About
Marie Wejrum is a postdoctoral researcher at Karlstad University's Department of Swedish Language, where she has worked since 2013. She earned her PhD in Educational Work Research in 2024 with the thesis "Reading Beside the Lines: Lower Secondary Students' Critical Reading of Digital Multimodal Argumentative Texts" and currently leads the project "Instructional development for Digital Reading Comprehension" in collaboration with middle and lower secondary school teachers.
Education:
- PhD in Educational Work Research, Karlstad University (2024)
Wejrum's research centers on reading comprehension and pedagogy, specifically examining how children and adolescents critically interpret digital multimodal argumentative texts. Her work investigates meaning-making processes in complex digital environments and develops evidence-based instructional strategies to enhance students' analytical capabilities across Year 4-9 classrooms. She emphasizes practical applications of reading theory in contemporary educational contexts.
Her publication portfolio reveals consistent focus on bridging educational theory with classroom practice, spanning digital literacy, teacher professional development, and cross-cultural argumentation techniques. Key trends include classroom observation methodologies, culturally responsive teaching strategies, and the integration of technology in reading instruction across diverse subject areas.
Scientific Awards:
No scientific awards were mentioned in the provided text.
Wejrum actively shapes teacher development through her role as Programme Coordinator for the Master Programme in Subject-Specific Education and by designing commissioned training for in-service educators. Her professional development work combines instructional coaching with curriculum implementation in language, reading, and writing development. Collaborative projects like LISA-PLOT demonstrate her engagement in practice-oriented research linking teaching quality to student outcomes, though specific grant details remain undisclosed.
