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Short description
MA (2003) and Ph.D. (2010) on the poetry of Ezra Pound, University of Bergen.
Temporary engagements at the University of Bergen, Stavanger and Agder between 2004 and 2014.
Employed at Inland Norway University of Applied Sciences since 2015.
Supervision: Literary and didactic theses at BA, MA and Ph.D.-level.
Teaching: Literary and didactic topics at the following study programmes: Lektor, Årsstudium, MIKS, MGLU(S), KfK.
Research (current): Literature, Teacher Education and Climate Change (L-TECC)
Research group: Literature and Literacy
Publications
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Moen, Heidi Silje
(2023).
Imaging the Real in Times of Crisis: Empowerment and Ecosophy in Shaun Tan's Tales from the Inner City.
In Ede, Amatoritsero; Kleppe, Sandra Lee & Sorby, Angela (Ed.),
Poetry and the Global Climate Crisis:
Creative Educational Approaches to Complex Challenges.
Routledge.
ISSN 9781032508542.
p. 121–133.
Full text in Research Archive
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This book demonstrates how humans can become sensitized to, and intervene in, environmental degradation by writing, reading, analyzing, and teaching poetry. It offers both theoretical and practice-based essays, providing a diversity of approaches and voices that will be useful in the classroom and beyond. The chapters in this edited collection explore how poetry can make readers climate-ready and climate-responsive through creativity, empathy, and empowerment. The book encompasses work from or about Oceania, Africa, Europe, North America, Asia, and Antarctica, integrating poetry into discussions of specific local and global issues, including the value of Indigenous responses to climate change; the dynamics of climate migration; the shifting boundaries between the human and more-than-human world; the ecopoetics of the prison-industrial complex; and the ongoing environmental effects of colonialism, racism, and sexism. With numerous examples of how poetry reading, teaching, and learning can enhance or modify mindsets, the book focuses on offering creative, practical approaches and tools that educators can implement into their teaching and equipping them with the theoretical knowledge to support these. This volume will appeal to educational professionals engaged in teaching environmental, sustainability, and development topics, particularly from a humanities-led perspective.
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Moen, Heidi Silje
(2018).
Why Teach Poems About Animals? Animal Poetry Across Disciplines and the Life Span.
In Kleppe, Sandra Lee & Sorby, Angela (Ed.),
Poetry and Pedagogy across the Lifespan: Within and Beyond Disciplines, Classrooms, and Contexts.
Palgrave Macmillan.
ISSN 9783319904320.
p. 277–301.
doi:
10.1007/978-3-319-90433-7_14.
Full text in Research Archive
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This book explores poetry and pedagogy in practice across the lifespan. Poetry is directly linked to improved literacy, creativity, personal development, emotional intelligence, complex analytical thinking and social interaction: all skills that are crucial in contemporary educational systems. However, a narrow focus on STEM subjects at the expense of the humanities has led educators to deprioritize poetry and to overlook its interdisciplinary, multi-modal potential. The editors and contributors argue that poetry is not a luxury, but a way to stimulate linguistic experiences that are formally rich and cognitively challenging. To learn through poetry is not just to access information differently, but also to forge new and different connections that can serve as reflective tools for lifelong learning. This interdisciplinary book will be of value to teachers and students of poetry, as well as scholars interested in literacy across the disciplines.
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Moen, Heidi Silje
(2010).
Chi È Questa? - 'Who is She?' Transformation, Displacement, and Narrative Refraction as Structural Procedures in The Cantos of Ezra Pound.
Textual Practice.
ISSN 0950-236X.
24(2),
p. 287–312.
doi:
10.1080/09502361003595055.
Full text in Research Archive
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Moen, Heidi Silje
(2025).
Miyazaki, Sustainability and Life Skills: a pilot.
doi:
https:/www.nestresearchnetwork.org/conference-2025.
Full text in Research Archive
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The poster presented a lesson cycle and reflections from a collaboration between Elverum Upper Secondary School (ELVIS) and Inland Norway University (INN). The lesson cycle was developed for students at university level and co-taught by an upper secondary school teacher (Thomas Johan Brorstad Rønningen) and Moen. The purpose of the lesson cycle was to investigate ways of working with films by Hayao Miyazaki (Princess Mononoke, 1997 and Spirited Away, 2001) to inspire and empower students to make changes on behalf of the more-than-human. The overarching premises explored through the lesson cycle, observation, conversations, reflections and a questionnaire, were that a) in order to meet sustainable development aims, individuals need to want to change from an ego-centric perspective on humans’ place in the eco-system to an eco-centric one; and b) that working with Miyazaki’s films can help create compassion for the non-human and, by extension, a willingness to protect it – not through the idea of sacrifice or a guilt-ridden sense of moral duty – but through personal engagement and investment in the more-than-human, and through being enabled to see how human and non-human mental and physical well-being and health are essentially inseparable (cf. Arne Næss’ ecophilosophy). The theoretical framework for the project built on environmental ethics, ecophilosophy, critical posthumanism, and didactic theories on how working critically with literature can help students develop a sense of compassioned empowerment.
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Moen, Heidi Silje
(2017).
Why teach poems about animals? Animal poetry across the disciplines and the life-span (Del av Poetry and Pedagogy prosjekt ledet av Sandra Lee Kleppe og Angela Sorby).
Full text in Research Archive
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Skjærstad, Torunn Synnøve; Munden, Juliet Hilary & Moen, Heidi Silje
(2025).
Interdisciplinary English Language Teaching through Historical Literacy: A case study of learners engaging with First World War literature in an English subject classroom in lower secondary school in Norway.
Universitet i Innlandet / University of Inland Norway.
ISSN 9788283805758.
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This article-based dissertation explores how interdisciplinary English Language Teaching (ELT) promotes critical historical thinking, historical awareness, and empathy. Framed within interpretivist-constructivist perspectives on education, it conceptualises history as a sociocultural construct and highlights the capacity of literature to bridge disciplinary boundaries through historical literacy. Combining insights from narrative theory and reader-response approaches, the study investigates how working with First World War literary texts can advance learners’ interdisciplinary processes of meaning making, conceptualised as a holistic meaning-making process involving critical reflection on historical narratives, the development of affective engagement, and the ability to understand perspectives across time.
The empirical study, conducted as collaborative action research, examines the responses of Norwegian 9th-grade English language learners to First World War literature. Over a fiveweek lesson cycle, learners engaged with these historical narratives in learner-led group conversations guided by sets of teacher-made questions and an individual assignment.
Findings revealed that prose texts were more effective than poetry for fostering connections between literature and history, as learners often approached poetry through historical accuracy rather than interpretive engagement. The study underscores the importance of teacher facilitation and historical content knowledge in guiding learners’ meaning-making processes, particularly when dealing with unfamiliar historical contexts like the First World War, which reveal limited collective memory in Norway.
The dissertation highlights the value of interdisciplinary ELT for broad educational aims, such as developing critical thinking, and democratically and justice-oriented citizens. It also examines the methodological potential of collaborative action research. While the study has limitations, it provides insights into how literature serves as a conduit to historical literacy and offers a framework for integrating truly interdisciplinary ELT in education. Contributing to ongoing research on interdisciplinary teaching, this research offers implications for educational policy, teacher training, and future interdisciplinary practices in ELT.
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Addresses
Visiting Address
Alf Prøysens Hus (Hovedbygg fløy C nyeste del)
Holsetgata 31, N-2318 Hamar
Room 2C256-5
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Postal Address
University of Inland Norway
Postboks 400 Vestad
2418 Elverum
Norway
