policy related to digital competence and the digitalisation of Nordic K-12 schools. Anchored in some key transnational policies on digital competence, it describes some current Nordic movements in the national policies of Denmark, Finland, Norway and Sweden. The concept of boundary objects is used as an analytical lens, for understanding digital competence as a plastic and temporal concept that can be used to discuss the multi-dimensional translation of this concept in these Nordic countries. The paper ends with a discussion of the potential to view digital competence as a unifying boundary object that, with its plasticity, temporality and n-dimensionality, can show signs of common Nordic efforts in the K-12 school policy.Peer reviewe

Digital competence across boundaries-beyond a common Nordic model of the digitalisation of K-12 schools?

This paper explores policy related to digital competence and the digitalisation of Nordic K-12 schools. Anchored in some key transnational policies on digital competence, it describes some current Nordic movements in the national policies of Denmark, Finland, Norway and Sweden. The concept of boundary objects is used as an analytical lens, for understanding digital competence as a plastic and temporal concept that can be used to discuss the multi-dimensional translation of this concept in these Nordic countries. The paper ends with a discussion of the potential to view digital competence as a unifying boundary object that, with its plasticity, temporality and n-dimensionality, can show signs of common Nordic efforts in the K-12 school policy