Lärresurser i genrepedagogisk undervisning – Undervisningsmaterialets roll i utvecklandet av elevers kompetens i sakprosaskrivande
(2023) ÄSVM02 20231Department of Educational Sciences
Swedish
- Abstract
- Teaching and Learning Resources in Genre Pedagogy – The Role of Teaching and Learning Materials in the Development of Students’ Non-Fiction Writing Skills
The impact of genre pedagogy in a digitalised school means that the resources for teaching writing are largely made up of different types of model texts. Läromedelsutredningen (SOU 2021:70) carried out on behalf of the government highlights a tension between the physical textbook and alternative teaching and learning materials (TLM). It also shows that research on how TLM are used in Sweden is limited. The purpose of this essay is to contribute with knowledge about the impact of teachers’ choice of TLM regarding students’ non-fiction writing skills at the upper secondary level.
For... (More) - Teaching and Learning Resources in Genre Pedagogy – The Role of Teaching and Learning Materials in the Development of Students’ Non-Fiction Writing Skills
The impact of genre pedagogy in a digitalised school means that the resources for teaching writing are largely made up of different types of model texts. Läromedelsutredningen (SOU 2021:70) carried out on behalf of the government highlights a tension between the physical textbook and alternative teaching and learning materials (TLM). It also shows that research on how TLM are used in Sweden is limited. The purpose of this essay is to contribute with knowledge about the impact of teachers’ choice of TLM regarding students’ non-fiction writing skills at the upper secondary level.
For this purpose, teachers have been interviewed and their students were surveyed. The material has been analysed based on Malmström’s (2017) elaboration of discourses of writing in order to identify underlying perceptions about writing and learning to write.
This study shows that the teachers’ choice of TLM is based on what the material can be used for and model, categorised into three aspects of writing: form, content and language. The analysis indicates that a skill-oriented, uncritical teaching of form is widespread, while a content-oriented teaching that develops students’ critical literacy is uncommon when teaching writing. The teachers’ approach is reflected in the students’ answers. This can be problematic as schools are supposed to produce independent citizens of society. The results also show that digitalisation leads to individualised TLM, which can make scaffolding and teaching metalanguage a difficult task for teachers. (Less) - Abstract (Swedish)
- Genrepedagogikens genomslag i en digitaliserad skola innebär att skrivundervisningens lärresurser i hög grad utgörs av olika typer av modelltexter. Läromedelsutredningen (SOU 2021:70) utförd på uppdrag av regeringen synliggör en spänning mellan den fysiska läroboken och alternativa undervisningsmaterial, men också att forskningen om hur lärresurser används i Sverige är begränsad. Syftet med denna uppsats är därför att bidra med kunskap om vilken betydelse svensklärares val av lärresurser har för elevers kompetens i sakprosaskrivande på gymnasiet.
För att kunna besvara syftet har lärare intervjuats och lärarnas elever svarat på en enkät. Materialet har analyserats utifrån Malmströms (2017) skrivinriktningar för att kunna identifiera... (More) - Genrepedagogikens genomslag i en digitaliserad skola innebär att skrivundervisningens lärresurser i hög grad utgörs av olika typer av modelltexter. Läromedelsutredningen (SOU 2021:70) utförd på uppdrag av regeringen synliggör en spänning mellan den fysiska läroboken och alternativa undervisningsmaterial, men också att forskningen om hur lärresurser används i Sverige är begränsad. Syftet med denna uppsats är därför att bidra med kunskap om vilken betydelse svensklärares val av lärresurser har för elevers kompetens i sakprosaskrivande på gymnasiet.
För att kunna besvara syftet har lärare intervjuats och lärarnas elever svarat på en enkät. Materialet har analyserats utifrån Malmströms (2017) skrivinriktningar för att kunna identifiera underliggande uppfattningar om skrivande och skrivundervisning.
Mina resultat visar att lärarnas val av lärresurser bygger på vad de kan användas till och modellera, vilket sammanställs i kategorierna form, innehåll och språk. Analysen indikerar att en färdighetsinriktad, okritisk formundervisning är utbredd medan en innehållsinriktad undervisning som utvecklar elevers kritiska literacy är ovanlig i skrivundervisningen – och att lärarnas förhållningssätt speglas i elevernas svar. Detta är problematiskt i en skola som ska forma självständiga samhällsmedborgare. Resultaten visar också att digitaliseringen leder till individualiserade lärresurser, vilket kan göra stöttning och undervisning om metaspråk till en svårhanterad uppgift för lärare. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/9135578
- author
- Lindhé, Saga LU
- supervisor
-
- Paul Strand LU
- organization
- course
- ÄSVM02 20231
- year
- 2023
- type
- H3 - Professional qualifications (4 Years - )
- subject
- keywords
- literacy, lärresurs, sakprosa, genrepedagogik, skrivinriktningar
- language
- Swedish
- id
- 9135578
- date added to LUP
- 2024-01-17 13:12:02
- date last changed
- 2024-01-17 13:12:02
@misc{9135578,
abstract = {{Teaching and Learning Resources in Genre Pedagogy – The Role of Teaching and Learning Materials in the Development of Students’ Non-Fiction Writing Skills
The impact of genre pedagogy in a digitalised school means that the resources for teaching writing are largely made up of different types of model texts. Läromedelsutredningen (SOU 2021:70) carried out on behalf of the government highlights a tension between the physical textbook and alternative teaching and learning materials (TLM). It also shows that research on how TLM are used in Sweden is limited. The purpose of this essay is to contribute with knowledge about the impact of teachers’ choice of TLM regarding students’ non-fiction writing skills at the upper secondary level.
For this purpose, teachers have been interviewed and their students were surveyed. The material has been analysed based on Malmström’s (2017) elaboration of discourses of writing in order to identify underlying perceptions about writing and learning to write.
This study shows that the teachers’ choice of TLM is based on what the material can be used for and model, categorised into three aspects of writing: form, content and language. The analysis indicates that a skill-oriented, uncritical teaching of form is widespread, while a content-oriented teaching that develops students’ critical literacy is uncommon when teaching writing. The teachers’ approach is reflected in the students’ answers. This can be problematic as schools are supposed to produce independent citizens of society. The results also show that digitalisation leads to individualised TLM, which can make scaffolding and teaching metalanguage a difficult task for teachers.}},
author = {{Lindhé, Saga}},
language = {{swe}},
note = {{Student Paper}},
title = {{Lärresurser i genrepedagogisk undervisning – Undervisningsmaterialets roll i utvecklandet av elevers kompetens i sakprosaskrivande}},
year = {{2023}},
}