Knowledge in motion across contexts of learning (KnowMo): Investigating knowledge practices in and out of school (completed)

• Wiig, Astrid Camilla; Silseth, Kenneth & Erstad, Ola (2018). Creating intercontextuality in students learning trajectories: Opportunities and difficulties. Language and Education. ISSN 0950-0782. 32(1), p. 43–59. doi: 10.1080/09500782.2017.1367799. Full text in Research Archive Show summary

  This article explores how opportunities and limitations in creating intercontextualtiy between everyday and scientific ideas emerge in teacher–student interactions, with a particular focus on the teacher’s role. The article draws on data from an empirical, longitudinal, study in a lower secondary school in Norway to analyze student-teacher interactions in regular lessons. The analysis is based on sociocultural and dialogical approaches to meaningmaking and learning, in which video data is subjected to interaction analysis. Our main findings illustrate that creating intercontextuality in students’ learning trajectories, by building on everyday knowledge and experiences as resources for classroom interactions, remains a complex task. In the classrooms we have followed, the findings show that the teacher’s narratives of how to frame learning activities and position the students in meaning-making process are grounded in teachers’ norms and assumptions of what constitutes appropriate resources to engage students’ in the dialogic creation of intercontextuality. These findings have implications for how teachers frame learning activities where students get opportunities to build upon relevant resources for discussing ideas brought to life in complex social interactions.

• Silseth, Kenneth & Erstad, Ola (2018). Connecting to the outside: Cultural resources teachers use when contextualizing instruction. Learning, Culture and Social Interaction. ISSN 2210-6561. 17, p. 56–68. doi: 10.1016/j.lcsi.2017.12.002. Full text in Research Archive Show summary

  The aim of this article is to examine what resources teachers mobilize when contextualizing instruction. In this instructional method, teachers use students' everyday experiences as tools for teaching subject matter at school. Research has documented that contextualizing instruction can support classroom learning. However, we do not know very much about what types of resources teachers view as relevant in this kind of instructional work. In this article, we analyze video data of student-teacher interactions in 43 lessons, which were collected when following four lower secondary teachers over one academic year. The analysis is based on a sociocultural perspective of learning and teaching in which the focus of analysis is on what kind of everyday experiences teachers orient to when supporting students' participation. The findings show that the resources teachers orient to can be grouped into five categories: (1) teachers orienting to characteristics of the local community, (2) teachers orienting to examples from everyday practices, (3) teachers orienting to personal issues, (4) teachers orienting to concrete objects, and (5) teachers orienting to knowledge from travelling abroad. These categories show variation and multiplicity of resources that teachers use when contextualizing instruction, and the implications of this multiplicity are discussed in the article.

• Silseth, Kenneth (2017). Students’ everyday knowledge and experiences as resources in educational dialogues. Instructional Science. ISSN 0020-4277. 46(2), p. 291–313. doi: 10.1007/s11251-017-9429-x. Show summary

  In this article, I analyze teachers’ use of students’ everyday knowledge and experiences as resources for learning in educational dialogues. By analyzing video data of teachers’ attempts to contextualize instruction in naturalistic settings in a lower secondary school, I examine how teachers use such resources to support and guide student learning. By employing a situated approach to learning, I provide a turn-by-turn analysis of how teachers use students’ everyday knowledge as resources to socially construct knowledge when working with academic subject matter. The concepts of intercontextuality and positioning function as analytical tools that enable an analysis of the relationships between the use of everyday experiences and the social organization of participation during teachers’ instructional work. The findings show that attempts at contextualizing instruction were identified in many of the lessons. The findings also document that teachers face both challenges and opportunities when contextualizing instruction. A turn-by-turn analysis shows that the function of everyday experiences in educational dialogues depends on how such resources are mobilized, how they are brought into the conversations, as well as the roles assigned to students in the dialogues. In the article, issues contributing to the productive use of everyday resources in educational dialogues are displayed and discussed.

