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Manderstedt, Lena
Publications (4 of 4) Show all publications
Palo, A., Manderstedt, L., Lindberg, Y. & Nordenstam, A. (2015). ‛Sweet sixteen’: role models, initiation and the Self. In: : . Paper presented at IAIMTE 2015, Jun. 03 2015 - Jun. 05 2015, Odense, Denmark.
Open this publication in new window or tab >>‛Sweet sixteen’: role models, initiation and the Self
2015 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The presentation is part of an interdisciplinary project examining and describing how teenagers make use of spaces in the 21st century. This study focus on the construction of role models in literature for young adults and in virtual communities. Several contemporary novels put on center stage a young female’s way to adulthood. These novels are also examples of media convergence, with the same content narrated in different media platforms, like fan forums and films (Jenkins 2006a; 2006b). As previously observed, interacting readers negotiate and renegotiate concepts of selves through reading and writing practices, like posts in fan forums and blogs (Manderstedt & Palo, 2009; Palo & Manderstedt, 2011). This study aims to identify and analyze the construction of behaviour and identity formation, represented in literature, and virtual communities devoted to these literary worlds. The specific objective is to contribute with knowledge about young adults’ perception and use of role models affecting their comprehension of self. In Sweden, where the L1 teaching includes multimodal texts and non-Swedish texts (Skolverket, 2011a, 2011b), this knowledge can help L1 teachers and teacher educators design the teaching of literature. The material consists of the first novels from Suzanne Collins’ The Hunger Games series and Veronica Roth’s Divergent series, the filmed versions thereof and data from four fan communities, discussing the literary works or films. The choice of collecting data from both contemporary popular literature/texts and fan communities draws on Swedish perspectives on literary studies and reading (Olin-Scheller & Wikström, 2010; Persson, 2012; Lindgren Leavenworth & Isaksson, 2013). Textual and visual analysis methods are applied on the material as well as an intersectional approach (de los Reyes & Mulinari, 2014). Concept of gender performance and the gaze are used analytically (Butler, (2006[1999]); de Lauretis, 2007), as well as theory on social semiotic (Kress, 2010; Kress & Selander, 2012). Findings suggest that in these novels and their converged media, the choices made by the female protagonist during her transition into adulthood marks the beginning of a personal development for the fictive character, but also of a change of the fictive universe.

Keywords
Female protagonists, Adulthood, Media convergence, Fan communities, Literary meeting places
National Category
Humanities
Identifiers
urn:nbn:se:hj:diva-27042 (URN)
Conference
IAIMTE 2015, Jun. 03 2015 - Jun. 05 2015, Odense, Denmark
Available from: 2015-06-09 Created: 2015-06-09 Last updated: 2016-01-14Bibliographically approved
Manderstedt, L., Palo, A. & Sigvardsson, A. (2014). Developing academic literacy through subject-oriented writing. In: : . Paper presented at Nordic Intercultural Communication Conference 2014, Reykjavik, Island, November 26-28 (pp. 2). Nordic Intercultural Communication Conference 2014: Language, Culture and Communication: Nordic Intercultural Communication Conference 2014: Language, Culture and Communication
Open this publication in new window or tab >>Developing academic literacy through subject-oriented writing
2014 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Developing academic literacy through subject-oriented writingAcademic writing presents difficulties for students (Ask, 2007) whilst writingproficiency is cited as a critical determiner of academic success (Dysthe, Hertzberg &Løkensgard Hoel, 2002). However, there is limited knowledge about the exact causeof these difficulties. The aim of this project is not only to help students improve their knowledge ofacademic texts, and develop their writing proficiency, but also to contribute to auniversity pedagogy course supporting academic writing. Theoretical perspectives are taken from several fields, with perspectives onintercultural communication in academia, including writing culture, subject/fieldculture and student culture: writing skills, writing processes, school genres, academicwriting, academic language and the teaching of subject-embedded academic writing(Dysthe, 1996; Løkensgard Hoel, 2001; Blåsjö, 2009, Halliday, 2003, Martin, 1993;1997, Applebee, 1984, Schleppegrell, 2005, Lea & Street, 2006, 2011; Wingate,Andon & Cogo, 2011; Hunter & Tse, 2013). Two groups of students have subject-embedded writing lessons. Student surveys,exit notes, interviews with teachers, plus comparative text analyses, provide insightsinto the effects of these lessons. Preliminary results emphasise the importance of subject-embedded writing exercisesand deliberative discussions about characteristics and expectations associated withacademic texts. When academic writing culture interacts with subject and studentculture, writing proficiency is developed.

