Espen Stranger-Johannessen

• Doherty, Liam; Norton, Bonny & Stranger-Johannessen, Espen (2022). Translation, Identity and Translanguaging. I Ayres-Bennett, Wendy & Fisher, Linda (Red.), Multilingualism and Identity: Interdisciplinary Perspectives. Cambridge University Press. ISSN 9781108490207. s. 201–220. Vis sammendrag

  The analysis and understanding of multilingualism, and its relationship to identity in the face of globalization, migration and the increasing dominance of English as a lingua franca, makes it a complex and challenging problem that requires insights from a range of disciplines. With reference to a variety of languages and contexts, this book offers fascinating insights into multilingual identity from a team of world-renowned scholars, working from a range of different theoretical and methodological perspectives. Three overarching themes are explored – situatedness, identity practices, and investment – and detailed case studies from different linguistic and cultural contexts are included throughout. The chapter authors' consideration of 'multilingualism-as-resource' challenges the conception of 'multilingualism-as-problem', which has dogged so much political thinking in late modernity. The studies offer a critical lens on the types of linguistic repertoire that are celebrated and valued, and introduce the policy implications of their findings for education and wider social issues.

• Stranger-Johannessen, Espen & Fjørtoft, Siw Olsen (2021). Implementing Virtual Reality in K-12 Classrooms: Lessons Learned from Early Adopters. Smart Innovation, Systems and Technologies. ISSN 2190-3018. 240, s. 139–148. doi: 10.1007/978-981-16-2834-4_12. Fulltekst i vitenarkiv Vis sammendrag

  There is very little research on K-12 education outside designated research studies on how teachers use VR for learning. This study addresses gap in research by asking: How did teachers start with VR and how do they use it? We interviewed nine teachers from different primary, lower secondary, and upper secondary schools—who had one to five years of experience with VR—among the first to include VR in their teaching, making them early adopters. All schools used HDMs, but the number, brand, and model varied. VR was used to teach various subjects and topics, but mostly for a limited part of the lesson. Due to the limited number of HMDs, the teaching was often organized as stations, where the students took turns using the HMDs and working on other tasks related to the theme. This requires good planning from the teacher and a certain degree of self-regulation among the students, as the teacher’s eyes and ears are on the student(s) wearing the HMDs. The early adoption of VR sometimes encountered challenges related to technical (e.g., firewalls) or ethical issues (e.g., privacy), but some argued that for innovation to happen, it was necessary to “act first and ask later”.

• Miller, Lorrie; Lea, Graham; Irwin, Rita; Nashon, Samson; Jordan, Elizabeth & Baker, Kimberly [Vis alle 7 forfattere av denne artikkelen] (2021). Academic Philanthropy and Pedagogies of Resilience. I Giles, Wenona & Miller, Lorrie (Red.), Borderless Higher Education for Refugees: Lessons from the Dadaab Refugee Camps. Bloomsbury Academic. ISSN 9781350151239. s. 133–150. Vis sammendrag

  Higher education is increasingly recognized as crucial for the livelihoods of refugees and displaced populations caught in emergencies and protracted crises, to enable them to engage in contemporary, knowledge-based, global society. This book tells the story of the Borderless Higher Education for Refugees (BHER) project which delivers tuition-free university degree programs into two of the largest protracted refugee camps in the world, Dadaab and Kakuma in Kenya. Combining a human rights approaches, critical humanitarianism and a concern with gender relations and intersecting inequalities, the book proposes that higher education can provide refugees with the possibility of staying put or returning home with dignity. Written by academics based in Canada, Kenya, Somalia and the USA, as well as NGO workers and students from the camps, the book demonstrates how North-South and South-South collaborations are possible and indeed productive.

