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  • 1.
    Björk, Åsa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Drama, hat och vänskap: om ungdomars interaktioner i sociala medier2017Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    Departing from narratives of young people, the aim of this thesis is to deepen the knowledge about the meaning of their social interactions in social media.

    In this qualitative study, young people’s interactions when they use social media are studied in a Swedish context. The study constitutes an important contribution since it makes young people’s voices heard. It is based on semi-structured interviews with 32 young people aged 13-15.

    The results show that young people do not use the term bullying when they define a situation that is of a negative nature. They use other terms such as hate and drama to define a situation they perceive to be negative, both in situations when they themselves are involved and in situations when they are among the audience. It depends on how they define the situation. Explanations for why drama, hate and negative actions occur can be understood based on on-going relation-building work and an effort to fit into a certain peer culture. The results also indicate that it is important to receive attention from significant others. In interaction with others, social skills are developed to navigate drama, hate, friendship, negative actions and relation-building efforts in social media.

    Social norms, gender norms and negotiating identities come to expression when the young people discuss self-presentations in pictures.

    Explanations as to why they choose to publish a certain kind of picture can be linked with complex relationship and identity construction processes where the young peoples position themselves and others in the struggle to doing gender and a desire to participate in a certain peer culture.

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  • 2.
    Hällgren, Camilla
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Björk, Åsa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Young people's identities in digital worlds2023Ingår i: The international journal of information and learning technology, ISSN 2056-4880, E-ISSN 2056-4899, Vol. 40, nr 1, s. 49-61Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Purpose: This conceptual paper takes identity, digital technology, young people and education as a combined starting point and suggests how to research young people’s identity practices in and out of school. Today’s young people form their identities in a world that is increasingly imbued by digital technologies. What is evident too is that these technologies and the use of them are not restricted to one single context. Rather, digital technologies mediate multiple contexts simultaneously – to an extent where they collapse. This means that school and leisure time, public and private, digital and analog, virtual and material, time and place, social contexts and audiences, through digital technology, merge in various ways in young people’s identity practices and everyday life.

    Design/methodology/approach: Little is known about what identity practices in collapsing contexts means to young people in their lives and how educators and others can support them. Most studies to date investigate digital technology use as a discrete phenomenon and few studies concern young people’s identity practices in contexts, as they occur. In an increasingly digital world, where dependency on digital technologies continues this forms an urgent knowledge gap to bridge. In particular to guide educators, and others, who support young people as they live and learn through interconnected spaces in and out of school. The conceptual approach of this paper is of importance to better understand how to bridge this gap.

    Findings: This paper suggests a research approach that extends previous research at the intersection of identity, young people, digital technology by outlining extended ways for thinking about identity in a digital world that can be useful for investigating identity as an existential practice, extending beyond identity representations, in conditions mediated by contemporary digital technologies and in collapsing contexts. What is also included are methodological considerations about researching young people, identity and technology as dynamic research objects, rendering a holistic approach.

    Research limitations/implications: It is a conceptual paper that addresses identity, digital technology, young people and education as a combined starting point to outline further research.

    Originality/value: The Guided Tour Technique and Social Media Research is suggested as possible methodologies for holistic and ethically sensitive, empirical research on identity, digital technology, young people and education.

