Literacy i förskola och skola - didaktiska perspektiv på teorier, centrala begrepp och analytiska metoder
7,5 hp
Litteraturlista, Avancerad nivå, 4PE253
Det finns en senare version av litteraturlistan.
Tema 1. Grunderna i literacy-studier/ literacyforskning
- Barton, David, Literacy: an introduction to the ecology of written language, 2. ed., Malden, MA, Blackwell, 2007Obligatorisk (Ca. 100 sidor i urval)
- Janks, Hilary., Literacy and power, London, Routledge, 2010Obligatorisk (Kapitel 1–4, ca. 100 sidor. Övriga kapitel extensivt)
- Jones, S, Critical literacies in the making: Social class and identities in the early reading classroom, Ingår i: Journal of early childhood literacy., vol. 13, nr. 2, 2012, s. 197–224Obligatorisk (27 s.)
- Street, B, What's "new" in New Literacy Studies?: Critical approaches to literacy in theory and practice, Ingår i: Current issues in comparative education: CICE., vol. 5, nr. 2, 2003, s. 77–91Obligatorisk (14 s.)
- Rowsell, Jennifer; Pahl, Kate, The Routledge handbook of literacy studies, New York, Routledge, 2015Obligatorisk (Kapitel 2, 3 och 5)
- Westman, Maria, Skriftpraktiker i gymnasieskolan: bygg- och omvårdnadselever skriver, Stockholm, Acta Universitatis Stockholmiensis, 2009Obligatorisk (Kapitel 3–5, s. 35–85 (50 s.))
Tema 2. Multimodalitet
- Jewitt, Carey; Bezemer, Josephus Johannes; O'Halloran, Kay L., Introducing multimodality, Milton Park, Abingdon, Oxon, Routledge, 2016Obligatorisk (Navigating a diverse field, s. 1–14)
- Domingo, M; Jewitt, C; Kress, G, Multimodal social semiotics: Writing in online contexts, Ingår i: The Routledge handbook of literacy studies, New York, Routledge, 2015, s. 251–266Obligatorisk (16 s.)
- Jewitt, Carey, The Routledge handbook of multimodal analysis, London, Routledge, 2009Obligatorisk (Different approaches to multimodality, s. 28–39) (12 s.)
- Kucirkova, N m.fl., Systematic review of young children's writing on screen: What do we know and what do we need to know, Ingår i: Literacy: published on behalf of the United Kingdom Literacy Association, vol. 53, nr. 4, 2019, s. 216–225Obligatorisk (10 s.)
- Mavers, D, Remaking meaning across modes in literacy studies, Ingår i: The Routledge handbook of literacy studies, New York, Routledge, 2015, s. 282–294Obligatorisk (13 s.)
- Danielsson, Kristina; Selander, Staffan, Se texten!: multimodala texter i ämnesdidaktiskt arbete, Malmö, Gleerup, 2014Obligatorisk
- Engblom, Charlotte; Andersson, Katharina; Åkerlund, Dan, Young students making textual changes during digital writing: Types, causes and consequences for the texts, 2020Obligatorisk (s. 190–201)
Tema 3. Disciplinary literacy, mathematics literacy och scientific literacy
- Östman, Leif; Almqist, Jonas, What do values and Norms Have to Do with Scientific Literacy?, Ingår i: Cedric Linder, Leif Östman, Douglas A. Roberts, Per-Olof Wickman, Gaalen Erickson & Allan MacKinnon (red.) Exploring the Landscape of Scientific Literacy. London: Routledge, 2011Obligatorisk (S. 160–175)
- Areljung, S; Sundberg, B, Potential for multi-dimensional teaching for emergent scientific literacy in pre-school practice, Journal of Emergent Science, 2018Obligatorisk (Vol. 15, 20–27)
- Barwell, R, From language as a resource to source of meaning in multilingual mathematics classrooms., Journal of Mathematical Behaviour, 2018Obligatorisk (Vol 50, 155–168)
- Bergvall, Ida, Bokstavligt, bildligt och symboliskt i skolans matematik: en studie om ämnesspråk i TIMSS, Uppsala, Acta Universitatis Upsaliensis, 2016Obligatorisk (Kap. 3–4 samt 6)
- Jakobson, Britt; Axelsson, Monica, 'Beating about the bush' on the how and why in elementary school science, Umeå, Umeå universitet, 2012Obligatorisk
- Lidar, Malena m.fl., Undervisningstraditioner i naturvetenskaplig undervisning i relation till svenska utbildningsreformer i skolår 6, 2019 (s. 174–192)
- Lundqvist, Eva; Säljö, Roger; Östman, Leif, Inledning: literacy och scientific literacy, Ingår i: Scientific literacy: teori och praktik, Malmö, Gleerups, 2013Obligatorisk
- Shanahan, Timothy, What is disciplinary literacy and why does it matter?, Ingår i: Topics in language disorders., vol. 32, nr. 1, 2012, s. 7–18Obligatorisk
- Öhman, Marie; Öhman, Johan, Harmoni eller konflikt? - en fallstudie av meningsinnehållet i utbildning för hållbar utveckling, NorDiNA, 2012, https:/
/ Obligatorisk (s. 59–72)www.journals.uio.no/ index.php/ nordina/ article/ view/ 359 - Morgan, Candia, Investigating changes in high-stakes mathematics examinations: a discursive approach., Ingår i: Research in mathematics education: papers of the British Society for Research into Learning Mathematics., vol. 18, nr. 2, 2016, s. 92–119, https:/
/ Obligatoriskwww.tandfonline.com/ doi/ full/ 10.1080/ 14794802.2016.1176596 - Areljung, S; Sundberg, B, Potential for multi-dimensional teaching for emergent scientific literacy in pre-school practice., Ingår i: Journal of Emergent Science, vol. 15, 2018, s. 20–27Obligatorisk
- Barwell, R, From language as a resource to source of meaning in multilingual mathematics classrooms., Ingår i: The Journal of mathematical behavior, vol. 50, 2018, s. 155–168, https:/
/ Obligatoriskdoi-org.ezproxy.its.uu.se/ 10.1016/ j.jmathb.2018.02.007 - Moschkovich, J.N., Academic literacy in mathematics for English Learners., Ingår i: The Journal of mathematical behavior, vol. 40, 2015, s. 43–62Obligatorisk
- Morgan, C m.fl., Language and communication in mathematics education: an overview of research in the field., Ingår i: Language & communication, vol. 46, nr. 6, 2014, s. 843–853, https:/
/ Obligatoriskdoi-org.ezproxy.its.uu.se/ 10.1007/ s11858-014-0624-9 - Roberts, D.A., Competing visions of scientific literacy: The influence of a science curriculum policy image., Ingår i: Exploring the landscape of scientific literacy, 2011, s. 11–27Obligatorisk
Dessutom tillkommer ca 100 s. enligt lärares anvisning.
* Obligatorisk