The use of multiple devices to access educational materials is becoming more prevalent, offering benefits for both formal and informal learning. However, research on college students' cross-device learning patterns and the challenges remains limited. This study employed a two-week diary study method and follow-up interviews with 36 college students.

Eye-tracking studies have been increasingly used to investigate student cognitive processes. While some existing literature has reviewed commonly used eye-tracking measures and analytical methods across different contexts, there remains a gap in clarifying the educational themes, cognitive theories, and specific cognitive processes most frequently examined in recent eye-tracking studies.

This study examines the gender divide in CIL and CT among adolescents in four European countries, highlighting the gender-based disparities in digital literacy development.

This study employed design-based research, comprising two design cycles to empower teachers' agency when they are engaged in STEAM lesson design. Cycle-1 focused on the application of a principle of “sustained idea-developing discourse” (SIDD) in an online knowledge building environment to foster teachers' “professional agency within teacher communities” (PATC).

School entry is an important life transition where early disadvantages may have consequences for children’s educational trajectory. This paper provides important evidence on the production of disadvantages by the education system using a novel approach to school starting age (SSA) which is not biased by parental resources or prior dis-advantages. (pdf)

Denna studie undersöker svensklärares uppfattningar om språklig heterogenitet. Finska, meänkieli och samiska är centrala språk i Norrbotten, och de har en längre historia än svenska bland talargrupper. Studien syftar till att bidra med kunskap om norrbottniska grundskollärares förhållningssätt till flerspråkighet. (pdf)

This study explored ways of describing human action without specifying the agent – that is, expressing impersonality – in learner language. 

I denne artikkelen undersøker vi konstruksjonen av innlæreridentitet i ei mye brukt lærebok i norsk for voksne innvandrere, På vei (Ellingsen & Mac Donald, 2018). Den overordna problemstillinga i studien er: Hvilke innlæreridentiteter tilbyr læreverket På vei voksne innvandrere i Norge? (pdf)

This research aims to increase knowledge about how preschool teachers in three Nordic countries view their preschool’s physical and psychological literacy environment regarding read-alouds. (pdf)

I denne studien utforsker vi hvilke bøker som leses i norske barnehager og hvordan barnehagelærere begrunner valg av bøker. Artikkelen diskuterer funn i lys av teori om barnekultur, danning og estetisk erfaring. (pdf)

Målet med denne studien er å få innsikt i lesepraksiser i norske barnehager slik de kommer til uttrykk i en nasjonal spørreundersøkelse og fem semistrukturerte fokusgruppeintervju med barnehagelærere. (pdf)

Hensikta med denne studien var å få kunnskap om korleis norske barnehagelærarar grunngir eigne høgtlesingspraksisar i ein fleirspråkleg kontekst gjennom å reflektere over videoobservasjonar frå eigne lesehendingar. (pdf)