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  • 1.
    Baccstig, Linda
    et al.
    Jönköping University, School of Education and Communication.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Communication, Culture and Diversity (CCD).
    Estetisk verkanskraft i undervisning med historiska dimensioner2023In: Undervisningens konst / [ed] J. Öberg, Y. Lindberg & L. Baccstig, Lund: Studentlitteratur AB, 2023, p. 65-98Chapter in book (Other academic)
  • 2.
    Bagga-Gupta, Sangeeta
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Messina Dahlberg, Giulia
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Virtual Learning Sites as Languaging Spaces. Critical issues on languaging research in changing eduscapes in the 21st centuryManuscript (preprint) (Other academic)
  • 3.
    Bagga-Gupta, Sangeeta
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Messina Dahlberg, GiuliaDepartment of Education and Special Education, University of Gothenburg, Sweden.Lindberg, YlvaJönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Virtual sites as learning spaces: Critical issues on languaging research in changing eduscapes2019Collection (editor) (Refereed)
  • 4.
    Bagga-Gupta, Sangeeta
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Messina-Dahlberg, Giulia
    Department of Education and Special Education, University of Gothenburg, Sweden.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Preface2019In: Virtual sites as learning spaces: Critical issues on languaging research in changing eduscapes / [ed] Sangeeta Bagga-Gupta, Giulia Messina Dahlberg & Ylva Lindberg, Cham: Palgrave Macmillan, 2019, p. xi-xvChapter in book (Other academic)
  • 5.
    Bjursell, Cecilia
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS).
    Responsible implementation of AI in organizations as a trigger for learning2021In: INTED2021 Proceedings, 2021Conference paper (Refereed)
    Abstract [en]

    Digital technologies, such as AI, are described as “disruptive” (Hampel 2019. Säljö 1999) in learning settings across a range of workplaces, since they trigger innovation and (re)formation of learning practices that target change and improvement. The aim of this study is to explore how strategies for implementation of AI shape learning content and associated social practices in public agencies. In order to gain insight into how public agencies that are vital for inclusive citizenship learn about digitalization and AI, and which knowledges and skills they identify as crucial for their future development, the study focuses on informal learning triggered by strategic initiatives. Informal learning is here understood as the pursuit of insights, knowledges, and/or skills that occurs without the presence of externally imposed curricular criteria (Livingstone, 2006: 206). In this case, the vast field of digitalization and AI form the learning content toward which the participating organizations are orienting their learning needs.

    The theoretical point of departure is anchored in the field of lifelong learning, and in the established view of knowledge and experiences as arising in interaction with others and with the environment. These are ideas that were expressed early on by thinkers such as philosopher, psychologist and educator, John Dewey, who has become known for an experience-based conception of learning, what has later come to be called "learning by doing". Talking about learning, rather than education, leads to a shift in focus from formal education to how an individual transforms experiences into knowledge, skills, attitudes and values at all ages, throughout life (Jarvis 2014). In the prolongation of Jarvis’ (2014) reasoning, learning involves experiential dimensions of the enacted social practices. The framing of social practices as transformational in a lifelong learning perspective, regarding knowledges and skills as well as the own professional identity, serves the analysis’ focus on movement. Analytical tools developed in practice theory (Hager and Beckett 2019) are used to identify successive stages in the learning, where the knowledge content progressively is formulated in interaction with participants and researchers.

    The empirical material was gathered during a series of three workshops where 11 employees from five organizations analyzed and discussed the situation at their workplace as part of their learning and implementation process. The methodological design is based on an interactive research approach (Ellström, et al., 2020) that emphasizes interactional dimensions between the research sphere and the professional sphere. The study is carried out with full awareness by all parties of two ongoing parallel processes with sometimes overlapping purposes: Emergent learning practices at work and the explorative research process. Based on the empirical material, we noticed that 1) learning needs to be framed by a specific organizational context, 2) that employees appeared to be learning by doing as they were entering unknown territory, and 3) that learning took place within the existing frames of references. To challenge these frameworks to address the identified gaps in the emergent learning practices, we discuss them in relation to the model for responsible AI in practice developed by Dignum (2019).

