Syftet med föreliggande studie är att synliggöra bilden av skriftsamhället i läromedel i svenska som andraspråk genom att undersöka vilka skriftpraktiker som representeras. Materi-alet består av fyra böcker för studieväg 1 på sfi. Det teoretiska ramverket och analysverktygen är hämtade från New Literacy Studies. Metoden är en kvalitativ textanalys där innehållet ka-tegoriseras efter skrifthändelser som i sin tur bildar skriftpraktiker. Resultatet visar att det finns fyra dominerande skriftpraktiker i böckerna. I två av dem fungerar skrift som ett red-skap. Skrift används för att informera, i synnerhet utanför hemmets domän. Det används, med eller utan kontakt med en yrkesverksam, för att utnyttja olika tjänster och resurser. Det finns även två praktiker där skriften har en mer central roll. Det är skriftpraktiker som syftar till skolrelaterad inlärning eller till avkoppling. En slutsats är att framställningen av skriftbruket ger en bild av ett samhälle där information sprids med skrift, där skrift inte sällan har en kommersiell anknytning och där det fria skrivandet och skriftbruk i umgänget är underrepresenterat.

The purpose of this study was to investigate museum learning by describing the experiences of selected museum visitors who viewed a specified exhibit. The research question is: How does a museum exhibit function as a literacy event for viewers? The responses to interview questions described what viewing was like for two subjects. The paradigm for this research is New Literacy Studies (NLS). NLS considers the cultural issues surrounding literacy experiences. NLS assumes that language arts reflect cultural differences and literacy involves the process of constructing meaning (Barton, Hamilton, & Ivanic, 2000; Gee, 2000; Street, 1995). This model of literacy considers three factors of literacy: the literacy practice, the literacy event and the text (Barton & Hamilton, 2000). The literacy practice for this dissertation was museum visiting. The literacy event was viewing one museum exhibit. Through research in multiliteracies (Cope & Kalantzis, 2000), objects and written discourse constituted the text. Two high school subjects spent 15 minutes viewing a specified exhibit on separate occasions. They were asked seven questions designed to aid their recall. The Contextual Model of Learning (Falk & Dierking, 2000) was used for describing the phenomenon and for the analyses of the data. The Contextual Model of Learning describes museum learning as the interaction of three spheres: the Physical Context, the Personal Context, and the Socio-cultural Context. The Physical Context was analyzed through narrative description, the Personal Context through micro-analysis (Corbin, 1998; Miles & Huberman, 1994), and the Socio-cultural Context through Critical Discourse Analysis (Fairclough, 1995; Meyer, 2001; van Dijk, 2001; Wodak, 2001). The results show the Physical Context of a museum exhibit facilitates viewers in accessing their Personal and Socio-cultural Contexts to make meaning. The data indicated the subjects of this study formed global concepts, supported main ideas with specific details, constructed cause and effect relationships, formed comparisons, and engaged in other types of cognitive behaviors as they interacted with the text. The results also indicated that the Contextual Model of Learning would best describe the literacy event if the model showed the dominance of the Personal and Socio-cultural Contexts over the Physical Contents.

Home renovation workers have historically belonged to the blue-collar workforce. Their jobs are often stereotyped as less cognitively complex than those belonging to their white-collar counterparts. While prior research has revealed the cognitive complexity of such work, there is still a gap in research investigating the literacy practices of “blue-collar” workplaces. Through the lenses of New Literacy Studies and activity theory, this case study examines the texts used in a room remodel, the literacy practices surrounding the texts, and the sociocultural implications of these practices. Through document-based and retrospective interviews, the primary participant is given a voice in identifying and describing the practices and values associated with the texts in his workplace. Literacies identified during interviews are examined in context through observations. The findings indicate the importance of texts not just for facilitating the renovation work, but for developing the social relationships necessary for working together. Influenced by the work of Brandt and Clinton, this study looks beyond the limits of the local to examine how the literacy practices of home renovation workers shape and are shaped by globalizing forces. By situating home renovation work within the larger network of the Information Age, this study questions the extent to which new workplace literacies are blurring the line between knowledge work and manual labor.

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This project presents results from a year-long teacher-research study of 50 students in two sections of first-year composition. The goal of this project is to create writing pedagogy in touch with first-year students' everyday worlds and to represent students as people who enter the classroom with literacies, knowledge, and resources. Using funds of knowledge methodology, this project shows how to use students' existing literacy practices and rhetorical skills to move them to deeper levels of critical literacy. Employing frame analysis, this research shows how contemporary consumerist ideologies inform students' orientations towards their education and demonstrates how to use these ideologies as a bridge to getting students to both question the meaning of a college degree and take an active role in their education. To show some of the tensions that emerge for students moving between the spaces of student life, this project uses activity theory to compare the everyday practices of lecture-hall classes and composition classes. "Third Space" theory is suggested as a way for students and teachers to leave familiar practices and scripts to question larger assumptions about the creation of knowledge. Activity theory is also used to examine students' experiences in campus communities, where it is argued that students feel they are engaging in more authentic learning experiences, though they retain some of the attitudes they have towards their academic work in these communities. Combining activity theory, pedagogical action research, and principles of student-centered teaching, conclusions argue for a paradigm for "student engagement research," a methodology for teacher-researchers to both study students' everyday lives and incorporate student culture into the teaching of writing.

