Norway – Legitimation Code Theory

Bratland, E. & El Ghami, M. (2022). Technology and knowledge: In what way are knowledge and teachers’ knowledge practices in subject areas crucial for the integration of technology in education? Nordic Journal of Digital Literacy, 17(3):155–169. DOI: 10.18261/njdl.17.3.2

Muir, T. & Soli, K. (2019). The Unread and the Real: English for Research Purposes in Norway. In Corcoran, J. N., Englander, K. & Muresan, L (eds.), Pedagogies and Policies for Publishing Research in English Local Initiatives Supporting International Scholars. Routledge.

Elvebakk, L., & Skarstein, D. (2023). Teacher students’ legitimation of teaching activities in the L1 classroom. L1-Educational Studies in Language and Literature, 23: 1-22. DOI: 10.21248/l1esll.2023.23.1.478

Elvebakk, L., & Skarstein, D. (2023). Teacher students’ legitimation of teaching activities in the L1 classroom. L1-Educational Studies in Language and Literature, 23: 1-22. DOI: 10.21248/l1esll.2023.23.1.478

Elvebakk, L., & Skarstein, D. (2023) Teacher students’ legitimation of teaching activities in the L1 classroom. L1-Educational Studies in Language and Literature, 23, 1-22. DOI httpsdoi.org10.21248l1esll.2023.23.1.478

Johansen, A. & Bungum, B. (2022). Elevator speech: Students’ discussions of forces and acceleration by means of a scale in an elevator. LUMAT General Issue: 23 – 48.

Johansen-A.-Bungum-B.-2022.-Elevator-speech-Students-discussions-of-forces-and-acceleration-by-means-of-a-scale-in-an-elevatorDownload

Hill-Madsen, A. (2022). Semantic Density and Gravity in Lay-oriented Medical Knowledge Communication The Case of the EPAR Summary for the Public. Nordic Journal of English Studies, 21(2): 195 – 225.

Hill-Madsen, A. (2022). Semantic Density and Gravity in Lay-oriented Medical Knowledge Communication The Case of the EPAR Summary for the PublicDownload

El Ghami, M. (2022). Epistemic and Nonepistemic Design in Textbooks in Social Studies for Lower Secondary School: Do the Textbooks Facilitate Knowledge Building and In-Depth Learning? Hindawi Educational Research International, 2022: 1692452: 1 – 10.

El Ghami, M. (2022). Epistemic and Nonepistemic Design in Textbooks in Social Studies for Lower Secondary School Do the Textbooks Facilitate Knowledge Building and In-Depth LearningDownload

Bratland, E., & El Ghami, M. (2021) The Icarus Effect Rephrased: Range of Semantic Gravity and Forms of Knowledge in New Norwegian Teacher Education, Education Research International.

Muir, T. & Solli, K. (2019) The unreal and the real: English for Research Purposes in Norway, in Corcoran, J. N, Englander, K, Muresan, L-M (eds) Pedagogies and Policies for Publishing Research in English: Local Initiatives Supporting International Scholars. New York: Routledge.