Roger Säljö specializes in research on learning, interaction and human development in a sociocultural perspective, where he has published extensively. Much of his work is related to issues of how people learn to use cultural tools and how we acquire competences and skills that are foundational to learning in a socially and technologically complex society.
In recent years, he has worked extensively with issues that concern how the so-called new technologies transform human learning practices inside and outside formal schooling. In this field, he has been responsible for the national research program, LearnIT, funded by the Knowledge-foundation and which finished in 2009. Roger Säljö has also been engaged in interdisciplinary work with colleagues from a range of different disciplines including medicine and health care, various natural sciences, linguistics and several others. Since 2006 he is Director of the Linnaeus Centre for Research on Learning, Interaction and Mediated Communication in Contemporary Society (LinCS), a national centre of excellence funded by the Swedish Research Council.. Roger Säljö is one of the founding editors of the journal Learning, Culture and Social Interaction.He has supervised 47 Ph. D. students to their degree.
Wallerstedt, C., Pramling, N., & Säljö, R. (2015). Micro-genetic development of timing in a child. Mind, Culture, and Activity: An International Journal, 22(3), 251-268.
Säljö, R. (2015). From online learning to online lives: The first decade of QWERTY and some issues for the future. QWERTY, 10(1), 37-46.
Hillman, T., & Säljö, R. (2016). Learning, knowing and opportunities for participation: Technologies and communicative practices. Learning, Media and Technology, 41(2), 306-309.
Anderhag, P., Wickman, P.-O., Bergqvist, K., Jakobson, B., Hamza, K. M., & Säljö, R. (in press). Why do secondary school students lose their interest in science? Or does it never emerge? A possible and overlooked explanation. Science Education.
Mangen, A., & Säljö, R. (2016). Lesing og teknologiske grensesnitt: noen refleksjoner omkring behovet for tverrvitenskapelighet. Norsk Pedagogisk Tidskrift, 100(2), 115-127. DOI: 10.1826/issn.1504-2987-2016-02-05
Säljö, R. (2015). Lärande: en introduktion till perspektiv och metaforer. Malmö: Gleerups.
Pramling, N., & Säljö, R. (2015). The clinical interview: The child as a partner in conversations versus the child as an object of research. In S. Robson & S. Flannery Quinn (Eds.), The Routledge handbook of young childrens’s thinking and understanding (pp. 87-95). London: Routledge.
Säljö, R. (2015). Undervisning och kunskapspraktiker för lärande. I. Carlgren, Kunskapskulturer och undervisningspraktiker (pp. 11-17). Göteborg: Daidalos.
Edstrand, E., Lantz-Andersson, A., Säljö, R., & Mäkitalo, Å. (2015). Deciphering the anatomy of scientific argumentation: the emergence of science literacy. In O. Erstad, K. Kumpulainen, Å. Mäkitalo, K. Schrøder, P. Pruulmann-Vengerfeldt & T. Jóhannsdóttir (Eds.), Learning across contexts in the knowledge society (pp. 41-64). London: Sense
Fauville, G., Lantz-Andersson, A., Mäkitalo, Å., Dupont, S., & Säljö, R. (2015). The carbon footprint calculator as a mediating tool in students’ online reasoning about climate change. In O. Erstad, K. Kumpulainen, Å.Mäkitalo, K. Schrøder, P. Pruulmann-Vengerfeldt & T. Jóhannsdóttir (Eds.), Learning across contexts in the knowledge society (pp. 184-205). London: Sense
Hjörne, E. ; Säljö, R. (2016). Categorizing learners beyond the classroom. Stanton E. F. Wortham (Ed.). Encyclopedia of Language and Education, the volume entitled Discourse and Education. New York: Springer.
Säljö, R. (in press). Apps and learning: A sociocultural perspective. In N. Kucirkova & G. Falloon (Eds.), Apps, technology and younger learners: International evidence for teaching. London: Routledge.
Säljö, R. (in press). Conceptual change, materiality and hybrid minds. In T. Amin & O. Levrini (Eds.), Converging and complementary perspectives on conceptual change. London: Routledge.