Conference Agenda
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Please note that all times are shown in the time zone of the conference. The current conference time is: 19th Aug 2026, 21:30:11 EET
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31 SES 14 B: Reading / Belonging
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31. LEd – Network on Language and Education
Paper Lohkanlihkku (“Joy of Reading”): Co-developing a Digital Literacy Game for Five Sámi Languages through Indigenous Game Design and Endangered Language-in-Education Planning 1: University of Lapland, Finland; 2: Sámi University of Applied Sciences; 3: University of Jyväskylä; 4: Umeå University Presenting Author:Across Sápmi, Sámi education continues to face a structural shortage of high-quality, pedagogically appropriate, and up-to-date learning materials in Sámi languages. This challenge is particularly acute in early literacy education, where teachers often compensate by creating resources independently, leading to uneven pedagogical support, variable quality, and limited scalability (see Keskitalo, 2010; Outakoski 2015b). At the same time, strengthening literacy is a key lever for language vitality, educational equity, and children’s wellbeing in Indigenous language contexts. From a language didactic’s perspective, early literacy instruction in Sámi languages involves specific pedagogical challenges related to phoneme–grapheme correspondences, rich morphological structures, and pupils’ highly variable exposure to Sámi as a language of instruction. These linguistic characteristics directly shape how reading and writing can be taught, sequenced, and scaffolded in classroom practice. (See Juuso 2024; Kotavuopio 2019.)
This paper presents and analyses the development of Lohkanlihkku, a three-year cross-border Interreg Aurora development project designed to strengthen Sámi language vitality and literacy learning through a digital literacy game developed in five Sámi languages. The project aims to (1) enhance children’s early reading skills, (2) support teachers’ pedagogical competencies in literacy instruction, and (3) provide a motivating, freely accessible digital learning tool usable both in classrooms and at home. Lohkanlihkku (North Sámi for joy of reading) is also the name of the North Sámi version of the game. The project is a collaboration between the University of Lapland, University of Jyväskylä, Umeå University, and Sámi University of Applied Sciences, implemented in close cooperation with Sámi teachers, pupils, guardians, and regional educational stakeholders across national borders.
Lohkanlihkku builds on the GraphoLearn model (Finnish: Lukukupla), which originates from the extensively researched GraphoGame (Ekapeli). The model includes adaptive sequencing where learning tasks respond to individual learners’ literacy levels. While this provides a strong evidence-based pedagogical foundation, transferring such models into endangered Indigenous language contexts is not a straightforward technical process (see e.g., Richardson & Lyytinen, 2014). It requires careful alignment of linguistic structures, orthographies, phoneme–grapheme correspondences, and literacy progression with culturally meaningful design, alongside attention to the institutional conditions of Sámi education.
The objective of this study is to examine the development process of Lohkanlihkku through the dual lens of Indigenous game design and endangered language-in-education planning, focusing on the pedagogical, linguistic, and structural decisions required when designing a digital literacy intervention in multiple Sámi languages. In addition, the study explicitly draws on early literacy language didactics to examine how linguistic structures of Sámi languages inform pedagogical sequencing, task design, and instructional coherence in the game. Conceptually, the paper draws from Indigenous education scholarship emphasising culturally sustaining approaches, community-based knowledge practices, and educational self-determination, while also engaging language planning perspectives that highlight the importance of material infrastructure and pedagogical supports for minoritized language vitality (Linkola-Aikio et al, 2025) In addition, the study connects to digital pedagogies where educational technology is treated not only as a tool, but as a governance-relevant intervention shaping access, learning practices, and language futures.
