Leader (Lüneburg)

Leader (Lüneburg)

Prof. Dr. Christine Garbe


1. Academic career

  • Since 1996 | Professor of German Language and Literature and its Didactics within the faculty of Education at the Leuphana University, Lueneburg; since 1998 also lecturer in department for Applied Cultural Sciences (in area of Language and Communication)
  • 1991 | Doctorate (PhD) (FU Berlin: thesis on "Die 'weibliche' List im 'männlichen' Text. Jean-Jacques Rousseau in der feministischen Kritik" (1992)
  • 1990-1996 | Academic assistant at the Department of German Language and Literary Studies, FU Berlin ("Literary Socialisation and Reading Materials for Girls and Women")
  • 1985-1990 | Free-lance work as lecturer and author
  • 1983-1985 | Qualification as grammar school teacher for the subjects German, History and Politics, in Berlin
  • 1978-1982 | Cooperation in a research project led by Prof. Dr. Hartmut Eggert on the Didactics of Literature at the Free University (FU) Berlin, including publications in numerous cultural-politics journals; work on dissertation concerning the reading history of women (sponsored by the Ev. Studienwerk Villigst)
  • 1971-1977 | Grammar-school teacher-training studies in subjects: German Language and Literature, History, Social and Educational Sciences at Hanover University (on scholarship awarded by Protestant Student Foundation, Villigst)
  • 1971 | School graduation certificate from Neusprachliches Gymnasium Großburgwedel (Grammar School for Modern-Languages)


2. Research / Project research

  • since 2006 | Coordinator of EU-project within SOCRATES-programme: "ADORE. Teaching Struggling Adolescent Readers. A Comparative Study of Good Practice in European Countries", with 11 European countries (project budget 630.000 Euro), duration: November 2006-March 2009
  • since 2004/2005 | Co-Founder of an interdisciplinary research-centre for "Media-culture and Media-socialisation" at Leuphana University, Lueneburg (with 7 professors from 5 disciplines), work with emphasis on "The acquisition of Literacy and Media-competence in Childhood and Adolescence"
  • 1998-2004 | Member of DFG-research group focussing on "Reading Socialisation in a Media­ Society"
  • 1998-2001 | Leader of DFG-research project "Gender- difference and Reading Behaviour in Adolescence. How Reading matters in Me­dia Use of contemporary Adolescents " as part of research focussing on "Reading Socialisation in a Media Society"
  • 1997 | Application for research focussing on "Reading Socialisation in a Media­ Society" with DFG (together with Hartmut Eggert, Norbert Groeben and Bettina Hurrelmann)
  • 1996-1998 | Co-leader (together with Hartmut Eggert) in the DFG- research project "Literary Intellectualism in a Media Society. Media-biographical Case-studies regarding intellectual Socialisation of young Adults" at the FU Berlin
  • 1977-1978 | Participation in DFG-Research project "How Students deal with Texts in Literary Lessons at School" at the Department of German Language and Literature, FU Berlin (Eggert/Berg/Rutschky) [DFG = German Research Foundation, funded by the German Government]


3. Transfer-Projects and Conference-organisation (Selection)

  • Since 2007 | Co-initiator of the annual " Lüneburg liest!" week. ("Lueneburg is reading!") (www.lueneburg-liest.de)
  • 2006 Co-initiator of the "Netzwerk Leseförderung Lüneburg e.V." (www.netzwerk-lese­foerderung.de) (Reading-Promotion Network, Lueneburg)
  • 2002-2004 | Co-organiser of the biennual Conference of the "Symposion Deutschdidaktik e.V." on "Empi­rical Progress in the Teaching and Learning of German Language and Literature" at the University of Lueneburg
  • 2000-2002 | Co-organiser of the biennual Conference of the "Symposion Deutschdidaktik e.V." on "German Lessons and Media Development" at the University of Jena


4. Research Focus

The study of German literature and its teaching, in particular: research on literary socialisation und reading behaviour, media socialisation of children and adolescents (especially focussed on gender differences) und empirical research on literary reception; research on literature and media for children and adolescents; research on gender and literature in 18th-21st Century.

