Stig-Börje Asplund is Associate Professor at the Department of Educational Studies at Karlstad University in Sweden. He holds a PhD in Educational Work, and his main research interest is on classroom interaction and life story approaches, with a special focus on processes of identity construction and on boys' and young men's reading in and outside school.
Asplund, S-B., Olin-Scheller, C. & Tanner, M. (2018). Under the teacher’s radar: Literacy practices in task-related smartphone use in the connected classroom. L1-Educational Studies in Language and Literature, 18 (Open Issue), 1-26.
Asplund, S-B. & Pérez Prieto, H. (2017). Young working-class men do not read: Or do they? Challenging the dominant discourse of reading. Gender and Education, DOI: 10.1080/09540253.2017.1303825
Asplund, S-B. & Tanner, M. (2016). Navigating between disorder and control: Challenges and choices when teaching reading strategies in the L1 classroom. L1-Educational Studies in Language and Literature, 16 (Open Issue), 1-23.
Asplund, S-B. & Kilbrink, N. (2016). Learning How (and How Not) to Weld: Vocational Learning in Technical Vocational Education. Scandinavian Journal of Educational Research, 1-16.
Asplund, S-B. & Pérez Prieto, H. (2013).'Ellie is the coolest': Class, maculinity and place in vehicle engineering students' talk about literature in a Swedish rural town school. Childrens Geographies 11(1), 59-73.