Oscar Björk
Biographic Data
| ID | 6872037 |
|---|---|
| NAME | Oscar Björk |
| GIVEN NAMES | Oscar |
| FAMILY NAME | Björk |
| SIGNATURE | BJÖRK O |
| AFFILIATIONS | Mälardalen University |
| ORCID | 0000-0001-5674-1391 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Meaning Across Modes
In primary education, children frequently combine drawings with alphabetic writing in their compositions, and research has shown that drawing can support early writing development. Building on existing research on multimodality and intermodality in early writing, this study examines how drawing and writing function together in children’s multimodal compositions produced for diverse social purposes. The study analyses multimodal texts written by S…
Beyond words
This article investigates how teachers in Swedish preschool class conceptualize and make sense of multimodality in relation to children’s early literacy learning. While multimodal perspectives have become increasingly influential in literacy research, emphasizing that meaning is made through multiple semiotic modes, such as image, gesture, movement, and material manipulation, less is known about how teachers themselves understand and value these …
Towards a multimodal dialogic understanding of early writing development in school
This article presents a theoretical framework for understanding early writing development by integrating Bakhtin’s dialogism and Halliday’s social semiotics. Together, these perspectives illuminate how children’s writing emerges as a dynamic, contextually responsive process within a multimodal framework, where linguistic and non-linguistic modes interact to fulfill communicative purposes. Highlighting the complexities of children’s writing in tod…
Listening otherwise
Intermodality in practice
The purpose of the study is to analyse young children’s (Grade 1, ages 7–8) descriptive texts through a social semiotic lens, and to propose a metalinguistic model for analysing children’s compositions in terms of intermodality. Previous research highlights the importance of teachers valuing all modes that children use to express their knowledge, identities, and emotions. This study introduces a framework grounded in Systemic Functional Linguisti…
The dialogism of ‘telling’
Uses a Bakhtinian analysis of dialogism in early school writing. • Shows how student make use of dialogic experiences when writing. • Suggests the term ‘associative intertextuality’ for analysis of early writing. • Shows the presence of interplay of centrifugal and centripetal forces. • Theoretical and empiric argumentation for didactic attention to heteroglossia. Recently, Sweden has seen a rise in research concerning content and functional aspe…
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The dialogism of ‘telling’
Uses a Bakhtinian analysis of dialogism in early school writing. • Shows how student make use of dialogic experiences when writing. • Suggests the term ‘associative intertextuality’ for analysis of early writing. • Shows the presence of interplay of centrifugal and centripetal forces. • Theoretical and empiric argumentation for didactic attention to heteroglossia. Recently, Sweden has seen a rise in research concerning content and functional aspe…
Intermodality in practice
The purpose of the study is to analyse young children’s (Grade 1, ages 7–8) descriptive texts through a social semiotic lens, and to propose a metalinguistic model for analysing children’s compositions in terms of intermodality. Previous research highlights the importance of teachers valuing all modes that children use to express their knowledge, identities, and emotions. This study introduces a framework grounded in Systemic Functional Linguisti…
Meaning Across Modes
In primary education, children frequently combine drawings with alphabetic writing in their compositions, and research has shown that drawing can support early writing development. Building on existing research on multimodality and intermodality in early writing, this study examines how drawing and writing function together in children’s multimodal compositions produced for diverse social purposes. The study analyses multimodal texts written by S…
Beyond words
This article investigates how teachers in Swedish preschool class conceptualize and make sense of multimodality in relation to children’s early literacy learning. While multimodal perspectives have become increasingly influential in literacy research, emphasizing that meaning is made through multiple semiotic modes, such as image, gesture, movement, and material manipulation, less is known about how teachers themselves understand and value these …
Towards a multimodal dialogic understanding of early writing development in school
This article presents a theoretical framework for understanding early writing development by integrating Bakhtin’s dialogism and Halliday’s social semiotics. Together, these perspectives illuminate how children’s writing emerges as a dynamic, contextually responsive process within a multimodal framework, where linguistic and non-linguistic modes interact to fulfill communicative purposes. Highlighting the complexities of children’s writing in tod…
Listening otherwise
Literacy, Media, and Education (5 works) · Literacy (3 works) · Multimodality (3 works) · Pedagogy (3 works) · Psychology (3 works) · Reading and Literacy Development (3 works) · Sociology (3 works) · Dialogic (2 works) · Discourse analysis (2 works) · Discourse Analysis in Language Studies (2 works)