Necessity or Eccentricity—Teaching Writing in a New Media Ecology

References

• Baron, N. S. (2004). Rethinking written culture. Language Sciences, 26, 57–96. doi: 10.1016/j.langsci.2003.06.001
   Web of Science ®Google Scholar
• Becher, T. (1994, June). The significance of disciplinary differences. Studies in Higher Education, 19(2), 151–161. doi: 10.1080/03075079412331382007
   Web of Science ®Google Scholar
• Bernstein, B. (1977). Class, codes, and control. Volume 3. Towards a theory of educational transmission in primary socialization, language, and education. ed. Basil Bernstein. London: Routledge and Kegan Paul, p. 54.
   Google Scholar
• Bernstein, B. (2000). Pedagogy, symbolic control and identity: Theory, research and critique (rev ed). London: Lanham, Rowman and Littlefield.
   Google Scholar
• Bezemer, J., & Kress, G. (2008, April). Writing in multimodal texts: A social semiotic account of designs for learning. Written Communication, 25(2), 166–195. doi: 10.1177/0741088307313177
   Web of Science ®Google Scholar
• Bloor, M., Frankland, J., Thomas, M., & Robson, K. (2001). Focus groups in social research. Thousand Oaks, CA: Sage.
   Google Scholar
• Boëthius, U. (1989). När Nick Carter drevs på flykten: kampen mot “smutslitteraturen” i Sverige 1908–1909 [When nick carter was put to flight: The campaign against “gutter literature” in Sweden 1908–1909]. Stockholm: Gidlund.
   Google Scholar
• Bolter, J. D., & Grusin, R. (2002). Remediation. Understanding new media. Cambridge, MA: MIT Press.
   Google Scholar
• Brandt, D., & Clinton, K. (2002). Limits of the local: Expanding perspectives on literacy as a social practice. Journal of Literacy Research, 34, 337–356. doi: 10.1207/s15548430jlr3403_4
   Web of Science ®Google Scholar
• Broady, D. (1999). Det svenska hos ramfaktorteorin [The Swedish part in frame factor theory]. Pedagogisk Forskning i Sverige, 4(1), 111–121.
   Google Scholar
• Cohen, S. (1972). Folk devils and moral panics: The creation of the mods and rockers. London: MacGibbon and Kee.
   Google Scholar
• Cohen, S. (1999). Moral panics and folk concepts. Paedagogica Historica, 35(3), 585–591. doi: 10.1080/0030923990350302
   Google Scholar
• Dahllöf, U. (1971). Ability grouping, content validity and curriculum process analysis. New York, NY: Teachers College Press.
   Google Scholar
• Demetriadis, S., Barbas, A., Molohides, A., Palaigeorgiou, G., Psillos, D., Vlahavas, I., … Pombortsis, A. (2003). “Culture in negotiation”: Teachers’ acceptance/resistance attitudes considering the infusion of technology into schools. Computers & Education, 41(2003), 19–37. doi: 10.1016/S0360-1315(03)00012-5
   Web of Science ®Google Scholar
• Drotner, K. (1999). Dangerous media? Panic discourses and dilemmas of modernity. Paedagogica Historica, 35(3), 593–619. doi: 10.1080/0030923990350303
   PubMedGoogle Scholar
• Elmfeldt, J., & Erixon, P.-O. (2007). Skrift i rörelse. Om genrer och kommunikativ förmåga i skola och medielandskap [Script in transition. About genres and communicative ability I school and media landscape]. Stockholm/Stehag: Brutus Östlings Bokförlag Symposion.
   Google Scholar
• Ely, M. (1991). Kvalitativ forskningsmetodik i praktiken – cirklar inom cirklar [Qualitative research method in practice – Circles within circles]. Lund: Studentlitteratur.
