Halla Bjørk Holmarsdottir

• Holmarsdottir, Halla Bjørk; Seland, Idunn; Zinoveva, Liudmila; Barbovschi, Monica; Bărbuță, Alina & Parsanoglou, Dimitris [Vis alle 7 forfattere av denne artikkelen] (2025). An integrative review on children's perceived and experienced subjective digital well-being. Frontiers in Digital Health. 7. doi: 10.3389/fdgth.2025.1410609. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk; Lafton, Tove & Andreasen, Kristina Johnsdatter (2024). Children’s digital boundary crossings when moving in between porous ecosystems. I Holmarsdottir, Halla Bjørk; Seland, Idunn; Hyggen, Christer & Roth, Maria (Red.), Understanding The Everyday Digital Lives of Children and Young People. Springer Nature. ISSN 9783031469282. Fulltekst i vitenarkiv Vis sammendrag

  In this chapter, we take a closer look at how the affordances of digital technology in children’s and young people’s everyday lives enable them to participate and take agency in a world that reaches outside the limitations of their physical one. Building on Bronfenbrenner’s nested ecological systems theory, and Neal and Neal’s networked ecological systems, we explore how children’s digital interactions contribute to constructing new mesosystems, beyond the ones predefined by their physical/everyday/tangible microsystems. Children and young people exploiting the porosity of such systems may lead to the creation of new learning spaces that teachers and parents are unaware of. In these spaces, knowledge that is or is not recognised in traditional learning spaces can be created and shared among children and young people themselves as well as moral strategies and conducts of behaviour. We argue that this calls for greater involvement from adults in children’s digital lives.

• Birgit, Eickelmann; Barbovschi, Monica; Holmarsdottir, Halla Bjørk; Parsanoglou, Dimitris; Sisask, Merike & Labusch, Amelie (2024). Perspectives of children and young people on their education as preparation for their future in the digital age: In-depth qualitative study in five European countries. I Holmarsdottir, Halla Bjørk; Seland, Idunn; Hyggen, Christer & Roth, Maria (Red.), Understanding The Everyday Digital Lives of Children and Young People. Springer Nature. ISSN 9783031469282. Fulltekst i vitenarkiv
• Gudmundsdottir, Greta Björk; Holmarsdottir, Halla Bjørk; Mifsud, Louise; Teidla-Kunitsõn, Gertha; Barbovschi, Monica & Sisask, Merike (2024). Talking about digital responsibility: children’s and young people’s voices. I Holmarsdottir, Halla Bjørk; Seland, Idunn; Hyggen, Christer & Roth, Maria (Red.), Understanding The Everyday Digital Lives of Children and Young People. Springer Nature. ISSN 9783031469282. s. 379–431. doi: 10.1007/978-3-031-46929-9_13. Fulltekst i vitenarkiv Vis sammendrag

  This chapter presents a demonstration and discussion of various shifts in how Denmark, Norway and Sweden have approached human trafficking since the inception of the UN Trafficking Protocol in 2000. While the policy domain of human trafficking is framed by this international instrument, the formulation and implementation of concrete policies stem from national and local institutions and problem definitions. To investigate the relationship between international obligations and national implementation, this chapter examines how the problem of trafficking appears in presentations of trafficking. The chapter also examines how that definition has changed over time in governmental white papers and statements. The chapter identifies commonalities in the trajectories of the three countries’ trafficking policies, all of which have reproduced a bias towards prostitution-related trafficking and female victims. This outlook must be understood both in light of the existence of such biases in international policy frameworks as well as how domestic debates on prostitution have affected the policy domain of trafficking. In all three countries, the policy domain of trafficking is also intermingled with concerns about migration, which has had consequences for the countries’ abilities to identify and assist victims.

• Lafton, Tove; Wilhelmsen, Janniche Elisabeth Broch & Holmarsdottir, Halla Bjørk (2024). Parental mediation and children’s digital well-being in family life in Norway. Journal of Children and Media. ISSN 1748-2798. doi: 10.1080/17482798.2023.2299956. Fulltekst i vitenarkiv Vis sammendrag

  Because children are introduced to digital technology at an early age, their digital skills are influenced by digital learning and well- being in everyday life. This article examines how family values may influence children’s digital lives. The study is based on qualitative data from individual interviews with family members from ten different families and ten focus groups with children aged five to ten years. The analysis shows how values linked to parental media- tion are important in determining how family members relate to digital technology. In the discussion, we examine how established values may affect parental mediation, and how children can parti- cipate in a digital culture. This work posits that the ability to com- municate about digital lives is an important value regarding the well-being of young children.

