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Dolatkhah, Mats
Publications (10 of 28) Show all publications
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
Open this publication in new window or tab >>From informational reading to information literacy: Change and continuity in document work in Swedish schools
2018 (English)In: Journal of Documentation, ISSN 0022-0418, E-ISSN 1758-7379, Vol. 74, no 5, p. 1042-1052Article in journal (Refereed) 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.

Keywords
Information literacy, Reading, Sweden, Literacy, Document theory, Information behaviour, Information practices, Primary education, History of information
National Category
Information Studies
Research subject
Library and Information Science
Identifiers
urn:nbn:se:hb:diva-15001 (URN)10.1108/JD-11-2017-0156 (DOI)000440669900008 ()2-s2.0-85048058316 (Scopus ID)
Projects
Reading, traditions and negotiations: Reading activities in Swedish classrooms 1967-1969
Funder
Swedish Research Council, 2012-4140
Available from: 2018-08-17 Created: 2018-08-17 Last updated: 2018-08-17Bibliographically approved
Lundh, A. H. (2018). Läsning, tradition och förhandling (LÄST): Läsaktiviteter i svenska klassrum 1967–1969. In: Resultatdialog 2018: (pp. 73-76). Stockholm: Vetenskapsrådet
Open this publication in new window or tab >>Läsning, tradition och förhandling (LÄST): Läsaktiviteter i svenska klassrum 1967–1969
2018 (Swedish)In: Resultatdialog 2018, Stockholm: Vetenskapsrådet , 2018, p. 73-76Chapter in book (Other (popular science, discussion, etc.))
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.

Place, publisher, year, edition, pages
Stockholm: Vetenskapsrådet, 2018
Keywords
läsning, läsandets historia, utbildningshistoria, svensk grundskola
National Category
Information Studies
Research subject
Library and Information Science
Identifiers
urn:nbn:se:hb:diva-15554 (URN)978-91-7307-374-5 (ISBN)
Projects
Läsning, tradition och förhandling (LÄST): Läsaktiviteter i svenska klassrum 1967–1969
Funder
Swedish Research Council
Available from: 2018-12-21 Created: 2018-12-21 Last updated: 2019-01-14Bibliographically approved
Dolatkhah, M. & Hultgren, F. (2017). Vad läser elever?.
Open this publication in new window or tab >>Vad läser elever?
2017 (Swedish)Other (Refereed)
Publisher
p. 12
Keywords
läsvanestudier, literacy, genrer, läsfrämjande arbete, läslust
National Category
Social Sciences
Research subject
Library and Information Science
Identifiers
urn:nbn:se:hb:diva-13403 (URN)
Available from: 2018-01-12 Created: 2018-01-12 Last updated: 2018-01-12Bibliographically approved
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
Open this publication in new window or tab >>Information and experience: audio-visual observations of reading activities in Swedish comprehensive school classrooms 1967–1969
2016 (English)In: History of Education, ISSN 0046-760X, E-ISSN 1464-5130, Vol. 45, no 6, p. 831-850Article in journal (Refereed) Published
National Category
Information Studies
Research subject
Library and Information Science
Identifiers
urn:nbn:se:hb:diva-11496 (URN)10.1080/0046760X.2016.1166268 (DOI)
Projects
Reading, traditions and negotiations: Reading activities in Swedish classrooms 1967–1969
Funder
Swedish Research Council, 2012-4140
Available from: 2016-12-20 Created: 2016-12-20 Last updated: 2018-12-21Bibliographically approved
Lundh, A. H. & Dolatkhah, M. (2016). Reading as dialogical document work: Possibilities for Library and Information Science. Journal of Documentation, 72(1), 127-139
Open this publication in new window or tab >>Reading as dialogical document work: Possibilities for Library and Information Science
2016 (English)In: Journal of Documentation, ISSN 0022-0418, E-ISSN 1758-7379, Vol. 72, no 1, p. 127-139Article in journal (Refereed) 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.

Keywords
Reading, Dialogism, Document theory, Document work, Information behaviour, Information practices
National Category
Information Studies
Research subject
Library and Information Science; Library and Information Science
Identifiers
urn:nbn:se:hb:diva-8301 (URN)10.1108/JD-01-2015-0019 (DOI)
Projects
Reading, traditions and negotiations: reading activities in Swedish classrooms 1967-1969
Funder
Swedish Research Council, 2012-4140
Available from: 2015-12-30 Created: 2015-12-30 Last updated: 2017-12-01Bibliographically approved
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
Open this publication in new window or tab >>Becoming Citizens: Dialogical Document Work in the Classroom of the People’s Home
2015 (English)In: Proceedings from the Annual Meeting of the Document Academy, Sydney: DOCAM , 2015, Vol. 2Conference paper, Published paper (Refereed)
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.

