How and what students read: A study of evaluation and document selection processes in task-oriented reading IV Acknowledgements Alongside this doctoral thesis, life has developed and continued in the most literal sense. Amid data collection, analysis, innumerous drafts, abstracts and countless hours of frustration, I became a mother. Twice. As two pregnancies and two babies did not directly assist the progress of the thesis, I would first and foremost like to thank my supervisor, Professor Helge I. Strømsø, for your tireless patience, countless hours of supervision, availability, support and everlasting presence in all phases of the completion of this thesis. I am forever grateful for your wisdom and good spirit, both academically and in life generally. I would also especially like to thank Professor Ivar Bråten for including me in the TextDIM research group, for contributing greatly to the work in this thesis, and for providing meeting points with the greatest, international scholars in the field. To Professor Øistein Anmarkrud. It is your fault that I started working on a doctoral thesis in the first place, and I have spent many sleepless nights blaming you for all my academic distress. Now, at the end of the journey, I feel only thankful and owe you the greatest gratitude for all your academic and non-academic support during the last decade. Many years of work with the thesis have resulted in many encounters with many great people. First, thanks to my co-authors, Ivar Bråten, Matthew T. McCrudden, and Helge I. Strømsø for the collaboration, help and for teaching me the cycles of academic writing. Thanks to all the members of TextDIM research group for good seminars, nice dinners, and great travels. Especially thanks to Professor Øistein Anmarkrud and Professor emiritus Bodil Stokke Olaussen for all the constructive comments and feedback in different phases of the work with my thesis. Further, I would particularly like to thank four fabulous women; Anette, Emilia, Kristin B. V. and Leila. Thank you for being true motivators and for generously offering a space to complain, ask questions, relax, and laugh. In addition, I am very greatful to all of my PhD-fellows at various times, and to all the fantastic people at the Department of Teacher Education and School Research. Further, I would like to thank the students participating in the studies in the the thesis, and for their teachers allowing them to do so. I am very greatful for your interest in my project, and for welcoming me in your classes. Thanks to my family and friends for always being interested and for being supportive through these years. Even though it has been hard to grasp the essence of my writings, you have never stopped asking questions and forcing me to transfer theory into practice.

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In this research, we investigated relationships between undergraduate students' prior topic beliefs and their recall of the main conclusions from texts on controversial socio-scientific issues, to what extent students trusted the recalled conclusions, and how they justified their trust in those conclusions. While belief-biased recall of text conclusions was not observed in this study, students were found to trust the recalled conclusions more when they were consistent than when they were inconsistent with students' prior beliefs about the issues.Moreover, students primarily justified their trust in the recalled conclusions by referring to their personal opinions on the issues. Finally, students who correctly recalled text conclusions even when those conclusions were at odds with their prior beliefs about the issues outperformed students who incorrectly recalled conclusions that were consistent with their prior beliefs on measures of cognitive reflection and reported use of critical reading strategies.Theoretical as well as educational implications of these findings are discussed.

Denne artikkelen utforsker bruken av et spesifikt pedagogisk læringsdesign, omvendt undervisning, i en campussamling i det femte og siste året i grunnskolelærerutdan­ningen. Hensikten med å ta i bruk omvendt undervisning var å fremme studentsentrerte læringsomgivelser gjennom å «snu» undervisningen; studentene tilegnet seg et utvalgt fagstoff ved hjelp av ulike forberedelser hjemme før de kom til campus hvor de inngikk i aktive læringsfellesskap med medstudenter og faglærer. En etablert utfordring med omvendt undervisning i høyere utdanning har riktignok vært at studentene ikke gjen­nomfører de forberedende aktivitetene før de møter til campussamling. Artikkelen legger derfor særlig vekt på sammensetningen av føraktivitetene, der bruk av video­refleksjoner har vært et integrerende og ansvarliggjørende element i studentenes forberedelser. Gjennom en tematisk analyse av innholdet i videorefleksjonene samt studentenes evalueringer av den omvendte undervisningen viser studien at studentene gjennomgående rapporterer et høyere læringsutbytte, og at de oppfatter seg som bedre forberedt, sammenlignet med tradisjonelle, lærersentrerte forelesninger. Muligheten for å samarbeide og lære av medstudenter blir av deltakerne i studien vurdert som særlige fordeler ved omvendt undervisning. En overordnet implikasjon av disse funnene kan være hvordan omvendt undervisning og videorefleksjoner kan benyttes for å øke studentenes engasjement i eget læringsarbeid. Studien bidrar i tillegg med mer spesifikk kunnskap om hvordan videorefleksjoner kan benyttes med en ansvarliggjørende og integrerende funksjon i føraktivitetene i den omvendte undervisningen.