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Barns multimediala berättande: En länk mellan mediakultur och pedagogisk praktik
Institutionen för pedagogik och didaktik, enheten för Barn- och ungdomsvetenskap & Linnécentret for forskning om lärande (LinCS).
2007 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Place, publisher, year, edition, pages
Göteborg University , 2007. , 157 p.
Series
Gothenburg studies in educational sciences / Acta Universitatis Gothoburgensis, ISSN 0436-1121 ; 256
Keyword [sv]
Barns kultur, mediakultur, pedagogisk praktik, meningsskapande, sociokulturell, interaktion, berättande, gester, estetik, rekonstruktion
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hj:diva-21947ISBN: 9789173465892 (print)OAI: oai:DiVA.org:hj-21947DiVA: diva2:650836
Opponent
Available from: 2013-09-23 Created: 2013-09-17 Last updated: 2013-09-23Bibliographically approved
List of papers
1. Narratives and their significance for children'€™s communication about their world
Open this publication in new window or tab >>Narratives and their significance for children'€™s communication about their world
2006 (English)In: Kaleidoscope, TENLEs, Vol. Deliverable D13-2-2-F, 5-22 p.Article in journal (Other academic) Published
National Category
Pedagogy
Identifiers
urn:nbn:se:hj:diva-21940 (URN)
Available from: 2013-09-23 Created: 2013-09-17 Last updated: 2013-09-23Bibliographically approved
2. Ban the computer, or make it a storytelling machine. bridging the gap between the children's media culture and pre-school
Open this publication in new window or tab >>Ban the computer, or make it a storytelling machine. bridging the gap between the children's media culture and pre-school
2004 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 48, no 1, 73-93 p.Article in journal (Refereed) Published
Abstract [en]

Children today live in different cultural settings. The pre-school culture is one of them and the media culture outside the pre-school another. These cultures are in different ways characterised by opposite and often even conflicting traditions. This article shows how educators and children handle this dilemma by using interaction as a tool to bring changes into the discourse in an educational setting while making stories in the pre-school by means of the multimedia functions of the computer. The interactional processes from three observations are described. In the discussion a comparison with another study with a constructivist point of departure is made. The comparison between the two studies showed contrasting results. The use of a socio-cultural perspective in the presented project make the context and the community visible, while the other study with its underlying assumptions of individually constructed knowledge make context and community invisible.

National Category
Pedagogy
Identifiers
urn:nbn:se:hj:diva-21935 (URN)10.1080/0031383032000149850 (DOI)
Available from: 2013-09-23 Created: 2013-09-17 Last updated: 2013-09-23Bibliographically approved
3. Gestures in conversation – the significance of gestures and utterances when children and preschool teachers create stories using the computer
Open this publication in new window or tab >>Gestures in conversation – the significance of gestures and utterances when children and preschool teachers create stories using the computer
2007 (English)In: Computers and education, ISSN 0360-1315, Vol. 48, no 3, 335-361 p.Article in journal (Refereed) Published
Abstract [en]

Gestures are a significant part of communication and carry particular weight when using artefacts such as computers. This study investigates how gestures and utterances are used as resources in the interaction between children and preschool teachers when creating stories with the computer. The data consists of observations of 17 preschool teachers and 34 children who are engaged in making stories. The interaction between the child, the preschool teacher, and the computer has been documented on videotape and analysed by Interaction Analysis. The results show the preschool teachers’ decisive significance as an interplay partner for the child’s appropriation of a linguistic capacity outside of a here-and-now situation.

National Category
Pedagogy
Identifiers
urn:nbn:se:hj:diva-21950 (URN)10.1016/j.compedu.2005.02.001 (DOI)
Available from: 2013-09-23 Created: 2013-09-17 Last updated: 2013-09-23Bibliographically approved
4. Cyberage Narratives Creative computing in after-school centres
Open this publication in new window or tab >>Cyberage Narratives Creative computing in after-school centres
2006 (English)In: Childhood, ISSN 0907-5682, E-ISSN 1461-7013, Vol. 13, no 2, 175-203 p.Article in journal (Refereed) Published
Abstract [en]

In this article two computer-produced multimedia stories created by children in their after-school centre are analysed, building on the assumption that children draw that which is important for them. The aim is to make visible the significance of narrative structure, reaccentuation, intertextuality, multivoicedness and various levels of interpretation. The author discusses how the stories spring from the children’s everyday social practice and mirror their contemporary media culture. In conclusion, the author advances the need for the appropriation of a socially shared symbolic system within the chosen genre through participation in social practices

National Category
Pedagogy
Identifiers
urn:nbn:se:hj:diva-21936 (URN)10.1177/0907568206062928 (DOI)
Available from: 2013-09-23 Created: 2013-09-17 Last updated: 2013-09-23Bibliographically approved

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  • apa
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Output format
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