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Knowledge Diversity at Universities? A critical analysis of changing post-digital knowledge ecologies using examples from Austria, Germany, and Italy
Full text linkIn the last decade, debates on digitalization programs and on dynamics of datafication have become increasingly influential at universities. More recently, debates on the importance of artificial intelligence (AI) have begun, although corresponding questions about changing knowledge ecologies are currently underexplored in educational research. The processes of changing knowledge production are encountering relatively entrenched structures of knowledge organization and communication at universities, which are struggling to handle these new challenges. In this paper we use the historically-shaped university organization structures in three European countries as cases of analysis. Thus, first we give an overview of the concepts of knowledge ecology and knowledge diversity, followed by, second, a critical discussion of current trends in the digitalization and datafication of scientific knowledge production in education with examples from Italy, Austria and Germany, The choice of these different and highly complex scientific systems is justified by our experiences in these diverse contexts and corresponding academic affiliations. Third, we reflect on the implications of changing knowledge ecologies and knowledge diversity for the future of higher education
Digitalisation-ready legislation in Denmark: When political ambitions meet reality
No full textSom et af de første lande i verden fik Danmark i 2018 en erklæret politik om digitaliseringsklar lovgivning, som hviler på en aftale mellem alle Folketingets partier. Intentionen er, at lovgivning skal formuleres således, at den tilvejebringer rammebetingelser for en hel eller delvis digital offentlig administration, hvor teknologi understøtter en bedre og mere effektiv opgaveløsning. Med udgangspunkt i den lovgivningsmæssige realisering og implementering af den politisk høj-profilerede, såkaldte ”Tidlig Pension” (”Arne-Pension”) undersøger artiklen, hvad der sker når ambitionerne om digitaliseringsklar lovgivning møder virkeligheden. Tidlig Pension er særlig interessant fordi der allerede som led i den politiske promovering af ideen blev lagt vægt på betydningen af objektive kriterier. Artiklen er baseret på analyse af bl.a. politiske aftale-tekster, lovgivning, forarbejder og dokumenter fra de involverede myndigheder. Konklusionen ér, at ambitionen om digitaliseringsklar lovgivning udfordres af, at den virkelighed, som lovgivningen skal anvendes på, ikke er enkel og ligetil, og det derfor i praksis er vanskeligt at udforme enkle og objektive regler. Desuden nødvendiggør implementeringen af digitaliseringsklar lovgivning en grundighed og detailviden om data og teknologi, som udfores af en stigende hastighed i lovgivningsprocesser. Artiklen understreger betydningen af samspillet mellem lovgivningsprocessen og ambitionen om digitaliseringsklar lovgivning, herunder at dette samspil underkastes offentlig såvel som forskningsmæssig debat.In 2018, Denmark was one of the first countries in the world to have a declared policy on digital-ready legislation, which is based on an agreement between all parties in the Danish Parliament. The intention is that legislation should be drafted in such a way that it provides framework conditions for a fully or partially digital public administration, where technology supports better and more efficient task solving. Based on the legislative realization and implementation of the politically high-profile, so-called "Early Pension" ("Arne-Pension"), the article examines what happens when the ambitions for digital-ready legislation meet reality. Early Retirement is particularly interesting because the importance of objective criteria was already emphasized as part of the political promotion of the idea. The article is based on analysis of, e.g., political agreement texts, bills, legislation, preparatory works and documents from the authorities involved. The conclusion is that the ambition of digital-ready legislation is challenged by the fact that the social reality to which the legislation is to be applied is not simple and straightforward, and it is therefore difficult in practice to formulate simple and objective rules. In addition, the implementation of digital-ready legislation necessitates a thoroughness and detailed knowledge of data and technology, which is challenged by the increasing speed of legislative processes. The article emphasizes the importance of the interaction between the legislative process and the ambition of digital-ready legislation, just as it emphasises the need for this interaction to be subject to public as well as scholarly debate
Navigating Challenges in Shared Decision-Making in Danish Patient Care
Full text linkPatient-centered care and patient choice are reshaping management practices in the Danish public healthcare sector. Patients are becoming more involved in their treatment and assuming greater control over their healthcare decisions. This transformation redefines relationships among patients, professionals, and the state. It raises important inquiries into how healthcare professionals navigate their new roles and responsibilities within this changing landscape. In this paper, we interviewed ten health professionals to delineate how they handle user involvement in daily clinical practice. Utilizing a sociology of profession framework for thematic analysis, our research revealed the disparities between the ideal and the actual implementation of patient-centered care. It highlighted the challenges healthcare professionals encounter in integrating shared decision-making practices and ensuring patients are adequately informed. We conclude that uncertainties regarding responsibility allocation and the boundaries of healthcare professional involvement often overshadow shared responsibility between healthcare professionals and patients
