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  • 1.
    Aronsson, Mattias
    et al.
    Institutionen för språk, litteratur och lärande, Högskolan Dalarna.
    Dodou, Katherina
    Institutionen för språk, litteratur och lärande, Högskolan Dalarna.
    Svensson, Anette
    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).
    Tema: Litteraturdidaktik – Litteraturstudiers relevans för skola och samhälle2021In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 15, no 2, p. 5-9Article in journal (Other (popular science, discussion, etc.))
  • 2.
    Dodou, Katherina
    et al.
    Institutionen för språk, litteratur och lärande, Högskolan Dalarna.
    Svensson, Anette
    Jönköping University, School of Education and Communication, HLK, Communication, Culture and Diversity (CCD). Department of culture, language and media, Malmö University, Sweden.
    Attitudes to Literature Education Research2022Conference paper (Refereed)
    Abstract [en]

    For the last ten years, since the teacher education reform of 2011, Swedish institutions of higher education have been tasked with strengthening the links between academic subject studies and professional preparation. To accommodate this requirement, English departments at many universities nationally have incorporated elements of literature teaching and learning in literature courses within the teacher education programmes. With an intent to explore the effects of this change in the content and function of literature courses in teacher education, the current paper seeks to shed light on teacher educators’ views on literature education research and its use in literature teaching within teacher education programmes. It presents results from an interview study with 21 PhD holders in literature who are also teacher educators within the subject of English at Swedish higher education institutions. A thematic analysis of these 21 semi-structured interviews shows that the participants have limited experiences of doing literature education research and that some express mixed attitudes regarding the nature and quality of that research. It also shows that literature education research is not often incorporated in literature courses within teacher education. The paper presents these results and discusses some of their implications for teacher education and for the field of literature education research. 

  • 3.
    Dodou, Katherina
    et al.
    Högskolan i Dalarna.
    Svensson, Anette
    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).
    Lärarutbildares känslor om och erfarenheter av litteraturundervisning och litteraturdidaktik2021Conference paper (Refereed)
    Abstract [sv]

    Vilka känslor väcker litteraturundervisning hos lärarutbildare och på vilket sätt förbereder lärarutbildare blivande lärare i engelska för den kommande praktiken i sin litteraturundervisning? Tidigare forskning visar att flertalet lärarutbildare som undervisar i litteraturstudier och/eller i litteraturdidaktik i lärarutbildningsämnena engelska är litteraturforskare, dvs. de är disputerade inom ämnet engelska med litteraturvetenskaplig inriktning och de har sin huvudsakliga forskning inom det litteraturvetenskapliga området (Dodou & Gray, kommande). Även om flera av dessa också har en bakgrund inom skolundervisning är få forskningsverksamma inom det litteraturdidaktiska fältet och somliga anger att de saknar kunskap om litteraturdidaktisk teori och praktik. Man vittnar om att litteraturundervisningen inom ramen för lärarutbildningarna upplevs som givande men också om att den väcker känslor av frustration och otillräcklighet (Dodou & Gray, kommande).  

    Med avstamp i denna forskning vill vi bidra med ytterligare kunskap om relationen mellan å ena sidan lärarutbildarnas känslor å andra sidan hur de förbereder blivande lärare för den kommande litteraturundervisningen i skolämnet engelska. Specifikt identifierar vi vilka känslor som kopplas till litteraturundervisningens uppdrag och genomförande samt vilka prioriteringar och hänsynstaganden som lärarutbildarna gör i sin litteraturvetenskapliga och skolorienterade litteraturdidaktiska undervisningspraktik. Vår presentation rapporterar resultat från en studie baserad på kvalitativa semistrukturerade intervjuer med lärarutbildare inom ämnet engelska vid svenska lärosäten under innevarande år.  

    Lärarutbildares attityder – och inte minst deras känslor inför sina arbetsuppgifter och de kompetenser som krävs av dem – är viktiga att förstå. De påverkar litteraturundervisningens vad, hur och varför i lärarutbildningarna och i förlängningen kan de påverka de möjligheter och begränsningar som lärare ser för litteraturundervisning i skolans engelskämne. 

    Referenser:

    Dodou, Katherina & Gray, David (kommande). Literary scholar, teacher educator? English staff profiles and attitudes to teacher education. Nordic Journal of English Studies 

  • 4.
    Johansson, Maritha
    et al.
    Linköpings universitet.
    Skillermark, Stina-Karin
    Jönköping University, School of Education and Communication, HLK, Communication, Culture and Diversity (CCD).
    Bildens roll i elevers meningsskapande om äldre litterära texter2021Conference paper (Other academic)
    Abstract [sv]

    Undersökningen genomförs inom ramen för våra tjänster och finansieras inte av externa medel.

    Studiens bakgrund och syfte:

    I kurs- respektive ämnesplaner för årskurs 7–9 respektive gymnasiet finns uttalat att eleverna i ämnet svenska ska få möta litterära texter från olika tider och kulturer (Lgr11/Lgy11). Ett sätt att arbeta med det innehållet är att eleverna får ta del av utvalda, många gånger kanoniserade, litterära textutdrag som finns i antologier. I flera av antologierna har texterna bildsatts med bilder som relaterar till den litterära texten på skilda sätt. Bilder till klassiska verk är av tradition inte i fokus i skolans litteraturundervisning, samtidigt som bilder får en allt större betydelse i ungdomars kommunikation. Syftet med denna studie är därför att undersöka om och i så fall hur elevers gemensamma meningsskapande om en äldre litterär text påverkas av hur bilder relaterats till den litterära texten. Äldre litterära texter är skrivna i och för en annan tid och både deras innehåll och form kan därför uppfattas som främmande för dagens elever. Den unga mottagarens förväntningshorisont (Jauβ, 1970) kolliderar med den äldre kanoniserade texten och i denna studie undersöker vi om mötet mellan moderna elever och äldre texter påverkas av hur texten bildsatts.