Place, publisher, year, edition, pages
Nordic Intercultural Communication Conference 2014: Language, Culture and Communication: Nordic Intercultural Communication Conference 2014: Language, Culture and Communication, 2014
National Category
Humanities
Identifiers
urn:nbn:se:hj:diva-25529 (URN)
Conference
Nordic Intercultural Communication Conference 2014, Reykjavik, Island, November 26-28
Available from: 2015-01-08 Created: 2015-01-08 Last updated: 2015-06-24
Manderstedt, L., Svensson, A. & Palo, A. (2014). Think of it as a Challenge: Problematizing Pedagogical Strategies for Assessing and Examining Web-based University Courses. In: Next Generation Learning Conference NGL2014, Falun, Sverige, 19/03/14 - 20/03/14: . Paper presented at Next Generation Learning Conference NGL2014, mars 2014.
Open this publication in new window or tab >>Think of it as a Challenge: Problematizing Pedagogical Strategies for Assessing and Examining Web-based University Courses
2014 (English)In: Next Generation Learning Conference NGL2014, Falun, Sverige, 19/03/14 - 20/03/14, 2014Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Following the digital revolution in education, Swedish universities increasingly give students the option to study online. For students, web-based alternatives offer freedom to choose from a larger selection of courses and give them a chance to participate regardless of location. Universities are also able to present themselves to a larger student base than what is provided by the immediate geographical environment.

One implication of the digital revolution is the increasing number of students, which places demands on universities and teachers to deal with a larger diversity concerning students’ individual prerequisites, needs, and their expectations.

In order to improve the quality and guarantee the validity of examinations in web-based courses, it is crucial to identify the pedagogical challenges specific to online teaching and learning. The aim of this study is to present and problematize a number of pedagogical strategies concerning assessment and examination, thereby contributing to the awareness of pedagogical challenges prevalent in web-based examination and education.

The method of the project is a case study with empirical data gathered from three literary web-based courses, “The Vampire Story from Dracula to Twilight” (7.5 credits), “Popularizing the Classics: From Elizabeth Bennet and Alice to Bridget Jones and Neo” (7.5 credits) and “Gender, Literature and Media” (7.5 credits), with a total of approximately 750 participants given at Luleå University of Technology in 2010, 2011 and 2013. The empirical material encompasses the course material with particular focus on examination assignments, statistics concerning completion rates, student course evaluations, both qualitative and quantitative, as well as teachers’ reflections.

The results show that there are three elements that are particularly significant when developing and teaching web-based university courses. First, the teacher’s subject knowledge, pedagogical skills and ICT competences contribute to a successful teaching and learning process. These factors help create a progressive development towards more complex and less subjective assignments. Second, the choice of teaching methods and examination strategies is imperative in order to create an interactive learning environment and a collective identity both of which are significant contributing factors to maintain a low student drop out rate in online courses. Third, it is fruitful to construct a wide range of examination assignments (for example quiz, blog, reflection, wiki and analytical essay). This will create the most varied and “secure” examination environment possible and ensure that one learning process is not favoured over another.

