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Publications (10 of 33) Show all publications
Damber, U. (2017). Librarian and Teacher Collaboration: Enhancing Second-Language Learners’ Literacy Development (1ed.). In: Joron Pihl, Kristin Skinstad van der Kooij & Tone Cecilie Carlsten (Ed.), Teacher and Librarian Partnerships in Literacy Education in the 21st Century: (pp. 75-88). Rotterdam: Sense Publishers
Open this publication in new window or tab >>Librarian and Teacher Collaboration: Enhancing Second-Language Learners’ Literacy Development
2017 (English)In: Teacher and Librarian Partnerships in Literacy Education in the 21st Century / [ed] Joron Pihl, Kristin Skinstad van der Kooij & Tone Cecilie Carlsten, Rotterdam: Sense Publishers, 2017, 1, p. 75-88Chapter in book (Refereed)
Abstract [en]

This chapter explores teacher and library collaboration, enhancing K-5 second language pupils’ literacy development. Aspects of this partnership are highlighted through qualitative analysis of the librarian´s narrative of how the collaboration evolved. Apart from high achievement levels in reading the pupils experienced personal growth, home-school-library relations were positively affected and the literacy practices met with new ideas as multimodal approaches to encounter and interpret literature were implemented as a result of the collaboration. 

Place, publisher, year, edition, pages
Rotterdam: Sense Publishers, 2017 Edition: 1
Keywords
library school partnership, literacy development, multimodal, elementary school
National Category
Pedagogical Work
Identifiers
urn:nbn:se:miun:diva-29987 (URN)978-94-6300-897-6 (ISBN)
Available from: 2017-02-03 Created: 2017-02-03 Last updated: 2017-02-03Bibliographically approved
Damber, U. (2012). Att lära barn att läsa - ett komplext uppdrag i en komplex värld. In: Hyltenstam, K. & Lindberg, I. (Ed.), Svenska som andraspråk (2a upplagan). Lund: Studentlitteratur
Open this publication in new window or tab >>Att lära barn att läsa - ett komplext uppdrag i en komplex värld
2012 (Swedish)In: Svenska som andraspråk (2a upplagan) / [ed] Hyltenstam, K. & Lindberg, I., Lund: Studentlitteratur, 2012Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur, 2012
National Category
Humanities
Identifiers
urn:nbn:se:miun:diva-14664 (URN)
Available from: 2011-10-31 Created: 2011-10-31 Last updated: 2013-01-15Bibliographically approved
Shabes, V., Troshchenkova, E., Potapova, T., Ivarsson, L., Damber, U. & Bostedt, G. (2012). Cognitive linguistic basis for experimental study of Russian and Swedish value systems. Problems of Cognitive Linguistics (2), 67-78
Open this publication in new window or tab >>Cognitive linguistic basis for experimental study of Russian and Swedish value systems
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2012 (Russian)In: Problems of Cognitive Linguistics, ISSN 1812-3228, no 2, p. 67-78Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Moskva: , 2012
National Category
Social Sciences
Identifiers
urn:nbn:se:miun:diva-17298 (URN)
Available from: 2012-11-01 Created: 2012-11-01 Last updated: 2013-02-12Bibliographically approved
Shabes, V., Troshchenkova, E., Potapova, T., Ivarsson, L., Damber, U. & Bostedt, G. (2012). Complex Values in Different Cultures: Some Research Results of Psycholinguistic Experiments with Russian and Swedish Students. US-China Education Review, 2(1), 70-83
Open this publication in new window or tab >>Complex Values in Different Cultures: Some Research Results of Psycholinguistic Experiments with Russian and Swedish Students
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2012 (English)In: US-China Education Review, ISSN 1548-6613, E-ISSN 1930-1529, Vol. 2, no 1, p. 70-83Article in journal (Refereed) Published
Abstract [en]

In the article on the basis of the psycholinguistic experimental data obtained in 2009-2010 from Russian and Swedish students, we consider internal features of several complex values (“Harmony”, “Freedom”, “Democracy”, “Tolerance” and “Patriotism”) and analyze their external systemic organization, taking into account both specificity of the two cultures and gender specifics. We argue that value concepts are hierarchically organized, forming different generalization levels from the simple to the more complex ones with intricate overlapping among different complex values within the system. This research is a stage in a complex experimental work aimed at comparing Russian and Swedish values (the project on Swedish Institute grant). 