• Holmarsdottir, Halla Bjørk; Seland, Idunn & Hyggen, Christer (2024). How can we understand the everyday digital lives of children and young people? I Holmarsdottir, Halla Bjørk; Seland, Idunn; Hyggen, Christer & Roth, Maria (Red.), Understanding The Everyday Digital Lives of Children and Young People. Springer Nature. ISSN 9783031469282. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk (2024). The digital divide: Understanding vulnerability and risk in children and young people’s everyday digital lives. I Holmarsdottir, Halla Bjørk; Seland, Idunn; Hyggen, Christer & Roth, Maria (Red.), Understanding The Everyday Digital Lives of Children and Young People. Springer Nature. ISSN 9783031469282. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk; Baily, Supriya; Skårås, Merethe; Ramos, Kathy; Ege, April Maute & Heggernes, Sissil Lea [Vis alle 7 forfattere av denne artikkelen] (2023). Exploring the Power of Internationalization in Teacher Education. Nordic Journal of Comparative and International Education (NJCIE). 7(1). doi: 10.7577/njcie.5233. Fulltekst i vitenarkiv
• Ayllón, Sara; Holmarsdottir, Halla Bjørk & Lado, Samuel (2023). Digitally Deprived Children in Europe. Child Indicators Research. ISSN 1874-897X. doi: 10.1007/s12187-022-10006-w. Fulltekst i vitenarkiv Vis sammendrag

  The COVID-19 pandemic has completely changed the need for internet connectivity and technological devices across the population, but especially among school-aged children. For a large proportion of pupils, access to a connected computer nowadays makes the difference between being able to keep up with their educational development and falling badly behind. This paper provides a detailed account of the digitally deprived children in Europe, according to the latest available wave of the European Union – Statistics on Income and Living Conditions (EU-SILC). We find that 5.4% of school-aged children in Europe are digitally deprived and that diferences are large across countries. Children that cohabit with low-educated parents, in poverty or in severe material deprivation are those most affected.

• Lafton, Tove; Holmarsdottir, Halla Bjørk; Kapella, Olaf; Sisask, Merike & Zinoveva, Liudmila (2023). Children’s Vulnerability to Digital Technology within the Family: A Scoping Review. Societies. 13(1). doi: 10.3390/soc13010011. Fulltekst i vitenarkiv Vis sammendrag

  Children today experience digital engagement from a young age, and information and communication technology (ICT) use impacts how the family, seen as a social–relational structure or network of two or more people, communicates and interacts in daily life. This review broadly encompasses how children and young people are vulnerable regarding digital technology, focusing on diverse aspects of the family. The scoping review includes a final corpus of 100 articles broadly focusing on the term ‘vulnerability’ as it relates to digital technology and the family. The themes identified originate from the articles and describe five domains of vulnerability: (1) extensive Internet use, (2) age and gender, (3) risky online behaviour, (4) social networking as a social lubricant, and (5) parental mediation and care. The studies identified lean heavily on quantitative studies measuring time, whilst depth and context are less visible. Despite a growing body of research, there is a lack of both qualitative studies and research examining the role of technology in the lives of children and young people and how family dynamics are affected in the digital age

• Seland, Idunn; Hyggen, Christer; Holmarsdottir, Halla Bjørk; Kapella, Olaf; Parsanoglou, Dimitris & Sisaks, Merike (2022). Conditions contributing to positive and negative outcomes of children's ICT use: Protocol for scoping review. Societies. 12(125). doi: 10.3390/soc12050125. Fulltekst i vitenarkiv Vis sammendrag

  Children and young people are often labelled the “digital generation”, naturally equipped with the skills to reap the benefits of digitised education, working life and communication through social media now and in the future. However, this age group’s use of information and communication technology (ICT) is not uniform, nor are the outcomes of their adaption to ICT. Shaped by their social environment and socioeconomic conditions, the potential benefits of children’s and young people’s ICT use may vary greatly, contributing to increased inequalities that exacerbate vulnerability for some while promoting health and well-being for others. This paper presents a protocol for conceptualising, systematically identifying and synthesising the literature on which conditions contribute to children and young people being negatively or positively impacted by their use of ICT. Here, children and young people are seen as social actors in four domains of their everyday lives illustrated through the digital ecosystem: family, leisure, education and civic participation. This protocol’s overview of the actors’ navigation within and across the different domains and potential for studying the interactions between the different spheres of the ecosystem may advance the understanding of both the risks and benefits facing children and young people in their digital lives.