 

Prof. Dr. Swantje Weinhold


1. Academic career

  • Since 2005 | Professor of German Language and Literature and its Didactics in the Faculty of Education at Leuphana University, Lueneburg
  • 2002-2005 | Junior professor for German Language and Literature and its Didactics with focus on research on text-writing and text-didactics within the context of new media at the Institute for German Language and Literature and its Didactics, University of Lueneburg
  • 2002 | Research assistant (Wissenschaftliche Assistentin) for the Section for German Language and Literature, at German language and Didactics Department, TU-Brunswick
  • 1999-2001 | Research lecturer (Wissenschaftliche Mitarbeiterin) at Institute for German Language and Literature and its Didactics, University of Lueneburg
  • 1998-2001 | Free-lance work at Institute for Developmental and Learning Therapy, a state- recognised body involved in open youth-work in Lower Saxony. Work with focus on diagnosis, counselling, therapy for children, adolescents and adults
  • 1999 | Doctorate (PhD) at Department of Educational Sciences, University of Hamburg; thesis: "Text als Herausforderung. Zur Textkompetenz am Schulanfang" (Text as a Challenge. Literacy Skills of School-Beginners)
  • 1995-1998 | Scholarship from Graduate Seminary ('Graduierten Kolleg') 'Aesthetical Education' ('Ästhetische Bildung') and lecturer at Department of Educational Sciences, Institute for Language Didactics, University of Hamburg
  • 1900-1995 | Student of Educational Sciences (focus on didactics of German), German language and Spanish at the University of Hamburg, graduated: Magister Artium M.A.


2. Research / Project research

  • Since 2006 | Member of project-leader group for EU Project in SOCRATES programme: "ADORE. Teaching Struggling Adolescent Readers. A Comparative Study of Good Practices in European Countries" with 11 European countries (project budget 630,000 Euro), duration November 2006 - March 2009.
  • 2004-2007 Research project on written language aquisition, 'Entwicklungsverläufe im Lesen- und Schreibenlernen in Abhängigkeit verschiedener didaktischer Konzepte (ELSAK). Eine empirische Längsschnittuntersuchung in Klasse 1-4'. ('Course of development in learning to read and write, dependent on various didactical concepts (ELSAK). A statistical longitudinal section investigation of years 1-4') Three different concepts of didactics and methods for learning to read and write in primary school were investigated: working with workbooks, the method 'learn writing by reading' and the syllable-analysis method which has hitherto not been researched empirically. The concepts are distinguished as to their linguistic base or their degree of regulation/openness. The data concerning reading and writing, gathered over a period of two or four school-years involving 13 classes (n= 256), with the help of both standardised and non-standardised procedures, was analysed using a specially developed concept-contrasting computer programme. This programme was built on the idea that German spelling rules (orthography) have a phonological root, and was supplemented by standardised analysis procedure based on the concept of a phoneme-grapheme correspondence. Shadowing, filling out lesson-protocols, analysing work-papers and having teachers regularly fill out questionnaires were methods employed as a control for the variable 'lesson'.
  • 2001-2003 Research project on learning to write, in the context of new media: 'What do school-children know about writing texts or about using the computer as a tool?' ('Was wissen Grundschulkinder über das Textschreiben und über den Computer alsSchreibwerkzeug?'). An empirical survey on the basis of the analysis of partly standardised interviews of 120 single fourth-year primary school children, in which insight was gathered as to how text-production processes are displayed in schools and how involving computers affects learning to write.
  • 1996-1999 Thesis on school-beginners' text-writing: Survey involving 300 childrens' texts written in their first school year, showing how distinctive features of literacy skills can be ascertained, on the basis of concepts and findings from research on reading. Published 2000 by Fillibach-Verlag under the title: 'Text als Herausforderung. Zur Textkompetenz am Schulanfang' ('Text as a Challenge. Literacy Skills of School-Beginners').


3. Research Focus

Research on writing, text-production, written-language acquisition (learning to read and write), orthography, didactics of spelling, dyslexia.


