Annika Lantz-Andersson is Associate Professor in education at the University of Gothenburg and a member of The Linnaeus Centre for Research on Learning, Interaction and Mediated Communication in Contemporary Society (LinCS) as well as part of the University of Gothenburg strength area of learning research (LETStudio). Annika’s research, which is rooted in a sociocultural tradition concerns research on communication and learning from a dialogical and microanalytical perspective, with a focus on social interaction the use of digital technology and what that implies for learning and education. The general aim of Annika’s PhD study was to explore the in situ practices that emerge among students when technology becomes part of educational arrangements. Her post-doc research involved two research projects within the LETStudio milieu. Both projects outlined below were motivated by interests in how we appropriate new knowledge and gain new experiences in various social settings and the role of digital technologies in such activities.
The first project was called Inquiry-to-insight (I2I) where we study young peoples’ learning about environmental problems in the context of acidification of oceans by means of various digital resources with a research interest in how their understandings of science knowledge develop.
The second research project named “Linguascapes - Language learning in social media worlds”, was financed by The Marcus and Amalia Wallenberg Foundation. This project had a focus on young people’s engagement in social media worlds. The aim of the research was to gain insights regarding the implications of utilizing social media as part of specific linguistic activities of language learning practices, comprising mundane communication practices.
Currently, Annika is involved in a research project focusing on the growing phenomenon of teachers engaging in professional development outside the traditional structures of schooling as an institution. This project is financed by the Swedish Research Council and is named The Flipped education movement (FEM). By adopting an innovative research focus when analysing teachers’ professional development the main emphasis of the studies that will be conducted within the project will be in relation to teachers’ professional discussions in various online communities.
Lantz-Andersson, A. (2016). Embracing social media for educational linguistic activities. Nordic Journal of Digital literacy, 10(01), 51-77. DOI: 10.18261/issn.1891-943x-2016-01-03 https://www.idunn.no/dk/2016/01/embracing_social_media_for_educational_linguistic_activities
Lantz-Andersson, A., Vigmo, S., & Bowen, R. (2016). Students’ frame shifting - Resonances of social media in schooling. Learning, Media and Technology,41(2), 371-395. DOI:10.1080/17439884.2015.1051051
Molin, L., & Lantz-Andersson, A. (2016). Significant structuring resources in the reading practices of a digital classroom. Journal of Information Technology Education: Research, 15, 131-156. http://www.informingscience.org/Publications/3513
Bowen, R., Lantz-Andersson, A., Vigmo, S. (2016). Fluctuating linguistic repertoires - upper secondary students’ blogging as part of learning English as a second language. Digital Culture & Education, 8(1), 57-76. http://www.digitalcultureandeducation.com/
Lantz-Andersson, A. (2015).Transformed framings on Facebook- Students’ diverse linguistic repertoires in the context of practicing English as a second language. International Journal of Social Media and Interactive Learning Environments, 3(3), 200-218.
Skantz Åberg, E., Lantz-Andersson, A., & Pramling, N. (2015). Children’s digital storymaking: The negotiated nature of instructional literacy events. Nordic Journal of Digital literacy, 10(3), 170–189.
Vigmo, S., & Lantz-Andersson. A. (2014). Language in the wild - Living the carnival in social media. Social Sciences, 3(4), 871-892; doi:10.3390/socsci3040871
Fauville, G., Lantz-Andersson A., & Säljö, R. (2014). ICT tools in environmental education - reviewing two newcomers to schools. Environmental Education Research, 20(2), 248-283. DOI:10.1080/13504622.2013.775220
Skantz Åberg, E., Lantz-Andersson, A., & Pramling, N. (2014). ‘Once upon a time there was a mouse’: children’s technology-mediated storytelling in preschool class. Early Child Development and Care, 184(11) 1583-1598, DOI:10.1080/03004430.2013.867342
Edstrand, E., Lantz-Andersson, A., Säljö, R., & Mäkitalo, Å. (2016) Deciphering the anatomy of scientific argumentation: the emergence of science literacy. In O. Erstad, S. Jakobsdottir, K. Kumpulainen, Å. Mäkitalo, P. Pruulmann-Vengerfeldt & K. Schrøder (Eds.), Learning Across Contexts in the Knowledge Society (pp. 39-60). Rotterdam: Sense Publishers.
Fauville, G., Lantz-Andersson, A., Mäkitalo, Å., Dupont, S., & Säljö, R. (2016). The Carbon Footprint as a Mediating Tool in Students’ Online Reasoning about Climate Change. In O. Erstad, S. Jakobsdottir, K. Kumpulainen, Å. Mäkitalo, P. Pruulmann-Vengerfeldt & K. Schrøder (Eds.), Learning Across Contexts in the Knowledge Society (pp. 179-202). Rotterdam: Sense Publishers.
Skantz Åberg, E., Lantz-Andersson, A., & Pramling, N. (2015). “I think it should be a little like exciting”: A technology-mediated story-making activity in early childhood education. In S. Garvis, & N. Lemon (Eds.), Understanding digital technologies and young children - An international perspective (pp. 74-91). London and New York: Routledge.
Lantz-Andersson, A., & Säljö, R. (Eds.)(2014). Lärare i den uppkopplade skolan. [Teacher in the connected school]. Malmö, Sweden: Gleerups.
Lantz-Andersson, et al.(2016). Carbon Footprint Calculator as a tool for mediating and naturalizing students’ understanding of environmental impact. Invited symposium at the European Association for Research on Learning and Instruction SIG conference EARLI, August 28-29, Tartu, Estonia.
Lantz-Andersson, et al.(2016). Sharing repertoires and sharing apps - Norms for participation in a teacher profession-based social media group European Association for Research on Learning and Instruction SIG conference EARLI, August 28-29, Tartu, Estonia.
Lantz-Andersson, A. (2015). Embracing social media for educational linguistic activities. Invited symposium at the European Association for Research on Learning and Instruction conference, EARLI, August 25-29, Cyprus, Greece.
Lantz-Andersson, A., & Vigmo, S. (2015). Learners’ framing of language learning activities on social media. Invited symposium at the European Association for Research on Learning and Instruction conference, EARLI, August 25-29, Cyprus, Greece.
Lantz-Andersson, A., & Lundin, M. (2015). Social media as global communicative spaces for practicing mundane English as second language. NERA 2015 Conference, March 4–6, Gothenburg, Sweden.
Ph.D., Assoc. professor