• Baily, Supriya & Holmarsdottir, Halla Bjørk (2019). Fostering teachers’ global competencies: Bridging utopian expectations for internationalization through exchange. Forum for International Research in Education. 5(3), s. 234–252. doi: 10.32865/fire201952162. Fulltekst i vitenarkiv Vis sammendrag

  Fostering international mindedness in teachers through their preparation and continuing education leads to innovations in teacher education related to exchange programs (Cushner, 2012) and curricular adoptions and adaptations (Tudball, 2012). This in turn supports the development of both teacher educators and teachers as change agents. Yet, without investments of resources to prioritize such work in teacher preparation and professional development programs, there is little impetus to create systemic change to support how teachers’ develop a more international mindset. This paper seeks to understand how a slew of targeted, innovative activities designed in two institutions (one European and one American), can support internationalization for current and future teachers and teacher educators.

• Bastien, Sheri & Holmarsdottir, Halla Bjørk (2017). The Sustainable Development Goals and the Role of Youth-Driven Innovation for Social Change. I Bastien, Sheri & Holmarsdottir, Halla Bjørk (Red.), Youth as Architects of Social Change: Global Efforts to Advance Youth-Driven Innovation. Palgrave Macmillan. ISSN 9783319662749. s. 3–22. doi: 10.1007/978-3-319-66275-6_1. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk & Dupuy, Kendra (2017). Global Perspectives on Youth and School-to-Work Transitions in the Twenty-First Century: New Challenges and Opportunities in Skills Training Programs. I Bastien, Sheri & Holmarsdottir, Halla Bjørk (Red.), Youth as Architects of Social Change: Global Efforts to Advance Youth-Driven Innovation. Palgrave Macmillan. ISSN 9783319662749. s. 23–42. doi: 10.1007/978-3-319-66275-6_2. Fulltekst i vitenarkiv
• Stromquist, Nelly P.; Holmarsdottir, Halla Bjørk & Manion, Caroline (2016). Focusing on Gender and Education. I Epstein, Erwin H. (Red.), Crafting a Global Field: Six Decades of the Comparative and International Education Society. Springer. ISSN 9783319331850. doi: 10.1007/978-3-319-33186-7_11. Fulltekst i vitenarkiv
• Baily, Supriya & Holmarsdottir, Halla Bjørk (2015). The quality of equity? Reframing gender, development and education in the post-2020 landscape. Gender and Education. ISSN 0954-0253. 27(7), s. 828–845. doi: 10.1080/09540253.2015.1103842. Fulltekst i vitenarkiv
• Bastien, Sheri & Holmarsdottir, Halla Bjørk (2015). Growing up global: towards the critical engagement of youth and youth voices in research to address global wicked problems. I Bastien, Sheri & Holmarsdottir, Halla Bjørk (Red.), Youth ‘At the Margins’: Critical Perspectives and Experiences of Engaging Youth in Research Worldwide. Brill | Sense. ISSN 9789463000505. s. 1–19. doi: 10.1007/978-94-6300-052-9_1. Fulltekst i vitenarkiv
• Huang, Lihong & Holmarsdottir, Halla Bjørk (2015). Youth at the Margins of Citizenship: A Review of European Youth Policy. I Bastien, Sheri & Holmarsdottir, Halla Bjørk (Red.), Youth ‘At the Margins’: Critical Perspectives and Experiences of Engaging Youth in Research Worldwide. Brill | Sense. ISSN 9789463000505. s. 23–40. doi: 10.1007/978-94-6300-052-9_2. Fulltekst i vitenarkiv
• Holmarsdottir, Halla; Farag, Alawia & Nomlomo, Vuyokazi (2013). North-South-South collaboration: Old ideas in new boxes? Compare: A Journal of Comparative and International Education. ISSN 0305-7925. 43(2), s. 281–286. Fulltekst i vitenarkiv
• Holmarsdottir, Halla (2013). Moving beyond the numbers: What Does Gender Equality and Equity Really Mean? I Holmarsdottir, Halla; Nomlomo, Vuyokazi; Farag, Alawia I & Desai, Zubeida (Red.), Gendered voices: reflections on gender and education in South Africa and Sudan. Brill | Sense. ISSN 9789462091351. s. 10–25. Fulltekst i vitenarkiv
• Holmarsdottir, Halla; Nomlomo, Vuyokazi; Farag, Alawia & Desai, Zubeida (2013). Revisting the discourses on gender equality, equity and education. I Holmarsdottir, Halla; Nomlomo, Vuyokazi; Farag, Alawia I & Desai, Zubeida (Red.), Gendered voices: reflections on gender and education in South Africa and Sudan. Brill | Sense. ISSN 9789462091351. s. 1–8. doi: 10.1007/978-94-6209-137-5_1. Fulltekst i vitenarkiv
• Biseth, Heidi & Holmarsdottir, Halla (2013). HUMAN RIGHTS IN THE FIELD OF COMPARATIVE EDUCATION: Mapping Ways of Understanding Human Rights. I Biseth, Heidi & Holmarsdottir, Halla (Red.), Human Rights in the Field of Comparative Education. Brill | Sense. ISSN 9789462091504. s. 1–11. doi: 10.1007/978-94-6209-152-8_1. Fulltekst i vitenarkiv
• Nomlomo, Vuyokazi; Farag, Alawia & Holmarsdottir, Halla (2012). Challenges to gender equality and access in education: Perspectives from South Africa and Sudan. Southern African review of education with Education with production. ISSN 1563-4418. s. 41–57. Fulltekst i vitenarkiv
• Holmarsdottir, Halla (2011). Mapping the Dialectic between Global and Local Educational Discourses on Gender Equality and Equity. I Weidman, John & Jacob, W. James (Red.), Beyond the Comparative: Advancing theory and its application to practice. Brill | Sense. ISSN 9789460917219. s. 193–215. doi: 10.1007/978-94-6091-722-6_11. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk; Ekne, Ingrid Birgitte Møller & Augestad, Heidi Lindberg (2011). The dialectic between global gender goals and local empowerment: Girls’ education in Southern Sudan and South Africa. Research in Comparative and International Education. 6(1), s. 14–26. doi: 10.2304/rcie.2011.6.1.14. Fulltekst i vitenarkiv Vis sammendrag