    Genomförande och resultat:

    I studien får elevgrupper samtala om ett utdrag ur Iliaden: Hektor och Andromakes avsked. Elevgrupperna tilldelas olika versioner av textutdraget där själva texten förblir densamma men där bilderna varieras. I den ena versionen har texten och bilden en symmetrisk relation – de förmedlar ett likartat innehåll (Nikolajeva, 2000). I den andra och tredje versionen kan bilderna och textens relation beskrivas som kompletterande (Nikolajeva, 2000), vilket innebär att bilderna – om än på skilda sätt – vidfogar texten ytterligare ett innehåll. I vår presentation kommer vi att redogöra för resultat från en studie som genomförts i en nionde klass. Bland annat framkommer av studien att eleverna knappt använder bilderna när de samtalar om texten, om de inte uppmanas att göra det, och att den version där text och bild har en symmetrisk relation verkar hämma elevernas eget skapande av inre bilder utifrån textens beskrivningar. Detta föranleder att det finns anledning att fundera vidare på hur läraren kan stödja elevernas meningsskapande genom att hjälpa eleverna att använda bilderna, vilken typ av bilder som kan underbygga elevers meningsskapande samt när i arbetet med och samtalet om en litterär text bild eller bilder bör presenteras för eleverna.

    Referenser:

    Jauβ, Hans Robert (1970). Literaturgeschichte als Provokation der Literaturwissenschaft. Suhrkamp.

    Nikolajeva, Maria (2000). Bilderbokens pusselbitar. Studentlitteratur.

    Skolverket (u.å.). Kursplan för svenska för grundskolan. Skolverket.se

    Skolverket (u.å.). Ämnesplan för svenska för gymnasiet. Skolverket.se

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    Abstrakt
  • 5.
    Lindberg, Ylva
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Svensson, Anette
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Introduktion: Gränsöverskridande litteraturstudier2020In: Litteraturdidaktik: Språkämnen i samverkan / [ed] Y. Lindberg & A. Svensson, Stockholm: Natur och kultur, 2020, p. 7-26Chapter in book (Refereed)
  • 6.
    Lindberg, Ylva
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Svensson, AnetteJönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Litteraturdidaktik: Språkämnen i samverkan2020Collection (editor) (Refereed)
  • 7.
    Lundström, Stefan
    et al.
    Luleå tekniska universitet.
    Svensson, Anette
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Fiktioner och textuniversum2017In: Tolfte nationella konferensen i svenska med didaktisk inriktning: Textkulturer / [ed] B. Ljung Egeland, C. Olin Scheller, M. Tanner, & M. Tengberg, 2017, p. 157-173Conference paper (Refereed)
    Abstract [sv]

    Bokens åttonde artikel tar sin utgångspunkt i de förändrade medievanor kring fiktion som konvergenskulturen innebär, närmare bestämt i de textuniversum som bildas kring ett visst innehåll. Textuniversum 15 Sammanfattningar kännetecknas av att inkludera ett stort antal texter i olika medier, där det inte går att dra exakta gränser för innehållet. Syftet med artikeln är att bidra med kunskap om hur deltagare bygger förståelse av innehållet i textuniversum. Detta nås genom att analysera delar av två exempel på textuniversum, Stolthet och fördom samt Fables, med avseende på hur deltagande i universumen möjliggör många olika meningsskapande erfarenheter. Studien bygger på textanalyser och visar hur transformation av meningsbärande delar, fragment, till helheter, mosaiker, kan skapa många olika förståelser av innehållet. Fragmenten transformeras från många olika medier och texter, vilket gör att de ofta kan förstås som transmediala förlängningar som skapar ett nätverk av texter. Fragmenten bidrar till, och ger en ökad förståelse för, kärntexten samt för helhetsbilden, mosaiken. För att analysera strukturer i dessa nätverk används i artikeln en begreppsapparat som utvecklats för att förstå narrativa strukturer i nya medieyttringar och belysa hur meningsskapande och fiktionsförståelse skapas vid konstruerande och användande av textuniversum Artikelns huvudresultat är att deltagande i textuniversum kräver nya sätt att förstå fiktionsanvändning samt att fokus skiftar från klassiska narratologiska textbeskrivningar mot hur deltagare upplever berättelser och konstruerar sammanhang utifrån dem, vilket i förlängningen kan påverka också undervisningen kring fiktion i skolan.

  • 8.
    Lundström, Stefan
    et al.
    Luleå tekniska universitet.
    Svensson, Anette
    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 & Diversity @ JU (CCD@JU).
    Ungdomars fiktionsvanor2017In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 2, no 5, p. 30-51Article in journal (Refereed)
    Abstract [en]

    This article reports on a questionnaire study conducted among Swedish teenagers aged 17-18. The study aims to map out their use of fictional texts through various media forms in the two contexts school and recreational time. The study, which has a quantitative approach, focuses on mediation, gender, and study orientation, when exploring the media habits of Swedish teenagers. The results show that although the participants read fiction, they spend much more time using fictional texts in other media forms, such as computer games, TV-series, and films. Gender differences are visible in that men play computer games and women read literature to a greater extent. There are few prominent differences concerning the choice of educational programme. Instead, the results show that divergence should be considered on an individual level, and that large differences in media use can occur within the same school class. The results are discussed from a media ecological as well as a mediatization perspective, and in relation to an educational context.

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    Fulltext
  • 9.
    Lundström, Stefan
    et al.
    Luleå tekniska universitet.
    Svensson, Anette
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Worlds of Many Languages: Learning from Fiction in Multimodal Text Universes2015Conference paper (Other academic)
    Abstract [en]

    Most young people in their late teens in Sweden, and probably also in many other parts of the world, devote several hours every day to fictional stories. The stories help them to construct realites, create identities, and can, in the most concrete sense, be used as tools in different ways, Bruner (1986) claims. Narrative forms of expression are, however, currently in transition. Novels becomes games, games become movies, movies become TV-series and so on, and everything is mediated digitally and globally in a convergence culture (Jenkins 2006). This cultural transfer places great demands on young people's cutural, medial, and linguistic skills.

    Based on studies conducted through surveys and media journals among people aged 17-18 years, the paper discusses theoretical aspects relevant for literary studies and foreign language learning in a broad sense. The first aspect is transformation (Brummett 1991), that is, the usefulness of combining fragments of different cultures, languages, media, and modalities into text mosaics. This transformation is made possible through various transferal processes, such as the transfer of a story from one medium to another, from one genre to another, from one culture to another etc. Transformation is an essential part of a second aspect, narrative competence (Lundström & Olin-Scheller 2014), which is needed to become a participant in so-called multimodal text universes. In these, an initial story, for example, the story of Harry Potter, is in a constant move between different cultural spaces, semiotic systems, and languages in a way that makes it impossible to isolate the learning of a single language in the way that is or was often achieved in the organisation of institutionalized language teaching. Hence, this paper shows and discusses how the use of fictional stories functions as a way to transgress through different cultural and linguistic systems, and in extension functions as a means for language acquisition.

