Elevers produktion af multimodale tekster.  Hvad ved vi og hvad mangler vi?

Christensen, Vibeke

doi:10.5617/adno.2841

Cited by 4 publications

(3 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Excess cardiovascular mortality during the COVID-19 pandemic has been observed in the USA [14] and Mexico [15]. In neighbouring Sweden and Denmark, there was no increase in cardiovascular mortality in 2020-2022 [16,17]. 2020 and 2021 deaths from non-COVID-19 respiratory diseases were lower than predicted in Sweden.…”

Section: Discussionmentioning

confidence: 99%

Excess non-COVID-19 mortality in Norway 2020–2022

Raknes,

Fagerås,

Sveen

et al. 2024

BMC Public Health

View full text Add to dashboard Cite

Background Causes of death other than COVID-19 seem to contribute significantly to the excess mortality observed during the 2020–2022 pandemic. In this study, we explore changes in non-COVID-19 causes of death in Norway during the COVID-19 pandemic from March 2020 to December 2022. Methods We performed a population-based cross-sectional study on data from the Norwegian Cause of Death Registry. All recorded deaths from 1st January 2010 to 31st December 2022 were included. The main outcome measures were the number of deaths and age-standardised death rate (ASMR) per 100000 population from the major cause of death groups in 2020, 2021 and 2022. The predicted number of deaths and ASMRs were forecasted with a 95% prediction interval constructed from a general linear regression model based on the corresponding number of deaths and rates from the preceding ten prepandemic years (2010–2019). We also examined whether there were deviations from expected seasonality in the pandemic period based on prepandemic monthly data from 2010–2019. The cumulative number of deaths and ASMR were estimated based on monthly mortality data. Results There was significant excess mortality (number of deaths) in 2021 and 2022 for all causes (3.7% and 14.5%), for cardiovascular diseases (14.3% and 22.0%), and for malignant tumours in 2022 (3.5%). In terms of ASMR, there was excess mortality in 2021 and 2022 for all causes (2.9% and 13.7%), and for cardiovascular diseases (16.0% and 25,8%). ASMR was higher than predicted in 2022 for malignant tumours (2.3%). There were fewer deaths than predicted from respiratory diseases (except COVID-19) in 2020 and 2021, and from dementia in 2021 and 2022. From March 2020 to December 2022, there were cumulatively 3754 (ASMR 83.8) more non-COVID-19 deaths than predicted, of which 3453 (ASMR: 79.6) were excess deaths from cardiovascular disease, 509 (ASMR 4.0) from malignant tumours. Mortality was lower than predicted for respiratory diseases (-1889 (ASMR: -44.3)), and dementia (-530 (ASMR -18.5)). Conclusions There was considerable excess non-COVID-19 mortality in Norway from March 2020 until December 2022, mainly due to excess cardiovascular deaths. For respiratory diseases and dementia, mortality was lower than predicted.

show abstract

Section: Discussionmentioning

confidence: 99%

Excess non-COVID-19 mortality in Norway 2020–2022

Raknes,

Fagerås,

Sveen

et al. 2024

BMC Public Health

View full text Add to dashboard Cite

show abstract

“…En annan konsekvens är att specifika delar sätts i fokus snarare än det multi-modala vilket kan begränsa, eller till och med förhindra, en holistisk förståelse av multimodalitetens meningsskapande kvaliteter. Studier av hur flera modaliteter samspelar för att skapa mening är få (Bezemer & Kress, 2010;Christensen, 2016). Här finns alltså ett behov av forskning avseende hur modaliteter samverkar för att skapa mening inklusive kvalitativa aspekter av denna samverkan.…”

Section: Figur 3 Multimodalitet Som Något Digitaltunclassified

Förutsättningar för multimodalt meningsskapande i svenskämnets kursplaner på grundlärarutbildningen

Godhe

Edström

2021

Högre utbildning

View full text Add to dashboard Cite

Med utgångspunkt i en analys av kursplaner för svenskämnet inom grundlärarprogrammet vid fyra svenska lärosäten syftar denna artikel till att belysa skillnader i förhållningssätt till multimodalt meningsskapande samt hur dessa ramar in studenternas möjligheter till multimodalt meningsskapande. Analysen visar på tre huvuddrag i förhållningssättet till multimodalitet: som digitalitet, som stöd för annat lärande och som kunskapande i sin egen rätt. Spänningar mellan dessa tre förhållningssätt utforskas vidare och visar att processen fokuseras då multimodalitet ses som kunskapande i sin egen rätt medan representationen, i form av en produkt, blir det som hamnar i fokus utifrån de andra förhållningssätten. Ett holistiskt synsätt på kvalitativa aspekter av multimodalitet möjliggörs när meningsskapande processen och relationella aspekter fokuseras.