“Kilroy lives here”: En etnografisk undersökning av byggarbetsplatsgraffiti
No full textThis article explores graffiti made by construction workers and its associated practices at a major construction site in Sweden. Research on how construction workers use literacy by taking part in literacy practices, doings involving writing, reading, or talking about texts, is scarce. This research gap is evident with regard to their doings with graffiti, potentially making this workplace phenomenon difficult to teach and put into context in vocational education and training (VET). The theoretical framework applied is the practice-based ecological view of literacy which allows analysis of how literacy practices are shaped by Discourses, combinations of saying, doing, and being things. Using an ethnographic approach, construction site graffiti was documented using photography (N = 92) and fieldnotes (25,000 words) during five months of fieldwork at a major construction site in Sweden. Data was analysed in three steps including pre-analysis, deductive analysis, and inductive analysis using the concept of literacy practice as an analytical tool. Results indicate that graffiti in the form of construction markings, memory notes, sketches, ownership labels, calculations, comments, doodles, political symbols, tags, and caricatures was found at this construction site and that they supported practices of aiding construction, maintaining autonomy, and playful bantering. These findings suggest construction site graffiti to be a versatile tool used both for production and for fun enabled by a transient workplace that is difficult to control with traditional managerial techniques. Graffiti practices are believed to reflect a unique occupational culture that value displays of craftsmanship, opposition, and wit. As graffiti constitutes an aspect of workplace literacy that is unlikely to be put into context in construction worker training, future research on its potential in VET is suggested.Den här artikeln utforskar graffiti skapad av byggnadsarbetare och deras tillhörande praktiker på en stor byggarbetsplats i Sverige. Forskning om hur byggnadsarbetare använder literacy genom att delta i literacypraktiker – aktiviteter som involverar skrivande, läsande eller samtal om texter – är begränsad. Denna forskningslucka är särskilt tydlig när det gäller deras bruk av graffiti, vilket potentiellt gör detta arbetsplatsfenomen svårt att undervisa om och kontextualisera i yrkesutbildning.
Den teoretiska ramen som används är ett praktikbaserat ekologiskt synsätt på literacy, vilket möjliggör en analys av hur literacypraktiker formas av diskurser – kombinationer av att säga, göra och vara något eller någon. Med en etnografisk ansats dokumenterades graffiti på byggarbetsplatsen genom fotografering (N = 92) och fältanteckningar (25 000 ord) under fem månaders fältarbete.
Datan analyserades i tre steg: föranalys, deduktiv analys och induktiv analys, där begreppet literacypraktik användes som ett analytiskt verktyg. Resultaten visar att graffiti i form av utsättningar, minnesanteckningar, skisser, ägandemärkningar, beräkningar, kommentarer, klotter, politiska symboler, tags och karikatyrer förekom på arbetsplatsen och att dessa stödde praktiker för att underlätta byggandet, upprätthålla autonomi och möjliggöra lekfullt skämtande.
Dessa fynd antyder att graffiti på byggarbetsplatser är ett mångsidigt verktyg som används både för produktion och skoj och som möjliggörs av en föränderlig arbetsplats som är svår att kontrollera med traditionella ledningstekniker. Graffitipraktiker tros spegla en unik yrkeskultur som värdesätter hantverksskicklighet, opposition och kvickhet. Eftersom graffiti utgör en aspekt av arbetsplatsens literacy som sannolikt inte sätts i ett sammanhang i byggutbildning, föreslås framtida forskning om dess potential inom yrkesutbildning
Inquiry in social studies and social science: Linking teachers’ perspectives and classroom practice
Full text linkInquiry-oriented teaching has been central to social science education literature and curricula for years. However, few empirical studies, especially in the Nordic context, have examined such teaching practices across various contexts. This study drew on teacher interviews and video-recorded classroom observations in Norwegian lower and upper secondary social studies and social science to explore teachers’ perceptions and implementations of inquiry under a new national curriculum reform. We used a comparative approach, combining content analysis of interviews and the EDUCATE observation protocol, to identify the prevalence and characteristics of inquiry-oriented teaching practices in the classroom videos.
Our findings suggest clear links between teachers’ perspectives on inquiry in social studies and social science and the teachers’ implementation of inquiry-oriented teaching practices. Most teachers viewed inquiry as inherent to the subject and implemented it in various ways in most lessons. Teachers largely understood inquiry as allowing students to seek information and develop answers independently; they emphasised the importance of scaffolding and differentiation; and while teachers discussed various social science topics, there was limited focus on research methods in the interviews.
