Frist for innsending av artikkel for blind fagfellevurdering: 1. november 2023.
Read more about Utrop om bidrag til temanummer: Tekstproduksjon og skriving i barnehagenTill 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 about Temanummer: Statlig mätning av läs- och skrivförmågaNordic journal of Literacy Research lanserer sin egen podkast.
Read more about Vi lanserer podkast!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.
Read more about Redaktørskifte i oktoberFrist for innsendelse av abstrakt 1. september 2019.
Read more about Utrop om bidrag til temanummer: Barn og unges tekstpraksiser på fritidenDetta specialnummer vill samla nya, empiriska studier om läsning och/eller skrivning i ett nordiskt perspektiv.
Read more about Call för bidrag: Tvärvetenskapliga perspektiv på läs- och skrivundervisning i tidiga skolårCall for papers: Reading Literacy in Nordic 10 year-olds.
Read more about Call for Papers: Reading literacy in Nordic 10 year-oldsThe 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 about Call for Papers for a Special Issue: The Interplay of Textual and Interactional Resources in Collective Literacy Practices in Nordic ClassroomsNordic Journal of Literacy Research will contribute to the creation of a critical and dynamic picture of literacy in a Nordic context.
Nordic Journal of Literacy Research publishes peer-reviewed articles in English, Norwegian, Swedish and Danish.