The guiding research question is: How is a digital literacy game co-developed in multiple Sámi languages in ways that are linguistically accurate, pedagogically coherent, and culturally sustaining, while also responding to the structural realities of Sámi elementary education? Methodology, Methods, Research Instruments or Sources Used The study adopts a qualitative, community-engaged case study design grounded in the ongoing development process of Lohkanlihkku. The methodological approach is community-engaged and participatory, reflecting the project’s commitment to co-development with Sámi educational actors (Äärelä-Vihriälä et al 2025). Data consist of (1) development documentation and pedagogical design materials, (2) interviews and surveys with Sámi teachers, and (3) documented community workshops with teachers, pupils, guardians, and educational stakeholders. Teacher data focus on instructional sequencing, differentiation, pedagogical confidence, and classroom constraints, while workshop materials illuminate how cultural relevance is negotiated in practice. In-game pupil learning profiles are used descriptively to inform iterative design reflection. Data are analysed using thematic qualitative analysis across the documentation, teacher data, and workshop records, focusing on recurring decision points, tensions, and solutions in multilingual Indigenous educational technology development. Conclusions, Expected Outcomes or Findings Preliminary findings indicate that developing a digital reading game in Sámi languages is not merely a technical task of translating content into another language. Instead, it requires an integrated approach addressing (1) language variation and orthographic specificity, (2) coherent pedagogical sequencing in early literacy, (3) culturally meaningful and non-tokenistic design, and (4) the structural realities of Sámi elementary education. First, linguistic development work must account for variation across Sámi languages while maintaining pedagogical consistency and usability. Second, from a language didactics perspective, sequencing decisions in early literacy learning—especially phoneme–grapheme mapping, pacing, and differentiation—must be adapted to both the internal structures of the target languages and classroom teaching conditions. Third, cultural relevance is achieved not through surface-level symbols but through sustained co-design choices involving aesthetics, sound, usability, and learning motivation in ways that align with community expectations and children’s everyday experiences. Finally, the study highlights how digital learning tools inevitably interact with broader educational infrastructures, including limited access to materials, uneven teacher support, and the need for scalable resources across national borders. The paper argues that culturally sustaining educational technology for endangered Indigenous languages must be approached as a form of language-in-education planning and pedagogical infrastructure building. The Lohkanlihkku case demonstrates the promise of cross-border collaboration in supporting teachers and families, while also revealing design tensions that require careful ethical and educational navigation. By foregrounding development as an educational and ethical process—not merely translation or gamification—the paper contributes a timely case for discussions on equity, language rights, digitalisation, and Indigenous futures in education. References Ahmed, H., Wilson, A., Mead, N., Noble, H., Richardson, U., Wolpert, M., & Goswami, U. (2020). An evaluation of the efficacy of GraphoGame Rime for promoting English phonics knowledge in poor readers. Frontiers in Education, 5, Article 596. https://doi.org/10.3389/feduc.2020.596 Äärelä-Vihriälä, R., Linkola-Aikio, I.-A., Juuso, B.-E., & Keskitalo, P. (2025). Wilderness Babel: Duovdagat—Sámi ways of understanding land. International Journal of Wilderness, 31(2), 92–97. https://ijw.org/december-2025-2/ Glatz, T., Tops, W., Borleffs, E., Richardson, U., Maurits, N., Desoete, A., & Maassen, B. (2023). Dynamic assessment of the effectiveness of digital game-based literacy training in beginning readers: A cluster randomised controlled trial. PeerJ, 11, e15499. https://doi.org/10.7717/peerj.15499 Heikkilä, R., Hautala, J., Rantanen, V., Nieminen, L., Pocknell, M., Latvala, J.