  • 10.
    Lundström, Stefan
    et al.
    Luleå university of technology.
    Svensson, Anette
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture and Diversity (CCD).
    Worlds of many languages. Transformations in fictional text universes2020In: Nordic Journal of Literacy Research, E-ISSN 2464-1596, Vol. 6, no 3, p. 152-169Article in journal (Refereed)
    Abstract [en]

    This article presents a study of how meaning is created when participating in a fictional text universe, and thereby provides insight into literacy aspects of recreational use of fictional stories. The analysed material consists of transcriptions of pen-and-paper role-playing sessions. The results show that the role-players transform fragments of information from different languages, modalities and semiotic systems into the situated practice of role-playing. In the conclusion, the competence to transform in relation to the role-playing, and in a wider context to participate in text universes, is discussed as a multiliteracies competence needed in the situated activity. The way in which language and communication is used requires, among other things, the ability to integrate different languages, modalities and semiotic systems, which in turn opens up new perspectives on what literacy in a recreational use of text universes can be.

  • 11.
    Manderstedt, Lena
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics. Luleå tekniska universitet.
    Svensson, Anette
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    Palo, Annbritt
    Luleå tekniska universitet.
    Think of it as a Challenge: Problematizing Pedagogical Strategies for Assessing and Examining Web-based University Courses2014In: Next Generation Learning Conference NGL2014, Falun, Sverige, 19/03/14 - 20/03/14, 2014Conference paper (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.

  • 12.
    Mårtensson, Pernilla
    et al.
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Mathematics Education Research.
    Gunnarsson, Robert
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Mathematics Education Research.
    Att planera och undervisa om tal i bråkform utifrån Shanghai-traditionen2021Conference paper (Other academic)
    Abstract [sv]

    Världens blickar har under de två senaste decennierna riktas mot östra Asien när lärande och undervisning i matematik står i centrum för diskussioner. En anledning till det ökade intresset är troligtvis att dessa regioner, gång efter annan, placerar sig i topp i olika internationella mätningar som TIMMS och Pisa medan Sverige och många andra OECD-länder hamnar på en mer blygsam placering. Det finns flera tänkbara förklaringar till sådana skillnader. En avgörande faktor för undervisningskvalitet och som ofta lyfts fram är den kinesiska undervisningstraditionen Bianshi Jiaoxue—undervisa utifrån variation av ämnesinnehållet. Denna tradition erbjuder flera intressanta begrepp som kan användas som verktyg för att planera och genomföra undervisning, speciellt med avseende på hur uppgifter kan sammanlänkas för att skapa effektivt och fördjupat lärande i matematik. Vi illustrerar några centrala begrepp inom traditionen genom att lyfta några exempel från en lektion om addition och subtraktion med tal i bråkform genomförd i Shanghai samt från en intervju genomförd med den undervisande läraren. Lektions- och intervjudata kommer från ett av samarbetsprojekt, finansierat av Vetenskapsrådet, mellan forskare från Jönköping University och Hong Kong University. Utgångspunkten relaterat konferensens tema är att en praktisk teori är en viktig komponent för undervisning på vetenskaplig grund. 

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  • 13.
    Rosenbaum, Cecilia
    et al.
    Jönköping University, School of Education and Communication.
    Runesson Kempe, Ulla
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Mathematics Education Research. Wits School of Education, University of the Witsvatersrand, Johannesburg, Sydafrika.
    Svensson, Anette
    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).
    Rikta blicken mot texten2021In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 9, no 1, p. 31-49Article in journal (Refereed)
    Abstract [en]

    In Swedish research on reading instruction, it has been emphasized that students already in middle school (grades 4-6) need to develop literary competence and receive guidance on how they can process a text in order to develop in-depth reading comprehension. The aim of the article is to contribute with knowledge regarding how teaching that aims to develop the ability to draw conclusions about a fictional protagonist’s character traits can be designed. A specific activity focusing literature education that was developed within the framework of a Learning study in grades 4 and 5 was studied in more detail. The purpose of the teaching unit was that the students would develop their abilities to draw conclusions about a protagonist’s character traits in a fictional text. 15 hours of video-recorded lessons, where the same story was used in all cycles, were analyzed using variation theory. The analysis shows that the different cycles offered different learning opportunities depending on how the teacher gave instructions to the learning activity, how the task was formulated and designed, if the text and the protagonist’s character traits came into focus and related to each other, and which aspects were opened up as dimensions of variation.

  • 14.
    Rosenbaum, Cecilia
    et al.
    Jönköping University, School of Education and Communication, HLK, Communication, Culture and Diversity (CCD).
    Svensson, Anette
    Jönköping University, School of Education and Communication, HLK, Communication, Culture and Diversity (CCD). Institutionen för kultur, språk och medier, Malmö universitet, Sverige.
    Söderberg, Eva
    Högskolan Dalarna.
    En väv av förståelse: Mellanstadieelevers utsagor om sin fiktionsläsning2022In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 10, no 1, p. 119-139Article in journal (Refereed)
    Abstract [en]

    The aim of the article is to illustrate which literary observations nine pupils in year four express when they read the story "The Dragon with the Red Eyes" by Astrid Lindgren (1980), and how these observations can contribute with knowledge regarding what the lessons can be based on, and which aspects can be used when literature education is planned and carried out in middle school. The data material consists of nine semi-structured interviews that were transcribed. The interviews are analyzed based on Langer’s (2017) stances of envisionment as expressed by the interviewed pupils. Thereafter, the pupils’ envisionment building is discussed in relation to literary competence. The study shows that the interviewed pupils’ reading processes are dialogic and that they add their personal experiences to the reading process at the same time as they relate to the text’s approach to textual conventions.

  • 15.
    Skillermark, Stina-Karin
    et al.
    Jönköping University, School of Education and Communication, HLK, Communication, Culture and Diversity (CCD).
    Svensson, Anette
    Jönköping University, School of Education and Communication, HLK, Communication, Culture and Diversity (CCD). Institutionen för kultur, språk och medier, Malmö universitet, Sverige.
    Gränsöverskridande litteraturundervisning i en global tid2022Conference paper (Refereed)
    Abstract [sv]

    Ur abstraktet: Den studie som presenteras är en pilotstudie som genomförts som förberedelse inför ett större projekt med arbetsnamnet Gränsöverskridande litteraturundervisning i en global tid. I projektet, som precis har startat, utvecklas och prövas en undervisningsdesign iterativt (Anderson & Shattuck, 2012) tillsammans med verksamma lärare. Pilotstudien finansieras delvis av interna forskningsmedel från HLK.