Using the EDUCATE observation protocol for inquiry-oriented teaching, we found that most lesson segments included inquiry-oriented practices; however, they primarily included the investigation phase, while preparation and consolidation of inquiry were observed to a lesser extent. The implications include specific suggestions for developing inquiry-oriented teaching in social studies and social science education
Non-compulsory Instrumental Music Education in Poland and Norway: Perspectives on Accessibility, Curriculum Framework and Learning Goals in Two Different Music Education Systems
Full text linkThis article compares non-compulsory instrumental music education systems in Norway and Poland, by describing their organisation, accessibility, educational goals, curriculum framework, and the target group, and discussing consequences the chosen form of organisation and vision might have for the users. The analysis of government documents and statistics shows that while Polish Music Centres and Norwegian Schools of Music and Performing Arts offer similar instrumental education for their users, in Poland there is also a highly specialised system of music schools providing goal-oriented professional tuition for young people at all educational levels. Analysis of the target groups and curriculum frameworks reveals that the concept of music school is understood differently in the two countries. Polish music schools prepare students to become musicians and do not serve as a leisure activity, in contrast to Norwegian Schools of Music and Performing Arts, which do not make strict demands of commitment and goal-oriented participation. Poland’s system is more structured and standardised, potentially leading to high levels of technical and musical proficiency, while Norway’s system is more flexible and inclusive, promoting broader educational and personal development goals
Skaperglede gjennom sansebasert billedskaping: En casestudie av fagdidaktisk potensial og mestringstro gjennom en billedskapende arbeidsmetode
Full text linkThe article examines how an image-creating work method can enhance teacher students\u27 mastery in image creation and their subject didactic competence to promote students\u27 mastery in primary school. The image-creating process is viewed in light of Skaalvik and Skaalvik\u27s (2021) theory on motivation and mastery, and Austring and Sørensen\u27s (2006) theory on creative processes. The study is based on the author\u27s development of a work method as a foundation for teacher students\u27 image-creating work. Through a two-part case study, the work method is first examined with teacher students in arts and crafts, and then through the teacher students\u27 teaching of the work method in arts and crafts at the 5th grade level in primary school. The development, implementation, and analysis of the case study are anchored in Schön\u27s (1983) theory of the reflective practitioner, as well as Engelsen\u27s (2015) edition of the didactic relationship model. Based on a thematic analysis of reflection and observation notes, focus group interviews, and photographs, the results show that the teacher students experienced a sense of mastery in image creation that strengthened their subject didactic competence. Through their own experiences with the work method, the teacher students developed increased awareness of the method\u27s open approach, which they felt made them better able to adapt teaching and support students\u27 learning processes. The findings are discussed in light of theory and research in the field and in relation to the expectations of a profession-oriented and practice-based primary teacher education.Artikkelen undersøker hvordan en billedskapende arbeidsmetode kan styrke lærerstudenters mestring i billedskapende arbeid og deres fagdidaktiske kompetanse for å fremme elevers mestring i grunnskolen. Den billedskapende prosessen sees i lys av Skaalvik og Skaalviks (2021) teori om motivasjon og mestring, og Austring og Sørensens (2006) teori om skapende prosesser. Studien tar utgangspunkt i egen utvikling av en arbeidsmetode som grunnlag for lærerstudenters billedskapende arbeid. Gjennom en todelt casestudie undersøkes arbeidsmetoden først sammen med lærerstudenter i kunst og håndverk, og deretter gjennom lærerstudentenes undervisning i arbeidsmetoden på 5. trinn i grunnskolen. Utvikling, gjennomføring og analyse av casestudien er forankret i Schöns (1983) teori om den reflekterende praktiker, samt Engelsens (2015) utgave av den didaktiske relasjonsmodellen. Basert på en tematisk analyse av refleksjons- og observasjonsnotater, fokusgruppeintervju og foto viser resultatene at lærerstudentene opplevde mestring i billedskaping som styrket deres fagdidaktiske kompetanse. Gjennom egne erfaringer med arbeidsmetoden utviklet lærerstudentene økt bevissthet om metodens åpne tilnærming, noe de opplevde gjorde dem bedre i stand til å tilpasse undervisningen og støtte elevenes læringsprosesser. Funnene drøftes i lys av teori og forskning innen feltet, og i forhold til forventningene til en profesjonsrettet og praksisorientert grunnskolelærerutdanning.
Nøkkelord: Kunst og håndverk, billedskaping, fagdidaktikk, kreativitet, skaperglede, motivasjon, mestrin
Bokanmeldelse. Mediating Sustainability in the Consumer Society
Full text linkThe book is an anthology that is part of the Routledge Studies in Sustainability series. The eleven chapters are divided into the themes Ethics, Consumption, Communication and Literacy. The authors are affiliated with several different organizations as well as research and educational institutions in the United Kingdom, Australia, Germany and Norway, and have backgrounds in philosophy, consumer research, media and design. The chapters describe and discuss sustainability from a democratic perspective, in advertising campaigns, greenwashing and responsibility issues in relation to social media, etc. Concrete examples are presented from Instagram, IKEA, the fashion industry and activism, among others.
