“Do Books Like These Have Authors?” New Roles for Text and New Demands on Students in Integrated Science-Literacy Instruction (original) (raw)

Produced in cooperation with Akademika publishing. The thesis is produced by Akademika publishing merely in connection with the thesis defence. Kindly direct all inquiries regarding the thesis to the copyright holder or the unit which grants the doctorate. This work could not have happened without the contributions of a number of helpful and supportive people. I am truly grateful. First of all, to my supervisor, Marianne Ødegaard, thank you for welcoming me into the Budding Science and Literacy project and for the guidance and support you have provided throughout this process. Thanks for our great conversations about research, science teacher education, and books, and for taking me to the emergency room even though I insisted we continue our meeting. To my co-supervisors, Sonja M. Mork and Rolf Vegar Olsen, thank you so much for always having your doors open, for your guidance and generosity, and for all your great comments and advice on writing. The entire Budding Science and Literacy research group have made it a great project to work on. It has been a wonderful experience to collaborate so closely with you all. To Berit Haug especially, thank you for all of our rewarding conversations and travels to schools, conferences, courses, and the city of Mysen, as well as your always-helpful advice and comments. To Kari Beate Remmen and Merethe Frøyland for our shared interest in geoscience and your enthusiasm, and to Rie Malm and Ingvar Andersen for being great research assistants. To all the wonderful teachers and students I have met through the Budding Science and Literacy project, thank you for your passionate collaboration, participation, and contribution to the project. I would also like to thank the multidisciplinary cooperation Knowledge in Schools (KiS) for funding my research, the research group SISCO, the national graduate school NATED, the Nordic Science Education Network (NorSEd), and The Norwegian Centre for Science Education. A special thanks goes to Kirsti Klette and Frøydis Hertzberg for your insights and guidance through KiS, SISCO, and NATED, as well as to Erik Knain, for your always-careful readings and constructive comments at NATED and in my end-stage evaluation. Thank you also to Svein Sjøberg,