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Publikasjoner (10 av 49) Visa alla publikasjoner
Lundh, A. H., O’Donnell, M. & Hedemark, Å. (2018). Att göra läsning möjlig för alla: Samarbete mellan bibliotekssektor och biblioteks- och informationsvetenskaplig forskning. In: Joacim Hansson & Per Wisselgren (Ed.), Bibliotekarier i teori och praktik: Utbildningsperspektiv på en unik profession (pp. 253-268). Lund: BTJ förlag
Åpne denne publikasjonen i ny fane eller vindu >>Att göra läsning möjlig för alla: Samarbete mellan bibliotekssektor och biblioteks- och informationsvetenskaplig forskning
2018 (svensk)Inngår i: Bibliotekarier i teori och praktik: Utbildningsperspektiv på en unik profession / [ed] Joacim Hansson & Per Wisselgren, Lund: BTJ förlag , 2018, s. 253-268Kapittel i bok, del av antologi (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Lund: BTJ förlag, 2018
Emneord
Tillgängliga medier, uppdragsforskning, talböcker
HSV kategori
Forskningsprogram
Biblioteks- och informationsvetenskap
Identifikatorer
urn:nbn:se:hb:diva-15003 (URN)9789170188213 (ISBN)
Tilgjengelig fra: 2018-08-20 Laget: 2018-08-20 Sist oppdatert: 2018-08-20bibliografisk kontrollert
Lundh, A. H., Dolatkhah, M. & Limberg, L. (2018). From informational reading to information literacy: Change and continuity in document work in Swedish schools. Journal of Documentation, 74(5), 1042-1052
Åpne denne publikasjonen i ny fane eller vindu >>From informational reading to information literacy: Change and continuity in document work in Swedish schools
2018 (engelsk)Inngår i: Journal of Documentation, ISSN 0022-0418, E-ISSN 1758-7379, Vol. 74, nr 5, s. 1042-1052Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Purpose. The purpose of this paper is to historicise research conducted in the fields of Information Seeking and Learning and Information Literacy and thereby begin to outline a description of the history of information in the context of Swedish compulsory education.

Design/methodology/approach. Document work and documentary practices are used as alternatives to concepts such as information seeking or information behaviour. Four empirical examples of document work – more specifically informational reading – recorded in Swedish primary classrooms in the 1960s are presented.

Findings. In the recordings, the reading style students use is similar to informational reading in contemporary educational settings: it is fragmentary, facts-oriented, and procedure-oriented. The practice of finding correct answers, rather than analysing and discussing the contents of a text seems to continue from lessons organised around print textbooks in the 1960s to the inquiry-based and digital teaching of today.

Originality/value. The paper seeks to analyse document work and documentary practices by regarding “information” as a discursive construction in a particular era with material consequences in particular contexts, rather than as a theoretical and analytical concept. It also problematises the notion that new digital technologies for producing, organising, finding, using, and disseminating documents have drastically changed people’s behaviours and practices in educational and other contexts.

Emneord
Information literacy, Reading, Sweden, Literacy, Document theory, Information behaviour, Information practices, Primary education, History of information
HSV kategori
Forskningsprogram
Biblioteks- och informationsvetenskap
Identifikatorer
urn:nbn:se:hb:diva-15001 (URN)10.1108/JD-11-2017-0156 (DOI)000440669900008 ()2-s2.0-85048058316 (Scopus ID)
Prosjekter
Reading, traditions and negotiations: Reading activities in Swedish classrooms 1967-1969
Forskningsfinansiär
Swedish Research Council, 2012-4140
Tilgjengelig fra: 2018-08-17 Laget: 2018-08-17 Sist oppdatert: 2018-08-17bibliografisk kontrollert
Lindsköld, L., Lundh, A. H. & Hedemark, Å. (2018). Knowledges of Reading: An Analysis of Swedish Literature Policy 2012-2013. In: : . Paper presented at The 10th International Conference on Cultural Policy Research (ICCPR2018), Tallinn, 21-24 August, 2018.
Åpne denne publikasjonen i ny fane eller vindu >>Knowledges of Reading: An Analysis of Swedish Literature Policy 2012-2013
2018 (engelsk)Konferansepaper, Oral presentation with published abstract (Annet vitenskapelig)
Abstract [en]

