Marie Nilsberth
Biographic Data
| ID | 6871845 |
|---|---|
| NAME | Marie Nilsberth |
| GIVEN NAMES | Marie |
| FAMILY NAME | Nilsberth |
| SIGNATURE | NILSBERTH M |
| AFFILIATIONS | Karlstad University |
| ORCID | 0000-0002-7691-2490 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Formal teaching enters social media
This article aims to contribute to an in-depth discussion about what teachers’ educational videos on social media mean from the students’ perspective and to explore further questions related to the broader purposes of education. Based on a student survey, in which a total of 1065 lower and upper secondary students participated, we analyse usage patterns and students’ understandings of teachers’ educational videos on social media as resources for …
Sticky, slippery, and smooth access – exploring the affective potentials of access to writing technology in lower secondary classrooms
Student access to digital writing technology has become increasingly prominent across various school subjects and education levels. Promoting a techno-optimist approach to solving pedagogical challenges, access has predominantly been foregrounded as something that students are ‘provided’, that is, access is to be uptaken by human individuals. In this article, we trouble this notion through exploring the affective potentials of access to writing t…
Subject traditions and the role of digital platforms in upper secondary education
This article examines, from a comparative subject didactic perspective, the use of digital platforms in Swedish upper secondary schools, focusing on the significance in three school subjects: Swedish, mathematics, and history. Based on video recordings from 47 lessons, the analysis compares recontextualization of subject knowledge across the three subjects. Departing from Bernstein’s concepts of the pedagogic device and horizontal versus vertical…
Screen-age researchers
With connected screens, human sociality and digital technology has hybridised in most domains of everyday life, including education. This article addresses methodological and ethical challenges in investigating hybrid situations containing students' screen-mediated communication, both within and beyond the classroom. Drawing on two-year long fieldwork in a multi-sited participatory research project involving students aged 14-16 at four lower seco…
Spatializing literacy-as-events. Literacy in new techno-scholastic environments of lower secondary classrooms
Drawing on recent re-conceptualisations of the established concept of literacy events into literacy-as-events, this article furthers empirical and theoretical understandings of spatiality in classroom literacy. Using a socio-material approach, it investigates spatial formations of literacy-as-events in lower secondary education in new techno-scholastic environments, where the digital and the scholastic have become indiscernible from each other. T…
Smartphones in the Swedish upper-secondary classroom
This study addresses normative orientations to smartphone use in Swedish upper-secondary classrooms. We present a Nexus Analysis from a policy enactment perspective of a material comprising ethnographic interviews, classroom video observations, and smartphone screen capture, investigating how a cultural conception of the smartphone as a source of disturbance is negotiated in discursive and embodied social action. Three groups of policy actors – h…
Languages and identity constructions in multilingual students’ digital literacy practices
The aim of this study is to investigate multilingual students’ identity constructions in their participation in different digital literacy practices. Theoretically, we depart from a translanguaging perspective and a social understanding of literacy from the field of New Literacy Studies. The data was constructed through qualitative interviews with eleven multilingual students in Sweden, and analysed through positioning analysis. The results show …
Digital teaching as the new normal? Swedish upper secondary teachers’ experiences of emergency remote teaching during the Covid-19 crisis
This paper takes an interest in how schools and teachers dealt with new demands when teaching rapidly went online during school closures related to the COVID-19 pandemic, in what we see as an example of emergency remote teaching. The aim is to make visible how schools and teachers dealt with the demands that they were confronted with while under hard pressure during emergency remote teaching, and what discursive frames are used in upper secondary…
On the interactional challenges of revealing summative assessments
Collaborative assessment talk has become increasingly common in schools for teachers as well as students. • For students, making an evaluative claim entails navigating appropriate levels of self-praise and self-deprecation. • For teachers, revealing judgements challenges social and structural preferences about agreement and professional positions. • Great faith in collaborative assessment practices is challenged in terms of effectiveness by socia…
‘Being stuck’. Analyzing text-planning activities in digitally rich upper secondary school classrooms
Smartphones in classrooms
Connected youth, connected classrooms. Smartphone use and student and teacher participation during plenary teaching
Creating space for students' concerns
No prominent works on this page.
