Kari Anne Rødnes

• Sundby, Anniken Hotvedt & Rødnes, Kari Anne (2023). Knowledge of What? Teachers’ perspectives of an L1 Language and Literature subject curriculum document. L1-Educational Studies in Language and Literature. ISSN 1567-6617. 23, p. 1–27. doi: 10.21248/l1esll.2023.23.1.504.
• Rødnes, Kari Anne & Dolonen, Jan Arild (2022). Students’ ideas of contributing to sustainable development: a study of how ideas emerge, travel and expand through classroom microblogging and discussions. Environmental Education Research. ISSN 1350-4622. doi: 10.1080/13504622.2022.2121807. Full text in Research Archive
• Skarpaas, Kaja Granum & Rødnes, Kari Anne (2022). Vocabulary Teaching Practices of L2 English in Upper Secondary Vocational Classrooms. Languages. ISSN 2226-471X. 7(1). doi: 10.3390/languages7010055. Full text in Research Archive
• Omland, Maren; Ludvigsen, Sten Runar & Rødnes, Kari Anne (2022). The role of querying: Investigating subject-oriented meaning-making. Learning, Culture and Social Interaction. ISSN 2210-6561. doi: 10.1016/j.lcsi.2021.100599. Full text in Research Archive Show summary

  This study investigates how students in a 10th-grade class used querying in subject-oriented meaning-making. We combine thematic analysis of a video-recorded learning trajectory comprising eight lessons in social science, with interaction analyses of selected episodes. We investigate how querying may prove productive and we aim to identify teaching strategies that are conducive to such querying. The findings suggest that querying can lead to cognitively demanding coordination and enhance an evaluative epistemic stance. We found the use of a microblogging tool to be productive in facilitating querying by displaying contrasting ideas and mediating uptake in whole-class conversations. Strategies to obtain productive querying are related to the teacher's assignments and uptake of students' contributions, as well as the teacher allowing students space to explore.

• Vrikki, Maria; Warwick, Paul & Rødnes, Kari Anne (2021). Developing a frame for action with digital technology through extending teacher noticing. Teacher Development. ISSN 1366-4530. 25(4), p. 393–410. doi: 10.1080/13664530.2021.1939769.
• Rødnes, Kari Anne; Rasmussen, Ingvill; Omland, Maren & Cook, Victoria (2021). Who has power? An investigation of how one teacher led her class towards understanding an academic concept through talking and microblogging. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 98, p. 1–12. doi: 10.1016/j.tate.2020.103229. Full text in Research Archive
• Rasmussen, Ingvill & Rødnes, Kari Anne (2020). Dialog + microblogging = flerstemmighed? In Dysthe, Olga; Ness, Ingunn Johanne & Kirkegaard, Preben Olund (Ed.), Dialogisk pædagogik, kreativitet og læring. Forlaget Klim. ISSN 9788772044323. p. 217–249.
• Omland, Maren & Rødnes, Kari Anne (2020). Building agency through technology-aided dialogic teaching. Learning, Culture and Social Interaction. ISSN 2210-6561. 26. doi: 10.1016/j.lcsi.2020.100406. Full text in Research Archive
• Ludvigsen, Sten Runar; Warwick, Paul; Rasmussen, Ingvill; Rødnes, Kari Anne; Smørdal, Ole & Major, Louis (2019). Learning as Gap-Closing In and Across Subject: Digitalised Dialogues Across the Curriculum. In Makitalo, Åsa; Nicewong, Todd E. & Elam, Mark (Ed.), Designs for Experimentation and Inquiry. Approaching Learning and Knowing in Digital Transformation. Routledge. ISSN 978-1-13-8592711. p. 31–49. Full text in Research Archive
• Rødnes, Kari Anne (2019). Skjønnlitteratur og bærekraft - et bidrag fra norskfaget. In Kvamme, Ole Andreas & Sæther, Elin (Ed.), Bærekraftdidaktikk. Fagbokforlaget. ISSN 978-82-450-2427-2. p. 61–75.
• Rødnes, Kari Anne (2018). "Jeg hører på den hver dag, jeg". En 10. klasses arbeid med litterære virkemidler og rapptekster gjennom mikroblogging og samtaler . Norsklæreren. ISSN 0332-7264. 42(4), p. 40–57.
• Rødnes, Kari Anne & Gilje, Øystein (2018). Ti år med grunnleggende ferdigheter - hva vet vi, og hvor går vi? Norsk pedagogisk tidsskrift. ISSN 0029-2052. 102(3), p. 201–213. doi: 10.18261/issn.1504-2987-2018-03-02.
• Rødnes, Kari Anne (2014). Snakkefag eller fagsnakk? Litterære samtaler i norskfaget. In Hvistendahl, Rita Elisabeth & Roe, Astrid (Ed.), Alle tiders norskdidaktiker. Festskrift til Frøydis Hertzberg på 70-årsdagen. Novus Forlag. ISSN 978-82-7099-784-8. p. 349–369.
• Rødnes, Kari Anne; Hellekjær, Glenn Ole & Vold, Eva Thue (2014). Nye språklærere. Fagkunnskap og fagdidaktiske utfordringer. In Elstad, Eyvind & Helstad, Kristin (Ed.), Profesjonsutvikling i skolen. Universitetsforlaget. ISSN 978-82-15-02355-7. p. 170–190.
• Rødnes, Kari Anne (2014). Skjønnlitteratur i klasserommet : skandinavisk forskning og didaktiske implikasjoner. Acta Didactica Norge. ISSN 1504-9922. 8(1). doi: 10.5617/adno.1097.
• Brevik, Lisbeth M.; Fosse, Britt Oda & Rødnes, Kari Anne (2014). Language, learning, and teacher professionalism: An investigation of specialized language use among pupils, teachers, and student teachers. International Journal of Educational Research. ISSN 0883-0355. 68, p. 46–56. doi: 10.1016/j.ijer.2014.08.004.
• Rødnes, Kari Anne (2012). It's insanely useful!' Students' use of instructional concepts in group work and individual writing. Language and Education. ISSN 0950-0782. 26(3), p. 183–199. doi: 10.1080/09500782.2011.614050.
• Rødnes, Kari Anne & Ludvigsen, Sten Runar (2009). Elevers meningsskaping av skjønnlitteratur - Samtaler og tekst. Nordisk Pedagogik. ISSN 0901-8050. 29(2), p. 235–249.
• Rødnes, Kari Anne (2009). Making Connections: Categorisations and Particularisations in Students’ Literary Argument. Argumentation: an international journal on reasoning. ISSN 0920-427X. 23(4), p. 531–546. doi: 10.1007/s10503-009-9166-7.