  • 6.
    Bradling, Björn
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Critical Perspectives as Advanced Reading Strategies: An Intersectional Approach to John Ajvide Lindqvist's Let the Right One In and Handling the Undead2018In: Horror Literature and Dark Fantasy: Challenging Genres / [ed] Mark A. Fabrizi, Leiden: Brill Academic Publishers, 2018, p. 81-98Chapter in book (Refereed)
  • 7.
    Bradling, Björn
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Kulturellt möjliggörande litteraturläsning: Skolbibliotekariers och lärares samverkan i förmedlingen av världslitteratur på gymnasiet2020In: SMDI 14 den 18-19 nov 2020, Didaktiska perspektiv på språk och litteratur i en globaliserad värld: Abstracts, 2020Conference paper (Refereed)
  • 8.
    Cedergren, Mickaëlle
    et al.
    Romanska och klassiska institutionen, Stockholms universitet.
    Edfelt, Chatarina
    Högskolan Dalarna.
    Johansson, Ingela
    Lunds universitet.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Schwartz, Cecilia
    Stockholms universitet.
    Akademisk forskning som litteraturförmedling – Om skönlitteratur från romanska språk inom svensk forskning2017In: Romanska språk i Sverige – tradition och förnyelse: Konferens i Göteborg 20-21 april 2017: Abstracts, 2017Conference paper (Refereed)
    Abstract [sv]

    Föreliggande studie syftar till att studera svenska högskolor och universitet som förmedlare av skönlitteratur från de romanska språken under perioden 1990–2015. Vårt föredrag avser i första hand att kartlägga vilken litteratur skriven på de romanska språken som uppmärksammas i akademisk forskning vid några utvalda lärosäten, såväl inom ämnena franska, spanska, italienska och portugisiska som inom ämnet litteraturvetenskap.

    Ytterst få studier har hittills undersökt hur den svenska forskningen medverkar till att förmedla litteratur, i synnerhet från de romanska språken. Man har dessutom undvikit de perspektiv som utgår från hur (semi)perifera länder som Sverige förhåller sig till och deltar i den globala diskussionen om litteratur. Vår utgångspunkt är att akademisk forskning i hög grad bidrar till att såväl bekräfta som omförhandla litteraturens värde, men att det saknas en självreflektion kring den egna funktionen som introduktör, kanonbildare och aktör med makt att legitimera och konsekrera skönlitterära verk och författarskap på det världslitterära fältet.

    Mer konkret kommer studien att fördjupa sig i följande frågeställningar: Vilken skönlitteratur från de romanska språkområdena förekommer inom forskning på akademisk nivå? Vilken relevans har den kanoniserade litteraturen i förhållande till andra typer av litteratur? Vilken betydelse har akademin som medskapare av bilden av kulturen och litteraturen från de romanska språkområdena?

    För att kunna besvara dessa frågor kommer hittills outforskat undersöknings- och grundmaterial att samlas in och analyseras. Materialet består främst av avhandlingar och vetenskapliga uppsatser men även uppgifter om olika aktiviteter inom forskning som konferenser, workshops, studiedagar och forskningsprojekt utgör en viktig stomme för studien.

  • 9.
    Cedergren, Mickaëlle
    et al.
    Stockholms universitet.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Att förmedla den andras litteratur: Sveriges möjliga väg till världslitteratur?2015Conference paper (Refereed)
  • 10.
    Cedergren, Mickaëlle
    et al.
    Romanska och klassiska institutionen, Stockholms universitet.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    La lecture de la littérature francophone à la lumière d’un contexte nordique: Réflexions sur la recherche universitaire actuelle en littérature2017In: Romanesques, ISSN 2269-7586, no 9, p. 201-224Article in journal (Refereed)
    Abstract [fr]

    L’étude porte sur les romanciers de langue française figurant dans les thèses écrites en littérature dans les départements suédois d’études françaises et dans les revues suédoises spécialisées en langue romane, entre 2005 et 2016. Même si la représentativité des romans de la France hexagonale s’impose dans ce corpus, le roman francophone semble en voie d’autonomisation. La recherche universitaire s’avère à l’avant-garde de ce que propose la littérature de langue française.

