Marit Elise Lyngstad

• Lyngstad, Marit Elise (2024). Critical literacy and reading in the English subjects in lower secondary school. I Tverbakk, May Line Rotvik & Sommervold, Tove (Red.), Tekster og lesere: Et nærmere blikk på ungdomstrinnet. Fagbokforlaget. ISSN 9788245043532. s. 163–178. Fulltekst i vitenarkiv Vis sammendrag

  Antologien Tekster og lesere presenterer et bredt spekter av fagfellevurderte artikler om tekstutvalg og tilnærmingsmåter til lesing i ungdomsskolen. På disse trinnene møter elevene mer komplekse og mangfoldige tekster enn tidligere, og forventningene til lesekompetanse øker merkbart i løpet av ungdomsskoleårene. Bidragene i antologien aktualiserer skolens lesing og leseundervisning på 2020-tallet. De tilbyr oppdatert, forskningsbasert kunnskap om lesing gjennom diskusjoner av eksempler, tekster og dilemmaer fra ungdomstrinnets leseundervisning. Kapitlene kan hver for seg og sammen fungere som utgangspunkt for refleksjon over hvordan ungdomsskoleelevers lesing og leseinteresse kan støttes og videreutvikles. Boka retter seg mot alle som ønsker å styrke elevenes lesekompetanse og skape en engasjerende og relevant leseundervisning. Ambisjonen er å inspirere lærere, lærerstudenter, forskere og andre med interesse for ungdomsskolens leseundervisning til å se enda flere muligheter og til å ta i bruk et større repertoar av tilnærmingsmåter og teksttyper.

• Lyngstad, Marit Elise (2021). Integrating competence and Bildung through dystopian literature: Teaching Malorie Blackman’s Noughts & Crosses and democracy and citizenship in the English subject. Utbildning & lärande. ISSN 2001-4554. 15(2), s. 11–26. Fulltekst i vitenarkiv Vis sammendrag

  Artikeln behandlar användningen av dystopisk litteratur för ungdomar i engelskämnet i Norge och kopplar detta till det tvärvetenskapliga temat demokrati och medborgarskap. Detta tema är centralt i den nyligen reviderade läroplanen i Norge och är en viktig del av skolans mandat – utbildning måste säkerställa att eleverna är redo att delta i ett demokratiskt samhälle med kunskap, färdigheter och kritiskt tänkande när de har avslutat gymnasiet. När man arbetar med litteratur på detta sätt är det möjligt att integrera kompetens och bildning i klassrummet: specifik kunskap och kompetensutveckling kopplas till en värdebaserad utbildning som syftar till att hjälpa studenter i deras individuella utveckling.

• Brevik, Lisbeth M. & Lyngstad, Marit Elise (2020). The role of literature in the English classroom. I Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (Red.), Teaching English in Norwegian classrooms: From research to practice. Universitetsforlaget. ISSN 9788215032283. s. 163–189. Fulltekst i vitenarkiv
• Lyngstad, Marit Elise (2019). Utopian nature and dystopian culture: Ecocritical readings of Julie Bertagna's Exodus and Zenith. Utopian Studies. ISSN 1045-991X. 30(2), s. 238–251. doi: 10.5325/utopianstudies.30.2.0238. Fulltekst i vitenarkiv Vis sammendrag

  This article discusses ecocritical aspects of two contemporary young adult dystopian novels: Julie Bertagna's Exodus and Zenith. It explores how these novels link utopia to nature, especially the rural pastoral, and dystopia to culture, especially urbanism and technology. The novels are set in the near future and address the protagonist's search for a new home after the old has been destroyed. Greenland represents an ecological, utopian hope: a place where humans can coexist with nature and rebuild society. Contrasting with the utopian Greenland is the technological city New Mungo, which is elitist, totalitarian, and brutally dystopian—but also sustainable despite its syntheticity and ecological in its own sense. Greenland and New Mungo are connected to the ecocritical dualism of nature versus culture, and the societies' closeness to nature determines whether they are seen as utopian or dystopian.

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• Lyngstad, Marit Elise (2026). Ship Breaker - Climate Lit. Fulltekst i vitenarkiv Vis sammendrag

  Ship Breaker is a dystopian novel for young adults, which is set in a future version of the coastal area near New Orleans. Ship Breaker’s potential for climate literacy education lies in its depiction of a brutal society created in the aftermath of an environmental disaster caused by climate change.

• Mølstad, Christina Niemi; Løfblad, Åse Wedø; Brønstad, Odin Thune; Sønsthagen, Sigrun; Laski, Alona & Bergseth, Kristin Kathinka Due [Vis alle 50 forfattere av denne artikkelen] (2026). Skroting av lærernormen – basert på forskning? doi: https:/www.utdanningsnytt.no/barnehage-klasseledelse-laerernorm/skroting-av-laerernormen-basert-pa-forskning/469012?fbclid=IwY2xjawQ54sJleHRuA2FlbQIxMQBzcnRjBmFwcF9pZBAyMjIwMzkxNzg4MjAwODkyAAEe5-ESejbAANeW9iL_Yi5PFe-M92Cok76QgWJztVKEVMpy9_jpymhzgRro7ls_aem_NkB3gbl0zcVLQ8D6kE2ejQ. Fulltekst i vitenarkiv Vis sammendrag

  Forslagene om å skrote lærernormen og fjerne øremerkede midler til toppbemanning i barnehage er på kollisjonskurs med profesjonsutøvernes fortellinger om knappe ressurser, og med forskningsbidrag i feltet.

