Interactive textual analysis

The PhD project studies learning potentials and practices resulting from an integration of media, literary and prose texts in mothertongue teaching (Danish) in upper-secondary education. In theoretical terms, the project surveyed Scandinavian research on learning resources and adopted a sociocultural approach to learning and a multimodal approach to textual competence in mothertongue education. In empirical terms, I used a mixture of focus-group interviews, video and participant observation, and document analysis to investigate how upper-secondary students learn and practice textual competences across three different learning resources: a text reader, an interactive art film and a digital resource. The results document that students’ textual competences are situated and that marked differences in teachers’ didactic scaffolding are chiefly due to their incomplete digital competences.

Project duration
1 January 2004 to 1 January 2009