Creating space for students' concerns
‘Being stuck’. Analyzing text-planning activities in digitally rich upper secondary school classrooms
Smartphones in classrooms
Connected youth, connected classrooms. Smartphone use and student and teacher participation during plenary teaching
Digital teaching as the new normal? Swedish upper secondary teachers’ experiences of emergency remote teaching during the Covid-19 crisis
This paper takes an interest in how schools and teachers dealt with new demands when teaching rapidly went online during school closures related to the COVID-19 pandemic, in what we see as an example of emergency remote teaching. The aim is to make visible how schools and teachers dealt with the demands that they were confronted with while under hard pressure during emergency remote teaching, and what discursive frames are used in upper secondary…
On the interactional challenges of revealing summative assessments
Collaborative assessment talk has become increasingly common in schools for teachers as well as students. • For students, making an evaluative claim entails navigating appropriate levels of self-praise and self-deprecation. • For teachers, revealing judgements challenges social and structural preferences about agreement and professional positions. • Great faith in collaborative assessment practices is challenged in terms of effectiveness by socia…
Languages and identity constructions in multilingual students’ digital literacy practices
The aim of this study is to investigate multilingual students’ identity constructions in their participation in different digital literacy practices. Theoretically, we depart from a translanguaging perspective and a social understanding of literacy from the field of New Literacy Studies. The data was constructed through qualitative interviews with eleven multilingual students in Sweden, and analysed through positioning analysis. The results show …
Smartphones in the Swedish upper-secondary classroom
This study addresses normative orientations to smartphone use in Swedish upper-secondary classrooms. We present a Nexus Analysis from a policy enactment perspective of a material comprising ethnographic interviews, classroom video observations, and smartphone screen capture, investigating how a cultural conception of the smartphone as a source of disturbance is negotiated in discursive and embodied social action. Three groups of policy actors – h…
Spatializing literacy-as-events. Literacy in new techno-scholastic environments of lower secondary classrooms
Drawing on recent re-conceptualisations of the established concept of literacy events into literacy-as-events, this article furthers empirical and theoretical understandings of spatiality in classroom literacy. Using a socio-material approach, it investigates spatial formations of literacy-as-events in lower secondary education in new techno-scholastic environments, where the digital and the scholastic have become indiscernible from each other. T…
Formal teaching enters social media
This article aims to contribute to an in-depth discussion about what teachers’ educational videos on social media mean from the students’ perspective and to explore further questions related to the broader purposes of education. Based on a student survey, in which a total of 1065 lower and upper secondary students participated, we analyse usage patterns and students’ understandings of teachers’ educational videos on social media as resources for …
Sticky, slippery, and smooth access – exploring the affective potentials of access to writing technology in lower secondary classrooms
Student access to digital writing technology has become increasingly prominent across various school subjects and education levels. Promoting a techno-optimist approach to solving pedagogical challenges, access has predominantly been foregrounded as something that students are ‘provided’, that is, access is to be uptaken by human individuals. In this article, we trouble this notion through exploring the affective potentials of access to writing t…
Subject traditions and the role of digital platforms in upper secondary education
This article examines, from a comparative subject didactic perspective, the use of digital platforms in Swedish upper secondary schools, focusing on the significance in three school subjects: Swedish, mathematics, and history. Based on video recordings from 47 lessons, the analysis compares recontextualization of subject knowledge across the three subjects. Departing from Bernstein’s concepts of the pedagogic device and horizontal versus vertical…
Screen-age researchers
With connected screens, human sociality and digital technology has hybridised in most domains of everyday life, including education. This article addresses methodological and ethical challenges in investigating hybrid situations containing students' screen-mediated communication, both within and beyond the classroom. Drawing on two-year long fieldwork in a multi-sited participatory research project involving students aged 14-16 at four lower seco…
Psychology (10 works) · Mathematics education (9 works) · Pedagogy (9 works) · Literacy, Media, and Education (8 works) · Computer Science (7 works) · Sociology (6 works) · Child Development and Digital Technology (4 works) · EFL/ESL Teaching and Learning (3 works) · Impact of Technology on Adolescents (3 works) · Language, Discourse, Communication Strategies (3 works)