-M., & Richardson, U. (2025). How serious are serious game assessments of reading and reading-related skills? Human Technology, 21(3), 548–575. Helander, N. Ø. (2016). Ohppojuvvon ja sohppojuvvon giella: Gielladiđolašvuohta, čálamáhttu ja guovttegielatvuohta (Doctoral dissertation). Sámi allaskuvla. Juuso, B.-E. (2024). Jietnadagas bustávvii – bustávas jietnadahkii: Sámegielat álgooahpahusa ohppiid teknihkalaš lohkandáidu (Doctoral dissertation). Sámi allaskuvla. Keskitalo, P. (2010). Saamelaiskoulun kulttuurisensitiivisyyttä etsimässä kasvatusantropologian keinoin (Doctoral dissertation). Sámi allaskuvla. Kotavuopio, L. (2019). Esi- ja alkuopettajien näkemyksiä lukemaan opettamisesta pohjoissaamen kielellä (Master’s thesis). University of Jyväskylä. Laiti, O. (2021). Old ways of knowing, new ways of playing: The potential of collaborative game design to empower Indigenous Sámi (Doctoral dissertation). University of Lapland. Linkola-Aikio, I.-A., Äärelä-Vihriälä, R., & Keskitalo, P. (2025). Leadership transforming the past and present educational landscape in Sápmi. In E. Conde & C. Wood-Donnelly (Eds.), The Routledge handbook of Arctic governance (pp. 168–185). Routledge. https://doi.org/10.4324/9781003371885-12 McCarty, T. L., & Tollefson, J. W. (2002). Between possibility and constraint: Indigenous language education, planning, and policy in the US. In J. W. Tollefson (Ed.), Language policies in education: Critical issues (pp. 285–308). Lawrence Erlbaum Associates. McTigue, E. M., Solheim, O. J., Zimmer, W. K., & Uppstad, P. H. (2019). Critically reviewing GraphoGame across the world: Recommendations and cautions for research and implementation of computer-assisted instruction for word-reading acquisition. Reading Research Quarterly, 55(1), 45–73. https://doi.org/10.1002/rrq.256 Outakoski, H. (2015). Multilingual literacy among young learners of North Sámi: Contexts, complexity and writing in Sápmi (Doctoral dissertation). Umeå University. Richardson, U., & Lyytinen, H. (2014). The GraphoGame method: The theoretical and methodological background of the technology-enhanced learning environment for learning to read. Human Technology, 10(1), 39–60. Smith, L. T. (2021). Decolonizing methodologies: Research and Indigenous peoples (3rd ed.). Bloomsbury Publishing. 31. LEd – Network on Language and Education
Paper Between Digitization, Differentiation and Implementation: Results of a Mixed-Method Study on Effectiveness of Reading Promotion in Primary Education 1: Private Pädagogische Hochschule Augustinum, Austria; 2: Inclusive Education Unit, Department of Education Research and Teacher Education, University of Graz, Graz, Austria; 3: Department of Rehabilitation Sciences, Education for Individuals with Speech and Communication Impairment Unit, Humboldt University Berlin Presenting Author:eading competences and digital literacy are fundamental prerequisites for participation in education and lifelong learning (European Commission. Directorate General for Education, Youth, Sport and Culture., 2019). Especially when our reading activities are often shifting to digital formats (Cataño Lopera, 2023), it is crucial to establish these skills in primary school (Österreichisches Sprachen-Kompetenz-Zentrum [ÖSZ], 2023). Studies show varying results concerning reading comprehension (Li & Yan, 2024). Studies record better performance in reading comprehension in print settings (Mangen et al., 2013) or in digital settings influenced by tablet familiarity (Chen et al., 2014). Therefore, reading instruction faces the challenges of adapting teaching to increasingly digital reading behaviour (Philipp, 2020) and of declining reading proficiency at the end of primary school (Schmich et al., 2023). Reading instruction should consider both the criteria of qualitative reading instructions of Maik (2014) and evidence based approaches (Rosebrock & Nix, 2020). This study addresses the ECER 2026 theme Knowing and Acting by examining how evidence-based digital reading interventions can be effectively implemented in heterogenous classrooms. It builds on the XXX project (XXXXX), which developed and evaluated differentiated, cross-curricular digital reading materials for Austrian primary schools to promote reading comprehension. This allowed for individual support while encouraging and requiring students´ independent work and thereby realizing