• Silseth, Kenneth & Smette, Ingrid (2017). Utviklingssamtalen. Elevens ansvar mellom skole og hjem. In Erstad, Ola & Smette, Ingrid (Ed.), Ungdomsskole og ungdomsliv. Læring i skole, hjem og fritid. Cappelen Damm Akademisk. ISSN 978-82-02-53333-5. p. 94–112.
• Strandbu, Åse; Stefansen, Kari; Smette, Ingrid & Sandvik, Morten Renslo (2017). Young people’s experiences of parental involvement in youth sport. Sport, Education and Society. ISSN 1357-3322. 24(1), p. 66–77. doi: 10.1080/13573322.2017.1323200. Full text in Research Archive Show summary

  Recently parental involvement in youth sport has intensified, challenging the understanding of youth sports as an arena where adolescents can develop their identity and autonomy. On this background, our study explores how adolescents understand and negotiate their parents’ involvement in sport and how they define ideal and undesirable forms of parental involvement. Our empirical setting is Norway, and we draw on data from 16 focus group interviews among 13–14-year-olds (n = 92) recruited from two lower secondary schools. The analysis shows that young people distinguish between different aspects of the sport activity when defining ideal and undesirable forms of parental involvement. When discussing sport as a healthy activity necessary for physical and social development, the young people interviewed approve of parents’ role in regulating and encouraging participation. When considering the athletic aspects and peer sociability, however, they see parental involvement as mostly undesirable. The analysis also shows that the adolescents generally describe their parents as attentive to the boundaries their children draw for them about levels and types of involvement. Therefore, young people should be seen not only as subjected to parental involvement but also as active co-constructors of valid parental roles in and beyond the sporting arena.

• Smette, Ingrid; Stefansen, Kari & Silseth, Kenneth (2017). Å koble seg på elevers livsverden - betraktninger fra lærere. In Erstad, Ola & Smette, Ingrid (Ed.), Ungdomsskole og ungdomsliv. Læring i skole, hjem og fritid. Cappelen Damm Akademisk. ISSN 978-82-02-53333-5. p. 23–36.
• Stefansen, Kari; Strandbu, Åse & Smette, Ingrid (2017). Foreldre som "bakkemannskap" for ungdomsskoleelever: klasserelaterte forskjeller. In Erstad, Ola & Smette, Ingrid (Ed.), Ungdomsskole og ungdomsliv. Læring i skole, hjem og fritid. Cappelen Damm Akademisk. ISSN 978-82-02-53333-5. p. 113–132.
• Strandbu, Åse; Stefansen, Kari & Wiig, Camilla (2017). Læring i idrett og skole. In Erstad, Ola & Smette, Ingrid (Ed.), Ungdomsskole og ungdomsliv. Læring i skole, hjem og fritid. Cappelen Damm Akademisk. ISSN 978-82-02-53333-5. p. 74–93.
• Silseth, Kenneth; Wiig, Camilla & Erstad, Ola (2017). Elevers hverdagserfaringer og kunnskaper som ressurser for læring. In Erstad, Ola & Smette, Ingrid (Ed.), Ungdomsskole og ungdomsliv. Læring i skole, hjem og fritid. Cappelen Damm Akademisk. ISSN 978-82-02-53333-5. p. 37–54.
• Gilje, Øystein & Silseth, Kenneth (2017). Mobiltelefonens lange vei fra fritid til skole. In Erstad, Ola & Smette, Ingrid (Ed.), Ungdomsskole og ungdomsliv. Læring i skole, hjem og fritid. Cappelen Damm Akademisk. ISSN 978-82-02-53333-5. p. 55–73.
• Silseth, Kenneth & Gilje, Øystein (2017). Multimodal composition and assessment: a sociocultural perspective. Assessment in Education: Principles, Policy & Practice. ISSN 0969-594X. 26(1), p. 26–42. doi: 10.1080/0969594X.2017.1297292. Full text in Research Archive
• Stefansen, Kari; Smette, Ingrid & Strandbu, Åse (2016). "De må drive med noe": Idrettenes mening i ungdomstida, fra foreldrenes perspektiv. In Seippel, Ørnulf Nicolay; Sisjord, Mari Kristin & Strandbu, Åse (Ed.), Ungdom og idrett. Cappelen Damm Akademisk. ISSN 978-82-02-44967-4. p. 154–172. Show summary