  • 16.
    Svensson, Anette
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    A Heterogeneous Classroom: An Effect of a New Media Ecology?2016Conference paper (Refereed)
    Abstract [en]

    Most young people in their late teens in Sweden, and probably also in many other parts of the world, devote several hours every day to fictional stories. The stories help them to construct realities, create identities, and can, in the most concrete sense, be used as tools in different ways, Bruner (1986) claims. Narrative forms of expression are, however, currently in transition. Novels becomes games, games become movies, movies become TV-series and so on, and everything is mediated digitally and globally in a convergence culture (Jenkins 2006). This act of transformation places great demands on young people's cultural, medial, and linguistic skills. 

    However, not every student in a class use fictional texts, and those who do use them to a lesser or greater extent, do not use stories in the same text or media form. This varied use of fictional texts contributes to an already heterogeneous classroom. What implication does this heterogeneous classroom have for teaching and learning processes in general and for the teaching of literary studies in particular? Based on the results from a questionnaire study, this paper aims to explore this heterogeneity further, and in addition to discuss the effects of a heterogeneous classroom.

  • 17.
    Svensson, Anette
    Umeå universitet.
    A Translation of Worlds2006Conference paper (Other academic)
    Abstract [en]

    As part of my thesis on cultural displacement and interaction in Australian immigration literature, I intend here to focus on the use, in migratory texts, of stories and story-telling as means to remember and translate a past elsewhere. While translators are usually seen as cultural mediators, I see that position taken by migration writers who translate worlds as well as words.

     

    My aim is to discuss how discursive translation takes place in the migratory texts, Hiam by Eva Sallis and Heartland by Angelika Fremd. What different discursive strategies are being employed? I want to focus on story-telling as one way for migration writers to translate a linguistic / discursive / cultural Other. Moreover, stories and story-telling also serve as means to create an individual as well as a collective history, a cultural identity and a cultural memory. The stories, which are filtered through a cultural heritage discourse, are not only told in order to ‘educate’ the listener/reader in another culture, but are also attempts at preserving the memory of a past elsewhere. 

  • 18.
    Svensson, Anette
    Umeå universitet, Institutionen för språkstudier.
    A translation of worlds: Aspects of cultural translation and Australian migration literature2010Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This study explores the exchange of cultural information that takes place in the meeting between immigrant and non-immigrant characters in a selection of Australian novels focusing on the theme of migration: Heartland (1989) by Angelika Fremd, A Change of Skies (1991) by Yasmine Gooneratne, Stella’s Place (1998) by Jim Sakkas, Hiam (1998) by Eva Sallis and Love and Vertigo (2000) by Hsu-Ming Teo. The concept cultural translation functions as a theoretical tool in the analyses. The translation model is particularly useful for this purpose since it parallels the migration process and emphasises the power relations involved in cultural encounters. Within the framework of the study, cultural translation is defined as making an unfamiliar cultural phenomenon familiar to someone. On the intratextual level of the text, the characters take on roles as translators and interpreters and make use of certain tools such as storytelling and food to effect translation. On the extratextual level, Fremd, Gooneratne, Sakkas, Sallis and Teo represent cultural translation in the four thematic areas the immigrant child, storytelling, food and life crisis.

    The first theme, the immigrant child, examined in chapter one, explores the effects of using the immigrant child as translator in communication situations between immigrants and representatives of Australian public institutions. In these situations, the child becomes the adult’s interpreter of the Australian target culture. The role as translator entails other roles such as a link to and a shield against the Australian society and, as a result, traditional power relations are reversed. Chapter two analyses how the second theme, storytelling, is presented as an instrument for cultural education and cultural translation in the texts. Storytelling functions to transfer power relations and resistance from one generation to the next. Through storytelling, the immigrant’s hybrid identity is maintained because the connection to the source culture is strengthened, both for the storyteller and the listener. The third theme, food as a symbol of cultural identity and as representation of the source and target cultures, is explored in chapter three. Source and target food cultures are polarised in the novels, and through an acceptance or a rejection of food from the source or target cultures, the characters symbolically accept or reject a belonging to that particular cultural environment. A fusion between the source and target food cultures emphasises the immigrant characters’ cultural hybridity and functions as a strategic marketing of culturally specific elements during which a specific source culture is translated to a target consumer. Finally, the fourth theme, life crisis, is analysed in chapter four where it is a necessary means through which the characters experience a second encounter with Australia and Australians. While their first encounter with Australia traps the characters in a liminal space/phase that is signified by cultural distancing, the second encounter offers a desire and ability for cultural translation, an acceptance of cultural hybridity and the possibility to become translated beings – a state where the characters are able to translate back and forth between the source and target cultures.

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  • 19.
    Svensson, Anette
    Umeå universitet.
    A Translation of Worlds: The Effects of Cultural Translation on the Migration Process in Hiam and Stella’s Place2009Conference paper (Other academic)
    Abstract [en]

    In this age, where transnational movements are increasing around the globe, migration is a research area that concerns many disciplines, such as geography, history, anthropology, linguistics as well as cultural- and literary studies, where this study is primarily based. Migration literature involves various levels of encounters that occur when the characters shift geographical regions; above all, the encounter with a “new” cultural environment, a target culture. The migration process is, in my view, a three step process that parallels Arnold van Gennep’s rites of passage developed by Victor Turner which emphasises that there are three phases that occur in all rites of transition, namely separation, transition and incorporation. I see the migration process as a territorial rite of passage that consists of these three phases. As part of my thesis on cultural displacement and translation in Australian immigration literature, I intend, in this paper, to analyse the migration process as portrayed in the two novels Hiam by Eva Sallis and Stella’s Place by Jim Sakkas with a focus on the second, liminal, phase and the third phase, incorporation. My aim is to analyse the effects of cultural translation on the migration process in these two texts. 

  • 20.
    Svensson, Anette
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Adaptations, Sequels and Success: The Expanding Sense and Sensibility Text Universe2017In: The ESSE Messenger, E-ISSN 2518-3567, Vol. 26, no 2, p. 46-58Article in journal (Other academic)
    Abstract [en]

    This article asks why people are obsessed with Jane Austen’s stories and why her stories are spreading across the globe, across media forms, and across generations? In an attempt to analyse the Austenmania-phenomenon, this article examines various representations of Austen’s Sense and Sensibility in order to discuss what these representations contribute with to the understanding of the source text and to the text universe as a whole. The analysis shows that the re-presentations not only expand Austen’s story and provide insight into the characters and their actions, but also draw attention to historical and contemporary power hierarchies and gender roles.

