University of Oslo (UiO): FRITT (E-Journals)
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FishMAZE: Fish Monitoring and AI-based Zone Evaluation
No full textFishMAZE, Fish Monitoring and AI-based Zone Evaluation, is an analytics and reporting solution to help solve the following: prediction of fish likelihood on a coordinate, creation of a user-friendly visualization for fishermen, and recommendation of sustainable fishing routes. Environmental data, historical catch notes, and coordinate data were used to train a regression model for fish likelihood prediction. Combining both the prediction model and the interactive dashboard, a fishing plan based on maximum fish catch was visualized. The final model was able to score an overall RMSE of 8.6830 against the actual coordinates of the test data provide
Debt and Emotional Labour in Present Day Serbia: On the Affects of Indebtedness
No full textThis article deals with the affective aspects of indebtedness in present-day Serbia. Based on ethnographic fieldwork conducted in Belgrade and Šabac during the period 2016-19, it analyses gendered aspects of affective states created and triggered by indebtedness. Indebtedness is here conceptualized to involve not just material and financial obligation, but also asymmetry in emotional labour. That way, the article contributes to the line of research that challenges understandings of debt as a binary relationship between creditor and debtor and argues for a perspective that encompasses the complex affective involvements of indebted subjects and the imbrication of indebtedness, emotional labour, love and care in the everyday life. The ethnographic fieldwork setting is kafana, a tavern with the live neofolk music, which is a space for reflection, expression or venting of the affects, but primarily for their modification, and therefore a primary site for research on postsocialist affect(s). Through the ethnographic vignettes of requesting, performing and consuming songs, as well as material obtained from the pre- and post-performance conversations with employees and customers who found themselves in different situations of debt, it analyses the affective registers of indebtedness and points out that the gendered asymmetry in care debt is formulated in the language and logic of emotional capitalism
Covid-19 and the Future of Work : From Emergency Conditions to Regimes of Surveillance, Governance and Optimisation
No full textThis paper offers a critical reflection on the impact of Covid-19 and government public health measures on patterns of work in the UK. This paper will focus specifically on remote or home workers as this generates myriad questions about the future of work and employment, particularly in the context of advances in digital technology and the growing emphasis on environmental inequality, the spectre of climate change and a green revolution. If the laptop class work from home, they can help control the spread of Covid-19, tackle climate change and rebalance their lives – we were told. Reflecting on the pandemic, an assumption of harmlessness underpins home working. Then I look towards the future and raise questions about the role of digital technology, algorithmic governance and surveillance in our working lives. As more of us are encouraged to utilise the latest digital technologies in our working lives, it is crucial to look critically at these developments and their implications for workers. Working practices deemed necessary to tackle the pandemic are now part of a long-term future which requires further interrogation as to whether the short-term and long-term changes associated with digital technology, algorithmic governance and surveillance also make hidden assumptions of harmlessness
Measuring Humans Through Money: Anthropology of Debt in Post-Soviet Economies
No full textThis introduction to the special issue outlines important anthropological insights into debt relations and relations of indebtedness drawing on my own research on post-Soviet economies as well as on the contributions to this special issue. This special issue deals with post-socialist and post-Soviet economies that embarked on similar economic paths after the collapse of the communist regime.
The Photo: Courtesy of Rano Turaeva, Tashkent 2022
Critical literacy i ämnet svenska: – vad säger de nationella läsproven?
No full textBetydelsen av källkritik och att kritiskt kunna granska texter betonas i styrdokument för ämnet svenska. Dock framgår det inte konkret vad detta innefattar eller hur progressionen ser ut mellan olika stadier. Denna studie syftar till att undersöka hur Critical literacy, CL, prövas i de nationella läsproven i svenska för olika åldrar för att på så vis synliggöra vad CL i svenskämnet kan innebära. Materialet består av nationella läsprov i svenska för årskurs 6 och 9 samt gymnasiets kurs 1 vilka analyseras genom närläsning och tematisk analys med utgångspunkt i ett brett spektrum av teorier om CL, med kritiska textanalytiska inriktningar som rör sig från text till text i kontext.
