Biosketch: Professor Åsa Mäkitalo

Åsa Mäkitalo is Professor of Education and co-director of LinCS. From 2010 she is also head of the University of Gothenburg LETStudio.The LETStudio engages in issues of how learning, knowing and agency in society are intertwined with technologies, how emerging knowledge practices are generated and how established expertise and forms of participation are challenged. Mäkitalo specializes in research on institutional communication from a sociocultural and dialogical perspective. Her empirical work range from studies in schools to higher education and work settings and can be summarized as follows:

• Technologies and the transformation of expertise
• The social organisation of learning and knowing
• Remembering as an institutional practice
• Social, moral and cognitive accountability
• Forms of participation and co-production of knowledge

Recent and forthcoming publications 

Solli, A., Hillman T. & Mäkitalo, Å. (submitted). Navigating the complexity of socio-scientific controversies – how students make multiple voices present in discourse.

Mäkitalo, Å., Linell, P., & Säljö, R. (in press) (Eds.) Memory practices and learning - interactional, institutional and sociocultural perspectives. Information Age Publishing, Inc.

Mäkitalo, Å. & Säljö, R. (in press). Struggling with powerful conceptual reifications: cognitive socialization when learning to reason as an economist. To appear in Å. Mäkitalo., P. Linell & R. Säljö (Eds.), Memory practices and learning - interactional, institutional and sociocultural perspectives. Information Age Publishing, Inc.

Linell, P. & Mäkitalo, Å. (in press). Epilogue: Memory and learning practices writ large and small. Information Age Publishing, Inc.

Mäkitalo, Å. Mäkitalo, Å. (2016). On the notion of agency in studies of interaction and learning. Learning, Culture and Social Interaction 10, 64-67.

Lundin, M. & Mäkitalo, Å. (2016). Co-designing technologies in the context of hypertension care: negotiating participation and technology use in design meetings. Informatics for Health and Social Care. Doi: 10.3109/17538157.2015.1113176

Erstad, O., Kumpulainen, K., Mäkitalo, Å., Schrøder, K., Pruulmann-Vengerfeldt, P. & Jóhannsdóttir, T. (2016) (Eds.). Learning across contexts in the knowledge society. Rotterdam: Sense Publishers.

Erstad, O., Kumpulainen, K., Mäkitalo, Å., Schrøder, K., Pruulmann-Vengerfeldt, P. & Jóhannsdóttir, T. (2016). Tracing learning experiences within and across contexts - A Nordic approach. In O. Erstad, S. Jakobsdottir, K. Kumpulainen, Å. Mäkitalo, P. Pruulmann-Vengerfeldt & K. Schrøder (Eds.), Learning across contexts in the knowledge society (pp.1-14). Rotterdam: Sense Publishers

Edstrand, E., Lantz-Andersson, A., Säljö, R. & Mäkitalo, Å. (2016). Deciphering the anatomy of scientific argumentation: The emergence of science literacy. To appear in O. Erstad, S. Jakobsdottir, K. Kumpulainen, Å. Mäkitalo, P. Pruulmann-Vengerfeldt & K. Schrøder (Eds.), Learning Across Contexts in the Knowledge Society (pp. 39-62). 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. To appear 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.

Jonasson, C., Mäkitalo, Å. & Nielsen, K. (2015). Teachers' dilemmatic decision making: Reconciling co-existing policies of increased student retention and performance. Teachers and Teaching: Theory and Practice, 21(7). 831-842.

Eriksson, A-M. & Mäkitalo, Å. (2015). Supervision at the outline stage: introducing issues of sustainable development through academic writing assignments. Text & Talk, 35(2). 123-153.