Mikaela Åberg is a univ. lecturer at the Department of Education, Communication and Learning, University of Gothenburg. Her studies concerns student-teacher and student-student interaction in project work settings. By adopting an approach informed by ethnomethodology and conversation analysis she examines how the openness of the tasks is being addressed and handled in the interaction and how instructions are sensitive to local contingencies that emerge during the interaction.
Åberg, M. (in press). Talk, text, and tasks in student initiated instructional interaction. Discourse Processes.
Åberg, M. (2015). Doing project work: The interactional organization of tasks, resources, and instructions. (Diss.) Gothenburg Studies in Educational sciences 380, University of Gothenburg.
Åberg, M. (2014). Assessments, displays of disalignment and embodied actions: Investigating the practices used
to negotiate closure of student-initiated interaction, Paper presented at ICCA14, 25-29 July, Los Angeles, USA.
Säljö, R., Jakobsson, A., Lilja, P., Mäkitalo, Å. & Åberg, M. (2011). Att förädla information till kunskap. Nordstedts: Stockholm.
Åberg, M. (2010). Formulating and discussing dilemmas: Student-initiated interaction in educational project work, Poster presented at ICCA, 4-8 July, Mannheim, Germany.
Åberg. M., Mäkitalo. Å., & Säljö, R. (2010). Knowing and arguing in a panel debate: speaker roles and responsivity to others. In K.S. Littleton & C. Howe (Eds.), Educational dialogues: Understanding and promoting productive interaction. Routledge: London.
Mäkitalo, Å & Åberg, M (2009, 25-30 of august). Learning for citizenship through classroom dialogue. Paper presented at EARLI, Amsterdam, Netherlands.