Regional histories: A short history of technology in Nordic L1 research and practice

Submitted by: Nikolaj Elf
Abstract: The aim of this paper presentation is to introduce and discuss the history of technology in Nordic L1 research.

The presentation draws on several studies in the field, including a Nordic review on Technology in L1 published in L1 (N. F. Elf, Hanghøj, Erixon, & Skaar, 2015) that introduced the notion of educational boundary objects and a theoretical framework, which suggests four metaphors for understanding technology within L1: as a tool, as media, as socialization, and as literacy practices. The study also draws on an ongoing project on Multimodal literacy practices in L1 (cf. www.sdu.dk/multiL1), which has made a review focusing on contemporary Nordic research on multimodal literacy practices (N. Elf, Gilje, Olin-Scheller, & Slotte, in press, work in progress). In addition, I draw on a recent publication for Danish teacher education, which takes as a point of departure both the boundary object approach and on other recent research of technology in L1/Danish, including one suggesting alternative histories and metaphors (Svendsen, 2011), while emphasizing more practically oriented approaches for Danish teachers teaching on primary to upper-secondary education levels (N. Elf, 2017).

Elf et al. (2015) finds that the media metaphor has dominated the field, while other aspects have been neglected. Elf et al. (in press, work in progress) find that teachers have been experimenting with multimodal composing practices in recent years, but that they find it particularly difficult to develop and use valid criteria for assessing such practices formatively and summatively. Addressing such challenges in practice, Elf (2017) introduces a heuristic for assessing multimodal composing based on a Danish qualitative intervention study that explored multimodal assessment practices in a Danish secondary education setting (Christensen, 2015, 2016).

For discussion, it is argued that case study based heuristics and learning resources may be one way forward to support and scaffold teachers in their endeavor to engage more in teaching technology, and more specifically multimodal literacy practices, in L1. The broader purpose of the presentation is to discuss how such findings and implications may point towards future research, practice and policy. In a Nordic context, curricular reforms have in fact enabled a stronger and broader approach to technology in L1 education. However, curriculum reform is a prerequisite, but not enough for creating change in L1 practices at school.

References

Christensen, V. (2015). Nettekster fanger og fænger: Multimodale tekster, feedback og tekstkompetence i danskundervisningen i udskolingen. (Ph.d.), Aalborg Universitet, Aalborg.
Christensen, V. (2016). Elevers produktion af multimodale tekster. Hvad ved vi og hvad mangler vi? Acta Didactica Norge, 10(3).
Elf, N. (2017). Medier, tekst og tegn i dansk. In E. Krogh, N. Elf, T. Høegh, & H. Rørbech (Eds.), Fagdidaktik i dansk (pp. 196). Frederiksberg: Frydenlund.
Elf, N., Gilje, Ø., Olin-Scheller, C., & Slotte, A. (in press). Nordisk status og forskningsperspektiver: Multimodalitet i styredokumenter og klasserumsrumspraksis. In M. Rogne & L. Waage (Eds.), Multimodalitet i norskundervisning (arbejdstitel): Fakboglaget / Landslaget for norskundervisning.
Elf, N., Gilje, Ø., Olin-Scheller, C., & Slotte, A. (work in progress). Assessment of multimodal literacy practices in Nordic L1 subjects: A conceptual review.
Elf, N. F., Hanghøj, T., Erixon, P.-O., & Skaar, H. (2015). Technology in L1: A Review of Empirical Research Projects in Scandinavia 1992-2014. L1 - Educational Studies in Language and Literature(Special Issue: Paradoxes and negotiations in Scandinavian L1 research in languages, literatures and literacies, guest edited by Ellen Krogh and Sylvi Penne), 1-88.
Svendsen, J. T. (2011). Medieforestillinger: En historisk, diskursteoretisk og -analytisk undersøgelse af pædagogiske tekster i og omkring mediedimensionen i gymnasiets danskfag i perioden 1970-2010. (PhD), Syddansk Universitet, Odense.

Bio:
Nikolaj Elf, University of Southern Denmark, Department for the Study of Culture, SDU, Odense, 5230 Odense M, Denmark, nfe@sdu.dk.
Elf is a PhD and professor at Department for the Study of Culture, University of Southern Denmark, and (10%) at the National Literacy Centre, University of Stavanger. His main research field is all aspects related to Language 1/L1-education (also known as Mother Tongue Education (MTE)), including literature, writing, technology and multilingual education. He is the vice-chair and portfolio holder of Special Interest Groups (SIGs) and a co-coordinator of SIG TALE (Technology and Literacy Education) within the international Association for Research in L1 Education (ARLE; see www.arle.be/) and a co-editor of the ARLE affiliated journal L1 - Educational Studies in Language and Literature (www.l1research.org/). Also, he is a member of the steering committee of International Society for the Advancement of Writing Research (ISAWR) (www.isawr.org/)