• Aamodt-Brænden, Aud Marie & Lyngstad, Marit Elise (2025). "We Teach and Hope for the Best" - a study on teachers' beliefs about the teaching of English to newly arrived migrant students (NAMS) in the multilingual, mainstream lower secondary classroom in Norway. Fulltekst i vitenarkiv
• Lyngstad, Marit Elise (2024). Greenwashing - Climate Lit. Fulltekst i vitenarkiv Vis sammendrag

  Greenwashing is defined as the practice of “misleading the public to believe that a company or other entity is doing more to protect the environment than it is,” and it can therefore delay or hinder real solutions to the climate crisis.

• Lyngstad, Marit Elise & Karhu, Heidi Aliisa (2024). Using picturebooks about climate change to develop environmental awareness and literacy skills in the pupils: Results from a lesson study project in Year 5 English. Fulltekst i vitenarkiv
• Lyngstad, Marit Elise (2024). Creating space for developing environmental awareness by using picturebooks in the primary English classroom. Fulltekst i vitenarkiv
• Lyngstad, Marit Elise (2024). Picturebooks in the climate-ready primary classroom: Preliminary findings and classroom suggestions. Fulltekst i vitenarkiv
• Lyngstad, Marit Elise (2024). Teaching fictional and non-fictional narratives about climate migration in the primary classroom. Fulltekst i vitenarkiv
• Lyngstad, Marit Elise (2023). Sustainability and humanity: What young readers can learn from Julie Bertagna’s Exodus. The Bottle Imp. Fulltekst i vitenarkiv
• Lyngstad, Marit Elise (2023). Feminist Discourse in Irish Literature: Gender and Power in Louise O’Neill’s Young Adult Fiction. International Research in Children's Literature (IRCL). ISSN 1755-6198. 16(3), s. 364–365. Fulltekst i vitenarkiv
• Lyngstad, Marit Elise & Sandhaug, Christina (2023). Literature, Teacher Education and the Climate-ready Classroom (L-TECC): A project in progress. Fulltekst i vitenarkiv
• Lyngstad, Marit Elise (2023). Critical literacy, reading and literature in lower secondary English. Fulltekst i vitenarkiv
• Lyngstad, Marit Elise (2022). The importance of teaching beyond the Western literary canon. Fulltekst i vitenarkiv
• Lyngstad, Marit Elise (2022). Memory and trauma in Cashore's Bitterblue. Fulltekst i vitenarkiv
• Lyngstad, Marit Elise & Kleppe, Sandra Lee (2022). Literature, teacher education and climate change. Fulltekst i vitenarkiv
• Lyngstad, Marit Elise (2019). Bildung and literature in subject English. Fulltekst i vitenarkiv
• Lyngstad, Marit Elise (2018). Lesingens verdi: Litteraturens rolle i engelskfaget. Fulltekst i vitenarkiv
• Lyngstad, Marit Elise (2017). More than a piece in their Games: Music as a tool of agency and rebellion in contemporary young adult dystopian novels. Fulltekst i vitenarkiv
• Lyngstad, Marit Elise (2017). The Arctic Utopia in Julie Bertagna’s Exodus and Zenith. Fulltekst i vitenarkiv
• Lyngstad, Marit Elise (2015). The translator as a (failed) cultural interpreter: The Norwegian translation(s) of Zadie Smith's NW. Fulltekst i vitenarkiv
• Lyngstad, Marit Elise (2014). Kamau Brathwaite og den karibiske søken etter frihet. RISS : magasin for studentar og tilsette ved Institutt for nordistikk og litteraturvitskap, Universitetet i Trondheim. ISSN 0806-5063. Fulltekst i vitenarkiv
• Lyngstad, Marit Elise (2019). English teachers’ choices and beliefs about literature in the Norwegian upper secondary classroom. Universitetet i Innlandet. ISSN 9788283801316. Fulltekst i vitenarkiv Vis sammendrag

  This doctoral dissertation presents a mixed methods study discussing the what, how, and why of literature in the upper secondary English classroom in Norway. More specifically, the study examines which literary texts English teachers view as suitable and/or select for classroom use, and which beliefs about literature influence their choices. The empirical data that the analysis builds on have been collected using both quantitative and qualitative methods, namely a questionnaire and interviews. The current Knowledge Promotion curriculum does not specify which text types, authors, and/or titles students should read. This means that teachers today have great freedom in choosing literature for their classrooms. This study finds that several factors influence teachers’ choices, including which study programs teachers work with, which literary texts are present in textbooks, which literature is used in examinations and earlier curricula, and which countries the literary texts originate in. Furthermore, teachers’ choices and beliefs about literature are linked to their text selection processes: teachers can be teacher-oriented, student-oriented, or collegially oriented as they make decisions about which literature their students should read. Based on these findings, I argue that teacher beliefs about students, teachers, and subject matter serve as filters when teachers select literary texts for their classroom. Embedded in this project is a case study focusing on teachers’ assessments of contemporary dystopian literature for young adults. It addresses issues of didactic relevance in a popular literary genre, exemplified by four novels. The findings show that dystopian literature is seen as being particularly apt for helping students understand contemporary culture and society and become more environmentally aware, and they have potential in terms of several aims of the core curriculum, especially Bildung. The case study sheds further light on how teachers decide whether a literary text that is new to them might be suitable for the classroom, and exemplifies in more detail teachers’ beliefs and selection processes.

• Lyngstad, Marit Elise; Davies, Rebecca & Løfaldli, Eli (2012). Originality, Intertextuality and Subjective Reading: Cormac McCarthy's The Road as an appropriation of J.M. Coetzee's Life & Times of Michael K. Norges teknisk-naturvitenskapelige universitet. Fulltekst i vitenarkiv

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