Motstånd, måsten och möjligheter : Gymnasielärare om medie- och informationskunnighet i ett digitaliserat svenskämne
Sammanfattning: This licentiate thesis aims to explore how teachers comprehend, transform and teach media and information literacy in the courses Swedish 1, 2 and 3 in Swedish upper secondary school. The empirical data is based on semi-structured interviews with eight teachers in Swedish upper secondary school. The interviews were held in 2019 and were conducted for the most part in the teachers’ own place of work, except for one interview, which was held via Skype. The respondents in the study were all teachers who were – or had been – especially assigned to develop teaching and pedagogy in some form in their different schools. The study rests on the theoretical framework of Young and Muller’s theory of powerful knowledge (2010), and Shulman’s model of pedagogical content knowledge (1987). Hudson’s theory of high and low epistemic quality in teaching (2018) and Ball’s theory of policy enactment (2012) are also used. Albeit a small study, the findings highlight that the teachers have diverse views on what media and information literacy entails. All respondents interpreted the concept in different ways. The study also shows that there is a great need for a definition of the term when it comes to media and information literacy. There is no shared base of knowledge among teachers when it comes to this topic. In addition, time is a crucial factor when it comes to planning and preparing lessons, and time was something that the teachers felt that they lacked – both to prepare and to execute the lessons in media and information literacy. Furthermore, the teachers reported that school policies stipulate that they have to use specific learning management platforms in teaching.
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