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  • 21.
    Svensson, Anette
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Adding missing parts: Re-presenting the classic Anne of Green Gables2020Conference paper (Other academic)
  • 22.
    Svensson, Anette
    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).
    Aesthetic Dimensions of Literary Studies: Multimodality and Creative Learning2021In: Nordic Journal of English Studies, ISSN 1502-7694, E-ISSN 1654-6970, Vol. 20, no 2, p. 160-182Article in journal (Refereed)
    Abstract [en]

    In Sweden, the occurrence of fictional texts in various media formats, including TV series, films, and computer games, most of which are in English, is constantly growing. In an increasingly digitalised society, there is a need for teaching that understands and meets the demand for aesthetic values as well as multimodality and creativity. Highlighting the aesthetic dimension of literary studies, this article reports on a small-scale practice-based study that explores students’ experiences of working with a teaching unit that focuses on text universes, literary productions, and creative learning. It argues for an innovative type of course design with the potential to strengthen students’ engagement in, and their self-assessed understanding of, literary texts, which can inspire future English teachers to adopt similar approaches in their own teaching practice.

    The teaching unit was included in a programme for upper-secondary subject teachers in English. The empirical data consists of 14 students’ responses to a questionnaire that was conducted after the completion of the unit. The study shows that although some students initially found the teaching unit challenging, they later acknowledged having acquired significant insights into their own and their peers’ creative processes. Because student autonomy and student responsibility are central aspects when teaching for creativity, the teaching unit provided the students with a model that addresses the what and the how of literature teaching and learning, a model that they themselves want to use in their future careers as English teachers at the upper secondary level.

  • 23.
    Svensson, Anette
    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).
    Att skriva utanför ramarna: Bamse och transmedialt berättande2021Conference paper (Refereed)
    Abstract [sv]

    Inför läslovet 2018 publicerade Pressbyrån, i samarbete med Egmont och Bamseförlaget, ett specialnummer av Bamse: Nina i knipa. Numret, som vänder sig till unga läsare i åldern 8-10 år, består av serien ”Nina i knipa” (2006), en omarbetning av serien i novellform av författaren John Ajvide Lindqvist och ett erbjudande till den unga läsaren att efter Ajvide Lindqvists exempel skriva en egen novell baserad på serien ”Bamse och den stora höststormen” från 1973. På detta sätt uppmuntrar specialnumret läsarna till att om-/återskapa en berättelse i serieformat till en berättelse i novellformat och att i om-/återskapandeprocessen vidga den ursprungliga berättelsen i enlighet med Jenkins (2007) begrepp transmedia storytelling – transmedialt berättande.  

    Tidigare studier visar att transmedialt berättande kan ha positiv och utvecklande effekt inte bara för elevers läsförståelse och skrivförmåga utan även för deras narrativa kompetens (t.ex. Svensson & Haglind, 2021). Den transmediala processen lägger fokus på medskapande och på rollen som prosument, det vill säga på samma gång producent och konsument, av berättelsen. 

    Mot denna bakgrund vill vi undersöka hur transmedialt berättande används i detta specialnummer för att utveckla barns och ungas berättelseförståelse och deras berättarförmåga. Syfte med studien är således att undersöka på vilket sätt Bamse: Nina i knipa använder transmedialt berättande för att uppmuntra unga läsare till att utveckla sin narrativa kompetens genom att om-/återskapa en berättelse från ett medium till ett annat. 

    Frågeställningar: 

    • På vilket sätt möjliggör numret utveckling av berättelseförståelse och berättarförmåga? 
    • På vilket sätt uppmuntrar numret till utveckling av skriv- och läsförmågor genom transmedialt berättande? 
    • Vilken funktion får numret uppmuntran till att vara i eller nära berättelsevärlden?

    Studiens material, Bamse: Nina i knipa, granskas genom närläsning. I analysen beaktas såväl specialnumrets format som de skrivinstruktioner som används för att uppmuntra den unga läsaren/skribenten till att skriva utanför ramarna. 

    Referenser 

    Jenkins, H. (2007, 21 mars). Transmedia Storytelling 101 [Blogginlägg]. http://henryjenkins.org/blog/2007/03/transmedia_storytelling_101.html. 

    Svensson, A., & Haglind, T. (2021). “From the Lightest Light to the Darkest Dark”: Re-Presenting Ronia, the Robber’s Daughter in the Third-Grade Classroom, Educare, Forthcoming.  

  • 24.
    Svensson, Anette
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    (Digitala) multimodala texter i litteraturundervisningen?2020Conference paper (Refereed)
  • 25.
    Svensson, Anette
    Umeå universitet.
    Fiktionstexter - Litteraturens värde och ungdomars medievanor2012Conference paper (Other academic)
    Abstract [en]

    In a multimodal media society that offers narratives in various forms such as novels, poems, movies, TV-series, computer games/console games, music etc., fictional texts are in circulation and have a great impact, specifically among youths who are mass consumers of these texts. How does this circulation affect their media habits and their views on fictional texts?

     

    This paper aims at analysing the media habits of Swedish youths as it is based in a quantitative study that examines the amount of time the informants spend on fictional texts through various media forms in their spare time and as part of their schoolwork. It further analyses these media habits and discusses their effects on the youths’ identity processes and school performances. The study shows that the informants spend more time on fictional texts in their spare time than in school, that they consume more fictional texts than they produce, and that the female informants spend more time producing fictional texts than the male informants – a result that is coloured by the amount of time they spend writing blogs, tweets and diaries. The status of life-writing genres such as blogs, tweets and diaries as fictional texts as well as the effect on the teaching/learning process of using these forms of texts are discussed in more detail in this presentation.

  • 26.
    Svensson, Anette
    Umeå universitet.
    Food as Cultural Representation and Cultural Translation in Two Migratory Texts2007Conference paper (Other academic)
    Abstract [en]

    The term migration, which is used for a movement from one place to another, refers to both emigration and immigration; on the one hand, departing from one place/country and, on the other hand, entering another place/country. Departing, or exiting, from their “home” or “source” country, migrants leave not only their country but also their cultural environment behind, but, at the same time, they bring their “home” or “source” culture to the “host” or “target” country, where it is sometimes nostalgically remembered and sometimes altered and/or translated to the population of the “host” country. Food is a cultural signifier which not only serves as a memory of “home,” but also as a way for migrants to adapt to the “new” culture as well as to translate their home culture to a new audience. Exit is here seen as an element preceding attempts of bringing two cultural environments together.

