The literacy practice of Social Science: How students make use of writing studying Social Science in Secondary School

    Research output: Contribution to conferencePoster


    The presentation is part of a PhD project. Based on the interest of how writing can support students´ meaning making this study investigates the literacy practice in the discourse of social science, focusing writing activities. The overall aim is to investigate what characterises the literacy practice of social science and how students make use of writing when studying social science. The writing activities also involve the changing conditions for reading and writing in education influenced by the development in digital technology.
    Research questions:
    • Where and when does the process of writing become an important resource for the students to make meaning?
    • How does the affordance of I-pad have an impact on the use of writing in the students´ meaning making in different learning contexts?
    The theoretical framework use a socio-cultural and cognitive perspective of literacy and learning (Säljö, 2005, Barton, 2007) and a multiliteracies perspective (Kalantiz & Cope, 2012). Methodology conducts of an ethnographic case study with a sociocultural perspective. The data contains of classroom observations, audio recordings, interviews, student´s notebooks and tests. The data collection is conducted in a secondary school, involving students, age 12-13 years.
    A design theoretical frame will be applied to analyze how the framing and the setting of a learning sequence is designed by the teacher and the literacy events used, and the texts produced, by using the learning design sequence model (Selander & Kress, 2010). The model will provide tools to indicate students´ learning by their use of different modes and media in the learning process. The literacy wheel (Berge, 2006), a socio semiotic and functional understanding of writing, will be applied to categorize the literacy events and their purpose, used by the students to make meaning out of the learning design. Designs for learning will be crucial for the understanding of if, why and when writing is important for meaning making. An initial analysis of the data shows a literacy practice in which writing play an important role in the students´ meaning making within the informal learning contexts, rather than in the formal educational context, the classroom, in which the dialog dominates the design for learning.
    Original languageEnglish
    Publication statusPublished - 2016-Jul-05
    EventSIG Writing 15th Conference and Research School 2016 - Hope University , Liverpool, United Kingdom
    Duration: 2016-Jul-042016-Jul-06


    ConferenceSIG Writing 15th Conference and Research School 2016
    Abbreviated titleEarli SIG/Writing
    Country/TerritoryUnited Kingdom

    Swedish Standard Keywords

    • Educational Sciences (503)


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