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Kari Mari Jonsmoen
Oslo and Akershus University College of Applied Sciences
12Publications
2H-index
17Citations
Publications 12
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#1Marit Greek (HiOA: Oslo and Akershus University College of Applied Sciences)H-Index: 2
#2Kari Mari Jonsmoen (HiOA: Oslo and Akershus University College of Applied Sciences)H-Index: 2
According to research findings, students having graduated from upper secondary school, ought to be sufficiently prepared for meeting the demands of higher education, and for further developing their textual competences within the discipline specific contexts. Nevertheless, according to lecturers and librarians in higher education, students are still in need of guidance in their textual work. The question is what the students need and who are qualified for guiding the students. The overall goal i...
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#1Kari Mari JonsmoenH-Index: 2
#2Marit GreekH-Index: 2
Studieforberedende program i videregaende skole skal forberede elevene til videre studier. Elever med norsk som andresprak som har fullfort videregaende skole og fatt studiekompetanse, skal dermed ha oppnadd akademisk tekstkyndighet og et avansert andresprak. Likevel viser studier ved Hogskolen i Oslo og Akershus at mange studenter med norsk som andresprak har store utfordringer med a mote profesjonsstudienes krav til fag­skriving. Artikkelen setter sokelyset pa seks elever med norsk som andresp...
#1Kari Mari Jonsmoen (HiOA: Oslo and Akershus University College of Applied Sciences)H-Index: 2
#2Marit Greek (HiOA: Oslo and Akershus University College of Applied Sciences)H-Index: 2
AbstractEmbedding academic literacy into the curriculum and regular subject teaching has received little attention in Norwegian higher education (HE). The present article, drawing on the findings of two studies carried out in 2013/14, seeks to amend this. The first study, an action research study, exposes how lecturers in one of the faculties at Oslo and Akershus University College perceive their role in teaching and guiding students’ discipline-specific literacy, in particular academic writing....
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#1Marit GreekH-Index: 2
#2Kari Mari JonsmoenH-Index: 2
2 CitationsSource
#1Marit GreekH-Index: 2
#2Kari Mari JonsmoenH-Index: 2
5 Citations
#1Kari Mari JonsmoenH-Index: 2
#2Marit GreekH-Index: 2
Studier ved Hogskolen i Oslo (HiO) 2010/2011 viser at studenter i liten grad har utbytte av den ordinaere skriveveiledningen de mottar. Veiledningen bidrar verken til okt skrivekompetanse eller okt faglig forstaelse. Artikkelforfatterne har fulgt bade studenter og laerere gjennom deres skriveprosess. I lys av forskernes egen skriveprosess sammenholdes data fra laereres tekstproduksjon med studentenes skrivehistorier og deres uttrykte behov for veiledning. Funn viser at bade studenter og laerere ...
1 CitationsSource
#1Kari Mari Jonsmoen (HiOA: Oslo and Akershus University College of Applied Sciences)H-Index: 2
#2Marit GreekH-Index: 2
The project entitled Good Pedagogical Practices at Oslo University College 2 was a pedagogical development project conducted by the Centre for Centre for Educational Research and Development and the Department of Nursing. The aim was to change practices to accommodate second-language students. The project was based on practiceoriented research and development, and on testing and systemising experience and knowledge. For this particular department the project contributed to new knowledge and incr...
#1Kari Mari JonsmoenH-Index: 2
#1Marit GreekH-Index: 2
#2Kari Mari JonsmoenH-Index: 2
Spennet i alder, erfaringer, kunnskaper og spraklige ferdigheter blant studenter i hoyere utdanning er stort. Hva skal til for a na fram til den enkelte student i undervisning og veiledning? I denne artikkelsamlingen setter laerere, forskere og skrivementorer/studenter ved Hogskolen i Oslo og Akershus sokelys pa sentrale sporsmal i en studiehverdag preget av mangfold. Konkrete undervisningsmetoder, ulike tiltak og pedagogiske prinsipp som kan styrke studentenes deltakerkompetanse, blir beskrevet...
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