The paper explores problematisations of reading in current Swedish literature policy through a discourse analysis of the Swedish Government Commission report on Literature from 2012 and the following Government bill from 2013. The analysis focuses on problematisations of the reading citizen and the knowledge practices that have made these problematisations possible. A central problematisation is the declining reading literacy of children and youth, threatening children's learning and development; democracy; "the culture of reading"; Sweden's economic competitiveness; and the market for Swedish literature. This problematisation produce dividing practices around problematic non-readers and themore desirable readers. Other dividing practices can be identified around youth/adult, pupil/teacher, child/parent, and son/father where the latter should educate the former about the virtues of reading. Underpinning these problematisations are knowledge practices where instrumental policy actions, based on seemingly rational, objective, and empirical research is paired with humanistic building values.

Emneord
literature policy, politics of reading, discourse, knowledge practices
HSV kategori
Forskningsprogram
Biblioteks- och informationsvetenskap
Identifikatorer
urn:nbn:se:hb:diva-15058 (URN)
Konferanse
The 10th International Conference on Cultural Policy Research (ICCPR2018), Tallinn, 21-24 August, 2018
Prosjekter
Att skapa den läsande medborgaren. Offentlig debatt och politik 1945-2017
Forskningsfinansiär
Swedish Research Council, 2017-01542
Tilgjengelig fra: 2018-09-03 Laget: 2018-09-03 Sist oppdatert: 2018-09-06bibliografisk kontrollert
Lundh, A. H. (2018). Läsning, tradition och förhandling (LÄST): Läsaktiviteter i svenska klassrum 1967–1969. In: Resultatdialog 2018: (pp. 73-76). Stockholm: Vetenskapsrådet
Åpne denne publikasjonen i ny fane eller vindu >>Läsning, tradition och förhandling (LÄST): Läsaktiviteter i svenska klassrum 1967–1969
2018 (svensk)Inngår i: Resultatdialog 2018, Stockholm: Vetenskapsrådet , 2018, s. 73-76Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
Abstract [sv]

I detta projekt har vi analyserat inspelade svensklektioner från slutet av 1960-talet med fokus på hur läsundervisningen organiserades. Resultaten visar att faktaorienterad informationsläsning gavs stort utrymme vid denna tid. Möjligheterna att försjunka i skönlitteratur var däremot få. Idag ses faktaorienterad läsning ofta som problematisk och som en ny företeelse som hänger samman med teknikutvecklingen. Vårt projekt visar att denna typ av läsning är en del av en längre tradition.

sted, utgiver, år, opplag, sider
Stockholm: Vetenskapsrådet, 2018
Emneord
läsning, läsandets historia, utbildningshistoria, svensk grundskola
HSV kategori
Forskningsprogram
Biblioteks- och informationsvetenskap
Identifikatorer
urn:nbn:se:hb:diva-15554 (URN)978-91-7307-374-5 (ISBN)
Prosjekter
Läsning, tradition och förhandling (LÄST): Läsaktiviteter i svenska klassrum 1967–1969
Forskningsfinansiär
Swedish Research Council
Tilgjengelig fra: 2018-12-21 Laget: 2018-12-21 Sist oppdatert: 2019-01-14bibliografisk kontrollert
Dolatkhah, M. & Lundh, A. H. (2016). Information and experience: audio-visual observations of reading activities in Swedish comprehensive school classrooms 1967–1969. History of Education, 45(6), 831-850
Åpne denne publikasjonen i ny fane eller vindu >>Information and experience: audio-visual observations of reading activities in Swedish comprehensive school classrooms 1967–1969
2016 (engelsk)Inngår i: History of Education, ISSN 0046-760X, E-ISSN 1464-5130, Vol. 45, nr 6, s. 831-850Artikkel i tidsskrift (Fagfellevurdert) Published
HSV kategori
Forskningsprogram
Biblioteks- och informationsvetenskap
Identifikatorer
urn:nbn:se:hb:diva-11496 (URN)10.1080/0046760X.2016.1166268 (DOI)
Prosjekter
Reading, traditions and negotiations: Reading activities in Swedish classrooms 1967–1969
Forskningsfinansiär
Swedish Research Council, 2012-4140
Tilgjengelig fra: 2016-12-20 Laget: 2016-12-20 Sist oppdatert: 2018-12-21bibliografisk kontrollert
Lundh, A. H. & Dolatkhah, M. (2016). Reading as dialogical document work: Possibilities for Library and Information Science. Journal of Documentation, 72(1), 127-139
Åpne denne publikasjonen i ny fane eller vindu >>Reading as dialogical document work: Possibilities for Library and Information Science
2016 (engelsk)Inngår i: Journal of Documentation, ISSN 0022-0418, E-ISSN 1758-7379, Vol. 72, nr 1, s. 127-139Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Purpose The purpose of this paper is to introduce a dialogically based theory of documentary practices and document work as a promising framework for studying activities that are often conceptualised as information behaviour or information practices within Library and Information Science (LIS).