  • 11.
    Cedergren, Mickaëlle
    et al.
    Université de Stockholm.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    La Suède, un modèle littéraire en voie d’autonomie?: Les enjeux de l’importation de la littérature de langue française en Suède au XXIe siècle. [Sweden, a literary model in the process of autonomy? The import issues of French languge literature in Sweden in XXI century.]2017In: Revue Romane, ISSN 0035-3906, E-ISSN 1600-0811, Vol. 52, no 2, p. 301-324Article in journal (Refereed)
    Abstract [en]

    This study offers an in-depth analysis of the reception in the Swedish daily press (2010–2014) of three Francophone authors: Crowther, Taïa, and Thúy. Through a new approach combining concepts like consecrational transfers (Casanova), cultural transfer (Espagne), and ideologic functions (Moura), the analysis reveals Sweden’s efforts to become a consecrating pole. Firstly, while stressing the “difference” as a principal feature of the commented literature, Sweden tries to foreground its own national project to jointly promote diversity, migrancy and cohesion. Secondly, comparing the Francophone literature with its own, Swedish critics manage to consecrate literature from another dominated country. Finally, comparisons with more international references leave space for self-consecration and access to a more dominant position on the market. Thus, the transmitted literature is less at stake than the receiving country’s own image.

  • 12.
    Cedergren, Mickaëlle
    et al.
    Stockholms universitet.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Communication, Culture and Diversity (CCD).
    Le transfert des littératures francophones en(tre) périphérie2023Book (Refereed)
    Abstract [en]

    French literature has an established position on the global book market and has proven to provide consistent cultural value to peripheral regions. Within this vast body of texts, literature written in French by authors born outside of France is increasing and claiming a space in global literary circulation. How can unequal conditions of circulation be investigated? How can we understand why some books remain invisible while others cross borders, get translated and receive media attention and reader acclaim in peripheral regions in non-francophone countries?

    By examining how francophone literature by authors born outside of France is transferred to Sweden, Le transfert des littératures francophones en(tre) périphérie – Pratiques de sélection, de médiation et de lecture, explores contemporary practices that are at play in translation, mediation, and readings of francophone literature. It also examines how interactions between different peripheral regions affect global circulation of francophone literature. The inquiry includes identifications of specific authors that either are more prevalent or more invisible than others and why. The analyzes display the role and function of the editorial landscape, including translation and media reception, in determining the dissemination and impact of certain books over others.

    The book is intended for students and scholars with an interest in theories and methodological applications concerning the dynamics between central and peripheral spheres, and particularly the emerging issues related to transfers between peripheries, such as North Africa and Sweden.

  • 13.
    Cedergren, Mickaëlle
    et al.
    Romanska och klassiska institutionen, Stockholms universitet.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    L’importation de la littérature française : un triple détournement de capital. Réflexions à partir d’une étude de réception journalistique en Suède [The importation of French literature: a triple diversion of capital. Reflections from a study of journalistic reception in Sweden]2016In: Moderna Språk, E-ISSN 2000-3560, Vol. 110, no 2, p. 108-131Article in journal (Refereed)
    Abstract [en]

    The background material of the study consists of articles about French literature gathered between 2010 and 2014 in the Swedish press. The aim of the article is to isolate the most widely discussed French literature from France in the Swedish press during the period, in order to explore why the transfer of this literature persists over time, how it is perceived, and which type of mediators bring about this transmission. The study raises questions about the image of French literature in Swedish media, Sweden’s impact on the transnational circulation of literature, and the use of French literature to place Sweden on the literary map.

    The results of the reception study show that French literature is presented as both aesthetically disruptive with innovative features and as a normative and traditional model. It incarnates an image of tradition as well as of modernity. French literature from France is principally mediated by orthodox journalists with a consistent symbolic capital, and the posture of these journalists is analyzed through Sapiro’s model, inspired by Bourdieu. The orthodox journalists manage to redirect the symbolic capital inherent to consecrated French literature at three levels: national, personal, and transnational. Firstly, the importation of French literature increases Swedish literature’s symbolic capital. Secondly, this transfer allows for an auto-consecration of the orthodox journalists themselves. Thirdly, this use of highly valued imported literature engenders a supplementary consecration (surconsecration) of a national literature and its dominating language. In conclusion, these observed bilateral literary exchanges show the often overlooked importance of peripheral countries in transnational literary transmission. The results modify Casanova’s (2002) model, since they display the impact on the market from the margins. The transfer of central national literatures in dominating languages towards peripheral countries allows for dominated languages and minor national literatures to take an active part in the construction and reconstruction of the relations on the global literary map.

