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  • 1.
    Andersson, Erik
    Högskolan i Skövde, Institutionen för kommunikation och information.
    Text som kontext - rum, plats och text som social situation2010Ingår i: Utbildning och lärande, ISSN 1653-0594, Vol. 4, nr 1, s. 76-96Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The ability to express oneself in text has come to be an even more pressuring task due to new media. The use of text in the new media and the school looks slightly different and create different claims on which kind of text activity that are advocated. Language activity and use of text in different spaces and places has become a constituent principle in the western society of today – language and the use of text is seen as the ontological condition for social life. The historical and conventional media notion of public and reception has been replaced by a more complex communication situation due to the digital media. Related to this context and the linguistic turn, three concepts; text action, text conversation and the pedagogy of place are developed and exemplified by a national net community. The theoretical contribution makes it possible to understand and approach the use of text and the complexity this use in different spaces and places articulates. The national net community is discussed in relation to the school exemplifying two different public spaces where new media is put forward illustrating a social situation consti-tuted of text – young people’s use of text practically becomes context. How can we understand and approach this new educational situation?

  • 2.
    Andersson, Peter
    et al.
    Högskolan i Skövde, Institutionen för kommunikation och information.
    Wilhelmsson Ramshage, Bitte
    Texter som inte räknas?: Om digitala läs- och skrivaktiviteter bland barn och unga2010Ingår i: Utbildning och lärande, ISSN 1653-0594, Vol. 4, nr 1, s. 14-33Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In the age of the Internet and a changing semiotic landscape, reading and writing become increasingly complex activities in school. ICT have to be considered as a partner in the daily pedagogies. Digital media and new forms of communication are of great interest for literacy researches, particularly within the area of research that has come to be called New literacies. This article presents the results of a survey in which we asked 320 pupils about their use of information technology as part of daily literacy activities in and outside school. The study is inspired by an American study among young adolescents in New York (Agee & Altarriba 2009), but based on a wider range of ages: between 10-16 years. Our results show some significant differences in the pupils’ literacy activities based on factors such as gender, age, and attitudes towards reading and writing. Of particular interest is one group that distinguishes itself by having a negative attitude to reading and writing even though spending much time on digital literacies in and outside school.

  • 3.
    Johansson, Lars-Erik
    Högskolan i Skövde, Institutionen för kommunikation och information.
    Nygamla textvärldar - genrer och skärmbaserad textanvändning i skola och samhälle2010Ingår i: Utbildning och lärande, ISSN 1653-0594, Vol. 4, nr 1, s. 58-75Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Research on writing makes use of a system of concepts, whose purpose it is to describe various forms of text production. Within this field are primarily found concepts as genre but also text type, discourse type and text; characteristic for the use of these concept is that they are highly renowned for their vague or even non-existing definitions of the conceptual content. In a critical survey of the field these central concepts are delimited and defined. Moreover, the use of genre within traditional and digital media is studied. Traditional genres of high prestige, marked by discursive discourse types, normally have a similar structure in digital and in traditional print media. The screen-based text use of the young, however, is characterized by newly developed, loose, colloquial, and highly social communicative genres, which will not likely facilitate promoting the school objectives meant to further discursive thinking and writing.

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