Resultaten visar bland annat att den CL som framträder i läsproven huvudsakligen gäller textförståelse medan uppgifter riktade mot att synliggöra ideologier eller maktrelationer däremot är sällsynta. Progression märks genom att fler uppgifter efterfrågar CL i högre årskurser och genom ökade förväntningar på att dels kunna ställa textperspektiv mot varandra och förstå det outtalade, dels förstå stilistiska drags funktion i texter, effekten av berättartekniska grepp och tolkning av symbolik. Vidare innehåller gymnasieproven ett fåtal uppgifter som efterfrågar en läsning mot texten, dvs. med fokus på exempelvis författarpositioner, vinkling och underliggande ideologier.
I artikeln diskuteras konsekvenserna av den CL som framträder samt implikationer för svenskämnet. En slutsats är att proven när det gäller CL bidrar både till att konkretisera svenskämnets kurs- och ämnesplaner och till att synliggöra förväntad progression mellan åldrarna. Dock har inte källkritik någon framskjuten position i proven.According to the syllabi of the subject of Swedish, students are expected to develop knowledge on how to critically use sources and evaluate information. However, it is less clear what this involves more specifically, or what progression throughout schooling looks like. This study aims to explore how Critical literacy, CL, is tested in the national tests in Swedish for various age groups, thereby shedding light on what CL in Swedish might entail. Based on a wide range of theories on CL ranging from a focus on text to a focus on text in context, data consisting of national tests for years 6, 9 and 10 were analysed through qualitative thematic analysis.
Findings reveal that the most common type of CL concerns higher order text comprehension. In contrast, tasks aimed at making visible underlying ideologies or power relations are scarce. Progression is shown by an increasing number of CL-oriented tasks and by increasing expectations on being able to contrast different perspectives and understanding implied content as well as understanding the function of stylistic features, the effect of narrative techniques and interpretation of symbolism. In addition, a few year-10 tasks support reading against the text, e.g. by examining author intent, positions and underlying ideologies.
Finally, consequences of the findings and implications are discussed. The findings suggest that the tests contribute to concretising what is stated in the syllabi, and to making visible expected CL progression through the school years. However, source criticism does not have a prime position in the tests
“Men da blir det urettferdig for dem som ikke får!”: Bildebøker som utgangspunkt for kritisk tenkning på barnetrinnet
No full textCritical thinking is one of the 21 century skills emphasized in the Norwegian curriculum (Kunnkapsdepartementet, 2017), but it is somewhat unclear how this skill may be embedded in teaching (Vincent-Lancrin et al., 2019). This article investigates how literary conversations regarding a picturebook may foster critical thinking, hence develop learners’ critical literacy. Our research question is: How is students’ critical thinking visible when reading a fictional picturebook?
A lesson plan targeting literary conversations was designed and carried out in two fourth grade classrooms. The conversations were structured according to Langer’s (2011) framework of readers’ envisionment. Preceding the literary conversation, a pre-reading activity targeting the picturebook’s theme was conducted. The filmed lessons were analyzed using Lim’s (2015) six premises for students’ critical thinking: connectedness, contextualization, power relations, multiperspectivity, a variety of solutions, and compromises through alliances.
The findings suggest that students voice critical perspectives related to the picturebook’s theme and content. Moreover, the pre-reading activity is seen to support the students’ comprehension of the core theme. Some of Lim’s (2015) premises, e.g. connectedness, are more dominant in the data material than some of the other premises like finding compromise through alliances. Furthermore, the analysis indicates that students’ critical approach regarding the multimodal affordances in the picturebook, is less present in the literary conversations (Nikolajeva, 2010; Nikolajeva & Scott, 2006). This study contributes to expanding our knowledge about students’ critical thinking and fiction, in this case a picturebook, and how literary conversations may develop critical literacy.Kritisk tenkning er en av de sentrale ferdighetene for det 21. århundret og framheves i den norske læreplanen (Kunnskapsdepartementet, 2017). Det er imidlertid ikke entydig hvordan denne ferdigheten kan fremmes i klasserom (Vincent-Lancrin et al., 2019). I denne artikkelen ser vi på hvordan litterære samtaler om en bildebok kan fremme kritisk tenkning og på den måten oppøve elevenes kritiske literacy. Problemstillingen er: Hvordan kommer elevenes kritiske tenkning til syne i arbeid med en skjønnlitterær bildebok?
