Nordic Journal of Science and Technology Studies Journal for the study of science and technology NTNU en-US Nordic Journal of Science and Technology Studies 1894-4647 <p>All content in NJSTS is published under a Creative Commons Attribution-ShareAlike 4.0 license. This means that anyone is free to share (copy and redistribute the material in any medium or format) or adapt (remix, transform, and build upon the material) the material as they like, provided they follow two provisions:</p><p><br />a) attribution - give appropriate credit, provide a link to the license, and indicate if changes were made.</p><p><br />b) share alike - any remixing, transformation or building upon the material must itself be published under the same license as the original.</p> Nordic STS transition Tomas Moe Skjølsvold ##submission.copyrightStatement## 2018-09-14 2018-09-14 6 1 3 3 10.5324/njsts.v6i1.2727 Seeking Adequate Competencies for the Future <p class="western" lang="en-US">Digital skills are a prerequisite today for working, studying, civic participation, and maintaining social relationships in our digitalised technical world. These skills are also important both as a general goal and an instrument for learning. This study briefly presents the aims that are related to digital skills of the Finnish curricula, and&nbsp;explores, using a large sample (N = 3,206) of Finnish upper secondary school students, these young people’s digital skills and their distribution. The study provides new insights into the state of these skills and differences found in them and focuses on the relationship between these results and the students’ present educational choices and future study/employment intentions.&nbsp;The actual variability of digital skills among upper secondary students is one of the main findings of the study. On the same educational level, it was found that digital skills vary enormously, particularly for students’ current educational choices and their future intentions. Digital skills are also distinctly associated with age for 15 to 22-year-olds.&nbsp;At the same time, gender alone appears to have no prominent effect on the level or adeptness of upper secondary school students’ digital skills.</p> Meri-Tuulia Kaarakainen Suvi-Sadetta Kaarakainen Antero Kivinen ##submission.copyrightStatement## 2018-09-14 2018-09-14 6 1 4 20 10.5324/njsts.v6i1.2520 Narrative Review: Technologies in Eldercare <p>Background: Welfare technology is a concept that appears as one of the answers to how to meet the need for care in growing older populations. Although technology has been used for decades in eldercare, it is under-problematized and there is a lack of knowledge about how effective it really is.</p> <p>&nbsp;</p> <p>Objectives: This paper reviews the usage of technologies in eldercare and describes determinants of successful implementation of technologies in eldercare. The review aims to summarize and critically evaluate important aspects of technology usage in eldercare.</p> <p>&nbsp;</p> <p>Method: A narrative review method was selected for analysis of the literature. Through applying a narrative perspective to review the literature on technologies in eldercare, a broad understanding is gained of the contextual factors and main key success factors of implementing technologies in eldercare.</p> <p>&nbsp;</p> <p>Result: The review yield 71 publications related to technologies in eldercare. Seven themes were identified: (1) curriculum of technologies in eldercare; (2) on technologies; (3) evaluation models; (4) key success factors; (5) perception – care personnel; (6) perception – older users; and (7) controversies and dilemmas</p> <p>&nbsp;</p> <p>Discussion and Implications: The result of the review shows that technologies in eldercare are promoted to enable more seamless, efficient, patient-centered and safe care, however technologies might be contributing to making eldercare more fragmented, time-consuming, technology-centered and risky. Technologies in eldercare are only as successful and suitable as organizational culture, infrastructure and management practice allow them to be.</p> Susanne Frennert Britt Östlund ##submission.copyrightStatement## 2018-09-14 2018-09-14 6 1 21 34 10.5324/njsts.v6i1.2518 Learning to Become a Science Talent <p>The article focuses on the concept of talent and its enactment in a science talent program. The article investigates how students become a particular kind of knowing subject through their participation in a science talent program at the Mærsk McKinney Science Centre in Denmark. Drawing on concepts from new materialist studies (Latour 1993; Blok &amp; Ellgaard Jensen 2009; Fox &amp; Alldred 2017) the article explores the relationship between the possibilities for distribution that are offered to the participants, and the ways in which the participants respond by centering and decentering within the talent network (Mialet 2008, 2012). The study contributes to our understanding of, how the increased focus on talent development in many national educational systems influences basic preconceptions of what a science student is and how the knowing subject in society should treat science, by looking into the micro-politics of talent development.            </p> Jesper Stilling Olesen ##submission.copyrightStatement## 2018-09-14 2018-09-14 6 1 35 45 10.5324/njsts.v6i1.2441 What is the meaning of sharing: informing, being informed or information overload? <p><em>In recent years, several Norwegian public organizations have introduced Enterprise Social Media Platforms. The rationale for their implementation pertains to a goal of improving internal communications and work processes in organizational life. Such objectives can be attained on the condition that employees adopt the platform and embrace the practice of sharing. Although sharing work on Enterprise Social Media Platforms can bring benefits, making sense of the practice of sharing constitutes a challenge. In this regard, the paper performs an analysis on a case whereby an Enterprise Social Media Platform was introduced in a Norwegian public organization. The analytical focus is on the challenges and experiences of making sense of the practice of sharing. The research results show that users faced challenges in making sense of sharing. The paper indicates that sharing is interpreted and performed as an informing practice, which results in an information overload problem and causes users to become disengaged. The study suggests a continued need for the application of theoretical lenses that emphasize interpretation and practice in the implementation of new digital technologies in organizations. &nbsp;</em></p> Halvdan Haugsbakken ##submission.copyrightStatement## 2018-09-14 2018-09-14 6 1 46 58 10.5324/njsts.v6i1.2546 Stein på Stein by Henrik H. Svensen <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>Henrik H. Svensen’s newest book Stein på stein (Aschehaug Press) is about digging for the past, in every sense: as a geologist, as a son, as a father, as a person. It is by far the most personal of the author’s literary offerings, which include The end is near: About natural disasters and society (2006) and Bergtatt: The history of the mountains and the fascination of the elevated, which appeared in 2011.</p> </div> </div> </div> Anne Hope Jahren ##submission.copyrightStatement## 2018-09-12 2018-09-12 6 1 59 59 10.5324/njsts.v6i1.2728 About the cover artist <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>Elin Tanding Sørensen is a landscape architect and visual artist. She is currently a PhD-fellow at the Faculty of Landscape and Society, Norwegian University of Life Sciences, and works as a freelancer with the enterprise Urban Living Laboratory.</p> </div> </div> </div> Elin Tanding Sørensen ##submission.copyrightStatement## 2018-09-13 2018-09-13 6 1 60 60 10.5324/njsts.v6i1.2733