show abstract

“…Textmedvetenhet innebär att eleverna har ett metaspråk för att namnge och etikettera ett begrepp, samt att de kan utveckla och tillämpa den metaspråkliga kompetensen i ett sammanhang . Christensen (2016) har skrivit om texmedvetenhet i relation till multimodala texter och utvecklat begreppet "multimodal tekstforståelse" (s. 12). Detta har jag valt att översätta till multimodal textmedvetenhet.…”

Section: Skriftspråkliga Begreppunclassified

Utforskande meningsskapande i sva-undervisning via digital teknik : en etnografisk fallstudie om nyanlända elevers digitala meningsskapande i svenska som andraspråk

Knorring¹

View full text Add to dashboard Cite

An important issue in teaching and research is how newly arrived students best can develop their linguistic resources in learning. The overall aim of the dissertation is to contribute with in-depth knowledge of the context for newly arrived primary school students' digital meaning-making in Swedish as a second language (SSL) when the subject is studied in parallel with Swedish. The context includes the orchestration and content of the teaching, resources for meaning-making, reading and writing processes, and texts; all aspects are essential for the students' scope for meaning-making. This dissertation contains four articles, each aiming to answer the over-arching research questions. I have chosen to divide the context of newly arrived primary school students' digital meaning-making into three levels: conceptual, didactic, and production level. The levels are three different layers rather than a hierarchical system; the levels interact with each other and can move upwards or downwards in the system. The first level, which I chose to call conceptual, concerns teachers' experiences teaching newly arrived students with digital technology in Swedish. Through fieldwork and interviews, I study how teachers manage linguistic complexity involving increasingly digitized teaching. I investigate how teachers' reason whether digital technology can support or hinder learning Swedish as a second language. Here, I focus on the teachers' experiences and perceptions of using technology to help newly arrived students' learning. The second level-the didactic level -focuses on teaching with digital tools and how digital technology affects the organization of teaching in the classroom. How linguistic and spatial boundaries are challenged and handled in teaching with digital technology is studied through observations of teaching. I explore how teachers' teaching orchestration contributes to newly arrived students' opportunities for digital meaning-making, how teachers scaffold newly arrived pupils' digital text activities, and how the teachers use the students: multilingual resources. The third level, the production level, focuses the context surrounding students' text creation and agency in the writing process. In the dissertation, the production level is studied via written text activities, as part of students' meaning-making. I have observed teachers' writing instructions and analysed student texts to explore how newly arrived students create meaning, communicate, and express thehemselves with digital technology and how they can use their multilingual potential in digital writing within different text types. types. This thesis takes its point of departure in sociocultural perspectives that are an overarching term for several closely related human learning (Vygotsky, 1978). By studying how people use tools or tools to understand, act and interact in the outside world and how people adopt, or appropriate, the mediating tools, it is possible to approach how people learn (Salji:i, 2020). Language is a mediating tool, a dynamic and constantly evolving sign system that interacts with other forms of expression (Saljo, 2020). The thesis also has a multimodal perspective (Kress & Van Leeuwen, 2006; Selander, 2017). Multimodality focuses on the different symbols people use to communicate with each other and express themselves (Kress, 2009). Different modalities can give room for multilingual ways of expression. In the thesis, I study how students use modalities in digital meaning-making processes and how students and teachers interpret and get involved in meaning-making. In analyzing students' digital meaning- making and their digital compositions, it is essential to notice how different modalities can contribute to how students use their multilingual palette. The overall methodological approach in the thesis is an ethnographic case study. I chose the case study approach to capture the complexity and activities of a school subject (Cohen, Manion, & Morrison, 2011, p. 128). Inspired by Yin (2009), I intended to create broad empirical material to understand and analyze the context of newly arrived primary school students' digital meaning-making in SSL. Levy and Moore (2018) argue for qualitative methods to investigate how language teaching uses technology. Through qualitative research, learning processes can be studied moment by moment via the alternating use of an outside and an inside perspective. The thesis's most important results are that teachers had an inclusion focus on digital technology, where newly arrived students, together with teachers and other classmates, explored digital meaning-making through multilingualism and translanguaging. However, multilingual components were nothing the newly arrived students could build on in digitally mediated narrative and retelling texts. One of the main contributions of the thesis is how it empirically visualized the context for newly arrived primary school students as well as opportunities and limitations in digital text activities in the Swedish subject. The study results contribute to developing teaching with a multilingual perspective regarding how technology is used, the orchestration of educati9n, and how students are scaffolded.

show abstract

Elevers produktion af multimodale tekster. Hvad ved vi og hvad mangler vi?

Cited by 4 publications

References 17 publications

Excess non-COVID-19 mortality in Norway 2020–2022

Excess non-COVID-19 mortality in Norway 2020–2022

Förutsättningar för multimodalt meningsskapande i svenskämnets kursplaner på grundlärarutbildningen

Utforskande meningsskapande i sva-undervisning via digital teknik : en etnografisk fallstudie om nyanlända elevers digitala meningsskapande i svenska som andraspråk

Contact Info

Product

Resources

About