  The start of the EFA movement ushered in a new era in education, an era linked to research on issues such as “global governance”, the “world institutionalization of education” or the “harmonization of education”. This global governance not only affects the way in which educational systems are influenced, but it also involves how we view and define various issues within education. One of the major goals of the EFA movement, which has been accepted as part of the global consensus of ‘what works’, is the focus on gender equality and in particular the role education can play in empowering women and girls. This article is an attempt to understand key issues related to gender and education, and in particular the objective is to provide a critical analysis of how the global consensus in relation to gender and empowerment can be understood in a local context. The data reported on here reflects fieldwork conducted in Southern Sudan and South Africa in which we attempt to shed light on the local realities in relation to global gender goals.

• Holmarsdottir, Halla Bjørk (2010). Education and global governance: Mapping the discourses on gender equality and equity in education. Education and Society. ISSN 0726-2655. 28(1), s. 49–62. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Holmarsdottir, Halla Bjørk; Seland, Idunn; Hyggen, Christer & Roth, Maria (2024). Understanding The Everyday Digital Lives of Children and Young People. Springer Nature. ISBN 9783031469282. 350 s. Fulltekst i vitenarkiv
• Bastien, Sheri & Holmarsdottir, Halla Bjørk (2017). Youth as architects of change: global efforts to advance youth-driven innovation for social change. Palgrave Macmillan. ISBN 9783319662749. 353 s. Fulltekst i vitenarkiv
• Bastien, Sheri & Holmarsdottir, Halla Bjørk (2017). Youth as Architects of Social Change: Global Efforts to Advance Youth-Driven Innovation. Palgrave Macmillan. ISBN 9783319662749. 353 s. Fulltekst i vitenarkiv
• Bastien, Sheri & Holmarsdottir, Halla Bjørk (2015). Youth ‘At the Margins’: Critical Perspectives and Experiences of Engaging Youth in Research Worldwide. Brill | Sense. ISBN 9789463000505. 394 s. Fulltekst i vitenarkiv
• Holmarsdottir, Halla; Nomlomo, Vuyokazi; Farag, Alawia I & Desai, Zubeida (2013). Gendered voices: reflections on gender and education in South Africa and Sudan. Brill | Sense. ISBN 9789462091351. 190 s. Fulltekst i vitenarkiv
• Biseth, Heidi & Holmarsdottir, Halla (2013). Human Rights in the Field of Comparative Education. Brill | Sense. ISBN 9789462091504. 176 s. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Buseth, Jill Tove; Holmarsdottir, Halla Bjørk; Haaland, Hanne & Leer-Helgesen, Arnhild (2023). Er det bistandsmidler som skal sikre kvalitet i norsk høyere utdanning? 3. oktober 2023. Fulltekst i vitenarkiv
• Lafton, Tove; Wilhelmsen, Janniche Elisabeth Broch & Holmarsdottir, Halla Bjørk (2023). How family values can influence children’s digital competence. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk (2023). An Ed-Tech Tragedy? Revisiting the equity promises of ed-tech in the time of COVID-19. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk (2023). A scientist’s opinion: interview with Halla B. Holmarsdottir on children & the digital world. [Internet]. European Science-Media Hub. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk (2023). Forskere: Foreldre fokuserer mer på skjermtid enn de positive effektene digitalisering har på familielivet. [Journal]. Aftenposten. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk (2023). Skjermdebatten: Dropp diskusjoner om tidsbruk, råder forsker. [Journal]. Dagsavisen. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk (2023). Understanding children’s experiences for safer digital use. [Internet]. European Science-Media Hub. Fulltekst i vitenarkiv
