معرفی
Tove Stjern Frønes serves as a Researcher at the Department of Teacher Education and School Research within the Faculty of Educational Sciences at the University of Oslo. She functions as the Reading Expert for PISA Norway and the National Assessment of Reading Literacy since 2018, with prior advisory roles in these programs dating back to 2015.
Her educational foundation includes a 2017 PhD dissertation from the University of Oslo titled Reading and navigating the web. A study of students' navigation strategies, which established her expertise in digital reading comprehension. Earlier professional milestones include serving on Norway's reading expert group (2007-2009) and conducting doctoral research on online reading strategies (2009-2015).
Frønes' research centers on critical reading comprehension across physical and digital environments, with particular emphasis on students' navigation strategies in complex online texts, assessment methodologies for reading literacy, and equity issues in educational outcomes. Her work bridges cognitive psychology and educational practice through innovative methodologies including eye-tracking and logfile analysis to examine metacognitive processes during reading tasks.
Her publication trajectory from 2020-2025 reveals evolving focus areas: initial concentration on PISA assessment frameworks has expanded into critical digital literacy, multilingual reading contexts, and Nordic educational equity models. Recent works demonstrate growing attention to practical classroom applications, particularly in developing assessment frameworks for critical reading and analyzing how socioeconomic factors influence reading comprehension trajectories across international contexts.
No scientific awards were documented in the source materials. Her professional activities indicate no formal student advising roles but significant contributions to national testing frameworks and international large-scale assessments.
Frønes operates within the Large-scale Educational Assessment (LEA) research group, where she contributes to Norway's participation in PISA and TIMSS surveys. Her current projects focus on strengthening reading culture in schools through evidence-based interventions that address both traditional literacy and emerging digital competencies required for critical engagement with online information.