Place, publisher, year, edition, pages
Sydney: DOCAM, 2015
Keywords
Document work, documentary practices, post-war era, reading, Sweden
National Category
Information Studies
Research subject
Library and Information Science
Identifiers
urn:nbn:se:hb:diva-8309 (URN)
Conference
DOCAM 2015, Sydney, Australia, 20-22 July 2015
Projects
Reading, traditions and negotiations: Reading activities in Swedish classrooms 1967-1969
Funder
Swedish Research Council, 2012-4140
Available from: 2016-01-05 Created: 2016-01-05 Last updated: 2017-05-04Bibliographically approved
Dolatkhah, M. (2015). Läsfrämjande i pedagogisk verksamhet. Stockholm
Open this publication in new window or tab >>Läsfrämjande i pedagogisk verksamhet
2015 (Swedish)Other (Refereed)
Abstract [sv]

Flera institutioner i samhället arbetar på olika sätt med barns och ungas läsning. Dels handlar det om att barn och unga behöver utveckla läsförmågan för att kunna delta i utbildning, arbete och samhällsliv, dels eftersträvas ofta att utveckla läsintressen och läsvanor. På politisk nivå sätts läsandet i samband med såväl individuella som samhälleliga värden och ses ofta som en tillgång för demokratin (se t.ex. Litteraturutredningen 2012a, och Proposition 2013/14:3). I artikeln tas upp en omfattande forskning om läsning som kan vara av intresse för detta arbete.

Place, publisher, year, pages
Stockholm: , 2015. p. 13
Keywords
läsvanor, läsförmåga, läsintresse
National Category
Social Sciences
Research subject
Library and Information Science; Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-820 (URN)
Projects
Läslyftet
Available from: 2015-09-29 Created: 2015-09-29 Last updated: 2016-03-04Bibliographically approved
Dolatkhah, M. & Lundh, A. H. (2014). Reading, democracy and discipline: Premises for reading activities in Swedish primary schools from 1967 to 1969. In: Marju Lauristin, Peeter Vihalemm (Ed.), Reading in changing society: (pp. 144-157). University of Tartu Press
Open this publication in new window or tab >>Reading, democracy and discipline: Premises for reading activities in Swedish primary schools from 1967 to 1969
2014 (English)In: Reading in changing society / [ed] Marju Lauristin, Peeter Vihalemm, University of Tartu Press , 2014, p. 144-157Chapter in book (Refereed)
Place, publisher, year, edition, pages
University of Tartu Press, 2014
Keywords
Reading, Primary School, Curriculum, 19th Century Sweden
National Category
Information Studies
Research subject
Library and Information Science
Identifiers
urn:nbn:se:hb:diva-5209 (URN)2320/13995 (Local ID)978-9949-32-575-7 (ISBN)978-9949-32-578-8 (ISBN)2320/13995 (Archive number)2320/13995 (OAI)
Note

Sponsorship:

The study was conducted within the project "Reading, traditions and negotiations: Reading activities in Swedish classrooms 1967-1969", funded by the Swedish Research Council 2013-2015, ref 2012-4140.

Available from: 2015-12-17 Created: 2015-12-17
Dolatkhah, M., Francke, H., Gärdén, C., Limberg, L., Lundberg-Rodin, M. & Lundh, A. H. (2013). Att värdera skolbiblioteksforskning. Svensk biblioteksförening
Open this publication in new window or tab >>Att värdera skolbiblioteksforskning
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2013 (Swedish)Other (Other (popular science, discussion, etc.))
Abstract [sv]

25 år av tvärvetenskaplig, internationell forskning visar alltjämt att bemannade skolbibliotek som samspelar nära med undervisningen kan ge högst meningsfulla bidrag till elevers lärande. Det menar sex forskare vid institutionen för Biblioteks- och informationsvetenskap vid Högskolan i Borås. I en lång replik (7/10) i debatten om skolbibliotek, där Gabriel H Sahlgren generöst presenterar färdiga och kategoriska lösningar på svåra och omstridda metodologiska problem inom samhällsvetenskaplig och tvärvetenskaplig forskning, bemöts vårt tidigare inlägg (4/10). Vi noterar att Sahlgren, som professionell opinionsbildare med uppdrag att finna argument för en fri skolmarknad, framhärdar i sin övertygelse om att en enda indisk studie är en bättre indikator på hur skolbibliotek i Sverige kan fungera, än den helhetsbild som övrig forskning presenterar. Skälet för detta är att den indiska studien använder sig av en experimentell metoddesign. Studien ifråga finner inget stöd för att anta att orsakssamband finns mellan förekomsten av skolbibliotek och elevers studieresultat.

Place, publisher, year, pages
Svensk biblioteksförening, 2013
Keywords
Skolbibliotek, Forskning
National Category
Information Studies
Research subject
Library and Information Science
Identifiers
urn:nbn:se:hb:diva-1691 (URN)2320/13078 (Local ID)2320/13078 (Archive number)2320/13078 (OAI)
Note

Publicerad den 10 oktober 2013

Available from: 2015-11-13 Created: 2015-11-13 Last updated: 2018-03-18Bibliographically approved
Nilsson, S. K., Dahlström, M., Dolatkhah, M. & Frenander, A. (2013). Biblioteks- och informationsvetenskap. Kulturella perspektiv - Svensk etnologisk tidskrift, 2013(1), 18-20
Open this publication in new window or tab >>Biblioteks- och informationsvetenskap
2013 (Swedish)In: Kulturella perspektiv - Svensk etnologisk tidskrift, ISSN 1102-7908, Vol. 2013, no 1, p. 18-20Article in journal (Other academic) Published
Place, publisher, year, edition, pages
Föreningen Kulturella Perspektiv vid Umeå universitet, 2013
Keywords
Kulturvetenskaplig forskning
National Category
Humanities Social Sciences
Research subject
Library and Information Science
Identifiers
urn:nbn:se:hb:diva-1592 (URN)2320/12547 (Local ID)2320/12547 (Archive number)2320/12547 (OAI)
Note

Temanummer Tvärgående kulturforskning

Available from: 2015-11-13 Created: 2015-11-13 Last updated: 2017-12-01Bibliographically approved
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