Ann-Marie Eriksson obtained a PhD in Educational Sciences in 2014 and now holds a position as senior lecturer with the Department of Education, Communication and Learning, University of Gothenburg. She currently works as the Director of the Unit for Academic Language (ASK), where she is developing academic writing initiatives. The Unit for Academic Language (ASK) aims to support academic writing and language development across the University of Gothenburg. The resources offered are directed at both staff and students and provided in English as well as in Swedish.
Ann-Marie’s main research interest lies in the area of text production as a form of knowledge development and communication within higher education. From a general analytical interest in the knowledge making dimensions of situated writing processes, she explores text production as activity and what this involves for the social and discursive formation of disciplinary knowing and for perspective-taking in interdisciplinary settings. This interest is theoretically grounded in sociocultural traditions of learning and development, just as well as in dialogical theories of human communication and sense-making. Given this, her empirical work addresses situated text production processes characterized by situations and extended events where people encounter and need to deal with knowledge that is new to them.
The empirical focus of her PhD project was supervision in the setting of Environmental engineering education for MSc/Eng students. This research studied supervision as a communicative process of guiding students into disciplinarily grounded forms of knowledge production and epistemic practices through academic writing.
Her teaching interests primarily concern writing pedagogy in higher education, textually based supervision, peer response, academic writing, and language pedagogy/didactics. Her previous teaching background has concerned technical communication and academic writing for STEM disciplines.
Eriksson, A.-M. (2015). Crafting claims about sustainability assessment: The situated practice of guiding university students into ways of producing and presenting conclusions. Linguistics and Education. Vol. 30 (June), 97-113, ISSN 0898-5898
Eriksson, A.-M. (2014). Formulating knowledge: engaging with issues of sustainable development through academic writing in engineering education. (PhD), University of Gothenburg, Gothenburg Studies in Educational Sciences 357. http://hdl.handle.net/2077/36885
Eriksson, A.-M., & Mäkitalo, Å. (2015). Supervision at the outline stage: introducing and encountering issues of sustainable development through academic writing assignments. Text and Talk, 35(2), 123-153, ISSN 1860-7349
Eriksson, A-M. (2015) Operationalizing epistemic practices: negotiating the textual formation of issues of sustainable development. Paper presented at European Association for the Teaching of Academic Writing (EATAW) conference, Tallin University of Technology, Estonia. 15-17 June, (22)
Eriksson, A-M (2014) "Varför är det så svårt med slutsatser i sin rapport?!" En studie om retoriskt arbete inom ramen för Sustainability Assessment ["Why are the conclusions so difficult?!" A study of rhetorical work in the field of Sustainability Assessment] Paper presented at CUL 2014, Centre for Education Science and Teacher Research, University of Gothenburg, Sweden
Eriksson, A-M. & Mäkitalo, Å. (2014) Referencing as practice: Learning to write and reason with other people’s texts. Paper presented at Writing Research Across Borders. Paris, France
Eriksson, A-M. (2016) Investigating academic writing assignments as mediational activity and situated practice. Paper presented at “Workshop on International Research: Responsible Action - International Higher Education Writing Research Exchange”. College Composition and Communication Conference, 2016. Houston, USA.
Eriksson, A-M. (2015) Att möta och introduceras till frågor om hållbar utveckling genom att producera text: Masterstudenter och ämnesexperter i handledningssamtal [Encountering and engaging with issues of sustainable development by producing text: Master degree students and content experts in supervisory conversations]. February 2015, The Collegium for Research on Education for Sustainable Development (RESD), Dept of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Sweden
Eriksson, A-M (2014) Writing with other people’s texts: communicative challenges in supervision. Nasjonalt senter for skriveopplæring og skriveforsking, Høgskolen i Sør-Trøndelag, Trondheim, Norge
Eriksson, A-M. (2014) Referencing as practice: What are the problems for teachers and students? Division for Language and Communication, Chalmers University of Technology
Ph.D., Senior lecturer
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