• Stranger-Johannessen, Espen (2021). Stories as Innovation in English Language Teaching in Uganda. I Bailey, Kathleen M. & Christian, Donna (Red.), Research on Teaching and Learning English in Under-Resourced Contexts. Routledge. ISSN 9780367513771. s. 145–156.
• Mælan, Ellen Nesset; Gustavsen, Ann Margareth; Stranger-Johannessen, Espen & Nordahl, Thomas (2021). Norwegian students’ experiences of homeschooling during the COVID-19 pandemic. European Journal of Special Needs Education. ISSN 0885-6257. 36(1), s. 5–19. doi: 10.1080/08856257.2021.1872843. Fulltekst i vitenarkiv Vis sammendrag

  Norwegian teachers and school leaders had to organise and provide homeschooling for their students from March to May 2020 due to the COVID-19 pandemic. A survey conducted in May 2020 examined lower secondary school students’ experiences of distance learning. How students at different levels of academic achievement (based on grades) experienced homeschooling was compared to comparable findings from a survey conducted on students from the same schools during the autumn of 2018. The findings indicate that students experienced less support and feedback from their teachers during homeschooling, and that teachers gave more written than oral feedback to the students during homeschooling than they do in regular school. Furthermore, there was a tendency of lower efforts and self-efficacy among low-achieving students, which might be difficult to reverse when schools reopen. The findings raise growing concerns about homeschooling leading to a larger gap between high- and low-achieving students in lower secondary school.

• Stranger-Johannessen, Espen & Norton, Bonny (2019). Promoting Early Literacy and Student Investment in the African Storybook. Journal of Language, Identity & Education. ISSN 1534-8458. 18(6), s. 400–411. doi: 10.1080/15348458.2019.1674150. Vis sammendrag

  Research has found that reading achievement is strongly associated with opportunities for children to engage actively with print. This article addresses research on a digital initiative called the African Storybook, which provides a website with over 1,000 openly licensed children’s picture storybooks in more than 150 African languages, as well as the official languages of English, French, and Portuguese (africanstorybook.org). The article draws on a 2014 study conducted in Uganda that sought to examine the extent to which teachers and children were invested in the African Storybook stories. Of central interest in this article is the extent to which teachers sought to encourage young children to engage actively with the African Storybook stories. The findings suggest that use of the stories promoted greater ownership of meaning for the young readers, as well as shifts of identity for both students and teachers.

• Stranger-Johannessen, Espen (2018). Exploring Math Achievement Through Gamified Virtual Reality. I Pammer-Schindler, Viktoria; Pérez-Sanagustín, Mar; Drachsler, Hendrik; Elferink, Raymond & Scheffel, Maren (Red.), Lifelong Technology-Enhanced Learning. Springer Nature. ISSN 9783319985718. s. 613–616. doi: 10.1007/978-3-319-98572-5_57.
• Stranger-Johannessen, Espen; Doherty, Liam & Norton, Bonny (2018). The African Storybook and Storybooks Canada: Digital Stories for Linguistically Diverse Children. Language and Literacy : A Canadian Educational e-journal. ISSN 1496-0974. 20(3), s. 121–133. doi: 10.20360/langandlit29413. Fulltekst i vitenarkiv Vis sammendrag

  Storybooks Canada (storybookscanada.ca) makes multilingual audiovisual stories available in multiple languages to promote language and literacy development. Building on a long tradition of freely available, open educational resources, Storybooks Canada provides online, multimodal, mobile- and teacher-friendly access to 40 African stories in 21 of the most commonly spoken languages in Canada (including English and French)—making it possible to support and encourage the multilingualism of heritage language, immigrant, and refugee students. In doing so, the project demonstrates the potential for working against the normalized North-South directionality of knowledge flows to develop a more equitable ecosystem for the mobilization of knowledge.