Design/methodology/approach An empirical example – a lesson on how to read railway timetables – is presented. The lesson stems from a research project including 223 Swedish lessons recorded in Swedish primary schools 1967-1969. It is argued that this lesson, as many empirical situations within LIS research, can fruitfully be regarded as documentary practices which include document work such as reading, rather than instances of information behaviour.

Findings It is found that the theoretical perspective of dialogism could contribute to the theory development within LIS, and function as a bridge between different subfields such as reading studies and documentary practices.

Research limitations/implications The framework is yet to be applied on a larger scale. This would require a willingness to go beyond the entrenched idea of information as the core theoretical concept and empirical object of study within LIS.

Social implications The theoretical framework offers a view of the relations between individuals, documents, and social contexts, through which it is possible to explore the social significance of core LIS concerns such as reading, literacy, and document work.

Originality/value The theoretical framework offers an alternative to the monologist, information-based theories and models of people’s behaviours and practices prevalent in LIS.

Emneord
Reading, Dialogism, Document theory, Document work, Information behaviour, Information practices
HSV kategori
Forskningsprogram
Biblioteks- och informationsvetenskap; Biblioteks- och informationsvetenskap
Identifikatorer
urn:nbn:se:hb:diva-8301 (URN)10.1108/JD-01-2015-0019 (DOI)
Prosjekter
Reading, traditions and negotiations: reading activities in Swedish classrooms 1967-1969
Forskningsfinansiär
Swedish Research Council, 2012-4140
Tilgjengelig fra: 2015-12-30 Laget: 2015-12-30 Sist oppdatert: 2017-12-01bibliografisk kontrollert
Lundh, A. H. (2016). Subject positions of children in information behaviour research. Information research, 21(3)
Åpne denne publikasjonen i ny fane eller vindu >>Subject positions of children in information behaviour research
2016 (engelsk)Inngår i: Information research, ISSN 1368-1613, E-ISSN 1368-1613, Vol. 21, nr 3Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Introduction. This paper problematises how children are categorised as a specific user group within information behaviour research and discusses the implications of this categorisation.

Methods. Two edited collections of papers on children’s information behaviour are analysed.

Analysis. The analysis is influenced by previous discourse analytic studies of users within information science and by the sociology of childhood and the discourse analytic concept of subject positions guides the analysis.

Results. In the children-focussed discourse of information behaviour research, children are described as being characterised by distinctive child-typical features, which means that similarities between children and other groups, as well as differences within the group, are downplayed. Children are also characterised by deficiencies: by not being adults, by not being mature and by not being competent information seekers. The discourse creates a position of power for adults, and for children a position as those in need of expert help. Children are also ascribed a subject position as users of technologies that affect the group in various ways.

Conclusions. It is suggested that information behaviour research would benefit from shifting the focus from trying to explain how children innately are and therefore behave with information, to creating understandings of various information practices which involve people of a young age.

