Fra avskrift til populærvitenskapelig artikkel - mottakerbevissthet som didaktisk grep
DOI:
https://doi.org/10.5617/adno.2434Keywords:
Literacy, literacydidaktikk, skriving, mottakerbevissthet, tekstbane, Nysgjerrigper, kasusstudieAbstract
Sakpreget skriving i skolen bærer ofte preg av avskrift og har læreren som eneste mottaker. I denne artikkelen vises en annen praksis, der elevene gjør stoffet til sitt, fordi de har noen andre enn læreren å skrive til. I denne studien analyseres utviklingen av én elevtekst, samskrevet av åtte elever. Denne kasusstudien følger skriveprosessen til en gruppe elever på sjuende trinn som deltar i forskningskonkurransen "Nysgjerrigper". Tekstens forløp fra tegning, via avskrift til en populærvitenskapelig artikkel, blir satt inn i en kontekst gjennom videoobservasjon og elevintervjuer. Tekster i elevenes forskningsarbeid er utgangpunkt for studien. Jeg bruker en triangulering av datamateriale gjennom 14 timer videoobservasjon med helklassekamera og hodekamera på tre elever, innsamling av 53 elevtekster samt video- og tekststimulerte intervju av elever. Literacyhendelsene i hele tekstutviklingsløpet, kalt tekstbanen, analyseres ved bruk av skrivetrekanten. Funn tyder på at lærerens innføring av interne mottakere – elever på skolen, og påpeking av eksterne mottakere – juryen i forskningskonkurransen, ser ut til å påvirke elevene til å utvikle teksten. Jeg drøfter om en literacydidaktikk kan konkretiseres ved å framheve skriving som sosial praksis.
Nøkkelord: Literacy, literacydidaktikk, skriving, mottakerbevissthet, tekstbane, Nysgjerrigper, kasusstudie
Abstract
Factual writing in school tends to consist of direct copying with the teacher as the only recipient. This article shows another praxis, with students appropriating the content because they have someone other than the teacher as audience. This case study analyses the writing process of a collectively written student text produced by eight students in grade 7. The text was produced as part of their participation in the research competition "Nysgjerrigper". The process of text production is traced, placed in context through video observation and student interviews, from drawing to article production within the field of popular science. The data for analysis consists of 14 hours of whole class video observation and observation of three individual students through use of a head mounted camera. The collection of 53 student texts and video and text stimulated student interviews are included as well. The literacy practices employed throughout the development of the text or the "text trajectory" is analyzed using the writing triangle. Results indicate that the inclusion of an internal intended audience – students at the school – as well as an external intended audience - the jury in the research contest motivated the students to improve the text. As a result, the potential of a promotion of writing as a social practice in developing a model of literacy didactic is explored.
Key words: Literacy, literacy didactics, writing, receiver awareness, text trajectory, Nysgjerrigper, case study
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