About
In what ways may literature help young students understand other people and themselves better? How can teachers promote joy of reading, creativity and critical thinking through the use of literature in the classroom? These are questions I delve into in my work as a teacher educator and researcher at the OsloMet University. My research consists of both literary analysis and reception studies, investigating how young students respond to literature. In my work, I strive to promote a variety of Nordic literature, including Sàmi literature. I also study how reading literature in multilingual classrooms may enhance language development. In my later work, my focus has been on ecocritical studies as well as aesthetic approaches to literature.
I belong to several research groups at the OsloMet and I am also member of the research groups Nature in Children's Literature and Culture at HVL and Indigenous Topics in Education at NTNU. My main research topics are: Literary didactics, Cognitive literary theory, Ecocritical studies, Indigenous literature in the L1 subject and Second language learning.
Field of study
Teaching of litterature Children's literature Teaching and learning of second languages Sami literature
Research groups
Research projects
Completed research projects
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Critical thinking in primary education
KriT is an interdisciplinary project aiming at developing educational models for critical thinking in primary education using children’s literature and news.
Publications and research
Scientific publications
Giæver, Tonje Hilde
;
Stokke, Ruth Seierstad
;
Røed, Dag Freddy
(2024).
Læreres oppfatninger om å skrive seg til lesing med digital lydstøtte (STL+).
Nordic Journal of Digital Literacy.
Vol. 10.
https://doi.org/10.23865/njlr.v10.5841
Stokke, Ruth Seierstad
(2024).
In Times of Darkness. Existential Education through Aesthetic Approaches in Teacher Education.
Rinholm, Hanne; Varkøy, Øivind; Fredriksen, Bendik; Bjerke, Mildrid (Ed.).
Kritisk danning i lærerutdanningen. p. 167-182.
Cappelen Damm Akademisk.
https://doi.org/10.23865/cdf.231.ch9
Tørnby, Hilde
;
Stokke, Ruth Seierstad
(2022).
Estetiske dimensjoner i litteraturmøter.
Tønnessen, Elise Seip; Stokke, Ruth Seierstad (Ed.).
Møter med barnelitteratur. Introduksjon for lærere. 2. utg.. p. 357-382.
Universitetsforlaget.
https://hdl.handle.net/11250/3727813
Tønnessen, Elise Seip;
Stokke, Ruth Seierstad
(2022).
Møter med barnelitteratur. Introduksjon for lærere. 2. utg.
ISBN: 9788215057255.
426 p.
Universitetsforlaget.
https://hdl.handle.net/11250/4567503
Stokke, Ruth Seierstad
; Karlsen, Silje Solheim
(2021).
"Så den fremmede ikke blir mer fremmed." Samisk lyrikk i norskfaget.
Simonhjell, Nora; Jager, Andreas Benedikt (Ed.).
Norsk litterær årbok 2021. p. 142-168.
Det Norske Samlaget.
https://hdl.handle.net/11250/3201016
Stokke, Ruth Seierstad
(2020).
Natureculture in a Stallo tale: Harmonious dwelling or troubling postequilibrium? The picturebook Sølvmånen by Sissel Horndal (2015).
Barnelitterært forskningstidsskrift (BLFT).
Vol. 11.
https://doi.org/10.18261/issn.2000-7493-2020-01-03
Tørnby, Hilde
;
Stokke, Ruth Seierstad
(2018).
Estetiske dimensjoner i litteraturmøter.
Stokke, Ruth Seierstad; Tønnessen, Elise Seip (Ed.).
Møter med barnelitteratur - Introduksjon for lærere. p. 325-350.
Universitetsforlaget.
https://hdl.handle.net/11250/5018319
Stokke, Ruth Seierstad
; Tønnessen, Elise Seip
(2018).
Møter med barnelitteratur - Introduksjon for lærere.
ISBN: 9788215027401.
396 p.
Universitetsforlaget.
https://hdl.handle.net/11250/4160790
Stokke, Ruth Seierstad
; Palm, Kirsten
(2017).
Å strekke seg etter ordene. Samtaler om bildebøker i det flerspåklige klasserommet.
Garmann, Nina Gram; Ommundsen, Åse Marie (Ed.).
Danne og utdanne. Litteratur, språk og samtale. p. 99-118.
Novus Forlag.
https://hdl.handle.net/11250/4756589
Palm, Kirsten;
Stokke, Ruth Seierstad
(2015).
Utforskende samtaler i flerspråklige klasserom.
Christensen, Hanne; Stokke, Ruth Seierstad (Ed.).
Samtalens didaktiske muligheter. p. 83-102.
Gyldendal Akademisk.
https://hdl.handle.net/11250/4146149
