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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.

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