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  • 3.
    Hällgren, Camilla
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Granberg, Carina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Rantala, Anna
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Björk, Åsa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Johansson, Siv
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Digital Competences at the Intersection of Value Issues and Social Relations?2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    When the Swedish commission for digitalisation launched their first report;  A digital agenda in human service - a bright future can be ours, in 2014, a major part was dedicated to teaching, learning and the educational system. Then, in June 2017 a national strategy for sustainable digital transformation in Sweden followed, aiming for Sweden to become a leading country in advancing the opportunities of digitalisation. To deliver this aim, a modernisation of the education system was identified as one key measure. In the same year the National Digitalisation Strategy for the School System was presented and the Swedish national curricula were revised with stronger writings about digital competence and put into effect in 1st of July 2018. In short, these revisions propose abilities to programming as central, but also abilities to solve problems, translate ideas into action by creative use of digital technology, work with digital texts, media and tools, understand and use digital systems and services, to critically and responsibly relate to media and information as well as understand the impact of digitalisation on individuals and society.  Moreover, digital competence is said to apply to all students and staff members from preschool to adult education. The strategies on digitalisation are comprehensive - but there are still important matters that call for attention. For instance, what does digital competence mean, and more specific, what does it mean in relation to value issues in curricula and more widely? What does adequate digital competence mean in relation actual, everyday practices where technology, social values and matters of identity intersect – both outside and within formal school contexts, like the K-12 school, youth recreation centers and higher education?In this paper, the intersection of digital competence and social values in education is explored by critical discourse analysis. Ideas of governing through policy are conceptualised from critical and post-structural perspectives. A first analysis of the most recent policy documents on digitalization, produced by the Swedish government is presented. One initial and tentative result is the overwhelming absence of ethical matters. In neither of the policies the use of IT, and the competences therefore required is related to value issues and social relations mediated by technology. Ethics, rather, seems to concern questions of netiquette and behavior (such as avoiding bullying) and legal issues of copyright, cheating and fraud. One other tentative result is the gap between policies of digital competence and the policies of social values inscribed as fundamentals in the curricula and more widely. We suggest that this discursive gap is a dilemma. This is not, however, to argue that current framings of digital competence are inadequate, but to suggest that if the government’s digital agenda shall be a true human service, bring a bright future and a sustainable digital transformation of Sweden, the ethical component needs to be upgraded. Value issues, social relations, what it is to exist as a human; what technology does to the human condition, need to be included and equally relevant to other components of digital competences.

  • 4.
    Hällgren, Camilla
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Rantala, Anna
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Björk, Åsa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Johansson, Siv
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Digital Competence at the intersection of social values and identity: In policy, practice and theory?2019Ingår i: Fjärde nationella konferensen i pedagogiskt arbete. Tema: Pedagogiskt arbete i en global tid. Den 19:e – 20:e augusti år 2019 i Umeå., 2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    In Swedish and European policies, education is identified as one key agent for advancing opportunities of digitalization and delivering digital transformations. In Sweden the National Digitalization Strategy for the School System was presented 2017. Later, the Swedish national curricula were revised with stronger writings about digital competence and put into effect on the 1st of July 2018. Digital competence is said to apply to all students and staff members from preschool to adult education. In short, these revisions propose, abilities to programming as central, but also abilities to solve problems, to use of digital technology creatively while turning ideas into action, work with digital texts, media and tools, understand and use digital systems and services, to critically approach media and information as well as understand the impact of digitalization on society and individuals. Digitalization policies are indeed comprehensive, yet, we argue there are still important matters calling for attention. For instance, what does competence mean in relation to digitalization? What does digital competence mean in relation to social values in the curricula? And, what does adequate digital competence mean in relation to actual, everyday practices in schools and more widely? This presentation reports early results of an ongoing critical discourse analysis of the intersection of digital competence and social values, in policy and practice. It is argued that there is a discursive gap that needs to be bridged by ethical considerations. It is suggested that if the government’s digital agenda is to be truly in human service, bring about a bright future and a sustainable digital transformation of Sweden, components of social values, what it is to exist as a human; that is what technology does to the human condition, need to be included and equally relevant to other components of digital competences.

  • 5.
    Silfver, Eva
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Areljung, Sofie
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Hentschel, Linn
    Umeå universitet, Humanistiska fakulteten, Institutionen för estetiska ämnen i lärarutbildningen.
    Rantala, Anna
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Björk, Åsa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Rummets makt: om normer i skolpraktikens olika rum2014Konferensbidrag (Refereegranskat)
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