     

    I intend to focus on the representation of food as it figures in the two migratory texts Love and Vertigo by Hsu-Ming Teo and A Change of Skies by Yasmine Gooneratne. I intend to look at food more specifically in terms of a symbol of the “home” or “source” country and food as an image of cultural belonging. Food is also a way to introduce another culture to the population of the “new” or “target” country, thus cooking can be seen as an act of cultural translation.

  • 27.
    Svensson, Anette
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Food as function and food as figure: Cultural translation and cultural hybridity in A change of skies, Love and vertigo and Nina’s heavenly delights2020In: Moderna Språk, E-ISSN 2000-3560, Vol. 114, no 1(SI), p. 61-76Article in journal (Refereed)
    Abstract [en]

    Food is a major concern in popular culture and in literary studies at present and there are numerous novels, movies, and TV-shows that focus on food and its various functions – literary, cultural, and social. Food, which is a highly politicised subject, is one way in which cultural translation takes place as it is used to create an understanding of cultural transfer processes and their implications.

    This paper aims to explore how representations of food accentuate the theme of migration and serve as sites for cultural translation in A change of skies by Yasmine Gooneratne (1991), Love and vertigo by Hsu-Ming Teo (2000), and Nina’s heavenly delights by Pratibha Parmar (2006). In addition to representing the source and target cultures, food illustrates the immigrant’s position in-between cultures, thus emphasising cultural hybridity, in particular through the fusion of food from the source and the target cultures.

  • 28.
    Svensson, Anette
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Food as Function and Food as Figure: Cultural Translation and Cultural Hybridity in Love and Vertigo and Nina’s Heavenly Delights2017Conference paper (Refereed)
    Abstract [en]

    The symbolic meaning of food is a major concern in popular culture and literary studies at present and there are numerous novels, movies, TV-shows etc. that focus on food and its various functions – literary, cultural, and social. This paper responds to the ongoing discussions in food studies, literary criticism, postcolonialism and gender studies, at the same time as it aims to expand the field of food studies further by connecting it with translation studies. Food, which is a highly politicised subject, is one way in which cultural translation takes place as it is used to create an understanding of cultural transfer and the effects thereof. This paper aims to explore food as literary figure and its cultural function as it analyses continuous processes of cultural transfer and the ensuing effect of cultural hybridity in close-reading analyses of Love and Vertigo by Hsu-Ming Teo, and Nina’s Heavenly Delights by Pratibha Parmar. 

  • 29.
    Svensson, Anette
    Umeå universitet.
    Food as Representation of Cultural and National Stereotypes in Love and Vertigo and Nina’s Heavenly Delights2010Conference paper (Refereed)
    Abstract [en]

    This paper responds to the ongoing discussions in food studies, literary criticism, postcolonialism and gender studies, at the same time as it aims to expand in particular the field of food studies further by connecting it with translation studies. Food, which is a highly politicised subject on a global as well as a local level, is one way in which cultural translation takes place as it is used to create an understanding of different cultures – an understanding that can be seen as a form of cultural translation.

     

    In close-reading analyses of one Australian migration novel, Love and Vertigo by Hsu-Ming Teo, and one British migration movie, Nina’s Heavenly Delights by Pratibha Parmar, this paper explores popular culture’s impact on society as it discusses how the representation of food such as traditional or non-traditional dishes, cooking, serving and eating practices, functions as a means to contrast the immigrant characters’ source and target food cultures. Thus, power structures based on gender and nationality that circulate through these food-related practices are highlighted and also manifested as they are transferred to the consumers of everyday cultural sources such as novels and movies. 

  • 30.
    Svensson, Anette
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Formal and Informal Learning: The Many Challenges of Teaching English in a Diverse Classroom2017Conference paper (Refereed)
    Abstract [en]

    Despite a Language Act (2009) that protects the Swedish language (SOU 2009:600), influences from English are increasing on a regular basis much due to the Internet, movies, and TV. Young people grow up as “digital natives” (Prensky 2001) and learn English in an informal context at a very young age (Cabau 2009). However, not all young people watch movies in the English language and partake in participatory cultures, for example, read and write blogs, take an active part in discussion forums online, or write English fan fiction. As a result of the discrepancy between those students who use English to a great extent through, for example, frequently playing computer games and those students who do not use the English language at all outside a school context, a Swedish classroom contains students of highly diverse knowledge concerning the English language, in this paper referred to as diversity and the diverse classroom. English teachers are thus required to juggle an exceedingly diverse class.

    The study presented in this paper aims to explore in what ways teachers at upper secondary level (grade 10-12) work in a heterogeneous classroom with particular focus on the students’ diverse knowledge of the English language. Presumably, this phenomenon does not differ that much from the situation in other countries where English is taught as a second language and is a highly influential language. Hence, this study has implications for teacher educators and teachers of English as a second language on a global scale

  • 31.
    Svensson, Anette
    Umeå universitet, Institutionen för språkstudier.
    Have multimodal texts entered the Swedish classroom? Teaching literature in upper secondary school2013In: HICE conference proceedings, Honolulu, 2013, p. 919-920Conference paper (Refereed)
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  • 32.
    Svensson, Anette
    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).
    Kontrastivt lärande: Fördjupad och vidgad förståelse för berättelser2021In: NNMF82021: Abstractbok, 2021, p. 214-214Conference paper (Refereed)
    Abstract [sv]

    Dagens medietäta samhälle erbjuder berättelser i olika versioner och i olika medier (jfr Statens medieråd, 2019a; 2019b) vilket innebär att barn kommer i kontakt med en berättelse på många olika sätt. Därför utgör förståelse för berättelser och berättelsevärldar bland elever i lågstadiets årskurs ett till tre huvudfokus för det föreliggande projektet. I projektet tillämpas en undervisningsdesign som sätter berättelsen och dess olika mediala uttrycksformer samt elevers receptiva och produktiva färdigheter i centrum. Dessa färdigheter betonas i styrdokumenten för ämnet svenska i grundskolans tidigare år där det framkommer att undervisningen ska ”syfta till att eleverna utvecklar förmåga att skapa och bearbeta texter, enskilt och tillsammans med andra” (Skolverket, 2018). Med utgångspunkt i både berättelsen och i svenskämnet med fokus på att läsa och förstå berättelser ärsyftet med studien att undersöka hur en undervisningsdesign som sätter kreativt och kontrastivt lärande i centrum kan generera språkutveckling samt en fördjupad och vidgad förståelse för berättelsen.

