Nikolaj. F. Elf, University of Southern Denmark, nfe@sdu.dk: Application for preparing new research project on L1. Application granted funding by
the so-called HUM SEED programme at the Humanistic Faculty at University of Southern Denmark, June 2015. Appendix A: Project potential.
Multimodal literacy practices in L1 – a Nordic perspective
The question of how and why we teach and learn Danish as a school subject is becoming increasingly
complex due to developments in communication technology, globalisation and migration. In this HUM
SEED project, a group of Nordic researchers – led by principal investigator Nikolaj Elf, associate professor
at IKV – will work on preparing a research application that explores this problem in a Nordic and broader
international perspective. We will focus on developments in the teaching and learning of so-called
multimodal literacy practices, which implies an expanded semiotic approach to the teaching and learning of
‘reading and writing’ within mother tongue education (which is abbreviated as L1 in international research
(L1=Language 1)).
The project’s focus on multimodal literacy practices in L1 is motivated by Elf’s research, which suggests that
L1 is no longer simply a matter of teaching language and literature in the verbal sense (Elf, 2007, 2009,
2012, 2014a, 2014b; Elf et. al., in press). Instead, the subject’s ‘what, why and how?’ is expanding in
multimodal ways which question basic paradigmatic assumptions of the content, method and justification of
the subject. L1 intervention studies have shown that students’ multimodal literacy practices experienced and
developed outside school could become integrated into the subject, and that multimodal literacy practices
used as a tool for thinking and learning are emerging both within L1 and across the curriculum. On the other
hand, research shows that ‘counter’ literacy movements are also found in L1 due to international trends,
including the international PISA consortium testing basic literacy ‘skills’. Further, research suggests that
teachers in Nordic countries find it hard to integrate new multimodal literacy practices into the existing
curriculum. Consequently, the development of literacy practices in L1 classrooms is increasingly difficult to
grasp, and the implications for classroom practices, teacher training, and curriculum development are unclear
and contested. Thus, on both research and policy levels there is an urgent need to develop new
‘supernational’ research designs which could inform both Nordic and broader international practice and
policy-making. This need is to some extent reflected in current external calls for funding, including the
Norwegian FINNUT call (see below and Appendix B).
This is why Elf will use HUM SEED funding to establish a Nordic research group (RG) of four researchers
collaborating with a larger group of researchers with the aim of: 1) mapping existing Nordic research on
literacy in L1; 2) conducting pilot studies; 3) developing a shared research design for comparative research;
and 4) preparing a research application ‘template’ that will be adapted for applications sent to relevant
external funding sources within the two-year period. As a point of departure for the HUM SEED Project, two
interrelated research questions are asked: What characterises literacy practices in Nordic L1 classrooms, and
what are the implications for future L1 teaching and teacher training in Nordic countries and beyond?
Organisation and funding strategy
The two-year HUM SEED Project involves 4 work packages (WPs; also see Appendix B):
2015 Autumn
2016 Spring
2016 Autumn
2017 Spring
WP 1
WP 2
WP 3
WP 4
Table 1. Time flow of the HUM SEED Project
WP 1: A review, to map existing research in the four countries in a review, focusing on secondary school,
grades 7–9.
Nikolaj. F. Elf, University of Southern Denmark, nfe@sdu.dk: Application for preparing new research project on L1. Application granted funding by
the so-called HUM SEED programme at the Humanistic Faculty at University of Southern Denmark, June 2015. Appendix A: Project potential.
WP 2: Pilot study 1, to conduct a curriculum analysis of steering documents for L1 in grade 8 in the four
Nordic countries.
WP 3: Pilot study 2, to conduct a small-scale empirical case study of one Grade 8 class in each of the four
Nordic countries.
WP 4: Application generation, to develop an application which works as a template for applications sent to
funding agencies in each country.
Elf has been able to use his position and network to bring together the following four leading researchers in a
research group (also see the CVs):




Christina Olin-Scheller, Professor, Karlstad University, Sweden
Øystein Gilje, Associate professor (from 01.08.15), University of Oslo, Norway
Anna Slotte, Associate professor, University of Helsinki, Finland
Nikolaj Frydensbjerg Elf, Associate professor, University of Southern Denmark; Principal Investigator (PI)
Further, in collaboration with the research group Elf has brought together a larger group of prominent senior
and young talented researchers in each country (see the CVs), which will work as a reference group with all
four WPs, organised as a series of national meetings and a conference over two years.
Regarding the funding strategy, we will use the HUM SEED project to apply for funding at national research
councils and other agencies that explicitly call for Nordic/international collaboration between Nordic
researchers for the purpose of addressing an international audience. We believe that this funding strategy is
both flexible and robust. One funding option we are targeting is FINNUT, the Norwegian Research
Council’s long-term programme (2014–2023) for research and innovation in the educational sector, which
can only be applied for if international collaboration is integrated into the project design. FINNUT allocates
a total of NOK 700 million over a 10-year period. Furthermore, we will address funding agencies that
support the development of schooling in national and/or Nordic contexts. Elf has already submitted one
application complying with this goal applying for so-called Udlodningsmidler (formerly known as Tips &
Lotto-midler).
References
Elf, N.F. (2009). Towards semiocy? Exploring a New Rationale for Teaching Modes and Media of Hans
Christian Andersen Fairytales in Four Commercial Upper-Secondary "Danish" Classes: A DesignBased Educational Intervention. Odense: Institut for Filosofi, Pædagogik og Religionsstudier.
Elf, N. F. (2007). Literacy and Semiocy: Learning from New Modes and Media of Literary Classics. In W.
Martyniuk (Ed.), Towards a Common European Framework of Reference for Languages of School
Education? (pp. 155-167). Kraków, Poland: Universitas.
Elf, N. F. (2012). Medieundervisning i modersmålsfaget - på vej mod multimodale perspektiver. In N. F. Elf
& P. Kaspersen (Eds.), Den nordiske skolen - fins den? (pp. 92-121). Oslo: Novus.
Elf, N. F. (2014a). Læremidler som social praksis i fag. In E. Krogh & S. E. Holgersen (Eds.), Cursiv. Tema:
Sammenlignende fagdidaktik (pp. 97-122). Emdrup: Institut for Uddanelse og Pædagogik (DPU),
Aarhus Univsersitet.
Elf, N. F. (2014b). Teknologi, skrivekultur og skriveridentitet. In A. Skaftun, A. J. Aasen & P. H. Uppstad
(Eds.), Skriv! Les! 2 (pp. 291-314). Bergen: Fagbokforlaget.
Elf, N. F., Hanghøj, T., Erixon, P.-O., & Skaar, H. (in press). Technology in L1: A Review of Empirical
Research Projects in Scandinavia 1992-2014. L1 - Educational Studies in Languages and Literature
(Special issue: Nordic research on L1).