   Google Scholar
• van Enk, A., Dagenais, D., & Toohey, K. (2005). A socio-cultural perspective on school-based literacy research: Some emerging considerations. Language and Education, 19(6), 496–512. doi: 10.1080/09500780508668700
   Google Scholar
• Erixon, P.-O. (2010a). Editorial—Educational sciences and a media ecology perspective. Education Inquiry, 1(3), 137–142. doi: 10.3402/edui.v1i3.21938
   Google Scholar
• Erixon, P.-O. (2010b). School subject paradigms and teaching practice in lower secondary Swedish schools influenced by ICT and media. Computers & Education, 54, 1212–1221. doi: 10.1016/j.compedu.2009.11.007
   Web of Science ®Google Scholar
• Erixon, P.-O. (2014). On the remediation, relativisation and reflexivity of mother tongue education. Education Inquiry, 5(2), 171–194.
   Google Scholar
• Erixon, P. O. (2016). Punctuated equilibrium—Digital technology in schools’ teaching of the mother tongue (Swedish). Scandinavian Journal of Educational Research, 60(3), 337–358. doi: 10.1080/00313831.2015.1066425
   Web of Science ®Google Scholar
• Erixon, P.-O. (submitted). Mother-Tongue Education (MTE) and reading technologies in the new media landscape.
   Google Scholar
• Erixon, P.-O., Marner, A., Scheid, M., Strandberg, T., & Örtegren, H. (2012). School subject paradigms and teaching practice in the screen culture: Art, music and mother tongue (Swedish) under pressure. European Educational Research Journal (online), 11(2), 255–273. doi: 10.2304/eerj.2012.11.2.255
   Google Scholar
• Erixon Arreman, I. E., & Erixon, P.-O. (2015). The degree project in Swedish early childhood education and care: What is at stake? Education Inquiry, 6(3), 309–332.
   Google Scholar
• Farinosi, M., Lim, C., & Roll, J. (2016). Book or screen, pen or keyboard? A cross-cultural sociological analysis of writing and reading habits basing on Germany, Italy and the UK. Telematics and Informatics, 33(2016), 410–421. doi: 10.1016/j.tele.2015.09.006
   Web of Science ®Google Scholar
• Fortunati, L., & Vincent, J. (2014). Sociological insights on the comparison of writing/reading on paper with writing/reading digitally. Telematics and Informatics, 31(2014), 39–51. doi: 10.1016/j.tele.2013.02.005
   Web of Science ®Google Scholar
• Frykman, J. (1988). Dansbaneeländet: ungdomen, populärkulturen och opinionen [The misery of the dance floor: Youth, popular culture and public opinion]. Stockholm: Natur och kultur.
   Google Scholar
• Furuland, L., & Ørvig, M. (1986). Ord och bilder för barn och ungdom. 2, Utblick över barn- och ungdomslitteraturen: debatt och analys [Words and pictures for children and adolescents. 2, view of children’s literature: Debate and analysi]s. Stockholm: Rabén & Sjögren.
   Google Scholar
• Goodson, I. F., & Mangan, J. M. (1995). Subject cultures and the introduction of classroom computers. British Educational Research Journal, 21(5), 613–628. doi: 10.1080/0141192950210505
   Google Scholar
• Hammersley, M., & Atkinson, P. (1995). Ethnography. Principles in practice. London: Tavistock.
   Google Scholar
• Harris, R. (1998). Introduction to integrational linguistics. Oxford: Pergamon.
   Google Scholar
• Hayles, K. N. (2007). Hyper and deep attention: The generational divide in cognitive modes. Profession, 2007, 187–199. doi: 10.1632/prof.2007.2007.1.187
   Google Scholar
• Hennessy, S., Ruthven, K., & Brindley, S. (2005). Teacher perspectives on integrating ICT into subject teaching: Commitment, constraints, caution, and change. Journal of Curriculum Studies, 37(2), 155–192. doi: 10.1080/0022027032000276961
   Web of Science ®Google Scholar
• Ivanič, R. (1998). Writing and identity: The discoursal construction of identity in academic writing. Amsterdam: John Benjamins.
   Google Scholar
• Ivanič, R. (2004). Discourses of writing and learning to write. Language and Education, 18(3), 220–245. doi: 10.1080/09500780408666877
   Google Scholar
• Jahnke, I., Mårell-Olsson, E., & Mejtoft, T. (2016). Organizing teaching in project teacher teams across established disciplines using wearable technology: Digital didactical designing, a new form of practice. In Liudvika Leisyte, & Uwe Wilkesmann (Eds.), Organizing academic work in higher education: Teaching, learning, and identities (pp. 169–185). Routledge.
