Background and experience
I hold academic degrees in language, literature, and project management, and earned a PhD in linguistics with a specialization in writing didactics. I have a professional background as a schoolteacher and experience as both a fiction and non-fiction author, including the development of textbooks for upper secondary education and editorial work on scholarly anthologies. As a researcher, I have contributed to projects exploring writing, technology, and didactic practices in Norwegian, Nordic, and international contexts.
Areas of responsibility
I am responsible for the thematic area Language, Text, and Technology in Early Childhood Education, Schools, and Teacher Education at Udforsk – Centre for Educational Research at the University of Agder. At UiA, I lead a subject group in Norwegian didactics. I supervise students at the master’s and PhD levels and am actively involved in national and Nordic networks for L1 didactics and writing research. In recent years, I have also been responsible for professional development of teaching staff in partner schools through the national initiative for decentralized competence development.
Teaching
My teaching responsibilities are connected to the discipline of Nordic and Media Studies and to teacher education programs. I teach topics such as Norwegian didactics, reading, writing, critical literacy, the use of digital tools, and generative artificial intelligence. I educate and provide continuing education for teachers, including through participation in national initiatives for competence development. In addition, I offer courses and engage in research dissemination, particularly on the pedagogical use of generative artificial intelligence in schools.
Research
In my doctoral research, I examined collaborative writing among adolescents using digital tools, with a particular focus on how technology shapes writing processes and text production. As a researcher, I am now especially interested in writing with generative artificial intelligence in schools. I participate in several projects exploring how these tools transform students’ writing practices and the didactic implications for teaching and assessment.