inclusive classroom practices. The reading materials were developed based on evidence-based approaches that have been innovatively implemented in a digital context. For this purpose, the intervention group was divided into three subgroups. Each group received differentiated digital material with a different evidence-based reading comprehension approach: vocabulary work (Schabmann et al., 2012), reading strategies (Rosebrock & Nix, 2020) and the promotion of reading fluency through audio files (Walter, 2018). The materials also include elements of of gamification (Deterding et al., 2011) and cooperative learning (Gillies, 2016). The materials are differentiated fourfold and thus offer quantitative (text, sentence and word length) and qualitative (lexical and syntactic complexity) differentiation while focusing on the same subject. Beyond questions of effectiveness, the project addresses implementation processes, focusing on the treatment fidelity. Therefore, this study attempts to answer the questions to what extent do three intervention groups differ in (a) their reading development, (b) the implementation of the materials and (c) in the evaluation of the lesson concept? Methodology, Methods, Research Instruments or Sources Used The study is guided by a parallel mixed-methods design (QUAN + QUAL) to evaluate the digital intervention in third-grade classes at Austrian primary schools. Quantitative and qualitative research approaches (Hagenauer et al., 2023) are used to obtain a holistic understanding: reading comprehension tests, questionnaires, interviews, classroom observations (N = 37) and screen recordings (N = 197). 41 teachers participated in the study and attended a two-part teacher training to learn how to implement the materials (from November 2024 to March 2025). The intervention group (N = 708) was divided into three subgroups. Each subgroup received the same differentiated reading material but with another focus on fostering reading comprehension: reading strategy (n = 225), audio support (n = 259) and vocabulary work (n = 220). The control group consists of 204 students. A pre-post design was used to assess reading comprehension with the standardised GraLeV (Grazer Leseverständnistest, Paleczek et al., 2023). An ANOVA was calculated in SPSS V30 to evaluate the development of reading comprehension and to analyse the potential of methods of reading promotion. For further insights, 34 interviews were conducted with the participating teachers. The interview guide focused on 11 topics (e.g., questions about the use of XX materials in class). The interviews were analysed according to Mayring (2015) with MAXQDA resulting in 2357 segments. To capture the students' perspectives and experiences, two questionnaires (N = 599, N = 603) were conducted with the XX students. The questionnaires consisted of 9 sections (e.g., students´ opinion on elements that support reading comprehension) and included 51 questions (e.g., “The XXX-materials use words I am familiar with.”). The results of the questionnaires were analysed using descriptive statistics in Excel but also with t-tests for group comparisons in SPSS V30. The form used for the lesson observations was piloted by two raters, resulting in consistent interrater reliability (Cohen's kappa: .806). It was used to assess 12 aspects (e.g., the teacher's instructional behaviour). Conclusions, Expected Outcomes or Findings The study attempts to identify approaches to digital reading instruction, drawing on evidence-based knowledge to enable innovative and inclusive actions in classrooms. Preliminary results indicate significant improvements in reading comprehension across all three reading promotion approaches (audio, vocabulary, reading strategy) over time. Due to significant interaction effects between time and reading promotion approaches (F = 4.137, p = .016), post-hoc tests show that the greatest positiv development in reading comprehension are significant for the group with a reading strategy-focused approach (p = .044). At the same time, lesson observations reveal substantial variation in how teachers implemented the materials. They show a ranging from implementation of the manualised concept to selective adaptation or omission of specific elements. Teachers see advantages (e.g., text topics, differentiation) but also disadvantages (e.g., technology, playful