Academic Interests
Camilla’s research interests include L1 instruction, literacy instruction, and instructional quality. Her main interests circle around studying literacy instructional practices in L1 classrooms, with a special focus on reading comprehension, critical literacy, scaffolding strategies, and text-based classroom dialogues. Camilla is particularly interested in how teachers give students access to tools for developing literacy skills that will help them navigate in today’s complex textual landscape. In addition, Camilla focuses on how different frameworks for classroom observation capture important elements of L1 instruction, and the potential difficulties in operationalizing instructional quality in an observable way. Other interests are the use of video in professional development programs, potential teacher participation constraints in such programs, as well as how to enhance in-service teachers’ repertoire and sustained integration of scaffolding instructional elements.
Background
Camilla completed a PhD in Norwegian Didactics in 2021. Before that, she worked as a teacher in upper secondary school for nearly ten years, teaching both general and vocational studies classes, as well as introductory classes for newly arrived students. This background has formed her emphasis on literacy and students’ access to texts and strategies for reading and learning.
Postdoctoral project
Camilla is a Postdoctoral Fellow (2021-2024) at the Nordic Centre of Excellence QUINT – Quality in Nordic Teaching. Camilla’s postdoctoral project has two main aims: (1) to investigate to what extent and how critical literacy is part of text instruction in Nordic L1 classrooms, and (2) to examine whether classroom observation manuals capture dimensions of critical literacy.
Publications
Magnusson, C. G. (2021). Reading Literacy Practices in Norwegian Lower-Secondary Classrooms: Examining the Patterns of Teacher Questions. Scandinavian Journal of Educational Research. DOI 10.1080/00313831.2020.1869078
Magnusson, C. G. (2021). Lesedidaktiske praksiser i norskfaget på ungdomstrinnet. Læreres strategiundervisning og tekstavhengige spørsmål – og elevers metakognitive kunnskap om egen lesing (Doktoravhandling). Det utdanningsvitenskapelige fakultet, Universitetet i Oslo.
Magnusson, C. G. (2020). Examining the Polestar of Reading Comprehension: One Teacher's Instruction in One L1 Classroom and Students' Metacognitive Knowledge of Reading. L1 – Educational Studies in Language and Literature. DOI 10.17239/L1ESLL-2020.20.01.18
Magnusson, C. G., & Frønes, T. S. (2020). Norske elevers kunnskap om strategier for leseforståelse. I T. S. Frønes & F. Jensen (Red.), Like muligheter til god leseforståelse? 20 år med lesing i PISA. Universitetsforlaget.
Magnusson, C. G., Roe, A., & Blikstad-Balas, M. (2019). To what extent and how are reading comprehension strategies part of language arts instruction. Reading Research Quarterly. DOI 10.1002/rrq.231
Weyergang, C., & Magnusson, C. G. (2020). Hva er relevant lesekompetanse i dagens samfunn, og hvordan måles lesing i PISA 2018? I T. S. Frønes & F. Jensen (Red.), Like muligheter til god leseforståelse? 20 år med lesing i PISA. Universitetsforlaget.