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  • 14.
    Cerratto Pargman, Teresa
    et al.
    Dept. of Computer and Systems Sciences, Stockholm University, Stockholm, Sweden.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Communication, Culture and Diversity (CCD).
    Buch, Anders
    VIA University College, Aarhus, Denmark.
    Automation Is Coming! Exploring Future(s)-Oriented Methods in Education2023In: Postdigital Science and Education, ISSN 2524-4868, Vol. 5, p. 171-194Article in journal (Refereed)
    Abstract [en]

    Emerging automated-decision making (ADM) technologies invite scholars to engage with future points in time and contexts that have not yet arisen. This particular state of not knowing yet implies the methodological challenge of examining images of the future and how such images will materialize in practice. In this respect, we ask the following: what are appropriate research methods for studying emerging ADM technologies in education? How do researchers explore sociotechnical practices that are in the making? Guided by these questions, we investigate the increasing adoption of ADM in teachers’ assessment practices. This constitutes a case in point for reflecting on the research methods applied to address the future of assessment in education. In this context, we distinguish between representational methods oriented to recounting past experiences and future(s) methods oriented to making futures. Studying the literature on speculative methods in digital education, we illustrate four categories of future(s)-oriented methods and reflect on their characteristics through a backcasting workshop conducted with teachers. We conclude by discussing the need to reconsider the methodological choices made for studying emerging technologies in critical assessment practices and generate new knowledge on methods able to contribute to alternative imaginaries of automation in education.

  • 15.
    Gambarato, Renira R.
    et al.
    Jönköping University, School of Education and Communication, HLK, Media and Communication Studies.
    Heuman, Johannes
    Jönköping University, School of Education and Communication, HLK, Communication, Culture and Diversity (CCD).
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Communication, Culture and Diversity (CCD).
    Streaming media and the dynamics of remembering and forgetting: The Chernobyl case2022In: Memory Studies, ISSN 1750-6980, E-ISSN 1750-6999, Vol. 15, no 2, p. 271-286Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to elucidate the mnemonic conditions established in the ever-increasing production and use of cultural memory in streaming media environments. To gain in-depth insight into how memories are selected for remembering and sorted for forgetting, the focus is the HBO Chernobyl mini-series. The case study of HBO?s Chernobyl is selected to qualitatively explore cultural memories across the series throughout the complexities of globally connected technologies and markets, where different cultures and languages, as well as media framings, come into play. Theoretically, the article is based on conceptualization of cultural memory studies and streaming media platforms. Methodologically, the case study is supported by the multidimensional analytical lens developed by Erll, adopted to elucidate how the cultural memory of Chernobyl is activated, mediated, and shaped by the streaming series. These three dimensions involve the intra-medial aspects of how memory is expressed within the representation itself, the inter-medial relations which designate the interplay with previous representations of the same historical event, and the pluri-medial contexts in which novels and films appear and exert their influence on cultural memory. In the three-dimension analysis, we address the construction and circulation of cultural memory from the production to the reception of the mini-series in multiple media environments and across borders, depicting the social, cultural, and political impact of streaming media productions.

  • 16.
    Haglind, Therése
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS). Jönköping University, School of Education and Communication, HLK, Communication, Culture and Diversity (CCD).
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Communication, Culture and Diversity (CCD).
    Boesen, Jesper
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Mathematics Education Research.
    When technology is taking place and taking over: Practices for learning in changing times2021Conference paper (Refereed)
    Abstract [en]

    The upper secondary school's transition to digital education in spring 2020 showed Swedish schools'preparedness to redirect to distance learning (The Swedish Schools Inspectorate, 2020; The SwedishNational Agency for Education, 2020; ifous, 2020). The processes during the transition revealed thattechnology not only occupied the physical space and replaced the walls of the classroom, but also tookover every day learning practices. In this situation the teachers´ “cultural capital” (Bourdieu 2011) regarding technology became crucial to develop teaching that matched a context that wascharacterized by a high degree of digitalization.

    In order to create in-depth knowledge of the conditions and practices that facilitated the transition,a data set has been constructed based on upper secondary school teachers’ stories about theirpersonal experiences of the transitional period. In total, the analysis is based on 52 stories. A surveywith partly open questions regarding the transition to distance education, answered by 1745 students,functions as a “mirroring” tool to these stories. The narrative approach (Riessman, 1993)methodologically serves to access qualitative aspects and different dimensions of practice in change.Theoretically, Kemmis (2019) describes the importance of paying attention to practices in motion andto provide for and support practices in the making, since human development and the individual'slearning are based on constantly changing practices.

