Pia Raattamaa VisénSenior lecturer
A selection from Stockholm University publication database
Ämnesspråk i ett textsamtal om svetsteknik
2019. Pia Visén. HumaNetten (42), 60-77Article
Developing Disciplinary Reading Literacies in Secondary Education
2019. Yvonne Hallesson, Pia Visén.Conference
Literacy is a crucial aspect of disciplinary and vocational competence (Karlsson 2012; Janks 2010). However, literacy emerges in specific contexts for specific, context-dependent requirements (Barton et al. 2000). As school progresses texts become more specialized and require students’ developing new reading literacies (Schleppegrell 2004). This becomes especially apparent in upper secondary school where students enrol in programmes preparing for work or further education in specialized disciplines. Therefore subject-specific reading literacy is required for students to actively take part in the knowledge practices of the different subjects (Shanahan & Shanahan 2012). This presentation deals with how disciplinary reading literacy develops in vocational programmes in upper secondary school in Sweden. The material is taken from two larger studies investigating disciplinary literacies in nine programmes in six schools. In the presentation two examples are analysed. The analyses show how students grapple with content and specialized vocabulary in subject-specific texts. Theoretical perspectives and analytical tools are retrieved from New Literacy Studies (Barton 2000), Systemic-functional Linguistics (Halliday 2014), as well as Reception Theory (Langer 2011). Focusing on how students move between every day and specialized language, we aim to show how content and specialized vocabulary are explored and used in subject-specific ways, and how students thereby develop disciplinary reading literacy.
Läspratiker i en fordonsklass på gymnasiet
2020. Pia Visén. Trettonde konferensen i svenska med didaktisk inriktning, 302-317Conference
Att samtala om texter: från träteknik och svetsteori till antikens myter
2015. Pia Visén (et al.).Thesis (Doc)
This doctoral dissertation reports on results from case studies of how text-talks in a Swedish upper secondary school vocational programme, function as a zone of proximal development for reading. The aim was to investigate how text-talks function as a basis for discussion about the text content and thereby have a potential for developing understanding for the subject-specific text content in the subjects of Carpentry Technology, Welding Technology and Swedish in one class in the first year of the Industrial Technology Programme. The study is qualitative with an explorative approach (Burns 2011). Ordinary teaching and learning contexts were observed. The theorectical frame work is based on sociocultural (Säljö 2000) and sociosemiotic perspectives (Halliday 1978), a hermeneutical frame consisting mainly of the concepts of the zone of proximal development (Vygotskij 1934/2001), scaffolding (Wood, Bruner & Ross 1976), dialogicity (Bachtin 1986), and pedagogical codes (Bernstein 2000), as well as an analytical frame deriving from systemic-functional linguistics (Halliday & Matthiessen 2004) and reception theory (Langer 1995, 2011a, 2011b). Three research questions were posed: How do the teachers organise and conduct the text-talks? What linguistic connections with the text are constructed when text content is introduced and developed in the text-talk? In what ways does movement in the text manifest in the text-talk? Data were collected through class-room observations and interviews. Field notes and recordings were made of eight text-talks, and three teacher interviews. Analyses of intertextual cohesion (Eggins 2004), and activity sequences (Martin & Rose 2007) were conducted. Analyses of text-based, associative and interactive text-movability (Liberg et al. 2012b) show the collaborative meeting with the text as expressed in the text-talk. The results indicate that built-out cohesion and progressive text-movability can widen the discourse around the text and thereby scaffold reading development.