  Ungdomstida er forbundet med løsrivelse og selvstendiggjøring, og ungdomskulturen framstilles ofte som autonom, avgrenset og frikoplet fra de voksnes verden. I den klart mest populære organiserte fritidsaktiviteten blant norsk ungdom, idretten, gjør samtidig foreldre en stor innsats. De er både idrettens og barnas støttemannskap. Men hvorfor engasjerer foreldre seg i idretten, hva er det som motiverer dem? Med utgangspunkt i kvalitative intervjuer med foreldre til 14-åringer belyser vi nettopp dette.

• Strandbu, Åse; Stefansen, Kari & Smette, Ingrid (2016). En plass i jevnalderfellesskapet. Idrettens betydning i ungomdstida. In Seippel, Ørnulf Nicolay; Sisjord, Mari Kristin & Strandbu, Åse (Ed.), Ungdom og idrett. Cappelen Damm Akademisk. ISSN 978-82-02-44967-4. p. 113–132. Show summary

  Dette kapitlet handler om hvordan ungdom gir mening til idretten både som individuell praksis og som grunnlag for integrasjon og grensedragninger i jevnaldergruppa. Med utgangspunkt i gruppeintervjuer med ungdommer finner vi - som en rekke andre studier - at ungdom først og fremst trener fordi det er gøy og sosialt. Videre utforsker vi hva som ligger i insisteringen på at idretten har disse egenskapene. Et tema som trer fram gjennom våre analyser, er at idretten tilbyr en form for beskyttelse. På individuelt nivå mot inaktivitet (slappe av, se på tv, spille dataspill, osv.) og på det sosiale nivået mot det å havne utenfor eller i ytterkanten av jevnalderfellsskapet. Idretten fungerer som en symbolsk markør: De som driver med idrett, har en klar plass i jevnalderfellesskapet, de oppfattes som "en av oss". For de som ikke driver med idrett, er det mer åpent om de får en plass innenfor eller om de oppfattes som "de andre". En konklusjon er at i lokalsamfunn der idretten står sterkt, gjør det å delta ungdommen sosialt inkludert - både i konkret og symbolsk forstand.

• Sletten, Mira Åboen; Strandbu, Åse & Gilje, Øystein (2015). Idrett, dataspilling og skole – konkurrerende eller «på lag»? Norsk pedagogisk tidsskrift. ISSN 0029-2052. 99(5), p. 334–350. Full text in Research Archive Show summary

  Artikkelen undersøker sammenhengen mellom skoleprestasjoner, dataspilling og trening i idrettslag blant ungdom. Analysene viser en positiv sammenheng mellom trening i idrettslag og skolekarakterer, og en negativ sammenheng mellom mye dataspilling og gode karakterer. Artikkelen nyanserer resultatet ved å vise at det å spille mye dataspill i mindre grad er relatert til svake skoleprestasjoner når ungdommene også er med i et idrettslag. Videre presterer ungdom som spiller mye, kun dårligere i norsk og matematikk, ikke i engelsk. Noe av denne negative effekten av mye dataspilling, veies sannsynligvis opp av en positiv læringseffekt – dataspilling medfører ofte mye praktisering av muntlig og skriftlig engelsk.

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• Smette, Ingrid; Stefansen, Kari & Strandbu, Åse (2016). Personhood and gendered risks Parents narratives of teenage children’s development .
• Stefansen, Kari & Strandbu, Åse (2016). Hvorfor finner foreldre det så meningsfylt å involvere seg i tenåringenes idrett? Det ville forskere se på. [Newspaper]. Aftenposten.
• Smette, Ingrid; Stefansen, Kari; Strandbu, Åse & Lavold, Hallvard (2016). Hvorfor har dagens foreldre blitt så idrettsgale? [Internet]. HiOA Podcast.

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