    The data material has been collected in two Swedish regional upper secondary school settings andhave been analyzed thematically based on the principle of researcher triangulation (Cohen et al, 2011;Lincoln & Guba, 1986). The results reveal three overarching thematic practices, collaborative,communicative, and creative, as crucial in the development work with digital and distance learning.The results offer indications that if these three practices work together satisfactorily for the teachers,the quality of the teaching, and, consequently, of the learning, will also develop. 

  • 17.
    Johansson, Sverker
    et al.
    Dalarna University.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Communication, Culture and Diversity (CCD).
    Cybercultures2021In: The Oxford handbook of human symbolic evolution / [ed] N. Gontier, A. Lock & C. Sinha, Oxford University Press, 2021Chapter in book (Refereed)
    Abstract [en]

    This chapter aims to describe how cultures have emerged in interactions among users of the multitude of online platforms that have become available over the past few decades. It discusses innovations regarding uses of representations to communicate identity, time, and space in social practices with technology, and how cybercultures are played out in theory and in practice. Cybercultures resemble cultures in the non-virtual world—but display significant differences regarding social rules, identity, and spatiotemporal issues. Case studies of three types of cybercultures in social media: information and knowledge building on Wikipedia, culture, and virtual world building on Second Life, and dating practices on online dating services, such as Tinder, will shed light on how cyberspace allows for developing both symbolic representations and social practices through computer-mediated communication (CMC), and how users are situated in the continuum virtual-real.

  • 18.
    Johansson, Sverker
    et al.
    Dalarna University, Falun, Sweden.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Wikipedia as a virtual learning site and a multilingual languaging site2019In: Virtual sites as learning spaces: Critical issues on languaging research in changing eduscapes / [ed] Sangeeta Bagga-Gupta, Giulia Messina Dahlberg & Ylva Lindberg, Cham: Palgrave Macmillan, 2019, p. 181-203Chapter in book (Refereed)
    Abstract [en]

    Wikipedia is interesting to study from many perspectives, and its huge influence as a learning site makes it important to study. This chapter reviews the Wikipedia community and culture, and the process of article creation on Wikipedia, after which results are presented from a study of the argumentative genre that uses Wikipedia discussions as a corpus.

  • 19.
    Lebugle, Misha Lindberg
    et al.
    Gothenburg, Sweden.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Communication, Culture and Diversity (CCD).
    Creative Connections2023In: Postdigital Science and Education, ISSN 2524-4868, Vol. 5, no 3, p. 583-585Article in journal (Other academic)
  • 20.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Adrenalinstint om svenska huliganer2016In: Jönköpings-Posten 2016-06-11Article, book review (Other (popular science, discussion, etc.))
    Abstract [sv]

    Ingress: "Spänningen inför ett ”box” är förförande, urladdningen bättre än en orgasm och våldet gör en man till en man." Ylva Lindberg rycks med i Cyril Hellman och Peter Bergtings grafiska skildring av supportrarna som gör allt för sitt lag – men sätter själva fotbollen i andra rummet. Sporten alltså. För här är det suget efter blod och äkthet som lockar.

  • 21.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture and Diversity (CCD).
    Aleksijevitj – från grymheter till glam2015In: Jönköpings-Posten, no 2015-12-10Article in journal (Other (popular science, discussion, etc.))
  • 22.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    Amor and Eros in Second Life.2013Conference paper (Refereed)
  • 23.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Aniara: une odyssée de l'espace2004Other (Other academic)
  • 24.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Apollinaire and the physical mouvement1999In: / [ed] Katarina Elam, 1999Conference paper (Other academic)
  • 25.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Apollinaire i en föränderlig värld: Dikten "La Victoire"2002In: Poetiska världar: 33 studier tillägnade Bengt Landgren / [ed] Håkan Möller, Stockholm: Symposion , 2002, p. 176-189Chapter in book (Other academic)
  • 26.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research. Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    Calixthe Beyala - écrit-elle pour les Scandinaves?2009In: Mondes Francophones. Revue mondiale des francophonies. CréolisationsArticle in journal (Refereed)
    Abstract [fr]