• Stranger-Johannessen, Espen (2017). Digital stories and the African Storybook: Teaching English in the digital age. I Carrier, Michael; Damerow, Ryan & Bailey, Kathleen M. (Red.), Digital language learning and teaching: Research, theory and practice. Routledge. ISSN 9781138696815. s. 116–126. doi: 10.4324/9781315523293-10.
• Stranger-Johannessen, Espen & Norton, Bonny (2017). The African Storybook and language teacher identity in digital times. The Modern Language Journal. ISSN 0026-7902. 101, s. 45–60. doi: 10.1111/modl.12374. Vis sammendrag

  The African Storybook (ASb) is a digital initiative that promotes multilingual literacy for African children by providing openly licenced children’s stories in multiple African languages, as well as English, French, and Portuguese. Based on Darvin and Norton’s (2015) model of identity and investment, and drawing on the Douglas Fir Group’s (2016) framework for second language acquisition, this study investigates Ugandan primary school teachers’ investment in the ASb, its impact on their teaching, and their changing identities. The study was conducted in a rural Ugandan school from June to December 2014, and the data, which focus on one key participant, Monica, were drawn from field notes, classroom observations, interview transcripts, and questionnaires, which were coded using retroductive coding. The findings indicate that through the ASb initiative and its stories, Monica and other teachers began to imagine themselves as writers, readers, and teachers of stories, reframing what it means to be a reading teacher. Teachers’ shifts of identity were indexical of their enhanced social and cultural capital as they engaged with the ASb, notwithstanding ideological constraints associated with mother tongue usage, assessment practices, and teacher supervision. The authors conclude that the enhancement of language teacher identity has important implications for the promotion of multilingual literacy for young learners in African communities.

• Stranger-Johannessen, Espen (2017). The African Storybook, teachers’ resources, and pedagogical practices. International Journal of Educational Development. ISSN 0738-0593. 52, s. 26–36. doi: 10.1016/j.ijedudev.2016.10.003. Vis sammendrag

  Abstract This article draws on the Darvin and Norton (2015) model of investment to investigate how Ugandan teachers use children's stories from the African Storybook website with minimal pedagogical support, unlike most similar interventions. Data for this case study were collected in the form of fieldnotes, interviews, and focus group discussions in a Ugandan primary school. The findings indicate that the use of stories expands the repertoire of teaching methods and topics, and that this use is influenced by teachers' social capital, financial factors, and policies. This exploration of teachers' resourcefulness, needs, and realities provides a foundation for enhancing existing practices.

• Stranger-Johannessen, Espen; Asselin, Marlene & Doiron, Roy (2015). New Perspectives on community library development in Africa. New Library World. ISSN 0307-4803. 116(1/2), s. 79–93. doi: 10.1108/nlw-05-2014-0063. Vis sammendrag

  Purpose – The purpose of this paper is to discuss the constraints of and opportunities for the role of African community libraries in development, using an ecological framework for library development. Design/methodology/approach – Drawing on a review of the literature and the three authors’ own experiences, the paper critically examines community libraries, mainly from Uganda and Ethiopia, and frames the analysis within an ecological framework of library development. Findings – There are many examples of community libraries that realize various elements of the ecological framework (context/environment, equity/social justice, partnerships/interactions, and action/research). Practical implications – The ecological framework further developed in this paper helps community library leaders to critically examine their programmes and services and develop strategies for further growth, and suggests closer collaboration between community librarians, local communities, and researchers. Originality/value – This paper addresses the need to move beyond community library research on the predominant outputs (library statistics) and outcomes (societal value/impact) models, adding a critical perspective of the larger social and political structures that limit and shape the development of community libraries. Keywords Africa, Uganda, Ethiopia, Community libraries, Ecological framework Paper type Conceptual paper

• Stranger-Johannessen, Espen (2015). Constructing English as a Ugandan language through an English textbook. Language, Culture and Curriculum. ISSN 0790-8318. 28(2), s. 1–7. doi: 10.1080/07908318.2014.987296. Vis sammendrag