In the introductory chapter, the editors point out that the dissemination of information plays an important role in consumers\u27 and citizens\u27 ability to make sustainable choices, but that the information that is disseminated often has senders with political or commercial interests who in various ways angle the message or influence the products that are presented to the market.
The editors present several books from the period 2015 to 2024 that address this issue, books that all focus on a specific problem or subject area. With Mediating Sustainability in the Consumer Society, they will provide a more holistic and multidisciplinary perspective in relation to the media, the public sector, and various social groups and individuals, with the goal of creating awareness in society about the roles of the various actors. With the varied chapters\u27 different perspectives, the editors\u27 literature presentation, and the authors\u27 references to further research and information, the book contributes with insight into the activities of many actors – and to reflection on what orientation options consumers around the world have to sort the information that is communicated in various ways.
Boken er en antologi som inngår i serien Routledge Studies in Sustainability. De elleve kapitlene er inndelt i temaene Ethics, Consumtion, Communication og Literacy. Forfatterne er tilknyttet flere ulike organisasjoner, forsknings- og utdanningsinstitusjoner i Storbritannia, Australia, Tyskland og Norge, og har bakgrunn i filosofi, konsumforskning, media og design. Kapitlene beskriver og diskuterer bærekraft i et demokratisk perspektiv, i reklamekampanjer, grønnvasking og ansvarsspørsmål i relasjon til sosiale medier etc. Konkrete eksempel presenteres fra blant annet Instagram, IKEA, motebransjen og aktivisme.
I det innledende kapitlet peker redaktørene på at formidling av informasjon spiller en viktig rolle for konsumenters og samfunnsborgeres mulighet å gjøre bærekraftige valg, men at informasjon som formidles ofte har avsendere med politiske eller kommersielle interesser som på ulike måter vinkler budskapet eller påvirker produktene som presenteres for markedet.
Redaktørene presenterer flere bøker fra perioden 2015 til 2024 som tar opp denne problematikken, bøker som alle har fokus på et spesielt problem- eller fagområde. Med Mediating Sustainability in the Consumer Society vil de gi et mer holistisk og multidisiplinært perspektiv i relasjon til medier, offentlig sektor samt ulike sosiale grupper og individer, med målet å skape bevissthet i samfunnet om de ulike aktørenes roller. Med de varierte kapitlenes ulike perspektiv, redaktørenes litteraturpresentasjon og forfatternes referanser til ytterligere forskning og informasjon, bidrar boken med innsyn i mange aktørers virksomhet - og til refleksjon over hvilke orienteringsmuligheter konsumenter i hele verden har til å sortere den informasjon som på ulike måter formidles.
From Breaches to Breachers : Three designers revealing blindspots in the design field
Full text linkThis article offers a development of Garfinkel’s (1984) breaching experiments. The discussed breaches are not artificially staged to provoke a reaction, instead they occur naturally in the context, in this case the design field. Also, the focus shifts from the breaches to the people enacting them, the breachers. Three examples of breachers are compared, enabling a deepened understanding of what they have in common, what sets them apart, and what they reveal about the prevalent conditions of the context in which they occur. From a position of in-betweenness/ “mellanförskap”, breachers illuminate blindspots and push the boundaries of what questions are possible to ask in their respective fields. Not only breaches, but also breachers offer valuable friction, building norm awareness that is a premise for norm criticism and ultimately norm creativity
Craft Learning at Home: Experiences of learning to make clothes at home using on- and offline resources
No full textThis paper presents findings from a practice-informed, participatory textile craft research study focusing on the experiences of people learning to make clothes for themselves at home. Necessitated by the social distancing restrictions of the Covid-19 pandemic, the study used a combination of journaling and video elicitation methods rather than the in-person workshop-based methodology originally planned for it. While these remote methods limited the community aspect of learning, they also provided an authentic insight into practices undertaken within the home, where both on- and offline resources are used to support learning. The hybrid nature of the research, which involved embodied material craft practices being captured and relayed by participants through digital means, mirrored the way that much contemporary home sewing practice is conveyed. As for other crafts, the popularity of home sewing has been greatly amplified online over the last twenty years. The resurgence of interest in sewing has been associated with a new generation of sewing patterns and instructions as well as a vast array of amateur and professional online content from which sewing beginners glean inspiration, information and instruction. This paper elucidates what happens when sewing beginners encounter these resources and try to make sense of them in material form in relation to their own bodies, skills and material surroundings. The limitations of video in relaying craft practices and the challenges of conveying embodied and tacit knowledge between individuals are highlighted as a result