    Cette étude met au centre la circulation de la littérature dans le monde et s’interroge sur ce qui dans l’œuvre de Beyala attirent les lecteurs en Scandinavie. L’exotisme semble ici être une des raisons les plus importantes. Le développement de sa complexité amène ensuite à observer comment l’exotisme dans l’œuvre de Beyala est reçu en France et en Scandinavie, surtout en Suède. Les différences d’accueil sont en premier à trouver dans la politique du marché du livre, dans les valeurs culturelles et dans la tradition littéraire. Ces critères s’avèrent dicter les prémisses de l’interprétation de l’œuvre.

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  • 27.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research. Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    Calixthe Beyala chez les Scandinaves2010In: Présence francophone, ISSN 0048-5195, no 75, p. 167-186Article in journal (Refereed)
    Abstract [en]

    Abstract

     

    The study focuses on the circulation of literature in the world and it takes as an example the publication of the literary works of Beyala in Scandinavia. The reception of her novels is analyzed on the basis of commentaries by critics in Swedish media. The analysis shows that the Swedes construct their own image of the author. In order to find interpretation tools they link her texts to their own literary patrimony and they take into account the exoticism inherent in her novels. It thus becomes legitimate, apt to serve current debates in Sweden, for example about feminism and cultural diversity.

  • 28.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Calligrammes2003Other (Other (popular science, discussion, etc.))
  • 29.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Colombanis fläta är ett bakverk utan bitter eftersmak2017In: Jönköpings-Posten 2017-11-24Article, book review (Other (popular science, discussion, etc.))
    Abstract [sv]

    Ingress: Efter Barbereys "Igelkottens elegans" och Anna Gavaldas "Tillsammans är man mindre ensam" introduceras nu den franskspråkiga författaren Laetitia Colombani till svenska. Litteraturvetaren Ylva Lindberg har läst "Flätan" som knyter ihop tre kvinnoöden från tre olika världsdelar.

  • 30.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Creativity at the workplace2019In: Human resource management: A Nordic perspective / [ed] H. Ahl, I. Bergmo Prvulovic & K. Kilhammar, London, UK: Routledge, 2019, p. 72-85Chapter in book (Refereed)
    Abstract [en]

    Stimulating a creative work climate within an organisation is, in fact, a contradiction: an organisation, by definition, necessarily entails a certain degree of management and control over the activities that occur within the organisation, so as to achieve common goals. All of these factors can act as disincentives for creativity. However, creativity is currently in great demand, along with independent thinkers and people who can create new things. It is possible to reconcile this seeming contradiction, however, by finding the balancing points between freedom and control, between playfulness and seriousness, and between the community and the individual.

  • 31.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Dada och Tristan Tzara2007In: Uppsala Nya Tidning, no 7/1Article in journal (Other (popular science, discussion, etc.))
  • 32.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research. Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    Dada är allt!2004Other (Other academic)
  • 33.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture and Diversity (CCD).
    Dagar i Bujumbura: Burundis litterära existens - anteckningar från en resa2015In: Karavan, ISSN 1404-3874, no 3, p. 5-9Article in journal (Other academic)
  • 34.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research. Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    Dagarna & nätterna (Alfred Jarry): En desertörs roman2005Other (Other academic)
  • 35.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    De la Belle époque à Second Life2013Book (Other academic)
    Abstract [fr]

    "À l'occasion d'initiations d'adultes (enseignants et étudiants) à SL, j'ai observé dans leurs yeux un émerveillement et une fascination mêlés à un soupçon de peur que j'imagine analogues aux sensations des générations des siècles passés devant le spectacle des trompe-l'oeil. Le point commun entre les productions anciennes et celles de SL réside dans la capacité à produire l'illusion d'un espace en trois dimensions à partir d'un support qui n'en a que deux. Par l'ouverture fictive d'un des plafonds du palais ducal de Mantoue, où la vraie lumière d'un ciel bleu semble se propager à l'intérieur de la pièce, le peintre Andrea Mantegna surprend le spectateur: durant au moins une fraction de seconde, celui-ci croit qu'autour de l'orifice, de vrais chérubins regardent, des airs, ce qui se passe dans le palais."                             

