The purpose of this thesis is to study the literacy formed when a class blog is used as a tool for students studying history and explore how this particular literacy is used to generate historical knowledge. The study was conducted during the course of a project in which ninth-grade students contributed entries to a common blog in the form of a diary written by individuals who experienced the Second World War. Its three major objectives were to study the students' perception of the blog in relation to their gender and level of historical knowledge; how they and their teacher esta-blished and used the formed literacy; and how the students related to this in the production of historical knowledge. In analyzing the results, a concept of literacy was used based on seven writing practices all linked to the new medium and history education. The study was based on a questionnaire, interviews and various student texts. In order to perform a content analysis on the study results a theoretical frame­work for historical conscious-ness was included. The results show that in using the writing practices a literacy character­ized by colla-borative authorship was formed. The study concludes that this affects both what and how the students learn. Together they show each other that history is comprised of many small stories, not necessarily strictly co­herent with the general history as told by their textbooks. Examining the students’ blog entries made a new learning process visible that enabled the enhancement of their historical consciousness. / Under senare år har sociala medier introducerats i undervisningen som verktyg för lärande, men hur interagerar dessa nya möjligheter till kommunikation och sam-arbete med en formell undervisningssituation i historia? I Högstadieungdomar skriver historia på bloggenbeskriver och undersöker Cecilia Johansson ett möte mellan sociala medier och historieundervisningen när högstadieelever skriver inlägg i form av dagboksanteckningar från Andra Världskriget på en klassblogg. Det kollaborativa författarskap som många elever uppvisar tycks ha påverkat både hur och vad eleverna lär sig. Dessutom synliggörs en lärprocess där ett historie-medvetande ges förutsättningar att utvecklas. / <p></p><p></p>

Newbery books are a reliable representation of quality children's literature. They have not previously been formally evaluated by the family structures represented in the books. This content analysis considered 87 contemporary realistic fiction Newbery winner and Honor books since the 1930s that portray families in English-speaking, western settings. The family structures portrayed in these books were compared with the family structure categories of the decade in which each book is set. Percentage comparisons revealed that the 1930s, 1940s, and 1950s do not represent the actual family structures of their time period. After the Age of New Realism began in the mid 60s, the family structures in the books more closely matched the family structures of their decade, but several discrepancies remained.

The purpose of this thesis is to study the literacy formed when a class blog is used as a tool for students studying history and explore how this particular literacy is used to generate historical knowledge. The study was conducted during the course of a project in which ninth-grade students contributed entries to a common blog in the form of a diary written by individuals who experienced the Second World War. Its three major objectives were to study the students' perception of the blog in relation to their gender and level of historical knowledge; how they and their teacher esta-blished and used the formed literacy; and how the students related to this in the production of historical knowledge. In analyzing the results, a concept of literacy was used based on seven writing practices all linked to the new medium and history education. The study was based on a questionnaire, interviews and various student texts. In order to perform a content analysis on the study results a theoretical frame­work for historical conscious-ness was included. The results show that in using the writing practices a literacy character­ized by colla-borative authorship was formed. The study concludes that this affects both what and how the students learn. Together they show each other that history is comprised of many small stories, not necessarily strictly co­herent with the general history as told by their textbooks. Examining the students’ blog entries made a new learning process visible that enabled the enhancement of their historical consciousness. / Under senare år har sociala medier introducerats i undervisningen som verktyg för lärande, men hur interagerar dessa nya möjligheter till kommunikation och sam-arbete med en formell undervisningssituation i historia? I Högstadieungdomar skriver historia på bloggenbeskriver och undersöker Cecilia Johansson ett möte mellan sociala medier och historieundervisningen när högstadieelever skriver inlägg i form av dagboksanteckningar från Andra Världskriget på en klassblogg. Det kollaborativa författarskap som många elever uppvisar tycks ha påverkat både hur och vad eleverna lär sig. Dessutom synliggörs en lärprocess där ett historie-medvetande ges förutsättningar att utvecklas. / <p></p><p></p>

This dissertation focuses on a critical approach to Latin-American children's literature, its evolution and its particular issues. It is based on the analysis of Colombian realistic fiction for children and young adults. The aim of this work is to show how Colombian children's literature has established some particular features that make it distinguished in Latin-American children's literature. The methodology is based on literary studies along with specifications of children's literature theory in perspective with the Colombian political and social situation during the twentieth century. The dissertation adresses elements from literary analysis: The narratology (V. Propp, and G. Gennette) the literary criticism (M. Bakhtin, and the concept of ideology) plus cultural studies in Latin America (Á. Rama). The research takes theoretical concepts from children's literature, related to pedagogy (T. Colomer), aesthetics (M. Nikolajeva), ideology (P. Hollindale) and historiography of children's literature in Latin America: A. Rodriguez, 1993, 2010; M. Muñoz, 2009; B. Robledo 1997, 2012 & L. Borrero, 2001. The first part of this dissertation is an analytical approach to the concepts and characteristics of Latin-American children's literature, it focuses also on Colombian children's literature evolution...

Relational bullying, although covert in nature and difficult for adults to notice and identify, is becoming increasingly prevalent among young children and teens. The success of bibliotherapy as preventative and intervention practices for bullying shows that portrayals of relational bullying in quality children’s literature would be effective in reducing and preventing it. However, relational bullying is rarely portrayed in children’s literature. My goal was to find quality children’s realistic fiction literature that portrays relational bullying in Newbery award-winning books, and to bring them to the attention of teachers. After creating a table to determine what types of bullying, if any, were portrayed in the 21 Newbery Medal and Honor realistic fiction children’s literature (1996-2016), the books were read in their totality, and analyzed for any portrayals of relational bullying, including the experience of bullying from the eyes of the bully, victim, and bystander. The bullying portrayed in the literature was described, as well as the characteristics of the bully and victim. Only 10 out of the 21 books read contained portrayals of bullying in the plot. Using this information, future research will include creating a website for teachers, other educational professionals, and parents, to help bring quality children’s literature portrayals of relational bullying to their attention. The hope is that teachers will begin to use the findings of this study as a resource with their students, to prevent or address relational bullying in their classrooms, and to recommend it to school psychologists, counselors, and parents, as needed.