4. Selected Publications

Author and/or editor

  • Weinhold, Swantje/Naumann, C.L.: Der Kompetenzbereich Rechtschreiben in der Grundschule. In: Granzer, D./Bremerich-Vos (Hrsg.): Bildungsstandards für die Grundschule: Deutsch konkret. IQB Berlin 2008 (i.D.)
  • Weinhold, Swantje: Schreiben in der Grundschule. In: Feilke, Helmuth/Pohl, Torsten (Hrsg.): Texte verfassen. Baltmannsweiler: Schneider (i.D.)
  • Weinhold, Swantje. (Hrsg.) (2006): Schriftspracherwerb empirisch. Konzepte, Diagnostik, Entwicklung. Schneider Verlag Hohengehren.
  • Weinhold, Swantje (2006): Entwicklungsverläufe im Lesen- und Schreibenlernen in Abhängigkeit verschiedener didaktischer Konzepte. Eine Longitudinalstudie in Klasse 1-4. In Weinhold, Swantje (Hrsg.): Schriftspracherwerb empirisch. Konzepte, Diagnostik, Entwicklung. Schneider Verlag Hohengehren, S. 120-151.
  • Weinhold, Swantje (2005): Narrative Strukturen als Sprungbrett in die Schriftlichkeit?. In Wieler, Petra (Hrsg.): Narratives Lernen in medialen und anderen Kontexten (S.15). Freiburg i.B.: Fillibach Verlag.
  • Weinhold, Swantje (2005): Schriftspracherwerb. In Lange, Günter/Weinhold, Swantje (Hrsg.): Grundlagen der Deutschdidaktik. Sprachdidaktik, Mediendidaktik, Literaturdidaktik (S.3-30). Hohengehren: Schneider Verlag .
  • Weinhold, Swantje/Lange, Günter (Hrsg.) (2005): Grundlagen der Deutschdidaktik. Sprachdidaktik, Mediendidaktik, Literaturdidaktik (S.3-30). Schneider Verlag Hohengehren.
  • Weinhold, Swantje (2005): Schreibkonzepte von Grundschulkindern. Ergebnisse einer Befragung zum Textschreiben im Kontext neuer Medien. In Dehn, Mechthild; Hüttis-Graff, Petra (Hrsg.): Kompetenz und Leistung im Deutschunterricht. Spielraum für Muster des Lernens und Lehrens. Ein Studienbuch (S.110-126). Fillibach Verlag.
  • Weinhold, Swantje/Giese, Heinz, W./Osburg, Claudia (2003): Sprachunterricht in der Primarstufe. In Bredel, Ursula/Günther, Hartmut/Klotz, Peter/Ossner, Jakob/ Siebert, Ott, Gesa (Hrsg.): Handbuch Didaktik der deutschen Sprache (S.684-697). Paderborn: Schöningh.
  • Weinhold, Swantje (2002): Textkompetenz am Schulanfang. Ergebnisse einer Untersuchung von Texten aus dem ersten Schuljahr. In Portmann-Tselikas, Paul R./Schmölzer-Eibinger, Sabine (Hrsg.): Textkompetenz. Österreichische Beiträge zu Deutsch als Fremdsprache (S. 147-162). Graz: Studienverlag.

Articles in editions published in volumes

  • Weinhold, Swantje (2008): Texte schreiben. Schriftliche Kommunikation: In: Jürgens, E./Standop, J. (Hrsg.): Taschenbuch Grundschule, 4 Bände, Schneider Verlag Hohengehren 16-31.

Articles appearing in scientific journals

  • Hinney, Gabriele/Huneke, Hans-Werner/Müller, Astrid/Weinhold, Swantje (2008): Definition und Messung von Rechtschreibkompetenz. In: Böhnisch, Martin (Hrsg.): Didaktik Deutsch Sonderheft, S: 107-126
  • Weinhold, Swantje (2006): Über das Schreiben von Texten sprechen. In: Sache, Wort, Zahl. Lehren und Lernen in der Grundschule, Heft 79, S. 9-14.
  • Johanna Fay/Weinhold, Swantje (2006): Die Rechtschreibung beim Textschreiben. Eine besondere Aufgabe für Lernende und Unterricht. In Praxis Grundschule, Heft 4, S. 12-15.

 

AOR PD Dr. Karl Holle


1. Academic career

  • Since 2000 | Senior University Lecturer (Akademischer Oberrat) of German Studies Education at Institute for German Language, Literature and Didactics, University of Lueneburg, with focal point on reading-literacy and linguistic awareness
  • 2007 | Private Lecturer (Privatdozent) at Leuphana University Lueneburg; habilitation thesis: "Genese literaler Konzepte. Studien zur didaktischen Theorie schriftsprachlicher Konzepte" (Genesis of Literal Concepts. Studies concerning Theories of Conceptualization and Use of Written Language)
  • Since 2005 | Chairman of the "Arbeitskreis Lehrerbildung" (Teacher Training Team), a University of Lueneburg BA/MA task-force for the reconstruction of education courses
  • 2003-2005 | Dean of Study Affairs (Education Studies)
  • 1992-1998 | Co-author and co-editor of the German-language textbook "Mittendrin" (Right in the Middle) for grades 5-10 (Klett, Stuttgart 1993 et seq)
  • 1991-2000 | University Lecturer (Akademischer Rat) at University of Lueneburg
  • 1989 | Doctorate (PhD), at University of Lueneburg; thesis: "Lesemotivationen und Lesehandlungen. Theoretische Grundlegung und empirische Befunde" (Reading Motivation and Reading Agency. Theoretical Foundation and Empirical Findings) (Lang, Frankfurt/M. etc 1989)
  • 1972-1991 | Teacher of music, art and German in primary and secondary grades
  • 1973-1974 | Student at Teacher Training College, Lueneburg; state education examination in German studies for middle-school (Realschule)
  • 1969-1972 | Student at Teacher Training College, Lueneburg; state education examination in music, art, catholic religious studies