    "De la Belle époque à Second Life" est un livre, le premier de son genre, qui traite du rapport établi entre les notions de créativité artistique, de monde virtuel, de philosophie, d'histoire, de poésie et de sociologie. Clair, bien argumenté et merveilleusement documenté, il a également l'avantage d'être ancré dans une réalité que l'auteur appréhende avec objectivité. L'étude de Y. Lindberg ne néglige en effet aucun des aspects qu'elle doit aborder, et va même plus loin en proposant des ouvertures de la thèse principale à d'autres disciplines, là aussi abordées avec un sérieux et une érudition remarquables. Pour tous les sociologues et les spécialistes du numérique, ou plus simplement pour les intellectuels curieux, une référence.

  • 36.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    De l'actrice fictionnelle à l'acteur réel: La femme de théâtre dans la Suède du XIXème siècle2013In: Scandinavian Canadian Studies / Études Scandinaves au Canada, ISSN 0823-1796, Vol. 21, p. 40-56Article in journal (Refereed)
    Abstract [en]

    In 19th century Sweden it is possible to observe how literary themes about women reflect social reforms for women. This connection serves to justify that the female as a performer on the stage of Swedish society can be studied and understood in the light of the literature from the same period. Thus, the aim of this article is to describe the evolution of the status of women through the fictional theme of the female actress, as depicted by three authors in this comparative study: Carl Jonas Love Almqvist (1793-1866), August Strindberg (1849-1912) and Anne Charlotte Leffler (1849-1892). Their texts The Queen’s Tiara (1834), Miss Julie (1888) and Skådespelerskan [The Actress] (1873) show that they all were engaged in the debate about the status of women. Their different perspectives offer material to analyse how the female actress as a character was used to express women’s striving to perform as well on the public as on the private scene.

  • 37.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    De l’actrice fictionnelle à l’acteur réel.: La féminité politique dans la littérature suédoise du XIXème siècle2011Conference paper (Refereed)
    Abstract [en]

    From fictional actress to real actor: The political female in Swedish literature from the 19th century.

    This study compares three classical authors in Swedish literature from the 19th century: August Strindberg, Carl Jonas Love Almqvist and Anne-Charlotte Leffler. By using the image of the actress, they have contributed in different ways to women’s emancipation, and their works stem from one question: Who is the woman of modern times?

    1.With Miss Julie, 1888 Strindberg shows his ideas of the intimate theater. In order to make the woman face herself he dissects the female psychology. By using the attributes of the actress he describes the woman as by nature a pretender, without contours and only an imperfect version of Man.

    2.Almqvist introduces in his novel The Queen’s Tiara, 1834, Tintomara, an androgynous actress who becomes the desire of everyone. He critiques caustically but subtly a gendered society that frustrates both sexes and he demonstrates, long before the gender studies, the virtuality of masculinity and femininity in human beings.

    3.Leffler explores in the play The Actress, 1873, the oppressiveness of conventions upon women, for example the incompatibility between art and the female. Her feministic approach reveals the tensions between the patriarchy and the claims from a new generation of women.         

    The three authors turn the actress into a symbol, which can describe three perspectives on gender: 1. The man as the only gender of which the woman depends. 2. Gender as a social construction. 3. A society divided in two genders.

    This fictionalization of the female actress – sometimes admired, sometimes despised – has led to a debate in Sweden about women’s social status. The study is showing that this scenic literature, accessible to a larger number of readers and spectators than before,  give way for women who want to become real actors, not only on the scene, but also in the society.

  • 38. Lindberg, Ylva
    De Second Life aux pratiques élististes et artistiques sur le Net2013Conference paper (Other academic)
  • 39.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Communication, Culture and Diversity (CCD).
    Des structures éducatives au service de l’engagement démocratique en Suède [Educational structures for democratic engagement in Sweden]2021In: Revue internationale d'éducation Sèvres, ISSN 1254-4590, E-ISSN 2261-4265, no 88, p. 73-82Article in journal (Refereed)
    Abstract [en]

    Educational initiatives aimed at developing young people’s capacity to commit to a cause have gradually been set up in Sweden. This educational focus is rooted in a theoretical framework, formulated in the book Skolan och den radikala estetiken [School and Radical Aesthetics] (Persson and Thavenius, 2003), which links participation with aesthetic learning processes. The practical application of these ideas is implemented through porous structures of education in Sweden, which allow for listening to the voice of young people and a critical dialogue between schools and other parts of society. Finally, the presentation of the Normstorm project, which involves secondary school students, illustrates how participation and aesthetics are combined.