Litterære samtaler ble planlagt og gjennomført med to klasser på fjerde trinn. Samtalene var strukturert med utgangspunkt i Langers (2011) rammeverk om visualiseringer i leserposisjoner. Forut for samtalene organiserte lærerne en førlesingsaktivitet basert i bokas tematikk. Samtalene ble videofilmet og analysert med utgangspunkt i Lims (2015) seks ulike premisser for elevers kritiske tenkning. Disse er sammenhengsforståelse, kontekstualisering, maktstrukturer, perspektivmangfold, mangfold av løsninger og kompromisser gjennom allianser.
Funnene viser at elevene får fram kritiske perspektiver rundt bildebokas tematikk og innhold. Videre ser vi at førlesingsaktiviteten bidro sterkt til å gi elevene en kritisk inngang til tematikken. Enkelte av Lims (2015) premisser, slik som sammenhengsforståelse, er mer framtredende i datamaterialet enn andre, som for eksempel det å se kompromisser. Det er færre spor av elevers kritiske utforsking av samspillet mellom bilde og tekst, hvilket er sentralt innenfor bildebokteori (Nikolajeva, 2010; Nikolajeva & Scott, 2006). Studien bidrar til et lite utforsket felt: elevers kritiske tenkning i arbeid med skjønnlitteratur, og da særlig bildebøker, for å utvikle deres kritiske literacy
Design for learning programming: Approaches taken by novice learners
No full textProgramming recently became mandatory in Swedish compulsory schools (age group 7-16); this article contributes to our understanding of novice learners’ different approaches when programming. The study builds on observations and informal conversations during programming lessons at three Swedish science centres. At the time of the study, science centres already had experience of programming education as they offered courses for pupils. This was used as a complement to teaching at compulsory school. We apply a design-for-learning perspective to help us understand how contextual aspects influence what novice pupils do and how they design their learning during programming lessons. During the analysis process, we combine thematic analysis with the Learning Design Sequence (LDS) model. We identify five qualitatively different approaches that pupils take to solve programming problems: mathematically, trial and error, step-by-step, routine as well as aesthetic. Each of these approaches allows pupils to use and practice different abilities that are important for programming. We discuss how these abilities can be compared to computational thinking (CT). The study provides an insight how pupils are involved in designing their own learning when using their abilities to solve programming assignments
English: Teachers’ views on opportunities and challenges
No full textAlthough creativity constitutes part of 21st century skills, realizing a curriculum that emphasizes creativity in science and mathematics appears to be a challenge. In this study, we investigate how lower secondary science and mathematics teachers understand the concept of creativity, how it can be promoted, and what hinders creativity in schools. Eight teachers were involved in the study, and their views were investigated through group interviews. It was revealed that teachers adopt three perspectives pertaining to how creativity can be fostered in the classroom: the nature of tasks and how they are presented and organized, the need for background knowledge, and the requirement of a supportive classroom environment. A major concern for teachers was how creativity could form part of the assessment process, since assessment systems influence what occurs in the classroom. Further, school cultures that emphasize objectivity and documentability tend to result in teachers prioritizing convergent thinking and the reproduction of knowledge, preventing the inclusion of creativity in teaching. The core values and principles for learning stated in the new curriculum introduced in Norway in 2020 include that students should experience the joy of creating, engagement, and the urge to explore. The results indicate that assessment dilemmas are the main obstacles in the realization of these intentions
Den motstandsdygtige stat i Libanon: Verdensanskuelse og sekularisering
No full textHvorfor bliver Libanon ved med at hænge sammen som en slags stat trods alle problemer, og hvorfor ender libaneserne trods demonstrationerne tilsynelatende med passivt at støtte deres ledere
Michael R. Fischbach, Black Power and Palestine. Stanford University Press, 2019
No full textBokanmeldelse av Jørgen Jensehaugen