• Pedersen, Tone; Anda, Liss & Holmarsdottir, Halla Bjørk (2022). – Husk: Det er kun du som ser hele deg. [Journal]. Stavanger Aftenblad. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk & Gudmundsdottir, Greta Björk (2022). Den digitale generasjonen: Innsikt i barn og unges digitale hverdag i og utenfor skolen. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk (2022). Ny forsking om dei digitale barna: – Dei manglar ein dialog med foreldra. [Internet]. NRK nyheter. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk (2022). Den digitale generasjonen. [TV]. NRK Innlandet. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk (2022). Husk: Det er kun du som ser hele deg. [Journal]. A Magasin- Stavanger Aftenbladet. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk (2022). The Digital Generation: Insights into children and young people’s everyday digital lives and the importance of the digital ecosystem. Fulltekst i vitenarkiv
• Gudmundsdottir, Greta Björk; Holmarsdottir, Halla Bjørk & Mifsud, Louise (2022). Children and young people's lived experiences: School, online learning and digital competence during a pandemic: A European perspective. Fulltekst i vitenarkiv
• Gudmundsdottir, Greta Björk; Mifsud, Louise & Holmarsdottir, Halla Bjørk (2022). Young people as co-researchers on digital technology in education. Fulltekst i vitenarkiv
• Biseth, Heidi & Holmarsdottir, Halla Bjørk (2021). Pressing issues in education - a discussion. Nordic Journal of Comparative and International Education (NJCIE). 5(1). doi: 10.7577/njcie.4194. Fulltekst i vitenarkiv
• Mamelund, Svenn-Erik; Haugen, Trine B.; Stefansen, Kari; Turner, Lena Magnusson; Holmarsdottir, Halla Bjørk & Andersen, Bengt [Vis alle 13 forfattere av denne artikkelen] (2021). Vi vil ha en nytenkende rektor. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk & Biseth, Heidi (2020). Editorial. Nordic Journal of Comparative and International Education (NJCIE). 4(2), s. 1–2. doi: 10.7577/njcie.3942. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk & Biseth, Heidi (2019). Editorial. Nordic Journal of Comparative and International Education (NJCIE). 3(2), s. 1–2. doi: 10.7577/njcie.3364. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk (2017). La scuola negata alle bambine. [Journal]. La Nuova Scienza . Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk (2017). An overview of the field of Comparative and International Education research: some personal reflections. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk (2017). Re-envisioning educational research: the international agenda on “what works” in research and the effect on equality/inequality. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk (2017). Quality education as a step to empowering women. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk & Biseth, Heidi (2017). Editorial. Nordic Journal of Comparative and International Education (NJCIE). 1(2), s. 1–1. doi: 10.7577/njcie.2598. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk (2017). Educating girls: the key to tackling global poverty. [Journal]. The Guardian. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk & Biseth, Heidi (2017). Editorial. Nordic Journal of Comparative and International Education (NJCIE). 1(1), s. 1–4. doi: 10.7577/njcie.2205. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk (2017). Highlighted Presidential Panel on Problematizing Development and Innovation - Youth-driven innovation for social change. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk (2017). Doctoral students careers. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk (2016). Forskerutdanning for lærerutdanningene – strategier for fremtiden. Fulltekst i vitenarkiv
• Burner, Tony; Holmarsdottir, Halla Bjørk; Lindquist, Hein & Solbue, Vibeke (2016). Et kritisk blikk på Agendas policynotat om integrering. s. 10–11. Fulltekst i vitenarkiv
• Burner, Tony; Holmarsdottir, Halla Bjørk; Lindquist, Hein & Solbue, Vibeke (2016). Overraskende fra Agenda. s. 5–6. Fulltekst i vitenarkiv Vis sammendrag