Emneord
Children, Information Behaviour, Discourse Analysis
HSV kategori
Forskningsprogram
Biblioteks- och informationsvetenskap
Identifikatorer
urn:nbn:se:hb:diva-10713 (URN)2-s2.0-84989350409 (Scopus ID)
Merknad

This study has been funded by the Curtin Research Fellowship, Curtin University, Perth, Australia. The author is a member of the Linnaeus Centre for Research on Learning, Interaction and Mediated Communication in Contemporary Society (LinCS) at the University of Gothenburg and the University of Borås, Sweden, funded by the Swedish Research Council, ref 349-2006-146.

The author would like to thank Mats Dolatkhah, Linnéa Lindsköld, Amira Sofie Sandin and the research seminar at the Swedish School of Library and Information Science, as well as Brad Gobby at Curtin University for their valuable input and support during the writing of this paper; and Bradley Smith at Semiosmith Editing and Consulting Services for his help with the English editing of the manuscript.

Tilgjengelig fra: 2016-09-19 Laget: 2016-09-19 Sist oppdatert: 2018-08-17bibliografisk kontrollert
Lundh, A. H. & Dolatkhah, M. (2015). Becoming Citizens: Dialogical Document Work in the Classroom of the People’s Home. In: Proceedings from the Annual Meeting of the Document Academy: . Paper presented at DOCAM 2015, Sydney, Australia, 20-22 July 2015. Sydney: DOCAM, 2
Åpne denne publikasjonen i ny fane eller vindu >>Becoming Citizens: Dialogical Document Work in the Classroom of the People’s Home
2015 (engelsk)Inngår i: Proceedings from the Annual Meeting of the Document Academy, Sydney: DOCAM , 2015, Vol. 2Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

The aim of this paper is twofold. Firstly, to analyse how a particular reading activity in a post-war Swedish comprehensive school, was part of the larger social and political project of the welfare state, and tied to the notion of good citizenship. Thereby, and secondly, the paper aims to illustrate how dialogical document theory enables the study of reading, and possibly other types of document work and practices. The analysis of a speech by a teacher about what can be learnt from a short story during a Swedish lesson in a primary school in 1968 illustrates how document work such as reading activities are value-laden, and tied into ideologies and political projects. In this specific case, reading is in dialogue with the political project of realising the democratic and egalitarian “People’s home” which, somewhat paradoxically, required the disciplining of its young citizens. It is concluded that a dialogical document theory, which focuses on document work as it unfolds in localised activities and at the same time on situation-transcending documentary practices, can be useful for studies within Library and Information Science on reading in both utilitarian and pleasure oriented empirical contexts.

sted, utgiver, år, opplag, sider
Sydney: DOCAM, 2015
Emneord
Document work, documentary practices, post-war era, reading, Sweden
HSV kategori
Forskningsprogram
Biblioteks- och informationsvetenskap
Identifikatorer
urn:nbn:se:hb:diva-8309 (URN)
Konferanse
DOCAM 2015, Sydney, Australia, 20-22 July 2015
Prosjekter
Reading, traditions and negotiations: Reading activities in Swedish classrooms 1967-1969
Forskningsfinansiär
Swedish Research Council, 2012-4140
Tilgjengelig fra: 2016-01-05 Laget: 2016-01-05 Sist oppdatert: 2017-05-04bibliografisk kontrollert
Lundh, A. H. & Johnson, G. M. (2015). The use of digital talking books by people with print disabilities: A literature review. Library hi tech, 33(1), 54-64
Åpne denne publikasjonen i ny fane eller vindu >>The use of digital talking books by people with print disabilities: A literature review
2015 (engelsk)Inngår i: Library hi tech, ISSN 0737-8831, Vol. 33, nr 1, s. 54-64Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Purpose The purpose of this paper is to analyse empirical studies regarding the use of digital talking books (Digital Accessible Information System (DAISY) books) as well as the possibilities and limitations that users with print disabilities encounter when using these books. Upon fulfilment of this purpose, it is also possible to identify research needs in the area of talking books.