Keywords
value system, complex value, psycholinguistic experiment, cultural similarities/differences, gender similarities/differences
National Category
Social Sciences
Identifiers
urn:nbn:se:miun:diva-17297 (URN)
Available from: 2012-11-01 Created: 2012-11-01 Last updated: 2017-12-07Bibliographically approved
Damber, U. (2012). Concordance between Intercultural and Critical education within the realms of literacy education. In: Jennifer S. Avery and Matthew H. Stewart (Ed.), Language Learning: New Research (pp. 185-200). Hauppage: Nova Science Publishers, Inc.
Open this publication in new window or tab >>Concordance between Intercultural and Critical education within the realms of literacy education
2012 (English)In: Language Learning: New Research / [ed] Jennifer S. Avery and Matthew H. Stewart, Hauppage: Nova Science Publishers, Inc., 2012, p. 185-200Chapter in book (Refereed)
Place, publisher, year, edition, pages
Hauppage: Nova Science Publishers, Inc., 2012
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-14547 (URN)2-s2.0-84895213418 (Scopus ID)978-1-62100-631-2 (ISBN)
Available from: 2011-09-28 Created: 2011-09-28 Last updated: 2015-03-11Bibliographically approved
Damber, U., Samuelsson, S. & Taube, K. (2012). Differences between over-achieving and under-achieving classes in reading: Teacher, classroom and student characteristics. Journal of Early Childhood Literacy, 12(4), 339-366
Open this publication in new window or tab >>Differences between over-achieving and under-achieving classes in reading: Teacher, classroom and student characteristics
2012 (English)In: Journal of Early Childhood Literacy, ISSN 1468-7984, E-ISSN 1741-2919, Vol. 12, no 4, p. 339-366Article in journal (Refereed) Published
Abstract [en]

The main purpose of this study was to examine classroom, teacher and student factors distinguishing grade three classes performing at higher levels than expected in relation to SES and language factors, from classes performing below their potential with regard to the same factors.  Data on a standardized reading comprehension test, student and teacher questionnaires covering teacher, classroom and student characteristics were collected. The participants were 1092 grade three classes and their class teachers, from Stockholm, Sweden. By use of regression and a twin-matching procedure, one group of 94 under-achieving classes and another group of 94 over-achieving classes were formed for comparisons. Data about extended voluntary reading, classroom climate, teacher experience and the use of authentic literature were seen to be the main four indictors discriminating between over and under-achieving classes beyond the impact of socio-economic status and language background.

Keywords
Reading comprehension; Over-achievement in reading; Classroom climate; Teacher characteristics
National Category
Pedagogical Work
Identifiers
urn:nbn:se:miun:diva-13740 (URN)10.1177/1468798411417376 (DOI)2-s2.0-84870002682 (Scopus ID)
Available from: 2011-05-04 Created: 2011-05-04 Last updated: 2017-12-11Bibliographically approved
Damber, U. (2012). Equity and models of literacy in a diverse world. Issues in educational research, 22(1), 36-46
Open this publication in new window or tab >>Equity and models of literacy in a diverse world
2012 (English)In: Issues in educational research, ISSN 0313-7155, E-ISSN 1837-6290, Vol. 22, no 1, p. 36-46Article in journal (Refereed) Published
Abstract [en]

The autonomous and the ideological model of literacy, and their tentative effects on teachers' practices as well as on research will be discussed in this article, thus emphasizing the need for teaching children not only to read the word, but also the world. Cases where the possibility of implementing critical awareness from the very start of children ́s literacy trajectory is neglected will be discussed with reference to the Four Resources Model for literacy. The need of holistic perspectives in order to reject deficit discourses will be explicated. Finally the role of teacher education will be briefly illuminated. In the concluding comments the need for both practitioners and researchers to pay attention to the ideological model for literacy is stated.

