New Perspectives on Educational Resources: Learning Materials Beyond the Traditional Classroom

by Karl Christian Alvestad (Editor), Kari H. Nordberg (Editor), Hege Roll-Hansen (Editor)

Overview

Bringing new perspectives on educational resources together, this book considers how a range of learning materials can be used to effectively highlight creativity, collaboration, and critical thinking in learning.

Covering a broad scope of educational resources, the book examines the use of resources in Scandinavian education within language studies, literature, history, and social studies at all levels of education through empirically grounded research, including ethnographies and textual analysis. Written by practising experts in the field of education studies, chapters present examples of both cutting-edge digital media and more traditional artefacts and books, providing critical discussion and inspiration for how a range of resources can be used creatively within the classroom.

This interdisciplinary book is a valuable addition to scholarly discussions around educational development and learning and will be relevant for academics, researchers, and postgraduate students in the fields of teacher education, didactics, curriculum, and educational technology.

The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

Product Details

ISBN-13:	9781032345406
Publisher:	Taylor & Francis
Publication date:	01/30/2025
Series:	Routledge Research in Education
Pages:	276
Product dimensions:	6.12(w) x 9.19(h) x (d)

About the Author

Karl Christian Alvestad is an Associate Professor in Social Studies at the University of South-Eastern Norway.

Kari H. Nordberg is an Associate Professor in Social Studies at the University of South-Eastern Norway.

Hege Roll-Hansen is an Associate Professor in Social Studies at the University of South-Eastern Norway.

Table of Contents

Part 1: Places 1. Choreographing the Rjukan-Notodden industrial heritage: Uses of heritage in the Cultural Schoolbag  2. Museums and the socio-material emergence of curiosity  3. “An ‘Acropolis’ in miniature” and a house that “must be filled with spirit and content”: Ideals of Bildung in the building of two Scandinavian schools in the 1920s  4. Street names as monuments and a starting point for teaching historical knowledge  5. Reboot and gather your thoughts. Place-based writing as a learning resource for novice scholars  6. Discovering ecologies of learning in place-conscious education  Part 2: Activities and artefacts 7. A war souvenir as learning resource  8. Working with twenty-first-century skills through engaging with indigenous perspectives in teacher education  9. Play-based learning discourses in the Norwegian and English curricula  10. Critical thinking in the 1950s: Language dispute, textbooks and newspaper debates in a Norwegian upper secondary school  11. Into the woods: Forestation as education  12. Songs in English-language education: A well-known resource used in the twenty-first century  Part 3: New Media 13. Teaching about pornography: A historical perspective on educational resources  14. Gamers’ perspectives on the First World War: Developing historical consciousness using video games in teacher education  15. Roles in peer interaction in comment sections in educational blogs  16. Redesign as method in critical literacy education

Editorial Reviews

"Further aligning with contemporary thought on contextual learning, the volume’s particular strength lies in its adept fusion of theoretical insights with palpable, lived experiences. The contributors do not simply advocate for pedagogical transformation; they vividly illustrate its potential through tangible scenarios. Whether envisioning a child learning history via digital simulation, a teenager understanding physics through skateboarding, or students engaging in profound discussions on online forums, such examples powerfully argue for a redefinition of educational resources. The book thereby challenges its readers to perceive learning not as a linear, curriculum-dictated process, but as an evolving, interactive journey shaped by context, curiosity, and technology."

- William Xaveriano Waresindo, Lecturer, Department of Physics Education, Faculty of Education and Teacher Training, Universitas Katolik Parahyangan and Rohmatulloh Rohmatulloh, Lecturer, Postgraduate Department of Islamic Education Management, Universitas Islam An Nur Lampung

From the Publisher