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(Chapter / Bokkapittel / AcceptedVersion; Peer reviewed, 2018)
Rapid technological developments ask for so called 21st century skills or competences to prepare citizens for living, working and learning in our current society. Due to these changes many countries worldwide are in the ...
(Chapter / Bokkapittel / AcceptedVersion; Peer reviewed, 2020)
This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book provides a rationale for the Action, outlines the theoretical framework for its work, and offers an ...
(Chapter / Bokkapittel / AcceptedVersion; Peer reviewed, 2020)
In this chapter, the authors propose that there are many conceptualizations of digital literacies in early childhood that are theoretically rich and fruitful. They introduce highly influential attitudes in defining literacy ...
(Chapter / Bokkapittel / PublishedVersion; Peer reviewed, 2020)
Betegnelsen ‘læringsliv’ er ment som et forsøk på å åpne opp vår forståelse av de unges læring og betydningen av å studere hvordan læring utvikles og endres over tid. I dagens debatt om skole og læring er det skolen selv ...
(Chapter / Bokkapittel / AcceptedVersion; Peer reviewed, 2020)
The aim of this chapter is to explore how multiliteracies are embedded in different activities and places where children (5–6 years old) participate within a community, and the tension between vernacular and institutional ...
(Chapter / Bokkapittel / AcceptedVersion; Peer reviewed, 2018)
In this chapter we review key conceptual frameworks that address the challenges of society in contemporary discussions about the curriculum. The central question guiding the chapter is “What should be taught and learned ...
(Chapter / Bokkapittel / AcceptedVersion; Peer reviewed, 2019)
(Chapter / Bokkapittel / AcceptedVersion; Peer reviewed, 2019)