Narrow identity resources for future students: the 21st century skills movement encounters the Norwegian education policy context

21st century skills is a global network of corporate and governmental influences that promotes competences suited to fit the future knowledge economy. Through a discourse analysis of an influential Official Norwegian Report, ‘The School of the Future. Renewal of Subjects and Competences’ (NOU 2015:8), this paper explores how ideas of 21st century skills are translated into the Norwegian education policy context. Firstly, the paper analyses the context-specific reasons for receptiveness by investigating discursive warrants. Secondly, the paper identifies how the policy document constructs a set of preferred subject positions that constitute an image of an ideal student. Thirdly, the paper investigates the discursive framing of these subject positions. We find that the policy document constructs an image of an ideal student who is creative, responsible, cooperative, engaged, self-regulated and in complete control of herself, her learning and her future. This image draws on more pronounced neo-liberal discourses, but also well-established discourses in the Norwegian context, such as social democratic progressivism. This intertwining of discourses shows how traits of homogeneity related to global ideas, as well as heterogeneity related to the Norwegian policy context, are both visible in the Norwegian translation of 21st century skills.     

College Students with Disabilities: Factors Influencing Growth in Academic Ability and Confidence

Research in Higher Education - Using large-scale longitudinal data, this study sought to examine factors influencing two important student development outcomes in students with disabilities...     

The ‘ghosts’ of lawn tennis past: exploring the forgotten lives of early working-class coaching-professionals

This article examines the lives of late-nineteenth and early-twentieth-century lawn tennis coaching-professionals, notably Tom Burke, Harry Cowdrey, Charles Haggett and George Kerr. These men, considered equally if not more gifted than the first-ranked amateur players of the period, have received scant attention or recognition, either as ‘expert’ players or for their role as coaches/instructors within the ‘amateur’ game. Ostensibly, these working-class boys/men sought employment in clubs, as ball-boys, groundskeepers, stringers and instructors, but, being immediately classified as ‘professionals’, were subsequently marginalised within clubs and barred from amateur competitions. Few outside of the club environs encountered them, few observed or learned of their skills, and fewer still reported their exploits. While many of the top amateur players of the period recognised the need for coaching-professionals, the British Lawn Tennis Association (LTA) was intransigent. They staunchly refused to sanction professional competitions in Britain, fearing they would provide a pathway away from amateurism, and propel the amateur to seek remuneration from their tennis. Coaching-professionals had little choice but to remain as ‘servants’ within their clubs, confined by the rigid class system and unyielding amateur ethos. Hitherto largely ignored within lawn tennis historiography, these men are the ‘ghosts’ of lawn tennis past.     

When are poor reading skills a threat to educational achievement?

The cut-off levels of insufficient literacyskills used in national and internationalliteracy studies have not been validated. Thus,it remains uncertain whether adult poor readersare handicapped by insufficient reading skillsin everyday life, i.e. in job-related oreducational activities. The primary purpose ofthe study was to identify a minimum level belowwhich insufficient reading skills proved ahandicap to adults in their educational efforts. One hundred and eighty-nine adults in formal adult education participated in the study. The adults' reading comprehension, decoding skills, primarylanguage, level of exam, student and teacherratings of the adults' reading skills, and theadults' exam grades for courses in formal adulteducation were obtained. Exam grades below themean were taken as documentation of educationalfailure. Adults in the lowest 10thpercentile in reading skills only managed toobtain exam grades below the mean in coursesplacing heavy demands on their reading skills,indicating that poor reading skills were infact a threat to the adults' educationalachievements. Possible causes of insufficientreading skills were further examined. Adults inthe lowest 10th percentile suffered fromvery poor decoding skills. Even though a largervariation was seen in the exam grades foradults in the 10–25th percentile, theytoo, were handicapped by poor readingcomprehension. The decoding skills andsocio-economic data of these adults indicatedthat improved reading skills might increasetheir chances of getting an education.     

The use of Loansome Doc to meet the needs of unaffiliated health professionals

Objective: This study was undertaken in order to determine how health sciences libraries in a ten-state region are using Loansome Doc, with an emphasis on whether this tool continues to be used to serve unaffiliated health professionals. Methods: Usage data were examined and health sciences libraries were administered a survey to determine how they are using this tool. Results: Loansome Doc usage across libraries is low and declining, and a number of libraries do not serve unaffiliated health professionals with this tool. Conclusions: Use of Loansome Doc is low and declining, in part, due to license restrictions, declining interlibrary loan, and the prevalence of alternatives, such as OCLC's ILLiad, for document delivery to affiliated users.