Design/methodology/approach An analysis of 12 empirical studies concerning the use of DAISY books is conducted. The concept of affordances is employed in the analysis, which focuses on: users of talking books, talking books as objects, and the social settings in which talking books are used.

Findings First, the reviewed literature indicates that the navigational features of the DAISY talking book appear to provide unprecedented affordances in terms of the users’ approaches to reading. However, the affordances of talking books depend, to some extent, on whether the users have visual impairments or dyslexia/reading and writing difficulties. Second, the reviewed literature illustrates that the affordances provided by talking books depend on the settings in which they are used, both in terms of specific social situations and wider socio-political contexts.

Originality/value Although the need for assistive reading technologies, such as digital talking books, is large, research in this area is scarce, particularly from a user perspective. This paper describes the results of those studies which have actually been conducted on this topic and highlights areas that require further study.

Emneord
User studies, Accessibility, Affordances of information systems, DAISY, Print disabilities, Talking books
HSV kategori
Forskningsprogram
Biblioteks- och informationsvetenskap; Biblioteks- och informationsvetenskap
Identifikatorer
urn:nbn:se:hb:diva-8300 (URN)10.1108/LHT-07-2014-0074 (DOI)
Merknad

This paper is part of the research project “Learning to read talking books: The documentary practices of children with print disabilities”, funded by the Curtin Senior Research Fellowship, Curtin University, Perth, Western Australia. The authors would like to thank Keith Hampson and Christine Yates for their valuable suggestions on how to improve earlier versions of this paper.

Tilgjengelig fra: 2015-12-30 Laget: 2015-12-30 Sist oppdatert: 2017-12-01bibliografisk kontrollert
Lundh, A. H., Francke, H. & Sundin, O. (2015). To assess and be assessed: Upper secondary school students’ narratives of credibility judgements. Journal of Documentation, 71(1), 80-95
Åpne denne publikasjonen i ny fane eller vindu >>To assess and be assessed: Upper secondary school students’ narratives of credibility judgements
2015 (engelsk)Inngår i: Journal of Documentation, ISSN 0022-0418, E-ISSN 1758-7379, Vol. 71, nr 1, s. 80-95Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Purpose: The aim of the study is to explore how students construct narratives of themselves as information seekers in a school context where their descriptions of their information activities are assessed and graded.

 

Design/methodology/approach: Blog posts on credibility judgements written by 28 students at a Swedish upper secondary school were analysed through a bottom-up coding process based in the sociocultural concept of narratives of selves.

 

Findings: Two tensions in the students’ accounts are identified. The first tension is that between the description of the individual, independent student and the description of the good group member. The second tension is between describing oneself as an independent information seeker and at the same time as someone who seeks information in ways that are sanctioned within the school setting.

 

Research limitations/implications: The study focuses on a specific social practice and on situated activities, but also illustrates some aspects of information activities that pertain to educational contexts in general. It explores how social norms related to credibility judgements are expressed and negotiated in discursive interaction.

 

Practical implications: The study highlights that when information activities become objects of assessment, careful consideration of what aspects are meant to be assessed is necessary.

 

Originality/value: The study is based on the idea of information activities as socially and discursively shaped, and it illustrates some of the consequences when information activities become objects of teaching, learning, and grading. 

sted, utgiver, år, opplag, sider
Emerald Group Publishing Limited, 2015
Emneord
Credibility; Information Literacy; Information Practices; Internet Sources; Learning; Sociocultural theory; Students; Secondary schools; Sweden
HSV kategori
Forskningsprogram
Biblioteks- och informationsvetenskap
Identifikatorer
urn:nbn:se:hb:diva-596 (URN)10.1108/JD-03-2013-0035 (DOI)000349645500005 ()2-s2.0-84920903553 (Scopus ID)
Prosjekter
Expertise, Authority and Control on the Internet (EXACT): a study of the formation of source credibility in Web 2.0 environments for learning
Forskningsfinansiär
Swedish Research Council, 2007-3399
Tilgjengelig fra: 2015-08-04 Laget: 2015-08-04 Sist oppdatert: 2017-08-23bibliografisk kontrollert
Organisasjoner
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0002-4178-0563