National Category
Educational Sciences
Identifiers
urn:nbn:se:miun:diva-17265 (URN)2-s2.0-84865354478 (Scopus ID)
Note

Source: Scopus

Available from: 2012-10-29 Created: 2012-10-27 Last updated: 2017-12-07Bibliographically approved
Damber, U. (2012). Literacy and empowerment: Swedish Children with diverse backgrounds defeating the statistical trends. In: T. Besley and M. Peters (Ed.), Interculturalism, Education & Dialouge: . New York: Peter Lang Publishing Group
Open this publication in new window or tab >>Literacy and empowerment: Swedish Children with diverse backgrounds defeating the statistical trends
2012 (English)In: Interculturalism, Education & Dialouge / [ed] T. Besley and M. Peters, New York: Peter Lang Publishing Group, 2012Chapter in book (Refereed)
Place, publisher, year, edition, pages
New York: Peter Lang Publishing Group, 2012
Series
Global studies in education, volume 13
Keywords
inter-cultural, literacy, bilingual, empowerment
National Category
Pedagogical Work
Identifiers
urn:nbn:se:miun:diva-13744 (URN)978-1-4331-1515-8 (ISBN)
Available from: 2011-05-04 Created: 2011-05-04 Last updated: 2014-07-08Bibliographically approved
Damber, U. (2012). Personliga möten: nödvändigt också i en digital värld?. Forskning
Open this publication in new window or tab >>Personliga möten: nödvändigt också i en digital värld?
2012 (Swedish)In: Forskning, ISSN 0804-7545, E-ISSN 1504-4882Article in journal (Other (popular science, discussion, etc.)) Published
National Category
Social Sciences
Identifiers
urn:nbn:se:miun:diva-14665 (URN)
Available from: 2011-10-31 Created: 2011-10-31 Last updated: 2017-12-08Bibliographically approved
Damber, U., Bostedt, G., Ivarsson, L., Shabes, V., Troschenskova, E. & Potapova, T. (2011). An experimental study of Russian and Swedish value systems.
Open this publication in new window or tab >>An experimental study of Russian and Swedish value systems
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2011 (English)Conference paper, Published paper (Refereed)
Abstract [en]

The purpose of this study was to develop a method comparing Russian and Swedish value systems with the overarching aim to increase the understanding in intercultural communication. Value systems, as organized systems of nationally specific social concepts, are viewed as part of the cognitive, mental representations determining the behaviour of both individuals and communities. In comparative studies of value systems concepts in the national languages are often translated into English. Our Russian-Swedish project has indicated that similar national concepts, when translated into English, expose significant differences in their connotations. For example, when comparing the Swedish and Russian translations of ‘security’, much of the nationally specific contents are lost, thus, making data invalid. To overcome this problem, methods were developed to obtain comparable data, by use of experimental design, employing Russian and Swedish university students as informants. In our presentation we will explicate how simple value concepts coinciding for the two cultures were obtained and how differences in similar concepts were identified. We will describe the overall structure of the multilayer value systems of both countries, where similarities and differences related to gender and ethnicity, are made visible. The methodology, results and presumptive usages of these methods will be presented.

Keywords
Values, system, culture, methodology, comparison, similarity, difference, graded standard.
National Category
General Language Studies and Linguistics
Identifiers
urn:nbn:se:miun:diva-13742 (URN)
Available from: 2011-12-11 Created: 2011-05-04 Last updated: 2018-01-12Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-9015-311X

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