  De konkrete eksemplene som gis er om muslimer og spesielt muslimske kvinner og/eller barn. Dette medfører at notatet bidrar til å forsterke et syn på at vi allerede er et segregert samfunn. Vi anser dette å inngå i en vestlig kontekst hvor det har blitt mer og mer normalisert å snakke om «de andre» ved å utpeke én syndebukk, nemlig konservative muslimer, istedenfor å nærme seg problemstillinger fra et prinsipielt grunnlag. At representanter for sentrum-venstre gjør dette, er overraskende og bekymringsfullt. Utvalget hadde styrket sin troverdighet, sine perspektiver og forslag til løsninger gjennom å inkludere minoriteter i utvalget. Slik utvalget ser ut nå, er det svært lite representativt for det mangfoldet som faktisk eksisterer blant politiske partier, organisasjoner og næringsliv.

• Breidlid, Anders; Henriksen, Øyvind H.; Hiim, Hilde; Holmarsdottir, Halla Bjørk; Otterstad, Ann Merete & Walseth, Kristin [Vis alle 7 forfattere av denne artikkelen] (2016). Skandaløs prosess rundt fordeling av stipendiater. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk (2016). Kommisjonsvurderinger av veiledererfaring: Hva sier forskriften–og hva er praksis? Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk (2016). KLOK-mentor: mentorerfaringer. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk (2015). Youth in transition: Migration, exclusion and the education of youth. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk (2015). What is a gender and education issue? Perspectives from academics, practitioners and policymakers. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk (2014). Youth in transition. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk (2014). Prat på tvers. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk (2014). Comparing Norwegian White Papers nr. 7 and nr. 25. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk (2014). Gender power and relationships: Negotiating across the professions and within discourse. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk & Farag, Alawia I (2014). På vei mot målet om å gi alle jenter skolegang. [Internet]. Kilden. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk (2013). Forsker: To språk er først og fremst en fordel for ressurssterke. [Journal]. Aftenposten. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk (2013). COMPARE Forum: The idea of North-South and South-South collaboration. Compare: A Journal of Comparative and International Education. ISSN 0305-7925. 43(2), s. 265–266. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk (2013). Nord-sør-samarbeid avsluttet. [Internet]. HiOA nettsider. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk (2013). Når språk blir fattige. [Journal]. Changemaker Magasinet. Fulltekst i vitenarkiv
• Holmarsdottir, Halla (2013). Continuing education for gender equality in teacher education. Fulltekst i vitenarkiv
• Holmarsdottir, Halla (2012). Regional cooperation in academic capacity building – added value or added challenges? Fulltekst i vitenarkiv
• Holmarsdottir, Halla (2012). North-South and South-South research collaboration: Reflections on what it is and why we are doing it. Fulltekst i vitenarkiv
• Holmarsdottir, Halla (2012). Exploring Gender Equality and Equity in Education: A comparative look at Sudan and South Africa. Fulltekst i vitenarkiv
• Breidlid, Anders; Holmarsdottir, Halla & Elbia, Alawia Farag (2012). Regional cooperation in academic capacity building.added value or added challenges? Fulltekst i vitenarkiv
• Holmarsdottir, Halla; Nilsen, Anne B Sølvberg; Leer, Lars; Carm, Ellen & Christensen, Cato (2012). Migrasjon – før, nå og i fremtiden. Fulltekst i vitenarkiv
• Holmarsdottir, Halla (2012). Jafnrétti kynjanna og menntun í Afríku. Fulltekst i vitenarkiv
• Holmarsdottir, Halla (2012). Jenters utdanning i post-konflikt Afrika. Fulltekst i vitenarkiv
• Holmarsdottir, Halla (2012). Postcolonial feminist theories and analytical approaches. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk (2011). Gender, Education and Development: The NORAD NUFU program and GEEP. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk (2011). Utdanning til hva? om utdanning og utvikling i Afrika. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk (2011). Doing gender: understanding empowerment and education locally. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk (2011). Local conceptions and practices of global gender goals: Comparing post-conflict Southern Sudan and South Africa. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk (2011). Girls' education in post-conflict Southern Sudan and South Africa. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk (2011). Global and local educational discourses on gender equality and equity. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk (2011). The Dialectic between Global Gender Goals and Local Empowerment: girls’ education in Southern Sudan and South Africa. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk (2010). Gender Equality and Education in Sudan and South Africa. Fulltekst i vitenarkiv
• Holmarsdottir, Halla Bjørk (2010). Gender Equality, Education and Poverty. Fulltekst i vitenarkiv
• Casamassima, Gianna; Eickelmann, Birgit; Labusch, Amelie; Drossel, Kerstin; Barbovschi, Monica & Gudmundsdottir, Greta Björk [Vis alle 13 forfattere av denne artikkelen] (2022). Beyond participation: Video workshops across Europe to engage in research with children and young people and teacher candidates as collaborators investigating ICT in education. DigiGen - Brüssel / University of Paderborn. Fulltekst i vitenarkiv Vis sammendrag