  English is a national language in Uganda and is widely used in elite areas such as politics and business, but most Ugandans master English to only a limited degree. In this situation, English can be seen as either a foreign language or a second language ? influencing how English is taught. One goal of language teaching espoused in this article is for students to develop intercultural communicative competence, and the article discusses the extent to which text and images invite conversations and discussions on culture and English as an international language. The framework for analysis is Weninger and Kiss's [2013. Culture in English as a foreign language (EFL) textbooks: A semiotic approach. TESOL Quarterly. doi:10.1002/tesq.87] framework for a Peircean semiotic approach to textual and visual analysis, and the material chosen for the study is a Ugandan English secondary textbook. The textbook has few references to foreign culture or English as an international language, and these references do not lend themselves to critical or exploratory queries or discussions on these issues. This paucity can be seen as an expression of the desire to emphasise English as a Ugandan language, and as such the textbook serves nationalistic purposes, a finding shared by other research. Teachers should be cognisant of the potential of images for spurring curiosity and discussions in the classroom.

• Stranger-Johannessen, Espen (2014). Promoting a reading culture through a rural community library in Uganda. IFLA Journal. ISSN 0340-0352. doi: 10.1177/0340035214529732. Vis sammendrag

  This paper discusses what is meant by “reading culture”, and how a rural community library in Uganda can contribute to promoting one, by posing the question: How does a community library promote a reading culture in Uganda, and how successful is it in doing this? Data consist of semi-structured interviews, observations, and the library records of borrowed items. Street’s (1984) concepts of “autonomous” and “ideological” models of literacy are adapted to develop a framework of critical questions. The findings indicate that the library is based on a local initiative, relatively well resourced, and fairly well integrated in the community. Together, these indicate the gradual development of a reading culture. Rather than assuming libraries and literacy are intrinsically good, this article stresses the need to take on a critical view of the role and function of community libraries in developing countries, and suggests a framework for doing this.

• Stranger-Johannessen, Espen (2014). Trends and developments of community libraries in Africa. Libri. ISSN 0024-2667. 64(4), s. 396–407. doi: 10.1515/libri-2014-0031. Vis sammendrag

  Community libraries in Africa are growing in number, and are increasingly subject to academic research. The literature on community libraries spans 30 years, and this review shows how there has been a shift from conceptual to empirical publications. The early, conceptual literature stressed that community libraries should be by and for the community, support development, actively reach out, and provide relevant materials. These publications can to some extent be seen as reactions to the colonial legacy that national library services carried on after independence. The empirical research was analyzed using Kuhlthau’s (1999) framework for school libraries as a starting point. The major function of this framework is to provide a meta-analysis of the research, and further to relate this meta-analysis to the larger context in which this research is situated. The empirical literature reported mainly on student use. Much of the literature addressed lower-level issues, skills and outcomes, such as materials offered or borrowed, increased reading, and change in attitudes. However, limited attention was given to utilisation as an outcome. Attempts to find a causal relationship between library use and improved grades have been inconclusive. A major limitation of this framework is that it does not address the community aspect of these libraries that the empirical literature emphasized. This dual aspect of community libraries merits further exploration, and there is a need to develop theoretical frameworks that fit better with the realities of African communities and their libraries. There is also need for more research comparing community libraries across countries as well as within countries. The scholarly significance of this study is that is provides a comprehensive, critical review of the literature on community libraries in Africa and identifies caveats in the research literature. This will support future research on community libraries in Africa, an under-researched area.

