Learning resources and writing in educational textual cultures

Both the Quality Reform for Higher Education and Kunnskapsløftet (Knowledge Promotion) emphasise writing as a mediating tool for learning in all subjects—an emphasis which applies to both subjectoriented and reflective writing. It is necessary to know more about what impact the use of learning resources have on each type of writing. We refer here to a wide range of resources: printed and digital, written and oral, including teachers’ guidance, as well as other artefacts used by students as tools for learning.

The Learning resources and writing in educational textual cultures project will explore characteristics of and use of subjectoriented writing and reflective writing in upper secondary school and teacher training. Writing and textual cultures seem to be different depending on the subject: those of the natural sciences are thought to differ from those of the humanities. Our project will use case studies from relevant subjects in order to examine how learning resources are used effectively in writing in given groups of students.

About the research project in Norwegian / Om prosjektet på norsk