   Google Scholar
• Johansson, E. (1977). The history of literacy in Sweden in comparison with some other countries. Umeå: Umeå universitet.
   Google Scholar
• Kitzinger, J. (1995). Qualitative research: Introducing focus groups. BMJ: British Medical Journal, 311(7000), 299–302. doi: 10.1136/bmj.311.7000.299
   PubMed Web of Science ®Google Scholar
• Kress, G. (2003). Literacy in the new media age. London: Routledge.
   Google Scholar
• Kvale, S., & Torhell, S.-E. (1997). Den kvalitativa forskningsintervjun. Lund: Studentlitteratur.
   Google Scholar
• Lea, M., & Street, B. (1998). Student writing in higher education: An academic literacies approach. Studies in Higher Education, 23(2), 157–172. doi: 10.1080/03075079812331380364
   Web of Science ®Google Scholar
• Lillis, T., & Turner, J. (2001). Student writing in higher education: Contemporary confusion, traditional concerns. Teaching in Higher Education, 6(1), 57–68. doi: 10.1080/13562510020029608
   Google Scholar
• Lindblad, S., & Sahlström, F. (1999). Gamla mönster och nya gränser. Om ramfaktorer och klassrumsinteraktion [Old pattern and new borders. About frame factors and classroom interaction]. Pedagogisk Forskning i Sverige, 4(1), 73–92.
   Google Scholar
• Livingstone, S. (2002). Young people and new media. London: Sage.
   Google Scholar
• Lundgren, U. P. (1972). Frame factors and the teaching process. A contribution to curriculum theory and theory on teaching. Stockholm: Almqvist & Wiksell.
   Google Scholar
• Macken-Horarik, M., Devereux, L., Trimingham-Jack, C., & Wilson, K. (2006). Negotiating the territory of tertiary literacies: A case study of teacher education. Linguistics and Education, 17, 240–257. doi: 10.1016/j.linged.2006.11.001
   Google Scholar
• Mackey, M. (2002). Literacies across media. Playing the text. London: Routledge Falmer.
   Google Scholar
• Marner, A. (2013). Digital media embedded in Swedish art education – A case study. Education Inquiry, 4(2), 355–373. doi: 10.3402/edui.v4i2.22078
   Google Scholar
• Marner, A., & Örtegren, H. (2013). Four approaches to implementing digital media in art education. Education Inquiry, 4(4), 1–18. doi: 10.3402/edui.v4i4.23217
   Google Scholar
• Matthewman, S., Blight, A., & Davies, C. (2004, March). What does multimodality mean for English? Creative tensions in teaching new texts and new literacies. Education, Communication & Information, 4(1), 153–176. doi: 10.1080/1463631042000210944
   Google Scholar
• McLuhan, M. (1964). Understanding media: The extensions of man. London: Routledge.
   Google Scholar
• Mogey, N., Sarab, G., Haywood, J., Van Heyningen, S., Dewhurst, D., Hounsell, D., & Neilson, R. (2008). The end of handwriting? Using computers in traditional essay examinations. Journal of Computer Assisted Learning, 24, 39–46. doi: 10.1111/j.1365-2729.2007.00243.x
   Web of Science ®Google Scholar
• Morgan, D. L. (1996). Focus groups. Annual Review of Sociology, 22, 129–152. doi: 10.1146/annurev.soc.22.1.129
   Web of Science ®Google Scholar
• Mueller, P. A., & Oppenheimer, D. M. (2014). The pen is mightier than the keyboard: Advantages of longhand over laptop note taking. Psychological Science, 0956797614524581.
   Web of Science ®Google Scholar
• Ongstad, S. (1999). Sources of ‘didaktization’. On defining disciplines and their ‘(fag-) didaktik’ across borders illustrated with examples from Mother Tongue Education (MTE). In B. Hudson, F. Buchberger, P. Kansanen, & H. Seel (Eds.), Didaktik/Fachdidaktik as science(-s) of the teaching profession? (pp. 173–185). TNTEE Publications. 2(1), October 1999.