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• Danbolt, Anne Marit Vesteraas & Stranger-Johannessen, Espen (2023). Sustainable implementation in South-North Collaboration: The Case of Storybooks Namibia.
• Danbolt, Anne Marit Vesteraas; Stranger-Johannessen, Espen & Mwanza, David Sani (2022). Storybooks Zambia: Multilingual Digital Stories for Literacy Learning.
• Stranger-Johannessen, Espen & Danbolt, Anne Marit Vesteraas (2022). Storybooks Namibia - developing multilingual digital resources for literacy teaching and leaning.
• Stranger-Johannessen, Espen & Fjørtoft, Siw Olsen (2021). Implementing Virtual Reality in K-12 Classrooms: Lessons Learned from Early Adopters.
• Stranger-Johannessen, Espen & Doherty, Liam (2021). Flerspråklige barnebøker − for flerspråklige klasserom. Bedre Skole. ISSN 0802-183X. s. 64–69.
• Danbolt, Anne Marit Vesteraas; Mwanza, David & Stranger-Johannessen, Espen (2021). Zambian pre-service teachers reflecting on translations and language differences.
• Gustavsen, Ann Margareth; Stranger-Johannessen, Espen & Mælan, Ellen Nesset (2021). Slik gikk det med svake og sterke elever i året med koronaskole. Forskersonen.no.
• Danbolt, Anne Marit Vesteraas; Stranger-Johannessen, Espen & Banda, Dennis (2020). Teachers doing research on teachers. Some preliminary findings from MA theses submitted to the Literacy and learning programme 2010 - 2017.
• Norton, Bonny; Stranger-Johannessen, Espen & Doherty, Liam (2020). Global Storybooks: From Arabic to Zulu, freely available digital tales in 50+ languages. The Conversation. ISSN 2201-5639.
• Stranger-Johannessen, Espen (2019). Literacy and Democracy in South African Primary Schools. Teachers College Record (TCR). ISSN 0161-4681.
• Stranger-Johannessen, Espen (2018). Exploring Math Achievement Through Gamified Virtual Reality.
• Stranger-Johannessen, Espen (2017). Storybooks Canada: A Digital Resource for Multilingual Education. TEAL News.
• Stranger-Johannessen, Espen & Norton, Bonny (2017). Storybooks Canada: Multilingual digital children’s stories for English languages learners.
• Stranger-Johannessen, Espen & Norton, Bonny (2017). Digital storytelling and language teaching in African classrooms.
• Stranger-Johannessen, Espen & Norton, Bonny (2017). The African Storybook and teacher identity: A case study from Uganda.
• Hare, Jan; Darvin, Ron; Doherty, Liam; Early, Margaret; Filipenko, Margot & Norton, Bonny [Vis alle 8 forfattere av denne artikkelen] (2017). Digital storytelling and reconciliation. I Tortell, Philippe; Young, Margot & Nermetz, Peter (Red.), Reflections of Canada: Illuminating Our Opportunities and Challenges at 150+ Years. Peter Wall Institute for Advanced Studies. ISSN 978-0888652676. s. 200–205.
• Stranger-Johannessen, Espen (2016). Re-imagining teacher education and the African Storybook Project.
• Stranger-Johannessen, Espen (2016). Advancing early literacy through digital stories.
• Stranger-Johannessen, Espen (2016). Teacher identity and the African Storybook Project.
• Stranger-Johannessen, Espen (2015). African stories to get and keep kids reading during school holidays. The Conversation. ISSN 2201-5639.
• Stranger-Johannessen, Espen & Norton, Bonny (2015). Digital storytelling, early reading, and the African Storybook Project.
• Stranger-Johannessen, Espen (2015). The African Storybook Project: The ASP - Promoting bilingualism through children’s stories.
• Stranger-Johannessen, Espen & Norton, Bonny (2014). Digital stories as intercultural texts: The African storybook project and young learners. Newsletter of the Applied Linguistics Interest Section.
• Stranger-Johannessen, Espen (2014). Book Review: Reading in Africa, beyond the school. Journal of Multilingual and Multicultural Development (JMMD). ISSN 0143-4632. 35(7), s. 754–758.
• Stranger-Johannessen, Espen (2014). Trends and developments of community libraries in Africa.
• Norton, Bonny & Stranger-Johannessen, Espen (2014). Building intercultural competence: Equipping young learners.
• Norton, Bonny; Darvin, Ron & Stranger-Johannessen, Espen (2014). The future of identity research.
• Stranger-Johannessen, Espen (2014). Constructing English as a Ugandan language through an English textbook.
• Stranger-Johannessen, Espen (2014). My Two Great Grandmothers. Pratham Books.
• Stranger-Johannessen, Espen (2013). Class and bilingualism in a Mexican-Canadian Family.
• Stranger-Johannessen, Espen (2013). How Ugandan community libraries contribute towards literacy development: A study of 14 community libraries.
• Stranger-Johannessen, Espen (2009). Student learning through a rural community library: A case study from Uganda.
• Stranger-Johannessen, Espen & Sevincer, Vedat (2007). Education in Angola.
• Jørgensen, Ingrid Grimsmo; Stranger-Johannessen, Espen & Hartberg, Egil Weider (2020). Skolemiljø og krenkelser: Evaluering av nettstøttet kompetanseutvikling 2018–2020. Høgskolen i Innlandet. ISSN 978-82-8380-217-7.
• Haugseth, Jane; Stranger-Johannessen, Espen & Hartberg, Egil Weider (2020). Barnehagemiljø og krenkelser: Evaluering av nettstøttet kompetanseutvikling 2018–2020. Høgskolen i Innlandet. ISSN 978-82-8380-216-0.
• Stranger-Johannessen, Espen; Berg, Bjørn; Håland, Kjersti Sørmoen; Nystuen, Venke & Løken, Gro (2019). Kvalitetsutvikling i Ytre Helgeland: Tilstandsrapport for kommunene Alstahaug, Leirfjord, Lurøy og Træna. Høgskolen i Innlandet. ISSN 978-82-8380-122-4. Vis sammendrag