    Den undervisningsdesign som tillämpas i projektet har iscensatts och justerats i tre omgångar och resultatet av projektet visar att eleverna utvecklar sin identitet genom att arbeta med kontraster som synliggör hur livet består av ljus och mörker och att båda är nödvändiga; om man vill ha ljus i sitt liv behöver man också ha mörker, som en elev berättar (Svensson & Haglind, 2021). Arbetet med kontraster synliggör också elevernas förståelse för sin egen lärandeprocess. Eftersom det visat sig under iscensättningarna att elevernas identitetsskapande, deras lärandeprocesser och även deras förståelse för den egna lärandeprocessen blir synliggjorda genom att arbeta med kontraster har det kontrastiva lärandeperspektivet utvecklats och förstärkts inför projektets tredje och sista iscensättning. Detta kontrastiva lärandeperspektiv är en av förtjänsterna med projektet enligt de medverkande lärarna. I presentationen redogörs för analyser och lärdomar från hela det treåriga projektet med fokus på de resultat som har framkommit. Det empiriska materialet består av kvalitativa semistrukturerade gruppintervjuer med elever och lärare, samt av elevproducerat material i form av illustrerade dikter, akvarellmålningar, bilder, teater och dans.

  • 33.
    Svensson, Anette
    Jönköping University, School of Education and Communication, HLK, Communication, Culture and Diversity (CCD). Institutionen för kultur, språk och medier, Malmö universitet, Sverige.
    ”Lager på lager” – att möjliggöra och synliggöra kommunikativa, kreativa och narrativa kompetenser2022In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 10, no 1, p. 55-77Article in journal (Refereed)
    Abstract [en]

    In the study, a teaching design that focuses on stories in various forms of expression is applied in the first-grade classroom. The aim of the study is to examine teachers’ and pupils’ experiences of working with this teaching design in order to contribute with knowledge regarding how story-centred teaching can make possible and make visible pupils’ communicative, creative, and narrative competencies. In line with design-based research, an objective with the study is to bridge the gap between research and the educational practice, as well as to develop the educational practice. The results of the study show that working with a story through reception and production in various aesthetic and medial forms of expression make possible pupils’ communication, creative production, and deeper understanding of the story. Stories are strong resources for teaching and learning in the primary school classroom. Story-centred teaching can make possible and make visible pupils’ narrative competence, but in order for that to happen, there is a need for teaching that is flexible, particularly regarding time frames and directions.

  • 34.
    Svensson, Anette
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Literary re-presentations as acts of critical social responsibility2020Conference paper (Refereed)
  • 35.
    Svensson, Anette
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    Literature Teaching and Learning: An Overview2015In: Språkdidaktik: Researching Language Teaching and Learning / [ed] Eva Lindgren och Janet Enever, Umeå: Department of Language Studies , 2015, p. 31-42Chapter in book (Other academic)
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  • 36.
    Svensson, Anette
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Litteratur och litteraritet: Multimodala fiktioner i litteraturundervisningen – på gott eller på ont?2016Conference paper (Other academic)
  • 37.
    Svensson, Anette
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    Läsning “på riktigt” och “på låtsas”: Lärare och elever i det nya medielandskapet2014In: Vetenskapsrådet, Resultatdialog, Jönköpings högskola, 20-21 november 2014, 2014Conference paper (Other academic)
    Abstract [sv]

    Kvinnliga elever tillbringar mer tid på att producera fiktionstexter än manliga vilket beror på den tid de lägger på självberättelser. De text- och medieformer gymnasielärare använder i litteraturundervisningen diskuteras och ifrågasätts, speciellt romanens och det tryckta mediets höga status liksom frånvaron av multimodala medieformat och hur man kan bygga vidare på den kunskap elever inhämtar på fritiden.

    Dessa slutsatser framkommer i projektet Fiktion och lärande i nya medielandskap vars syfte är att undersöka de förutsättningar som gäller för att skapa och använda fiktioner i en tid när gränserna mellan olika medier håller på att upplösas. I projektet studeras hur ungdomar använder fiktioner och hur de skapar mening utifrån dem. Projektet fokuserar på ett lärandeperspektiv som utgår ifrån kompetenskrav, undervisningssammanhang och meningsskapande.

  • 38.
    Svensson, Anette
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Multimodal Text Universes and Teaching Creative Thinking2017Conference paper (Other academic)
    Abstract [en]

    In a multimodal media society that offers narratives in various forms such as novels, poems, movies, and fan fiction, stories are in constant circulation and have a great impact on people who can be seen as participants in a convergence culture (Jenkins 2006). In a convergence culture, narratives exist in parallel forms; novels, films, tv-series, poems, songs, fan film, computer games etc. A text universe centres around one particular story, a source text, and the parallel stories in various text and media forms that relate to it. This pilot study uses the text universe of The Walking Dead to explore the use of a teaching design that centres on TWD text universe, and the construction of a transmedial product, in order to study how text universes may contribute to the students’ creative thinking. Hence, this study focuses on applied teaching and learning perspectives among teacher students in English as it considers the teacher’s as well as the students’ experiences. Methodologically, the study relies on experiences in the shape of shared practice, analyses of the students’ productions, as well as on semi-structured interviews with the students.

     

    Working with text universes allows the teacher to tap into the text- and media forms the students use in their recreational time. Working with text universes, moreover, might encourage students to recognize texts, patterns, structures, and to adopt an analytical and reflective approach to texts of various kinds. Furthermore, the students’ analyses of creative versions of a particular story that contribute not only to the source text, but also to the whole text universe, as well as their own constructions of transmedial products, can be seen to encourage creative thinking.

