Profiles

Karolina Wirdenäs. Foto: Karin Ström

Karolina Wirdenäs

Universitetslektor

Visa sidan på svenska
Works at The Department of Swedish Language and Multilingualism
Telephone 08-16 43 21
Email karolina.wirdenas@su.se
Visiting address Universitetsvägen 10 D
Room D 538
Postal address Inst. för svenska och flerspråkighet 106 91 Stockholm

About me

Associatie professor (docent) in Scandinativan languages

University lecturer at Stockholm University, Dept. of Swedish and Multilingualism since 2007

University lecturer at Örebro University 2004-2007

MA and PhD at University of Gothenburg -2003

Vice Head of Department 2019-

 

Reserach interests:

Fields

Sociolinguistics, interactional sociolinguistics, CA, discourse analysis, linguistic ethnography

Settings

Education: Classroom interaction, writing developement, learning;

Society: Communication and interaction inSwedish healthcare

Teaching:

Ususally: Sociolinguistics, conversation analysis, speech, text analysis

 

 

Publications

A selection from Stockholm University publication database
  • 2018. Kathrin Kaufhold, Karolina Wirdenäs.

    Under hösten 2015 och våren 2016 anlände många människor på flykt till Sverige. Runt omkring i landet uppstod då ett behov av att informera dem som kommit om deras förutsättningar, inte minst när det gällde hälso- och sjukvård. Stockholms läns landstings (SLL) reaktion på denna kommunikationsutmaning var bland annat att producera broschyrer och affischer med information för asylsökande.

    I vårt samarbetsprojekt har vi utvärderat informationssatsningen, och vi har sökt materialets informationsvägar, från landstinget till potentiella vårdtagare, via organisationerna och vårdinstitutionerna. Forskningsfrågorna är:

    - Hur ges informationen, av vilka, till vilka och var?

    - Vilka möjligheter och hinder har siktats?

    Vår studie är språkvetenskaplig och fokuserar samspel, samtal och kontexter där aktörer använder och tolkar vårdinformation.

    Något som vi ser som ett viktigt resultat från vår studie är att vi kan bidra till att synliggöra ett övergripande dilemma i samhället. Det finns en stor beredskap och en stark vilja att hjälpa och välkomna personer som är nya i Stockholm och Sverige. Det finns också god kunskap om hur man kan göra det. Samtidigt är viljan att upprätthålla och befästa gällande regelverk och system stark. Vi har sett hur dessa riktningar ofta hamnar på kollisonskurs med varandra och hur det verkligen försvårar både för den som vill hjälpa och den som behöver hjälp. SLL, och andra myndigheter och verksamheter, befinner sig tillsammans med den enskilde mitt i detta problem. I utformningen av framtida informationssatsningar kan man ha som mål att minska dilemmats konsekvenser i så stor utsträckning som det är möjligt.

  • 2018. Karolina Wirdenäs, Theres Bellander. Human IT 14 (1)

    In this article we show and discuss the results from an empirical study with a social constructivist perspective, where we explore the combination of two socially and interactively constructed categories: senior citizens and young persons. In the study the paradoxical discourse that surrounds beliefs about usage of ICT in the two different stages of life is highlighted. The data is collected from a blog of a senior citizen and from media interviews with the blogger. The analysis points to the beliefs and expectations that are expressed regarding the use of digital information and interaction technology, and contributes to the discussion of the place and role of senior citizens in today’s society.

  • 2016. Gunilla Almström Persson (et al.).
  • 2014. Karolina Wirdenäs. Mötesplatser, 85-107
  • 2013. Karolina Wirdenäs. Språk & Stil (23), 59-84

    To assume that a classroom is a place for interaction and a multivoiced arena is neither new norcontroversial. Today it is common that students are given more space on the conversational floor,in the name of democracy and dialogue-based pedagogy. However this does not mean that theteacher can abdicate from her or his responsibilities. On the contrary, a dialogical classroom requireshighly skilled teachers who know how to lead the classroom interaction and classroom activitiestoward the necessary goals in a constructive way. This article shows how important it is fora (high school) teacher to make conscious verbal choices in the interaction with students in orderto give them the best and most solid support during a writing project.The framework in this article is interactional analysis (activity analysis, CA, text analysis) froma sociocultural perspective. The analysis is carried out as a close study of the interaction during avideo-recorded writing project in a Swedish classroom.Keywords: writing development, classroom interaction, oral language education, teacher interaction,interactional sociolinguistics, conversation analysis, Swedish.

  • 2013. Karolina Wirdenäs. Sociolingvistik, 199-235
  • 2010. Karolina Wirdenäs, Per Holmberg. Språk & Stil (NF 20), 105-131

    In this article, we present an analysis of writing in the subject field of Swedish. We introduce how three

    teachers individually work with writing processes in their groups of thirteen or sixteen-year old

    students. The study is mainly based on classroom observations and video recordings.

    Our model of analysis has emerged from comparison of our data and consists of three points of

    departure: chains of text (reading and writing in the classroom), talk about text, and typologies of texts

    that are constructed in the classrooms.

    The results of the analysis show differences and similarities in various systematic ways, concerning

    the writing processes as well as the organisation of the classrooms. One of the teachers mainly focuses

    on the organisation of thought, another on the organisation of the world outside school, and the third on

    more general knowledge. The teachers’ didactic choices can be said to show the practical outcome of

    pedagogical theories based on process discourse, functional discourse, and genre discourse.

    While the classrooms differ to a large extent, the teachers nonetheless abide by the national

    curricula for Swedish, but in their own way.

    The study is carried out as a part of the project “Text- and Knowledge Development in School”.

    Keywords

     

    : classroom research, writing research, curricula, Swedish.

  • 2007. Karolina Wirdenäs. Sociolingvistik, 185-220
Show all publications by Karolina Wirdenäs at Stockholm University

Last updated: May 28, 2019

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