Keywords
Assessment examination, web-based education, pedagogical strategies
National Category
Humanities Other Humanities not elsewhere specified
Identifiers
urn:nbn:se:hj:diva-23657 (URN)
Conference
Next Generation Learning Conference NGL2014, mars 2014
Available from: 2014-03-29 Created: 2014-03-29 Last updated: 2017-10-03Bibliographically approved
Manderstedt, L. (2013). VFU i svensklärarutbildning - konsekvenser för skolan och svenskämnet. In: : . Paper presented at Publiceringsdatum 5 dec 2013 Status: Publicerat Konferens Svenska med didaktisk inriktning 11/Nordiska konferensen för modersmålsdidaktik Land: Sverige, Ort: Göteborg Period 05/12/13 → 06/12/13.
Open this publication in new window or tab >>VFU i svensklärarutbildning - konsekvenser för skolan och svenskämnet
2013 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

VFU i svensklärarutbildning – konsekvenser för skolan och svenskämnetDet planerade föredraget tar sin utgångspunkt i min nyutgivna doktorsavhandling, Växelspel med förhinder: skärningspunkter i verksamhetsförlagd svensklärarutbildning, och lyfter fram de mest centrala resultaten som har bäring på skolämnet svenska, eller på relationen mellan lärarutbildning och skolverksamhet. Empirin, som samlades in under 2009, utgörs av material från svensklärarutbildningar vid 22 lärosäten: Drygt 400 policy- och styrdokument samt 15 intervjuer med lärarutbildare och svensklärarstudenter. Analysmetoder som använts är diskurs- respektive dokumentanalys. Dokumentanalysen utgår ifrån en modell som medger analys av olika nivåer i lärarutbildningen, vilket varit en fördel då jag velat belysa såväl lärosätens externa som interna relationer. Det teoretiska ramverket har konstruerats främst med utgångspunkt i ett antal teorier: diskursteorin företräds främst av Michel Foucault (2003; 1993;1980; 1970) och teori från den kritiska diskursanalysen, som förespråkas av Norman Fairclough (2003; 1995; 1992; 1989). Läroplansteoretiska perspektiv hämtas bland annat från Göran Linde (2000; 2006) och Tomas Englund (2008; 2005; 1986) och organisationsteori främst från Gunnar Bergs skolorganisatoriska analysram (2003). Slutligen används ett antal professions- och kunskapsteoretiska perspektiv, bland annat av Thomas Brante (2009) och Ingela Josefson (1991; 1999; 2001). Resultatet visar att VFU positioneras svagare än högskoleförlagd utbildning (HFU), trots talet om VFU:ns betydelse för studentens yrkesidentitet. De pedagogiska ambitionerna överskuggas till viss del av organisatoriska hinder. En kritisk punkt i genomförandet är bedömningen. VFU förläggs mestadels i språkligt inriktade kurser. En betoning på kreativitet och förmåga att skapa stimulerande lärmiljöer återfinns i utbildning för undervisning mot yngre år, men inte för äldre år. Vilka konsekvenser detta kan få för skolämnet svenska går jag in på i presentationen. Vidare identifieras olika kulturer och förhållningssätt till såväl svenskämnet som läraryrket på lärosäten och i skolverksamheter. Flera studenter vittnar om att de ute på skolorna möter ett motstånd när det gäller den ämneskunskap de har med sig och att de får sitt yrkesval ifrågasatt av lärarutbildarna. Vilket eller vilka svenskämnen som egentligen ska iscensättas i VFU är otydligt eftersom ämnesinnehållet i VFU formuleras vagt till förmån för allmänna och personligt knutna lärarkunskaper. Den blivande lärare som formuleras i styr- och policydokumenten är således personligt kompetent, men har en relativt svag ämnesidentitet. Växelspelet mellan teori och praktik, som dominerar retoriskt, visar sig diskursivt i en ”verklighetsklyfta” som ännu inte har överbryggats. Min studie vittnar om ett stort behov av utökad samverkan mellan lärosäten och skolor, inte minst för en diskussion om lärarutbildningens gemensamma uppdrag att utbilda blivande svensklärare, samt vad detta uppdrag betyder ifråga om ämnesinnehåll och svenskläraridentitet. 

National Category
Humanities
Identifiers
urn:nbn:se:hj:diva-23618 (URN)
Conference
Publiceringsdatum 5 dec 2013 Status: Publicerat Konferens Svenska med didaktisk inriktning 11/Nordiska konferensen för modersmålsdidaktik Land: Sverige, Ort: Göteborg Period 05/12/13 → 06/12/13
Note

Available from: 2014-03-16 Created: 2014-03-16 Last updated: 2014-03-16
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