B.24 Digitalization and practices of inclusion (2 ECTS)

In this cross-disciplinary PhD course, we focus theoretically and empirically on digitalization and practices of inclusion. The course is the result of a collaboration between Inn University and Østfold University College.

Practical information

Course description

New technologies are developed and implemented to solve a range of tasks in society, and digitalization processes exist in various contexts and forms. Technology is used to facilitate participation in different arenas, from mHealth and mobile banking services to improve living conditions, to robot pets intended to improve elderly care and dementia patients’ care. Digitalization is often considered as the solution to several problems, but how does this play out in the practical use of technology? Is the focus on hardware and software or on the human and social systems (cf. Warschauer 2003, p. 6)? In this cross-disciplinary PhD course, we focus theoretically and empirically on digitalization and practices of inclusion. We invite a wide range of approaches, including digital Bildung, critical digital literacy, multilingualism, and linguistically diverse practices. Other perspectives are also welcome. There will be guest lectures by Professor Emeritus Jim Cummins and Professor Ingeborg Krange. 

The concept of inclusion encompasses policies or ideologies “used by governments and other policymakers to change or improve schools, workplaces, housing, or other community institutions so as to adjust them to meet human diversity, and in particular, to embrace people who experience exclusion” (Haualand 2017, p. 317). The concept is not unproblematic; who should “be included” and who is responsible for this inclusion, into what? In this PhD course, we investigate practices of inclusion critically, examine and discuss empirical work and theoretical approaches in studies of technology’s role in practices of inclusion. Inclusion is thus considered as social practice, related to digitalization processes, and is viewed from different theoretical perspectives, with a focus on educational contexts and linguistic aspects of inclusion (Krüger et al. 2021, etc.). What expectations do we have to technology and how do these affect our practices? How are digital tools used for practices of inclusion and do they lead to experienced inclusion? Does the supposition that “everyone” has access to technology and digital literacy prevent participation and lead to exclusionary practices, accompanying digital exclusion (Helsper and Reisdorf 2017)? How do persistent inequalities and global dynamics shape practices (Deumert 2014)? What experiences can we draw from digital practices during the covid-19 lockdowns (Bucholz et al. 2020)? 

 

Type of course Optional course in B: Courses in theoretical perspectives 
Responsible for the course Researcher, PhD Kristin Vold Lexander, Inland Norway University of Applied Sciences (INN University)
Associate professor Jessica B. P. Hansen, Østfold University College
Content of the course
  • Theories of inclusion and digitalization related to studies of digital literacy practices
  • Research ethics  
  • Research reviews and scientific ground
  • Oral presentation and discussion of a topic relevant to own PhD project  
Learning outcomes

On completion of the course, the PhD candidates shall have achieved the following learning outcome: 

Knowledge:

  • Have advanced systematic knowledge into theoretical approaches to digitalization and inclusion 
  • possess insight into central problems of digitalization and inclusion in various contexts

Skills:

  • can assess and critically analyze inclusion as a concept and ways in which     digitalization is aimed at inclusion

Competence;

  • Have acquired a basis for contributing to the field
  • know and be able to critically discuss the state-of the-art on digitalization and inclusion research related to own PhD project  
Mandatory activity / “Arbeidskrav”

Participation at the seminars
    Assessment An individual seminar presentation (20 min) on the seminar topic related to own PhD project. Evaluated as either ‘pass’ or ‘fail’ (bestått , ikke bestått). 
    Organization

    Seminar, 2 days (Hamar)
    Credits 2 credits
    Syllabus Approximately 400 pages – out of which 180 pages are to be chosen individually (see list for suggestions). The individual syllabus must include a research review of a topic relevant for own dissertation, and other relevant articles.  

    Reading list

    400 pages, including 220 pages of own choice.

    Inclusion (180 p, compulsory reading)

    Blommaert, J., Brandehof, J., & Nemcova, M. (2017). New modes of interaction, new modes of integration: A sociolinguistic perspective on a sociological keyword. In The dynamics of language: plenary and focus lectures from the 20th international congress of linguists: 245-56. 12 p.

    Fangen, K., & Mohn, F. A., 2010. "Norway": the pitfalls of egalitarianism. In Fangen, K., K. Fossan, & F. A. Mohn (Eds.), Inclusion and exclusion of young adult migrants in Europe: barriers and bridges. Routledge, Farnham, pp. 139-174. (Or a chapter from another country case study in the volume, like Spain, Italy, UK, Sweden…) 35 p.

    Haualand, H. (2017) When inclusion excludes. Deaf researcher – either, none, or both. In Kusters, A., M. de Meulder & D. O’Brien (Eds.), Innovation in Deaf Studies. The Role of Deaf Shcolars. Oxford University Press, pp. 317-338. 19 p.