   Google Scholar
• Örtegren, H. (2012). The scope of digital image media in art education. Computers and Education, 59(2), 793–805. doi: 10.1016/j.compedu.2012.03.021
   Web of Science ®Google Scholar
• Powney, J., & Watts, M. (1987). Interviewing in educational research. London: Routledge Education Books.
   Google Scholar
• Scheid, M., & Strandberg, T. (2012). Schools’ permeable walls and media cultures: An example of new prerequisites for music education in Sweden. In M. Gall, G. Sammer, & A. de Vugt (Eds.), European perspectives on music education (1st ed., pp. 237–255). Helbling Academics.
   Google Scholar
• Selwyn, N. (1999). Differences in educational computer use: The influence of subject cultures. The Curriculum Journal, 10(1), Spring, 29–48. doi: 10.1080/0958517990100104
   Google Scholar
• Søby, M. (2015). Finnish education system. Nordic Journal of Digital Literacy, 10(2), 64–68.
   Web of Science ®Google Scholar
• SOU. (1994:118) Informationsteknologin - Vingar åt människans förmåga [Information technology – Wings to human ability]. Stockholm: Stadsrådsberedningen.
   Google Scholar
• Strate, L. (2010). Korzybski, Luhmann, and McLuhan. Proceedings of the Media Ecology Association, 11, 31–42.
   Google Scholar
• Strate, L. (2011). On the binding biases of time and other essays on general semantics and media ecology. Fort Worth, TX: The New Non-Aristotelian Library Institute of General Semantics.
   Google Scholar
• Sullivan, D. L. (1996). Displaying disciplinarity. Written Communication, 13(2), 221–250. doi: 10.1177/0741088396013002003
   Web of Science ®Google Scholar
• Sutherland, R., Armstrong, V., Barnes, S., Brawn, R., Breeze, N., Gall, M., … John, P. (2004). Transforming teaching and learning: Embedding ICT into everyday classroom practices. Journal of Computer Assisted Learning, 20, 413–425. doi: 10.1111/j.1365-2729.2004.00104.x
   Web of Science ®Google Scholar
• Swedish National Agency for Education. (1994). Läroplan för det obligatoriska skolväsendet, förskoleklass och fritidshemmet Lpo 94. Stockholm: Fritzes.
   Google Scholar
• Swedish National Agency for Education. (2000). Kursplaner och betygskriterier 2000 grundskolan [Syllabuses and grading criteria for the compulsory school]. Stockholm: Fritzes.
   Google Scholar
• Swedish National Agency for Education. (2010). Läroplan för grundskolan, förskoleklass och fritidshemmet 2011 (SKOLFS 2010.37). Stockholm: Fritzes.
   Google Scholar
• Taipale, S. (2014). The affordances of reading/writing on paper and digitally in Finland. Telematics and Informatics, 31(2014), 532–542. doi: 10.1016/j.tele.2013.11.003
   Web of Science ®Google Scholar
• Taipale, S. (2015). Bodily dimensions of reading and writing practices on paper and digitally. Telematics and Informatics, 32(2015), 766–775. doi: 10.1016/j.tele.2015.04.001
   Web of Science ®Google Scholar
• Tyner, K. (1998). Literacy in a digital world. Teaching and learning in the Age of information. Mahwah, NJ: Lawrence Erlbaum Associates, Inc., Publishers.
   Google Scholar
• Wertsch, J. V. (1991). Voices of the mind: A sociocultural approach to mediated action. London: Harvester.
   Google Scholar
• Wertsch, J. V. (1998). Mind as action. New York, NY: Oxford University Press.
   Google Scholar
• Wibeck, V. (2000). Fokusgrupper. Om fokuserade gruppintervjuer som undersökningsmetod. Lund: Studentlitteratur.
   Google Scholar
• Wolcott, H. F. (1994). Transforming qualitative data. Descriptions, analysis, and interpretation. Thousand Oaks, CA: Sage.
   Google Scholar
• Wollscheid, S., Sjaastad, J., Tømte, C., & Løver, N. (2016). The effect of Pen and paper or tablet computer on early writing – A pilot study. Computers & Education, 95, 19–35. doi: 10.1016/j.compedu.2015.12.001
   Web of Science ®Google Scholar