Literacy Education and Interprofessional Collaboration

The aim of this article is to explore inter-professional collaboration in literacy education. It examines factors that facilitate collaboration between teachers and librarians and the contributions to literacy education. The study was designed as a research and development project in multicultural schools in Norway (2007-2011). Its theoretical framework was cultural-historical theory of activity theory, and the theory of expansive learning. The methods were formative intervention, interviews, participant observation, and qualitative and quantitative analysis of student literacy. In the study, interprofessional collaboration made significant contributions to professional development and literacy education. Interprofessional collaboration was developed as a collective learning process. It was facilitated by research interventions, development of a shared object of activity and work with new theoretical concepts and cultural artefacts. The findings indicate that inter-professional collaboration can make important contributions to realization of the mandate of the teaching and library profession

Can library use enhance intercultural education?

This article explores the questions to what extent educational research addresses library use in education and how the library can contribute to intercultural education. The focus is primarily on elementary education in Europe. Analysis of research publications was based on searches for peer-reviewed journals in international databases, literary reviews and empirical studies. The findings indicate that research on library use and library resources is under-researched in educational research, including intercultural educational research. Research publications on educational use of library resources are found primarily within 'Library and information science'. The review and empirical studies indicate that education based on the use of library resources can help realise important aims of intercultural education including provision of non-segregated education, development of reading engagement and literacy achievement among first and second language learners that exceeds that within traditional literacy programmes, multilingual development, integration of information literacy in content learning, empowerment of students as competent library users, and intercultural education based on diverse content learning within arts, social sciences and natural sciences. However, teachers and principals need to collaborate with librarians to realise these aims. Further educational studies are needed to explore the potential of library use to enhance intercultural education in the twenty-first century

Andrespråkseleven, leseprøver og litteraturbasert leseopplæring

Hva måler den nasjonale leseprøven når den gjennomføres av elever med norsk som andrespråk? I denne artikkelen analyserer vi data som viser at totalskåren på nasjonal leseprøve korrelerer med høy morfologisk bevissthet og forståelse av «opake» uttrykk som polysemer, idiomer og metaforiske uttrykk. I lys av internasjonal forskning tolker vi sammenhengene som kausale: Forståelse av morfologi og opake uttrykk på lesespråket er en forutsetning for høy leseskåre. Den nasjonale leseprøven er utformet med førstespråkselever som målgruppe. Den er ment å måle leseforståelse definert som evne til å finne, tolke og reflektere over informasjon i tekster. Når andrespråkselevene – ofte med lav morfologisk bevissthet og forståelse av opake uttrykk på norsk – gjennomfører prøven, oppstår et validitetsproblem. Dermed blir det avgjørende hvordan andrespråkselevenes prøveresultater tolkes og følges opp. Vi argumenterer for en lit - teraturbasert leseopplæring, der elevene leser skjønnlitteratur og faglitteratur som de mestrer å lese og er interessert i. Litteraturbasert leseopplæring bidrar til å utvikle andrespråkelevens morfologiske bevissthet og kjennskap til opake uttrykk, samtidig som lesingen motiverer til videre lesin

Special needs education and ethnic diversity in Norway

This article is an analysis of how a discourse within special needs education relates to ethnic diversity in Norway. The analysis is based on a review of research projects, publications in four journals and curriculums at major institutions that qualify for professional work within special needs education or counselling. It is concluded that a monocultural “regime of truth” dominates the discourse in a multicultural context. Ethnic diversity in education is a challenge to critically analyse epistemology, theory, method and norms that the professional discourse applies in a multicultural context

Nordic discourses on marginalisation through education

The purpose of this article is analysis of discursive marginalisation through education in Nordic welfare states. What knowledge do Nordic research discourses produce about marginalisation through education in Nordic welfare states? What are the Nordic contributions to research discourses on marginalisation through education? We apply a discourse theoretical approach and analyse 109 peer-reviewed publications on marginalisation by the Nordic Centre of Excellence “Justice through education in the Nordic countries” (NCoE JustEd) between 2013 and 2017. The publications are from Finland, Sweden, Norway and Iceland. Four critical Nordic research discourses reconceptualise marginalisation in relation to dominant educational discourses on marketisation, Eurocentrism, gender equity and ableism. These Nordic research discourses document discursive effects of the dominant, normalising discourses in terms of stigma, segregation and exclusion of poor, working-class students, non-white and immigrant students and descendants of immigrants, as well as sexual minorities and disabled students. Based on ethical, epistemological and methodological considerations, the critical Nordic research discourses produce knowledge about marginalisation as a relational, intersectional and interdiscursive phenomenon. The critical Nordic research discourses de- and reconstruct knowledge about marginalisation in Nordic welfare states.Peer reviewe

Multiplisitet, myndiggjøring, medborgerskap

Multiplisitet, myndiggjøring, medborgerskap. Inkludering gjennom bruk av biblioteket som læringsarena. Utgivelsesdata Tittel:Multiplisitet, myndiggjøring, medborgerskapForfatter(e):Joron PihlSerie:HiOA rapportIssn:1892-9648Nr:2012 nr 6Utgiver:HiOAAvdeling/fakultet:Fakultet for lærerutd.Sider:99Pris:225,– ISBN-print:978-82-93208-11-

Literacy Education and Interprofessional Collaboration

The aim of this article is to explore inter-professional collaboration in literacy education. It examines factors that facilitate collaboration between teachers and librarians and the contributions to literacy education. The study was designed as a research and development project in multicultural schools in Norway (2007-2011). Its theoretical framework was cultural-historical theory of activity theory, and the theory of expansive learning. The methods were formative intervention, interviews, participant observation, and qualitative and quantitative analysis of student literacy. In the study, interprofessional collaboration made significant contributions to professional development and literacy education. Interprofessional collaboration was developed as a collective learning process. It was facilitated by research interventions, development of a shared object of activity and work with new theoretical concepts and cultural artefacts. The findings indicate that inter-professional collaboration can make important contributions to realization of the mandate of the teaching and library profession