understanding) in the use of the materials. Generally, they describe a motivated and active reading lesson enabling individual support. Students rate elements of the materials as varying in their usefulness in supporting reading comprehension. Female students (M = 3.04, p = .032, d = 1.079) consider cooperative task formats to be more supportive than male students. Second language learners (M = 3.04, p <.001, d = 1.184) and those with SEN (M = 2.55, p = .002 and d = 1.215) find the function of having a text read aloud more helpful in supporting their reading comprehension than their peers. The mixed-methods approach enables insights to be gained from the perspectives of students, teachers and researchers. This results in a synthesis of various understandings, demonstrating that the effectiveness of digital reading instruction is closely linked to its implementation. By combining Mixed-Methods, the paper contributes to research on innovative, inclusive methodologies and highlights conditions under which digital learning environments can bridge knowing and acting in inclusive classrooms References Cataño Lopera, G. A. (2023). Reading, Writing and Reading Comprehension: Coexistence between Printed and Digital Media. European Journal of Education and Pedagogy, 4(2), 77–84. https://doi.org/10.24018/ejedu.2023.4.2.597 Chen, G., Cheng, W., Chang, T.‑W., Zheng, X., & Huang, R. (2014). A comparison of reading comprehension across paper, computer screens, and tablets: Does tablet familiarity matter? Journal of Computers in Education, 1(2-3), 213–225. https://doi.org/10.1007/s40692-014-0012-z Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness. In A. Lugmayr, H. Franssila, C. Safran, & I. Hammouda (Eds.), Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments (pp. 9–15). ACM. https://doi.org/10.1145/2181037.2181040 European Commission. Directorate General for Education, Youth, Sport and Culture. (2019). Key competences for lifelong learning. Publications Office. https://doi.org/10.2766/569540 Gillies, R. M. (2016). Cooperative Learning: Review of Research and Practice. Australian Journal of Teacher Education, 41(3), 39–54. https://doi.org/10.14221/ajte.2016v41n3.3 Li, Y., & Yan, L. (2024). Which reading comprehension is better? A meta-analysis of the effect of paper versus digital reading in recent 20 years. Telematics and Informatics Reports, 14, 100142. https://doi.org/10.1016/j.teler.2024.100142 Maik, P. (2014). Leseunterricht in der Grundschule - vom Ist-Zustand und vom Soll-Zustand. Was Beobachtungsstudien lehren. Deutsche Gesellschaft für Lesen und Schreiben DGLS. https://irf.fhnw.ch/entities/publication/bbb5a581-8c2e-43dc-b8a9-24d7c9d1ea1f Mangen, A., Walgermo, B. R., & Brønnick, K. (2013). Reading linear texts on paper versus computer screen: Effects on reading comprehension. International Journal of Educational Research, 58, 61–68. https://doi.org/10.1016/j.ijer.2012.12.002 Mayring, P. (2015). Qualitative Inhaltsanalyse: Grundlagen und Techniken (12., vollständig überarbeitete und aktualisierte Aufl.). Beltz Pädagogik. Beltz. Österreichisches Sprachen-Kompetenz-Zentrum (Ed.). (2023). #LesenDigital ─ Leseförderung in einem digitalisierten Unterricht (978-3-200-09427-7). Paleczek, L., Seifert, S., Franz, A., Riedl, S., & Wohlhart, D. (2023). GraLeV. Grazer Leseverständnistest. https://doi.org/10.23668/PSYCHARCHIVES.13525 Philipp, M. (2020). Reading into the Future?! In K. Kasper, S. Hofhues, D. Schmeinck, M. Becker-Mrotzek, & J. König (Eds.), Bildung, Schule, Digitalisierung (pp. 83–89). Waxmann Verlag. Rosebrock, C., & Nix, D. (2020). Grundlagen der Lesedidaktik und der systematischen schulischen Leseförderung (9., aktualisierte Neuauflage). Grundlagen der Lesedidaktik / von Cornelia Rosebrock/Daniel Nix: Vol. 1. Schneider Verlag Hohengehren GmbH. Schabmann, A., Landerl, K., Bruneforth, M., & Schmidt, B. M. (2012). Lesekompetenz, Leseunterricht und Leseförderung im österreichischen Schulsystem. Analysen zur pädagogischen Förderung der Lesekompetenz. https://doi.org/10.17888/NBB2012-2-1 Schmich, J., Wallner-Paschon, C., & Illetschko, M. (2023). PIRLS 2021. Die Lesekompetenz am Ende der Volksschule. Erste Ergebnisse. https://doi.org/10.17888/PIRLS2021-EB.2 Walter, J. (2018). Zur Effektivität der Förderung der Leseflüssigkeit auf der Basis von Hörbüchern in Kombination mit wiederholtem Lesen: Weitere Evidenz. Advance online publication. https://doi.org/10.25656/01:16597 31. LEd – Network on Language and Education
