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Lärarstudenters digitala studievardag : Informationslitteracitet vid en förskollärarutbildning

Hanell, Fredrik LU (2019)
Abstract
This dissertation reports on an investigation into how digital tools are used, negotiated and given meaning in Swedish pre-school teacher education. The overall aim has been to create a deeper understanding of how students’ information literacies are enacted when digital tools are used and appropriated in the daily life at a pre-school teacher education, in relation to conceptions of the digitalisation of teacher education in national policy. A netnographical study at a pre-school teacher education was conducted between 2012 and 2015. The study generated online material, mainly from a Facebook Group used by students and teacher, and field notes from participant observations, transcribed interviews and a field diary. Through application of... (More)
This dissertation reports on an investigation into how digital tools are used, negotiated and given meaning in Swedish pre-school teacher education. The overall aim has been to create a deeper understanding of how students’ information literacies are enacted when digital tools are used and appropriated in the daily life at a pre-school teacher education, in relation to conceptions of the digitalisation of teacher education in national policy. A netnographical study at a pre-school teacher education was conducted between 2012 and 2015. The study generated online material, mainly from a Facebook Group used by students and teacher, and field notes from participant observations, transcribed interviews and a field diary. Through application of a socio-cultural perspective on information literacy, the netnographical material was analysed using the concepts appropriation and identity. To analyse the discursive level, four national policy documents with demands for increased digital competence in teacher education were analysed using Carol Bacchi’s ‘what’s the problem represented to be?’ approach.

The findings show how views on learning and identity interact with the materiality of the digital tools and the enabling and constraining properties of the local learning environment when information literacies are enacted. The identity position discussion-oriented student is connected to how the Facebook Group is appropriated as a relation-building tool and a relational information literacy. This type of information literacy entails a view on learning as co-learning, rooted in the historical development of pre-school teacher education, and a non-hierarchical understanding of teacher and student roles. The identity positions goal-oriented student and customer-oriented student are connected to how the Facebook Group is appropriated as a collaborative problem-solving tool and a pragmatic information literacy. This form of information literacy reflects instrumental and neoliberal views on learning, and a traditional understanding of teacher and student roles. The policy analysis shows how an economic and competitive perspective underpins demands for increased digital competence in teacher education, and how the value of digital tools for learning and teaching is taken for granted. The idea of co-learning, that is found to be influential but not fully accepted at the pre-school teacher education, is difficult to combine with an economic perspective emphasising measurability and quantification. The economic perspective is partly compatible with a pragmatic information literacy. The findings of the dissertation shed light on the gap between what is described as important in policy documents and what teacher students and teachers describe as important when digital tools are used in teacher education. (Less)
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author
supervisor
opponent
  • docent Heinström, Jannica, Åbo Akademi
organization
alternative title
Teacher students’ digital daily lives: information literacy at a pre-school teacher education
publishing date
type
Thesis
publication status
published
subject
keywords
Information Literacy, Information Sharing, Teacher Education, Digital Media, Digitalisation, Socio-cultural theory, Identity, Netnography, Policy Analysis, Information Studies, Informationslitteracitet, Medie- och informationskunnighet, informationsdelning, Lärarutbildning, Digitala medier, Digitalisering, Socio-kulturell teori, Identitet, Policyanalys, Etnografi
pages
364 pages
publisher
Department of Arts and Cultural Sciences, Lund University
defense location
C121, LUX, Helgonavägen 3, Lund
defense date
2019-02-08 13:15
ISBN
978-91-983690-7-6
language
Swedish
LU publication?
yes
id
26a7236b-5e65-43a6-bac9-7f1172f23940
date added to LUP
2019-01-09 15:39:35
date last changed
2019-01-17 15:45:19
@phdthesis{26a7236b-5e65-43a6-bac9-7f1172f23940,
  abstract     = {This dissertation reports on an investigation into how digital tools are used, negotiated and given meaning in Swedish pre-school teacher education. The overall aim has been to create a deeper understanding of how students’ information literacies are enacted when digital tools are used and appropriated in the daily life at a pre-school teacher education, in relation to conceptions of the digitalisation of teacher education in national policy. A netnographical study at a pre-school teacher education was conducted between 2012 and 2015. The study generated online material, mainly from a Facebook Group used by students and teacher, and field notes from participant observations, transcribed interviews and a field diary. Through application of a socio-cultural perspective on information literacy, the netnographical material was analysed using the concepts appropriation and identity. To analyse the discursive level, four national policy documents with demands for increased digital competence in teacher education were analysed using Carol Bacchi’s ‘what’s the problem represented to be?’ approach. <br/><br/>The findings show how views on learning and identity interact with the materiality of the digital tools and the enabling and constraining properties of the local learning environment when information literacies are enacted. The identity position discussion-oriented student is connected to how the Facebook Group is appropriated as a relation-building tool and a relational information literacy. This type of information literacy entails a view on learning as co-learning, rooted in the historical development of pre-school teacher education, and a non-hierarchical understanding of teacher and student roles. The identity positions goal-oriented student and customer-oriented student are connected to how the Facebook Group is appropriated as a collaborative problem-solving tool and a pragmatic information literacy. This form of information literacy reflects instrumental and neoliberal views on learning, and a traditional understanding of teacher and student roles. The policy analysis shows how an economic and competitive perspective underpins demands for increased digital competence in teacher education, and how the value of digital tools for learning and teaching is taken for granted. The idea of co-learning, that is found to be influential but not fully accepted at the pre-school teacher education, is difficult to combine with an economic perspective emphasising measurability and quantification. The economic perspective is partly compatible with a pragmatic information literacy. The findings of the dissertation shed light on the gap between what is described as important in policy documents and what teacher students and teachers describe as important when digital tools are used in teacher education.},
  author       = {Hanell, Fredrik},
  isbn         = {978-91-983690-7-6},
  keyword      = {Information Literacy,Information Sharing,Teacher Education,Digital Media,Digitalisation,Socio-cultural theory,Identity,Netnography,Policy Analysis,Information Studies,Informationslitteracitet,Medie- och informationskunnighet,informationsdelning,Lärarutbildning,Digitala medier,Digitalisering,Socio-kulturell teori,Identitet,Policyanalys,Etnografi},
  language     = {swe},
  pages        = {364},
  publisher    = {Department of Arts and Cultural Sciences, Lund University},
  school       = {Lund University},
  title        = {Lärarstudenters digitala studievardag : Informationslitteracitet vid en förskollärarutbildning},
  year         = {2019},
}