  Rapporten er skrevet på oppdrag fra kommunene Alstahaug, Leirfjord, Lurøy og Træna i Ytre Helgeland, og utgangspunktet er et forsknings- og kvalitetsutviklingsprosjektet God opplæring for alle i de fire kommunene. Rapporten er basert på og bygget opp rundt fire datakilder: (1) offentlig statistikk for barnehage og skole, (2) intervjuer med personer i ulike stillinger som jobber med barn og unge i de fire kommunene, (3) analyse av innsendte saksdokumenter som beskriver spesialpedagogiske tiltak i kommunene, og (4) et utvalg av resultatene fra den første kartleggingsundersøkelsen om sosiale og faglige aspekter ved utvikling og læring i barnehager og skoler i regionen.

• Stranger-Johannessen, Espen (2017). The African Storybook and Teacher Identity. University of British Columbia. Fulltekst i vitenarkiv Vis sammendrag

  The African Storybook (ASb) is a digital initiative that promotes multilingual literacy for African children by providing openly licenced children’s stories in multiple African languages, as well as English, French, and Portuguese. One of the ASb pilot sites, a primary school in Uganda, served as the focal case in this research, while two other schools and libraries were also included. Data was collected from June to December 2014 in the form of field notes, classroom observations, interview transcripts, and questionnaires, which were coded using retroductive coding. Based on Darvin and Norton’s (2015) model of identity and investment, and drawing on the Douglas Fir Group’s (2016) framework for second language acquisition, this study investigates Ugandan primary school teachers’ investment in the ASb and how their identities change through the process of using the stories and technology provided by the ASb. The findings indicate that the use of stories expands the repertoire of teaching methods and topics, and that this use is influenced by teachers’ social capital as well as financial factors and policies. Through the ASb initiative and its stories, the teachers began to imagine themselves as writers and translators; change agents; multimodal, multiliterate educators; and digital educators, reframing what it means to be a reading teacher. Teachers’ shifts of identity were indexical of their enhanced social and cultural capital as they engaged with the ASb, notwithstanding ideological constraints associated with mother tongue usage, assessment practices, and teacher supervision. This exploration of teachers’ resourcefulness, needs, and realities provides a foundation for enhancing existing practices.

• Stranger-Johannessen, Espen (2017). Africa Language and Literacy: A Landscape Review of Language and Literacy Research in African Contexts. CODE.
• Baruah, Litul; Pearson, Erin; Sirari, Tanvi & Stranger-Johannessen, Espen (2010). Janani Suraksha Yojna (JSY): Problems and prospects in East Singbhum, Jharkhand. Knowledge Community on Children in India.

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