Paper Does Recognition Matter? Supporting Families Sense of Belonging with an Immigrant Background in Superdiverse Early Childhood Education University of Helsinki Presenting Author:In Finland, immigration has steadily increased over the past two decades, reflecting the broader global movement of people across borders, driven by social dynamics and crises such as the war in Ukraine (European Commission, 2022). As a result of these global shifts, the Finnish education system has seen a significant rise in the number of children with immigrant backgrounds. Despite the growing number of immigrant families in Finnish Early Childhood Education and Care (ECEC), research in this field remains limited (Arvola et al., 2020; Lastikka, 2019; Lastikka & Lipponen, 2016). This is particularly important given recent studies indicating that the general Finnish population perceives a lower level of well-being than in the past, with young people with an immigrant backgrounds at even greater risk of exclusion compared to the majority population (Kilpi-Jakonen et al., 2024; Rajavuori, 2024). This highlights the need for further research, particularly into families' lived experiences. This paper will examine the impacts of rising immigration and societal diversity through the lens of superdiversity as a concept. The concept of superdiversity was developed by Steven Vertovec (2007) as a critique of traditional multiculturalism. It recognises the need to group populations according to more complex demographics. Previous studies (Lavanti et al., 2025) have examined on how to support families with an immigrant background to achieve socially sustainable well-being in superdiverse Finnish ECEC settings. The study viewed a sense of belonging, the need to be loved and to be part of something, as a fundamental human need and a vital aspect of socially sustainable well-being within the ECEC context. The results highlight the need to explore the deeper meaning of belonging. Therefore, this conceptual paper focuses on another vital human need and important aspect of well-being, recognition (Honneth, 1995; Taylor, 1994). Feeling loved, respected and recognised contributes to quality of life and is an essential part of a sense of belonging (Laitinen, 2022). The aim is to find how the recognition has been used in educational studies and how it contributes to families' sense of belonging and human flourishing in educational studies. Human flourishing can be seen as part of the well-being concept, with well-being being the umbrella term for it. The concept of human flourishing originates from the ancient Greek philosopher Aristotle's (Ryan et al., 2014) notion of eudaimonia, which equates to living a good life. Methodology, Methods, Research Instruments or Sources Used . Conclusions, Expected Outcomes or Findings . References Arvola, O., Reunamo, J., & Kyttälä, M. (2020). Kohti kieli-ja kulttuuritietoista kasvatusta. Kasvattajat lasten osallisuuden mahdollistajina varhaiskasvatuksen oppimisympäristöissä. Ammattikasvatuksen aikakauskirja, 22(1), 44-60. Honneth, A. (1995). The fragmented world of the social: essays in social and political philosophy. State University of New York Press. Laitinen, S. (2022). Work-related well-being profiles among health education teachers. Education Sciences, 12(5), 343. Lastikka, A. L., & Lipponen, L. (2016). Immigrant Parents' Perspectives on Early Childhood Education and Care Practices in the Finnish Multicultural Context. International Journal of Multicultural Education, 18(3), 75-94. Lavanti, L., Kuusisto, A., & Harju-Luukkainen, H. (2025). ECEC: personnel perspectives on supporting families with an immigrant background living in Finland. In Handbook on Families and Education (pp. 176-190). Edward Elgar Publishing. Ryan, R. M., & Martela, F. (2016). Eudaimonia as a way of living: Connecting Aristotle with self-determination theory. In Handbook of eudaimonic well-being (pp. 109-122). Cham: Springer International Publishing. Taylor, C. (1994). Multiculturalism: Examining the politics of recognition. Princeton University Press, 41 William St., Princeton, NJ 08540.. Vertovec, S. (2007). Super-diversity and its implications. Ethnic and racial studies, 30(6), 1024-1054. | ||