2. Research / Project research

Since 2006 | Member of project-leader group for EU Project in SOCRATES programme: "ADORE. Teaching Struggling Adolescent Readers. A Comparative Study of Good Practice in European Countries" with 11 European countries (project budget 630,000 Euro), duration November 2006 - March 2009.


3. Research Focus

Literacy development: reading-literacy, language awareness, literacy education, teaching German studies; the socio-genesis of literacy: ancient and medieval linguistics, history of written language and literacy


4. Selected Publications

  • Holle, K. (2009): Psychologische Lesemodelle und ihre lesedidaktischen Implikationen. In: Garbe, Chr., Holle, K., Jesch, T.: Lesen. Lesekompetenz, Textverstehen, Leseprozesse, Lesesozialisation. UTB StandardWissen Lehramt. Paderborn.
  • Holle, K. (2008): Sprechfiguren und Denkfiguren. Anmerkungen zu Augustinus' De dialectica und Aristoteles' De interpretatione. Auf: www.widerstreit-sachunterricht.de, Edition No. 10, March 2008.
  • Holle, K.; Garbe, C. (2007): Fachdidaktik und Unterrichtsqualität im (weiterführenden) Lesen. In: Arnold, K.H. (Eds.): Beiträge zur Unterrichtsqualität und Fachdidaktik. Klinkhardt: Bad Heilbrunn, 95-124.
  • Holle, K. (2006): Lesen im (antiken) akademischen Kontext. In: Fischer, A. & Hahn, G. & Karsten, M.E. (Eds.): Lehrerbildung – ein universitäres Kaldeioskop. Bertelsmann: Bielefeld, 99-111.
  • Holle, K.; Garbe, C.; von Salisch, M. (2006): Entwicklung und Curriculum: Grundlage einer Sequenzierung von Lehr-/Lernzielen im Bereich des (literarischen) Lesens. In: Groeben,N. & Hurrelmann, B. (Eds.): Empirische Unterrichtsforschung: Literatur- und Lesedidaktik. Juventa: Weinheim, München 2006, 115-154.
  • Holle, K. (2006): Flüssiges und phrasiertes Lesen (fluency). Lesetheoretische Grundlagen und unterrichtspraktische Hinweise. In: Weinhold, S. (Eds.): Schriftspracherwerb empirisch. Konzepte – Diagnostik – Entwicklung. Schneider: Hohengehren, 87-119.
  • Holle, K. (2006): Sprachbewusstsein und Sprachbewusstheit – Vorschlag für eine begriffliche Unterscheidung im Rahmen einer prozess- und strategieorientierten Didaktik sprachlichen Handelns. In: Peyer, A. & Kurzrock, T. (Eds.): Sprachreflexion im medialen Umfeld. Universität Lüneburg 2006, 112-245.
  • Holle, K. (2003): Prävention von Leseschwierigkeiten. Wieso das Lesenlernen nicht nur ein grundschuldidaktisches Problem ist. (Kämper v.d. Boogaart, M. (Eds.): Deutschunterricht nach der PISA-Studie. Reaktionen der Deutschdidaktik. Lang: Frankfurt/Main, 13-55.
  • Holle, K. (2002): Schreib-Lese-Prozesse, Lehrprozesse und Unterrichtsprozesse. In: Didaktik Deutsch 12, 4-22.
  • Holle, K. (2001): Die Genese literaler Konzepte – Merkmale eines Forschungsfeldes. In: Rossbach, H.-G. & Nölle, K. & Czerwenka, K. (Eds.): Forschungen zu Lehr- und Lernkonzepten in der Grundschule. Leske & Budrich: Oplade, 174-181.
  • Holle, K. (2000): Welchen Nutzen hat die Rekonstruktion von antiken sprachtheoretischen Ansätzen für das Verständnis von kindlichen vorgrammatischen Konzepten? In: Balhorn, H. & Giese, H. & Osburg, Chr. (Eds.): Betrachtungen über Sprachbetrachtungen. Grammatik und Unterricht (=9. Jahrbuch der Deutschen Gesellschaft für Lesen und Schreiben). Kallmeyer: Seelze, 98-105.