Designs For Learning - Vol. 6 - No. 1-2 - Students’ Use of Learning Resources for Writing in Physics and Norwegian

Oct 15, 2026

Designs for Learning Volume 6, Number 1–2 examines dilemmas, paradoxes, and ethical boundaries in students’ use of learning resources when writing in physics and Norwegian. The study focuses on successful and “risk-writers” who challenge established norms while navigating the line between intertextual practice and plagiarism. Using focus-group interviews and students’ letters, the work analyzes genres and highlights both distinct text cultures and shared approaches to sources, concluding with possibilities for bridging them.

LanguageEnglish

CategoryLiterature

FormatPDF

Pages22

Reading Time34 min

AccessFree to download

Students’ use of learning resources for writing in physics and Norwegian

Contextualization: intertextuality, plagiarism, and risk-taking

The main aim of the project and research design

The concept of intertextuality

Vol. 6 / No. 1–2 Des igns For Learning Designs for Learning Volume6/ Number 1–2 Students’ use of learning resources for writing in physics and Norwegian NorUNN ASKeLAND & BeNte AAmotSBAKKeN, Buskerud and Vestfold University College, Norway In this article we discuss dilemmas and paradoxes in the use of learning resources and the need to list sources when writing, issues that are relevant for students as well as for teachers and authors of textbooks. We draw on experiencefrom a Norwegian research project investigating students’ writing in two subjects: physics and Norwegian in senior high and university. We study the genres used when students write in order to get knowledge and skills, and we have a special interest in the use of learning resources. It is evident that the two subjects represent different text cultures, but we have seen that there are also similarities in the use of learning resources in writing. Methodologically, we have used interviews in focus groups in addition to personal letters from the students. In this article we are especially interested in students who are considered to be successful writers and even risk-writers, i.e. writers who are so self-confident that they have the courage to break with established normsand conventions. The risk-writers are aware of borders between intertextuality and plagiarism and know how to work with sources in order to be creative and innovative writers even though they do it in different ways in the two textual cultures. In conclusion we suggest possibilities for bridging the two cultures by changing the learning resources and textbooks and the way of writing. contextual iz ation If we were to locate writing on a scale of ethical standards, we could easily place intertextuality and intertextual practice on one side and plagiarism on the other. Intertextual practice among scholars and students is equivalent with creativity and the conscious use of sources, but it is also connected with risk-taking. Plagiarism, on the other hand, has wholly negative connotations. In this article we will discuss intertextuality, plagiarism and risk-taking in different text cultures and point out similarities and differ- 9 DOI:[http://dx.doi.org/10.2478/dfl-2014-0014](http://dx.doi.org/10.2478/dfl-2014-0014) ences between them. Where are the borders between these concepts; who defines them and are they ultimately clear or obscure? In other words, when is intertextual practice connected with positive risk-taking and when does it slide into plagiarism? We will discuss these questions drawing on empirical material and experience from a research project in Norway. The main aim of the project was to investigate the relationship between learning resources and writing by students in high school and students in teacher training at university. During two years we have visited classrooms and it has been our intention to find potential connections between effective and selective use of learning resources and its beneficial effect on students’ writing. A teacher or a professor can initiate the assignments, but the students can also plan them individually or in groups. In other words, we have wanted to study a variety of written products over time. The research project in question was financed by the Norwegian Research Council for period 2006-2010 and was called Learning Resources and Writing in Educational Textual Cultures. By educational textual cultures we mean different text cultures found in educational settings such as the different text cultures of science and native-language instruction (in this case Norwegian) . Weare aware of the great variety between educational text cultures and in this article we have picked potential contrasts by choosing physics and Norwegian (Dysthe, 2002; Shuell, 1992; Snow, 1959, 1964; van Dijck, 2003) . We are furthermore aware of the great variety of writing assignments and genres between as well as within the two subjects. There are, for example,

FAQs

What ethical dilemma does the article address about learning resources and writing?

It examines the continuum between intertextual practice (linked to creativity and conscious source use) and plagiarism (with wholly negative connotations).

Who are “risk-writers” and why are they important to the study?

Risk-writers are confident authors who dare to break established norms. The article explains that they understand borders between intertextuality and plagiarism and work with sources creatively in different ways across the two subjects.

What subjects and educational text cultures does the project compare?

The project compares physics and Norwegian instruction, treating them as different educational textual cultures with contrasting genres and writing practices.

Oct 15, 2026

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