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Nordic Journal of Literacy Research

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  • Temanummer: Statlig mätning av läs- och skrivförmåga

    2022-03-08

    Till detta temanummer bjuder vi in kvalitativt och/eller kvantitativt orienterade bidrag som presenterar undersökningar av en eller flera aspekter av statligt förankrade prov av läsförmåga och/eller skrivförmåga i Norden.

    Read More Read more about Temanummer: Statlig mätning av läs- och skrivförmåga
  • Vi lanserer podkast!

    2021-03-24

    Nordic journal of Literacy Research lanserer sin egen podkast. 

    Read More Read more about Vi lanserer podkast!
  • Redaktørskifte i oktober

    2020-10-14

    Nordic Journal of Literacy Research startet opp i 2015 og har siden det etablert seg som en sentral publiseringskanal for literacyforskere. I oktober takker pionerredaktørene for seg, og nye redaktører overtar stafettpinnen.

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  • Utrop om bidrag til temanummer: Barn og unges tekstpraksiser på fritiden

    2019-06-20

    Frist for innsendelse av abstrakt 1. september 2019.

    Read More Read more about Utrop om bidrag til temanummer: Barn og unges tekstpraksiser på fritiden
  • Call för bidrag: Tvärvetenskapliga perspektiv på läs- och skrivundervisning i tidiga skolår

    2018-03-06

    Detta specialnummer vill samla nya, empiriska studier om läsning och/eller skrivning i ett nordiskt perspektiv.

    Read More Read more about Call för bidrag: Tvärvetenskapliga perspektiv på läs- och skrivundervisning i tidiga skolår
  • Call for Papers: Reading literacy in Nordic 10 year-olds

    2017-09-18

    Call for papers: Reading Literacy in Nordic 10 year-olds.

    Read More Read more about Call for Papers: Reading literacy in Nordic 10 year-olds
  • Godkjent som publiseringskanal på nivå 1

    2016-10-28
    Godkjent som publiseringskanal på nivå 1. Read More Read more about Godkjent som publiseringskanal på nivå 1
  • The first peer-reviewed article is published

    2016-02-12
    The first peer-reviewed article is published Read More Read more about The first peer-reviewed article is published
  • Call for Papers for a Special Issue: The Interplay of Textual and Interactional Resources in Collective Literacy Practices in Nordic Classrooms

    2015-11-30

    The Interplay of Textual and Interactional Resources
    in Collective Literacy Practices in Nordic Classrooms

    Overview

    In this special issue of the Nordic Journal of Literacy Research, the focus is directed toward interactional conditions in the classroom in relation to literacy practices in schools. More precisely, we invite contributions investigating the quality and the complexity of conditions for participation in different collective reading and writing practices in schools. Three possible points of departure for this issue are: 1) the examination of different ways that classroom communication can become a resource in collective text work; 2) conversely, the investigation of how different kinds of texts become resources for classroom interaction; and 3) the understanding of interactional conditions, foregrounding how different classroom resources work together in a process of mutual ongoing transformation. The overall aim of this special issue is, therefore, to highlight, from diverse theoretical perspectives andmethodological approaches, the dynamic interplay between texts and interaction in teachers’ and students’ collective work in their everyday social practices in classrooms.

    NOTE: Abstracts are sent directly to guest editors via email.

    Read More Read more about Call for Papers for a Special Issue: The Interplay of Textual and Interactional Resources in Collective Literacy Practices in Nordic Classrooms

About the journal

The Nordic Journal of Literacy Research will contribute to the creation of a critical and dynamic picture of literacy in a Nordic context.

The Nordic Journal of Literacy Research publishes peer-reviewed articles in English, Norwegian, Swedish and Danish.

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  • Leseopplæring i norskfagets begynneropplæring med fokus på fagspesifikk lesekompetanse
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  • En invitation man ikke kan afslå – analyse af afgangsprøven i skriftlig fremstilling med særligt fokus på skriveordren
    140
  • At håndtere flertydighed under pres – elevskriveres tekstnormer og skriverselv ved folkeskolens afgangseksamen i skriftlig fremstilling
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Nordic Journal of Literacy Research eISSN 2464-1596. Responsible editors: Marte Blikstad-Balas, Gustaf Bernhard Uno Skar, Michael Tengberg and Arild Bakken.. This journal is published under the terms of the Creative Commons Attribution 4.0 International (CC-BY 4.0). Published by Nordic Open Access Scholarly Publishing – NOASP – a division of Cappelen Damm Akademisk, Postboks 1900, 0055 Oslo, Norway. © Cappelen Damm AS.

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