    Krange, I. & Rasmussen, I. (2020). Dybdelæring og kritisk tenkning i en digital tid – analyser av samtaler mellom elever og lærer. I Engen, B. K. (red.). (2020). Digitalisering, kompetanse og læring. Oslo: Gyldendal.

    Krange, I. et al. (forthcoming) A triple challenge: Students’ identification, interpretation and use og personalized automated feedback. Manuscript in preparation.

    Krüger, A.-B., Mary, L., & Young, A. S., 2021. Migration, Multilingualism and Education: Critical Perspectives on Inclusion (Vol. 91). Multilingual Matters, Blue Ridge Summit, PA.

    Chapter 1: Pushing back monoglossic ideologies of language: Towards transformative and inclusive pedagogies for 21st century multilingual classrooms, by C. Hélot, p. 3-15. 12 p.

    Chapter 8: Rethinking inclusion: A case study of an innovative university diploma programme for refugee students in Grenoble (France), by S. Galligani & D. Lee-Simon, p. 131-140. 19 p.

    Chapter 12: Framing critical perspectives on migration, fairness and belonging through the lens of young people’s multilingual digital stories, by V. Macleroy, p. 202-222. 20 p.

    Kulbrandstad, L. I., 2017. Integration and language education in Norwegian policy documents 1980-2016. Apples – Journal of Applied Language Studies 11(3), 101-120. 19 p.

    Otsuji, Emi, and Alastair Pennycook. "Social Inclusion and Metrolingual Practices." International Journal of Bilingual Education and Bilingualism 14, no. 4 (2011): 413-26. 13 p.

    Piller, I., & Takahashi, K., 2011. “Linguistic diversity and social inclusion.” International journal of bilingual education and bilingualism 14(4), 371-381. 10 p. https://doi.org/10.1080/13670050.2011.573062 

    Qvortrup, A., & Qvortrup, L. (2018). Inclusion: Dimensions of inclusion in education. International Journal of Inclusive Education, 22(7), 803-817. https://doi.org/10.1080/13603116.2017.1412506  14 p.

    Warschauer, M. (2003). Technology and social inclusion: Rethinking the digital divide. Cambridge, Mass: MIT Press. Introduction, 1-10. 10 p.

    Digital media and diversity, digital inclusion and exclusion (ca 150 p)

    Deen-Swarray, M. (2016). Toward Digital Inclusion: Understanding the Literacy Effect on Adoption and Use of Mobile Phones and the Internet in Africa. Information Technologies & International Development, 12(2), 29–45. 16 p.

    Deumert, A. (2014). Chapter 3. Affordances and access. In Sociolinguistics and Mobile Communication, 33-53. Edinburgh University Press.

    Dyers, Charlyn. (2014). Texting literacies as social practices among older women. Per Linguam 30(1), 1-17. 17 p.

    Dovchin, Sender & Pennycook, Alaistar. (2018). Digital metroliteracies: Space, diversity and identity. In Mills, K: Handbook of writing, literacies, and education in digital cultures, 236-259. Routledge. 23 p.

    Hannaford J. (2016). Digital worlds as sites of belonging for Third Culture Kids: A new literacies perspective. Journal of Research in International Education. 2016;15(3):253-265. doi:10.1177/1475240916677442  12 p.

    Helsper, E. J., & Reisdorf, B. C. (2017). The emergence of a “digital underclass” in Great Britain and Sweden: Changing reasons for digital exclusion. New Media & Society, 19(8), 1253–1270. 17 p.

    Hutchby, I. (2001). Technologies, Texts and Affordances. Sociology (Oxford), 35(2), 441-456.

    Lexander, K. V. (2011). Texting and African languages literacy. New Media and Society 13(3), 427–443. 16 p.

    Mainsah, H. (2014). Young African Norwegian women and diaspora: Negotiation identity and community through digital social networks. Crossings: Journal of Migration & Culture, 5(1), 105-119. 14 p.

    Makalela, Leketi. (2021). Multilingual literacies and technology in Africa: Towards Ubuntu digital translanguaging. In: Rethinking language use in digital Africa. Technology and Communication in Sub-Saharan Africa ed. by Leketi Makalela and Goodith White, 3-18. Channel View Publications.18 p.

    Digitalization, Bildung and practices of inclusion in education (ca 200 p)

    Buchholz, B., DeHart, J., & Moorman, G. (2020). “Digital Citizenship During a Global Pandemic: Moving Beyond Digital Literacy”. Journal of Adolescent & Adult Literacy, 64(1), 11-17. 7 p.

    Clarke, R., & Lewis, R. (2016). “Re-configuring inclusion, decolonising practice: Digital participation and learning in Black women’s community-led heritage.” Journal of Adult and Continuing Education, 22(2), 134-151. 17 p.

    Cummins, J. (2015). Inclusion and language learning: Pedagogical principles for integrating students from marginalized groups in the mainstream classroom. Inklusion im Englischunterricht, 95-116.