  • 40.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Digital realities and cybercultures2018Conference paper (Other (popular science, discussion, etc.))
  • 41.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Dis/Ability explored through media and culture2017Conference paper (Other academic)
  • 42.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Diversity as Normality – Language, Learning and the Need for Literature2017Conference paper (Other academic)
  • 43. Lindberg, Ylva
    En repérage de la honte: Les auteurs francophones rencontrent les critiques suédois2015Conference paper (Refereed)
  • 44.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Female Force and Mundane Men: Calixthe Beyala’s Writing of Identity From the "Third Space" and in C'est le Soleil qui m'a brûlée2016In: Gender Discourse and the Construction of Identity / [ed] N'Guessan, Kouadio Germain, Edilivre, 2016, p. 101-132Chapter in book (Refereed)
    Abstract [en]

    The novels of the Cameroonian author Calixthe Beyala reveal discourses connected to gender, power and violence, as well from an African as from a diasporal point of view. Her writings review how the woman is defined through eroticism, exoticism and culturalism embedded in language. The aim of this article is to show how Beyala take use of African and Western world values and ideologies to make way for a modern female, unbound of traditional systems and taboos. In this respect, the quest for identity, place and function is at stake in a fragile new world order where the woman, still marginalized in a global context, is among the first to be edged out. The discourse analysis will use theories from the works of Edward Saïd and Homi K Bhabha in order to complete the post-colonial perspective.

    Download full text (pdf)
    Female Force and Mundane Men
  • 45.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Framtida berättelser på gymnasiet: Kärleksintrigen som interaktiv händelseberättelse i Second Life2016In: Framtida berättelser: Perspektiv på nordisk modersmålsdidaktisk forskning och praktik / [ed] Heidi Höglund & Ria Heilä-Ylikallio, Vasa: Åbo Akademi, Fakulteten för pedagogik och välfärdsstudier , 2016, p. 85-101Chapter in book (Refereed)
    Download full text (pdf)
    Rapporten i sin helhet
  • 46.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Förhållandet mellan förmedling av litteratur på franska i press och akademi i Danmark2017Conference paper (Refereed)
  • 47.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Herta Müller: Okrossbar som en äppelkärna2016In: Jönköpings-Posten 2016-10-04Article, book review (Other (popular science, discussion, etc.))
    Abstract [sv]

    Ingress: I samtalsboken "Mitt fosterland var en äppelkärna" berättar Nobelpristagaren Herta Müller om hur författarskapet blev till av nödtvång. Ylva Lindberg frågar sig om det är författaren själv som är en äppelkärna.

  • 48.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Image and Text in Second Life: Une littératie en devenir / The Becoming of Literacy2010In: / [ed] Heike Philp, 2010Conference paper (Other academic)
    Abstract [en]

    In this bilingual presentation (English/ French) Ilva Lindberg of Finland presents her book 'Image et texte dans Second Life: une littératie en devenir (Image and Text in Second Life: The Becoming of Literacy)' which will be published in French this year (2010). The book focuses on the image and on how visual and textual images in the past and in the present help us to relate to new technology, such as Second Life. In today's educational context we are inclined to learn and apply new technology immediately, without reflecting upon which consequences the usage has for the teaching, particularly for language and literature teaching. This book offers material to elaborate ones own idea of Second Life. Ilva figures that this is the way not to be absorbed by it.

  • 49.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Klart Peter ska ha ett nobelpris2019In: Jönköpings-Posten, ISSN 1103-9469, no 11 oktober, p. 3-3Article in journal (Other (popular science, discussion, etc.))
  • 50.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Konst som gör dig svettig: Ann Hamilton skapar känslor med rörelser2016In: Jönköpings-Posten 2016-03-24Article, book review (Other (popular science, discussion, etc.))
    Abstract [sv]

    Ingress: Ylva Lindberg, docent i litteraturvetenskap på Jönköping University, åkte till Vandalorum i Värnamo för att se Ann Hamiltons verk "Aloud". Resan blev en upplevelse från det nyfikna barnet till den blaserade ungdomen och så in i känslorna; "Starka vindljud gör ont".

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