Academic reading in education

Literature list
The reading listed under both subheadings apply: they cover the Text Analysis (7,5 credits) and the Literature Review (7,5 credits) parts of the course. In addition, students need for their literature review course assignment to read and methodically review at least 15 articles of their own choosing on their proposed research topic.

Text Analysis

Ivanič, R. (1998). Writing and identity: The discoursal construction of identity in academic writing. Benjamins. (Chapter 3; 16 of 373 pages). https://gu-se-primo.hosted.exlibrisgroup.com/permalink/f/17rktu2/46GUB_KOHA2772156

Jahren, H. (2016). Lab girl. Alfred A. Knopf. (Pages 52 and 63–65; 5 of 369 pages). https://gu-se-primo.hosted.exlibrisgroup.com/permalink/f/17rktu2/46GUB_KOHA2791220

Joyce, J. (1932). Eveline. Chapter in Dubliners. Albatross (7 of 254 pages). https://gu-se-primo.hosted.exlibrisgroup.com/permalink/f/17rktu2/46GUB_KOHA1149403

Lesley, M. (2001). Exploring the Links between Critical Literacy and Developmental Reading. Journal of Adolescent & Adult Literacy, 45(3), 180–189.

McKenna, S. (2005). The intersection between academic literacies and student identities. South African Journal of Higher Education, 18(3), 269–280. https://doi.org/10.4314/sajhe.v18i3.25496

Sanders, D. (2022). Towards extinction: Mapping the vulnerable, threatened and critically endangered plant in ‘Moments of Friction’. In V. Bienvenue & N. Chare (Eds.), Animals, Plants and Afterimages: The Art and Science of Representing Extinction (1st ed., pp. 274–285). Berghahn Books. https://doi.org/10.3167/9781800734258

Literature Review

Byrne, D. (2016). Reviewing the Literature. In D. Byrne, Research Project Planner. SAGE Publications, Inc. https://doi.org/10.4135/9781526408518

Danielsson, A. T., King, H., Godec, S., & Nyström, A.-S. (2023). The identity turn in science education research: A critical review of methodologies in a consolidating field. Cultural Studies of Science Education, 18(3), 695–754. https://doi.org/10.1007/s11422-022-10130-7

Gonzales, L. D., Pasque, P. A., Farris, K. D., & Hansen, J. M. (2024). Epistemic Injustice and Legitimacy in U.S. Doctoral Education: A Systematic Review of Literature. Review of Educational Research, 94(3), 423–464. https://doi.org/10.3102/00346543231187628

Hakvoort, I., Lindahl, J., & Lundström, A. (2022). Research from 1996 to 2019 on approaches to address conflicts in schools: A bibliometric review of publication activity and research topics. Journal of Peace Education, 19(2), 129–157. https://doi.org/10.1080/17400201.2022.2104234

Koh, G. A., & Askell-Williams, H. (2021). Sustainable school-improvement in complex adaptive systems: A scoping review. Review of Education, 9(1), 281–314. https://doi.org/10.1002/rev3.3246

Muff, A., Cohen, A., & Hoshovsky, T. (2024). From Being a Workforce to Agents of Change: An Interpretive Meta-ethnography of Different Approaches to Participatory Research With Young People. Review of Educational Research, 00346543241255625. https://doi.org/10.3102/00346543241255625