This study explores the responses of twelve fifth graders to Japanese pictorial texts - manga (Japanese comics), anime (Japanese animations), kamishibai (Japanese traditional visual storytelling), and picture books - and their connections to Japanese culture and people. This study took place Cañon Elementary School in Black Canyon City in Arizona. The guiding research questions for this study were: How do children respond to Japanese pictorial texts? and What understandings of Japanese culture are demonstrated in children's inquiries and responses to Japanese pictorial texts? The study drew on reader response theory, New Literacy Studies, and multimodality. Data collection included participant-observation, videotaped/audiotaped classroom discussions and interviews, participants' written and artistic artifacts, ethnographic fieldnotes, and reflection journals. Results revealed that children demonstrated four types of responses including (1) analytical, (2) personal, (3) intertexual, and (4) cultural. These findings illustrate that the children actively employed their popular culture knowledge to make intertextual connections as part of meaning making from the stories. They also showed four types of cultural responses including (1) ethnocentrism, (2) understanding and acceptance, (3) respect and appreciation and valuing, and (4) change. This study makes a unique contribution to reader response as it examines American children's cultural understandings and literary responses to Japanese pictorial texts (manga, anime, kamishibai, and picture books).

This thesis addresses academic writing using two practice-led disciplines, academic literacies and ethnomethodology. It is first concerned to evaluate the possibilities of cooperation between these cognate endeavours, and concludes that where academic literacies provides a locus and set of topics for academic writing studies, ethnomethodology can contribute a sharpening of focus and of analytic tools. Ethnomethodology provides a reassuring message in that it confirms the value of detailed local studies, in this case of literacy. However, it is also the source of critique for those literacy scholars who have tried to site their studies in dualisms. This is seen as a rejection of situated studies. There is therefore a prominent methodological focus in this thesis. These methodological issues are then discussed in regard to how they translate into agendas and technologies for the study of social literacies. It is shown that ethnographic-type methods are necessary for such studies, even where they do not qualify as ‘full’ ethnographies by traditional standards. This study itself took on a quasi-ethnographic or ethnographic-type approach, using a longitudinal method to track the academic writing practices of eight undergraduate students with the aim of ascertaining the social and collaborative ways in which their work is accorded plausibility. Material from the study is presented in the form of interview analysis, and in a series of ethnographic case studies that use a variety of material, including interviews with students and staff, student essays, and various other materials that were accrued throughout the administrative life of the essays. Various methods for achieving or according plausibility, on the part of both students and staff, are discussed and analysed. Although all protagonists involved in essay writing and marking looked for and dealt in conventions wherever possible, the material presented here demonstrates that participants were generally aware of the limits to the possibilities of phenomena, and that there may be cause to locate, challenge, change, and adapt to the things that can acceptably be said and done in essay writing.

Vykortsraseriet i Sverige och på kontinenten är en anonym företeelse som blossade upp med en väldig kraft i början på 1900-talet och som sedan avtog igen. Den ofantliga mängd vykort som skickades under den här tiden gav upphov till uttrycket vykortsraseri. Syftet med den här uppsatsen är att studera attityderna till vykortspraktiken genom att genomföra en textanalys av opinionsartiklar från dagspressen vid den här tiden. Analysen besvarar frågorna om vilka attityder till vykortsraseriet som går att urskilja, om det finns både positiva och negativa attityder samt vilka aspekter av vykortspraktiken som lyfts fram som positiva eller negativa. Studien visar att attityderna som framkommer i analysen främst tar avstamp i klassfrågan och moralen och att de främst rör sig kring temana vykortgenrer, moral och ekonomi och vykortssamlande. Det är tydligt så att vykortspraktiken är en form av vardagligt skriftbruk vilket avser det skriftbruk som händer i människors vardag. Den låga värderingen som det vardagliga skriftbruket har visar sig tydligt i studien i form av negativt värderade vykortsgenrer men även en mer accepterade och högre värderad del av vykortspraktiken framträder. / <p>Godkänt datum 2020-06-15</p>

Den samtida debatten om att unga skriver sämre än förr har fokuserat det samhälle- liga behovet av en befolkning med god skrivförmåga. Att samhället har behov av skrift och skrivande är bara ett av många syften med att skriva. Debattens snäva syn på skrivande har föranlett denna studie som undersöker vilka syften med skrivande som framkommer i tre läromedel för gymnasiekursen Svenska 1. Med kritisk dis- kursanalys som metod syftar studien till att beskriva och öka förståelsen för den bild av skrivandets syften som elever möter i de tre undersökta läromedlen samt diskutera bilden i relation till sentida samhällsutveckling den heterogena gruppen elever sett till bakgrund och förmåga. Med stöd i Peter Hannons teori inom New Literacy Studies undersöks läromedlen i förhållande till dels en autonom syn på li-teracy som en enhetlig och mätbar förmåga och dels en ideologisk syn på literacy som föränderlig och kontextberoende. Resultaten visar att de tre läromedlen inne-håller olika bilder av vad skrivande syftar till som i olika grad kan förstås som att de återspeglar sentida samhällsutveckling. Den huvudsakliga slutsatsen för studien är att det spelar roll vilket läromedel man använder i klassrummet om man med skrivundervisningen vill möjliggöra att alla elever kan äga sitt skrivande och identifiera sig som skrivande människor.