Lisbeth Elvebakk

Lisbeth Elvebakk is an Associate Professor at Oslo Metropolitan University, Faculty of Education and International Studies, Department of Primary and Secondary Teacher Education. She serves as Head of Studies for Area of Responsibility 3 and is a key member of the Text and Disciplinary Didactics research group. Her work centers on developing critical literacy and thinking in primary and secondary education, particularly through Norwegian language instruction and children’s literature.

Her research interests include critical literacy, teacher education, L1 didactics, multimodal text analysis, and pedagogical reflection. She explores how teacher students legitimize their teaching practices, engage with critical texts, and develop narrative and analytical skills. Her recent projects, such as the interdisciplinary KriT project, aim to build educational models for critical thinking using news and literature in classrooms.

Her publications from 2018 to 2024 demonstrate a strong trend in analyzing teacher student discourse, promoting cross-curricular teaching, and integrating digital and social media in literacy education. She frequently collaborates with scholars like Marte Blikstad-Balas, Dag Skarstein, and Inger Vederhus, publishing in Nordic journals such as Acta Didactica Norden, L1-Educational Studies in Language and Literature, and Nordic Journal of Literacy Research.

She has contributed to teacher training through textbooks like the Salto series and has disseminated her work at conferences including ECER and the Nordic Network for Research in First Language Didactics. Her work in educational innovation includes the use of FeedbackFruits for peer feedback in writing instruction.

• Associate Professor, OsloMet (current)
• Head of Studies – Area of Responsibility 3
• Research Group: Text and Disciplinary Didactics
• Project: Critical thinking in primary education (KriT)

She has not received any explicitly mentioned scientific awards. She advises no named students in the provided text. Her work involves both research and practical teaching development, with a clear emphasis on improving Norwegian language education through critical and reflective approaches.