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• Rødnes, Kari Anne (2022). Norskfaget, skjønnlitteratur og tverrfaglige tema. Naturfag. ISSN 1504-4564.
• Rødnes, Kari Anne (2021). 8th graders' ideas of contributing to sustainability - a study of students' talk and microblogging.
• Rødnes, Kari Anne & Rasmussen, Ingvill (2017). DiDiAC-prosjektet: Mikroblogging som støtte for klasseromssamtaler. Bedre Skole. ISSN 0802-183X. p. 26–29.
• Rødnes, Kari Anne & Dolonen, Jan Arild (2017). Digitale dialoger med Samtavla. Ressurser for forbedring av dialogisk læring og undervisning.
• Rødnes, Kari Anne & Rasmussen, Ingvill (2016). Digitalised Dialogues across the Curriculum. Enhancing classroom dialogue by using Talkwall to "think together".
• Rødnes, Kari Anne; Rasmussen, Ingvill; Ludvigsen, Sten Runar; Smørdal, Ole & Frøytlog, Jo Inge Johansen (2016). Digitalised Dialogues Across the Curriculum (DiDiAC): Design-based interventions for developing 21st-century skills.
• Fosse, Britt Oda; Rødnes, Kari Anne & Brevik, Lisbeth M. (2015). Betydningen av å bruke fagbegreper For elever, lærerstudenter og lærere. Bedre Skole. ISSN 0802-183X. p. 72–77.
• Rødnes, Kari Anne & Hertzberg, Frøydis (2015). Kunnskap i skolen. Hva vi sådde og hva vi høstet. Bedre Skole. ISSN 0802-183X. p. 33–37.
• Rødnes, Kari Anne (2014). Erfaring og analyse. Elevers samtaler og skriving om litterær tekst.
• Brevik, Lisbeth M.; Rødnes, Kari Anne & Fosse, Britt Oda (2013). Conference paper: Language, Learning and Teacher Professionalism.
• Furberg, Anniken; Rødnes, Kari Anne; Silseth, Kenneth; Arnseth, Hans Christian; Kvamme, Ole Andreas & Lund, Andreas [Show all 12 contributors for this article] (2023). Fagfornyelsen i møte med klasseromspraksiser: Læreres planlegging og gjennomføring av undervisning om tverrfaglige tema. Universitetet i Oslo. ISSN 978-82-93847-11-3. Full text in Research Archive
• Rødnes, Kari Anne & Gilje, Øystein (2016). Grunnleggende ferdigheter - på tvers eller i fag? Utdanningsdirektoratet.
• Rødnes, Kari Anne & de Lange, Thomas (2011). Veiledning til Kunnskapsløftet - En kartlegging av læreres bruk av veiledninger til læreplaner for fag og veiledning i lokalt læreplanarbeid. Utdanningsdirektoratet.

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