  This paper presents a description of the innovative method of video workshops used in the DigiGen project and its implementation in the field of ICT in education in five European countries. This method aims at investigating children’s and young people’s reflections and perceptions on education preparing them for life in the digital age in Estonia, Germany, Greece, Norway, and Romania. Drawing on the collaborative ethnography approach followed in the DigiGen project, one important aspect of the video workshops is the participation of children and young people - together with teacher candidates - as co-researchers and experts. However, this paper is primarily intended to provide insights into the implementation of the video workshop method in these five countries and some initial implications that result from this.

• Eickelmann, Birgit; Casamassima, Gianna; Labusch, Amelie; Drossel, Kerstin; Sisask, Merike & Teidla-Kunitsõn, Gertha [Vis alle 13 forfattere av denne artikkelen] (2022). Children and young people’s narratives and perceptions of ICT in education in selected European countries complemented by perspectives of teachers and further relevant stakeholders in the education context. DigiGen - Brüssel / University of Paderborn. doi: 10.5281/zenodo.7152391. Fulltekst i vitenarkiv Vis sammendrag

  In this report the main findings of work package 5 ‘ICT in education’ in the five countries Estonia, Germany, Greece, Norway, and Romania are presented, exploring how children and young people regard their education in terms of preparing them for future life in the digital age. The findings are not only reported on the perspectives of children and young people but are also enriched by results from interviews with teachers and national stakeholders. This report is thus intended to provide broad insights

• Seland, Idunn; Aldrich, Richard; Ayllón, Sara; Barbovschi, Monica; Barbuta, Alina & Brugarolas, Pablo [Vis alle 29 forfattere av denne artikkelen] (2022). Understanding children and young people as digital citizens. DigiGen - The impact of technological transformations on the digital generation. Fulltekst i vitenarkiv Vis sammendrag

  The DigiGen project address the impact of technological transformations on the Digital Generation – of children’s and young people’s everyday lives focusing on the domains of home (family), their leisure time, education, and their civic participation. Our goal has been to uncover both the harmful and beneficial effects of digitalization on children and young people’s skills and competence, wellbeing, involvement in bullying/harassment, level of trust and processes of democratization. This is achieved through uncovering in what ways children and young people use digital technology and with whom they interact, in what ways digital technology is meaningful to them and how digital technology may be seen as enabling or disabling their wants and needs. For this purpose, the project has developed a conceptual model to understand children’s and young people’s shaping of digital technology within and across the domains of their everyday lives, labelling these domains the digital ecosystems. The model considers the vulnerability and risks that the younger generation face but also the competence-building, skill-enhancing creativity brought forth by their own initiative and agency. Through the active involvement of children and young people, the project has been designed to generate insights that have the potential to impact upon developing effective policies and practices across Europe. Furthermore, the inclusion of children and young people as co-researchers has allowed us to uncover what is meaningful to them when using digital technology and what is less meaningful. This working paper builds on extensive qualitative data collected in 2020-2022 through individual interviews, focus group interviews and observation from 588 children and young people aged 5 to 18 in eight European countries, in addition to secondary analyses of existing databases on European children’s and young people’s well-being highlighted through their use of digital technology. Also, parents,teachers and other stakeholders have been interviewed. The analyses of qualitative data in this report have been prepared by scoping reviews of existing literature within each of the four domains. Following three years of research on the impact of digital transformations on children and youth, DigiGen has developed recommendations for policy and practice, acknowledging the need for proper governance distribution to support children in the digital era: through regulation, industry self-regulation, and civil society’s awareness raising.