    Cummins, J., Hu, S., Markus, P., & Kristiina Montero, M. (2015). Identity texts and academic achievement: Connecting the dots in multilingual school contexts. TESOL quarterly, 49(3), 555-581.

    Gjerskaug, Mette Maria R. (2022). Digital lesing som kjønnet ferdighet – om betydningen av kjønn og sosial klasse i kortrapportene om PISA 2009 og ePIRLS 2016. Tidsskrift for Kjønnsforskning, 46(3-4), 166-179.

    Gran, L. (2018). Digital dannelse: En overordnet interkulturell kompetanse. Norsk Pedagogisk Tidskrift, 102(3), 214-246

    Heitplatz, V. N. (2020). “Fostering Digital Participation for People with Intellectual Disabilities and Their Caregivers: Towards a Guideline for Designing Education Programs.” Social inclusion, 8(2), pp.201–212. 11 p.

    Jere-Folotiya, Jacqueline et al., 2014. “The effect of using a mobile literacy game to improve literacy levels of grade one students in Zambian schools.” Educational technology research and development, 62(4), pp.417–436. 19 p.

    Kerkhoff, S., & Makubuya, T. (2022). “Professional Development on Digital Literacy and Transformative Teaching in a Low‐Income Country: A Case Study of Rural Kenya.” Reading Research Quarterly, 57(1), 287-305. 18 p.

    Mizzi, Robert C. (2021). ”Teaching for LGBTQ Inclusion in Online Settings.” New Horizons in Adult Education & Human Resource Development 33, no. 3: 70-74. 4 p

    Olin-Scheller, Christina, Marie Tanner, Stig-Börje Asplund, Janne Kontio, and Peter Wikström. 2021. "Social Excursions During the In-between Spaces of Lessons. Students' Smartphone Use in the Upper Secondary School Classroom." Scandinavian journal of educational research 65 (4): 615-632. https://doi.org/10.1080/00313831.2020.1739132 17 p.

    Paulsen, M. (2022). Bildung and technology: Historical and systematic relationships. In Bildung in the Digital Age (pp. 7-28). Routledge.

    Stranger-Johannessen, E., & Norton, B. (2017). The African Storybook and language teacher identity in digital times. The Modern Language Journal, 101(S1), 45–60. https://doi.org/10.1111/modl.12374

    Svoen, Brit, Stephen Dobson, and Linda Tangen Bjørge. 2021. "Let's talk and share! Refugees and migrants building social inclusion and wellbeing through digital stories and online learning resources." International journal of inclusive education 25 (1): 94-107. 13 p. https://doi.org/10.1080/13603116.2019.1678802

    Digitalization and practices of inclusion in other sectors (ca 120 p + 250 p. in Norwegian)

    Brown, C, & Czerniewicz, L. (2010). Debunking the 'digital native': Beyond digital apartheid, towards digital democracy: Net generation. Journal of Computer Assisted Learning, 26(5), 357-369. 12 p.

    Hansen, Jessica Pedersen Belisle. 2020. Invisible participants in a visual ecology: Visual space as a resource for organising video-mediated interpreting in hospital encounters. Social Interaction. Video-Based Studies of Human Sociality 3 (3). 26 p. https://doi.org/10.7146/si.v3i3.122609

    Hansen, Jessica Pedersen Belisle, and Jan Svennevig. 2021. "Creating space for interpreting within extended turns at talk." Journal of Pragmatics 182 (2021): 144-62. 18 p.

    Haualand, Hilde. 2014. "Video Interpreting Services: Calls for Inclusion or Redialling Exclusion?" Ethnos 79 (2): 287-305. 18 p. https://doi.org/10.1080/00141844.2012.688756

    Jevne, Kjersti Wessel, Marit Kollstad, and Anne-Stine Dolva. 2021. "The perspective of emerging adults with Down syndrome – On quality of life and well-being." Journal of intellectual disabilities. 14 p. https://doi.org/10.1177/17446295211030097.

    Thyness, H. & K. V. Lexander (2023) Indexing the ‘included’ migrant? Social categorization and interpersonal digital interaction between labor migrants, teachers and employers in Norway. To appear in Special Issue edited by N. Truan, F. Busch and C. Bock ‘Indexing exclusion in mobile communities’, Language and Communication 88, 27-40. 28 p.

    250 pages in Norwegian

    Mainsah, Henry, Kamilla Knutsen Steinnes, and Helene Fiane Teigen. 2019. En undersøkelse av det digitale hverdagslivet til ungdom med nedsatt funksjonsevne. Forbruksforskningsinstituttet SIFO, OsloMet. 100 p.

    Slettemeås, Dag, Henry Mainsah, and Lisbet Berg. 2018. Eldres digitale hverdag. En landsdekkende undersøkelse om tilgang, mestring og utfordringer i informasjonssamfunnet. Forbruksforskningsinstituttet SIFO. 150 p.

     

     

    Sist endret 14. juni 2023 14:46