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Geografi- och historieämnenas literacy på prov: En kritisk analys av literacyförväntningarna i två nationella prov för samhällsorienterande ämnen för årskurs 9

Chapter in book
Authors Susanne Staf
Andreas Nord
Published in Kritiska text- och diskursstudier / redaktörer: Daniel Wojahn, Charlotta Seiler Brylla, Gustav Westberg
Pages 217–249
ISBN 978-91-88663-34-4
Publisher Södertörns högskola
Place of publication Huddinge
Publication year 2018
Published at Department of Swedish
Department of Pedagogical, Curricular and Professional Studies
Pages 217–249
Language sv
Links sh.diva-portal.org/smash/record.jsf...
Keywords subject-specific literacy, social science, national tests, literacy expectations, multimodality
Subject categories , Didactics, Scandinavian languages, Swedish language

Abstract

An important task for elementary school, and especially the social science subjects, is to enable young citizens to develop the advanced literacy crucial for participating in a modern society. This paper explores the literacy affordances in the Swedish national tests for geography and history. This is done through an analysis of the demands for reading, interpreting and responding to the tests. The results indicate surprisingly high demands for interpreting different types of multimodal represen- tations, while there are virtually no demands for reading and interpreting longer, coherent texts. The expectations for text production show a reverse pattern, with no demands for multimodal representations but extensive demands on writing advanced explanations and arguments. The implications of these literacy asymmetries are discussed critically, as the tests can be seen as a sanctioned model for subject-specific literacy.

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