Learning in Everyday Practices - LiEP

Research group

Learning in Everyday Practices - LiEP

Researcher's desk. Photo.
Photo: Pål Aarsand

Following an expansive view of learning as lifelong and life-wide it could be argued that learning interactions emerge across a wide range of practices beyond formal education. Everyday activities, experiences and relations are important sites for learning, not least when it comes to how people create and establish their identities – who they are, who they are supposed to be, and who they will become.

In the research group Learning in Everyday Practices we explore contexts where adults, teenagers and children spend their daily life (e.g. social media, families, leisure, communities and peer groups) as potential learning spaces. For instance, our research interests concern how teenagers learn to play computer games, how children learn to travel alone from school to the soccer field, how adults learn to deal with parenting obligations, or generally how people in and through the consumption of media and popular culture learn to understand and deal with their surrounding world. Some key concepts are participation, subjectification, governmentality, public pedagogy, lifestyle, literacy, competence, social inclusion/exclusion, and social- and cultural capital. Drawing upon multiple theoretical frameworks and methodological designs, our aim is to better understand and critically discuss the complexities of learning in contemporary society.

Activities

Activities

The Discourse Seminar is an interdisciplinary working forum for interaction researchers that meets once a month.

The LiEP research group meets regularly (once a month) for seminars and workshops. At these sessions we present our work in progress, discuss theoretical frameworks and methodological issues, and share ideas for future research.

Ongoing research

Ongoing research

The members of the group work in various research projects such as “Unaccompanied traveling children”, “Social Media and Parenthood”, “Prisoners and learning”, "LIM: Language, Integration, Media", “Digital tools in Early Childhood Education and Care” and “Social Life, Social Spaces and Social Distance”.

Publications

Publications

  • Aarsand, L., & Aarsand, P. (2019). Doing data Analysis: Collaboration, creativity and critique. In: M. Honerød Hoveid, L. Ciolan, A. Paseka, S. Marques de Silva (Ed.). Doing Educational Research — Overcoming Challenges in Practice (s. 155-176). Sage Publications.
  • Aarsand, L., & Aarsand, P. (2018). Framing and switches at the outset of qualitative research interviews. Qualitative Research, 19(6), 635-652.
  • Aarsand, L., & Aarsand, P. (2018). The joint production of confession in qualitative research interviews, Journal of Applied Linguistics and Professional Practice, 11(3), 227-247.
  • Aarsand, P. (2022). Children´s digital gaming culture. In Lemish D. (Ed.). The Routledge International Handbook of Children, Adolescents and Media. Routledge.
  • Aarsand, P. (2019). Categorization activities in Norwegian preschools: Digital tools in identifying, articulating, and assessing. Frontiers in Psychology. vol. 10.
  • Aarsand, P., & Schofield, D. (2021). Deltakerperspektiv i studier av barns og unges mediepraksiser. In: I. Sørenssen, Abebe, T. & Ursin, M. (Eds.). Barndomsstudier i norsk kontekst: Tverrfaglige tilnærminger (s. 186-209). Gyldendal Akademisk. 
  • Aarsand, P., & Sparrman, A. (2019). Visual transcriptions as socio-technical assemblages. Visual Communication, 20(2), 289-309.
  • Aarsand, P., & Sørensen, I.K. (2021). “And then it’s my turn”: Negotiating participation in tablet activities in early childhood education and care. Journal of Early Childhood Literacy
  • Bang Svendsen, S.H., Ask, K., Øygardslia, K., Skotnes Engen, C., Ringrose P., Grut, G., & Røkenes, F. (2021). Migration narratives in educational digital storytelling: Which stories can be told? Learning, Media and Technology.
  • Bowden, H.M., & Aarsand, P. (2020). Designing and assessing digital games in a classroom: an emerging culture of critique. Learning, Media & Technology, 45(4), 376-394.
  • Farstad, I.E., & Aarsand, P. (2021). Children on the move: Guided participation in travel activities. Learning, Culture and Social Interaction, 31.
  • Madsen, G.O., Tønseth, C. & Aarsand, L. (2021). Læring som livsstil og normalitet: Konstruksjoner av samfunnsborgere i kompetansereformens grunnlagsdokumenter. Nordisk tidsskrift for pedagogikk og kritikk, 7, 347-361.
  • Roald, G.M., Wallin, P., Hybertsen, I.D., & Stenøien, J.M. (2021). Learning from contrasts: first-year students writing themselves into academic literacy. Journal of Further and Higher Education, 45(6), 758-770.
  • Sanna, C. (2020). Et vindu til verden? En kvalitativ studie av hvordan voksne kan tilegne seg kulturell kompetanse fra TV-serier [Masteroppgave]. Norges teknisk-naturvitenskapelige universitet.
  • Tønseth, C. (2019). Governmentality and the Norwegian knowledge promotion reform. World Academy of Science, Engineering and Technology. International Journal of Education and Pedagogical Science, 13(3), 321-326.
  • Tønseth, C. (2019). Utdanningsreformer og voksnes læring. Gap mellom intensjoner og resultater når ideologi og politikk fyller kunnskapshullene. Nordisk tidsskrift for utdanning og praksis, 13(1), 62-82.
  • Tønseth, C. (2018). Anticipated and unanticipated transitions as triggers for adult learning. Creative Education, 9(2),165-181.
  • Tønseth, C. & Bergsland, R. (2019). Prison education in Norway – the importance for work and life after release. Cogent Education, 6(1).
  • Tønseth, C. & Lucio-Villegas, E. (2019). Adult education in a transnational space: The status of adult education in Norway and Spain. Creative Education, 10(5), 882-900.
  • Tønseth, C. & Stenøien, J.M. (2019). Creating “Opportunity-Rooms” for inclusion through popular education. Creative Education, 10(7), 1456-1474.
  • Vik, J. & Tønseth, C. (2019). Dimensions of learning: Adults watching the youth TV series “Skam”. International Journal of Education, Culture and Society, 4(6),111-119.
  • Wallin, P. & Aarsand, L. (2019). Challenging spaces: Liminal positions and knowledge relations in dynamic research partnerships. International Journal for Students as Partners, 3(1), 69-83. 
  • Øygardslia, K. (2018). ‘But this isn’t school’: exploring tensions in the intersection between school and leisure activities in classroom game design. Learning, Media & Technology, 43(1). 
  • Øygardslia, K. (2018). Enhancing learning practices by understanding formal and informal ways of using computer games. Barn, 36(2), 105-119.
  • Øygardslia, K. & Aarsand, P. (2018). “Move over, I will find Jerusalem”: Artifacts in game design in classrooms. Learning, Culture and Social Interaction, 19, 61-73.
  • Øygardslia, K., Weitze Lærke, C., & Shin, J.H. (2020). The educational potential of visual novel games: Principles for design. Replaying Japan, 2.