Design för multimodal och kreativ skrivundervisning i tidiga skolår: lärare reflekterar i fokusgruppsamtal

Catharina Tjernberg, Karin Forsling, Carin Roos

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    This article reports on a study aiming to analyse teachers’ reflections on the design of teaching writing in the early school years with focus on supportive multimodal and meaning-making interaction.The study is based on focus group interviews with teachers in preschool classes, first years in primary school and special needs teachers at four schools in two municipalities. The theoretical reference frame draws on design-oriented theories to analyse teachers’ stories about learning to write in relation to the existing conditions for learning. Design-oriented theories focus on the planning of the teaching and learning processes.The analysis resulted in four themes concerning teaching and learning writing: 1) teachers express they use multimodal design, which seems to stimulate especially the boys’ writing, 2) teachers’ belief in a collaborative teaching, which is visible in the supportive work, in which 3) teachers’didactic flexibility appears especially important. Finally, findings suggest 4) preferences for writing over reading as the easier start. More explicitly, this is visible in teachers’ enthusiasm about the pupils’ and especially the boys’ writing activities. In addition, the teachers express that writing isperceived as pleasurable and stimulating. The study thus highlights that creative writing in which pupils have agency can promote their positive self-image. In conclusion the teachers’ stories tell us about a teaching practice that not only deals with texts or conversations as the primary forms of expression of learning and meaning-making, but about a social literacy practice in which different resources are used with a high degree of flexibility.

    Original languageSwedish
    Pages (from-to)217-237
    Number of pages20
    JournalNordic Journal of Literacy Research
    Issue number1
    Publication statusPublished - 2020

    Swedish Standard Keywords

    • Educational Sciences (503)


    • Literacy
    • collaborative learning to write
    • multimodality
    • transformation competence
    • writing fluency
    • writing power

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