• Eickelmann, Birgit; Barbovschi, Monica; Casamassima, Gianna; Drossel, Kerstin; Gudmundsdottir, Greta Björk & Holmarsdottir, Halla Bjørk [Vis alle 13 forfattere av denne artikkelen] (2021). The younger generation’s views on how their education is preparing them for the digital age against the background of COVID-19. Paderborn University. Fulltekst i vitenarkiv Vis sammendrag

  This paper presents qualitative interview research on ‘Information and communication technology (ICT) in education’ against the background of the COVID-19 pandemic. The exploratory Pilot Study COVID-19 Add-On set out to investigate the reflections and perceptions of children and young people (aged 10-16) on the use of Information and Communications Technology (ICT) in education during the COVID-19 pandemic in five European countries. Primary empirical data was generated with interviews conducted between November 2020 and February 2021 in Estonia, Germany, Greece, Norway and Romania. Following the approach of collaborative ethnography taken in the European DigiGen project, to gain insights into children’s and young people’s experiences and perceptions of ICT in education during the pandemic, it is important to note that children and young people are involved in this research as co-researchers and experts. Thus, the findings from this exploratory pilot study serve above all to further develop and adapt the instruments for the main survey on the topic of ICT in education. However, this paper is primarily intended to provide insights into children’s and young people’s experiences and reflections and to further ensure that their voices are heard. In the semi-structured interviews conducted with children and young people across Europe, participants gave descriptive accounts of their own ICT devices, the ICT equipment provided by their schools, as well as the applications and software used. A broad picture is given of how ICT is integrated into teaching and learning during the pandemic period in different countries. Various benefits as well as challenges and risks of ICT use, also referring to mental health, emerged from the interview data as more flexibility on the one hand, along with greater responsibility

• Ayllón, Sara; Barbovschi, Monica; Casamassima, Gianna; Drossel, Kerstin; Eickelmann, Birgit & Ghețău, Cosmin [Vis alle 21 forfattere av denne artikkelen] (2020). ICT usage across Europe: A literature review and an overview of existing data. Universitat de Girona. doi: 10.6084/m9.figshare.12906737. Fulltekst i vitenarkiv Vis sammendrag

  This deliverable (Working Paper) consists of two main parts. First, we provide a literature review on the four main areas within DigiGen: family life, leisure time, education and civic participation. The review demonstrates the existing diversity of research on the relationship between digital technology and individual family members as well as the family system. This review also examines parental involvement and the negotiations in which parents and children are engaged in order to arrange the ways and the amount of Information and Communication Technologies (ICT) use during children’s leisure time, the risk areas and the most common digital practices. Furthermore, it contains the current state of research regarding ICT in/and education while considering the availability of ICT in schools, the actual use of ICT in schools, the computer and information literacy competencies of students and teachers’ experiences with ICT, among other aspects. Finally, we also refer to civic participation and political engagement of young people with the aim to understand the context within which the political behaviour of young people is manifested online and to assess the extent to which it affects offline political practices. Second, we provide an overview of existing databases in relation to ICT and the extent to which such data allows the analysis of at-risk groups among children and youth. The section is divided into two main parts by which the first one reviews existing databases at the international level and the second one covers national databases in the Consortium countries. Each database is presented in a table that contains general information about the database and about the ICT indicators that contains, whether certain at-risk groups can be identified in that given database and our subjective evaluation regarding the strengths and weaknesses of each database. When possible, we also comment on the potential improvement of the database for future analyses. Finally, the last section contains some concluding remarks that intend to summarize the information provided as well as the main strengths and weaknesses of current data for empirical research. Most importantly, we also identify the information lacking in current surveys and provide concrete recommendations for the improvement of the existing data that could enrich future analyses.

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