  • 39.
    Svensson, Anette
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    Multimodala fiktioner i litteraturundervisningen - på gott eller ont?2014In: Interaktiva medier och lärandemiljöer / [ed] Elza Dunkels och Simon Lindgren, Malmö: Gleerups , 2014, p. 143-154Chapter in book (Other academic)
  • 40.
    Svensson, Anette
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Multimodala (fiktions)texter: korrelation mellan lärarutbildning och läraryrke?2018Conference paper (Refereed)
  • 41.
    Svensson, Anette
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    “New technologies” and “old values”: The function of various text and media forms in literary studies2015In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 1, p. 117-138Article in journal (Refereed)
    Abstract [en]

    In a society where multimodal stories (movies, TV series, and computer games) have a big influence on young people, reports show that young people demonstrate a decrease in reading habits, reading comprehension, and reading abilities. This article analyses to what extent and in what way(s) various text and media forms are used in literary studies at upper secondary level in Sweden through interviews with five teachers, who offer their experiences, ideas, and thoughts on working with various fictional texts. The results show that novels are used most frequently, that the teachers struggle with the decrease in reading habits among their students, that the students prefer and show great knowledge about films, that there is an absence of multimodal fictional texts in literary studies, and that the teachers see that neither text form nor media form has an impact on student performance.

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  • 42.
    Svensson, Anette
    Umeå University.
    Pleasure and Profit: Re-presentations of Jane Austens’s Ever-Expanding Universe2013In: Global Jane Austen: Pleasure, Passion, and Possessiveness in the Jane Austen Community / [ed] Laurence Raw & Robert G. Dryden, New York: Palgrave Macmillan, 2013, p. 203-220Chapter in book (Other academic)
    Abstract [en]

    This chapter takes a closer look at some examples of the numerous re-presentations of Jane Austen’s Pride and Prejudice as it asks what these re-presentations add to the global Austen (text)-universe. By re-contextualizing the story, they emphasize past and present gender roles and same-sex relationships. They also illustrate the wish to interact with Austen’s novel, the desire to tell their side of the story, to alter or to continue the story. Austen’s readers take pleasure in her fiction and feel passionately for her characters. This chapter explores the expansion of the Austen (text)-universe and asks whether this expansion is about pleasure or profit.

  • 43.
    Svensson, Anette
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Politicizing Anne: Literary Adaptations and Girls’ Literature2020Conference paper (Refereed)
  • 44.
    Svensson, Anette
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    Reciprocal Cultural Translation as a Means for Integration in Hiam and Stella’s Place2013Conference paper (Other academic)
    Abstract [en]

    This paper takes a closer look at two pieces of Australian migration literature that narrate the story of living in exile. It aims to analyse the migration process from separation to integration as portrayed in Hiam by Eva Sallis and Stella’s Place by Jim Sakkas. It more specifically examines reciprocal cultural translation as a means to bridge cultural contrasts, complete the migration process, and achieve a sense of arrival.

     

    Migration literature involves various levels of encounters that occur when the characters shift geographical regions; above all, the encounter with a “new” cultural environment, a target culture. The migration process is, in my view, a three-step process that parallels Arnold van Gennep’s rites of passage (developed by Victor Turner) which encompasse separation, transition and incorporation. I see the migration process as a territorial rite of passage that consists of these three phases. 

  • 45.
    Svensson, Anette
    Jönköping University, School of Education and Communication, HLK, Communication, Culture and Diversity (CCD). Department of culture, language and media, Malmö University, Sweden.
    Re-Creating (Hi)Stories: Re-Presentation and Critical Social Responsibility2022Conference paper (Refereed)
    Abstract [en]

    An effect of the digitalized society is that teenagers spend much time using stories in English in various media and thus gain narrative competence across media boundaries and across media platforms. In this media dense society, English teachers are challenged to utilize the opportunities for varied learning that the screen culture provides. Focusing on acts of transmedia storytelling, this paper reports on a study that offers a critical perspective of literary classics directed towards, or used by, teenagers or young adults. One example of such a re-presentation is the tv-series Anne with an E (2017-), where the expansion of the story includes elements or themes that make for a more politicised version. By combining aspects of literary studies with aspects of media studies, the aim of the study is to develop research in the field of English literature teaching and learning by applying examples of transmedia storytelling that re-claim a place in the literary tradition for groups of people who have been marginalized or silenced in classical literary texts in the EFL classroom. In accordance with this aim, a teaching unit focusing on Montgomery’s novel Anne of Green Gables (1908), Sullivan’s film adaptation Anne of Green Gables (1985), and the tv-series Anne with an E (2017-) has been applied in three classes at upper secondary level English. The preliminary results show that using three versions of the story facilitate a comparative approach which makes possible and makes visible pupils’ narrative competence and critical thinking.

  • 46.
    Svensson, Anette
    Umeå universitet, Institutionen för språkstudier.
    Response2013In: Translation Studies, ISSN 1478-1700, E-ISSN 1751-2921, Vol. 6, no 1, p. 111-114Article in journal (Other academic)
  • 47.
    Svensson, Anette
    Umeå universitet, Institutionen för språkstudier.
    Samtiden enligt Jane Austen2013In: Västerbottenskuriren, ISSN 1104-0246, no 29 maj, p. 39-39Article in journal (Other (popular science, discussion, etc.))
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  • 48.
    Svensson, Anette
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Teaching English in a Diverse Classroom: An Effect of the New Media Ecology?2016Conference paper (Refereed)
    Abstract [en]

    This paper focuses on teaching English in a diverse classroom. This diversity is primarily caused by the discrepancy between those students who use English to a great extent outside the classroom through, for example, frequently playing computer games, and those students who do not use the English language at all outside a school context.

  • 49.
    Svensson, Anette
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    Teaching English in a Diverse Classroom: Difficulties and Possibilities2015Conference paper (Refereed)
    Abstract [en]

    Despite a Language Act (2009) that protects the Swedish language, influences from English are increasing on a regular basis much due to the Internet, movies, and TV. Young people grow up as ”digital natives” and thus learn English in an informal context at a very young age. However, not all young people watch movies in the English language without subtitles and partake in participatory cultures, for example, read and write blogs, or write English fan fiction. As a result of the discrepancy between those students who use English to a great extent and those who do not use the English language at all outside a school context, a Swedish classroom contains students of very diverse knowledge concerning the English language. English teachers are thus required to juggle an exceedingly diverse group of people.

     

    This presentation reports on a study that aims to explore to what extent and in what ways teachers work in a heterogeneous classroom with particular focus on the students’ diverse knowledge of the English language. The study was conducted in the spring of 2015 where five teachers at upper secondary level were interviewed, and the results show that four of the five teachers mentioned the students’ diverse knowledge of English being the most challenging part of their work. They employ different strategies, for example, additional assignments, different levels of exercises, using a variety in teaching material and methods, and giving individual feedback to provide the students with a leaning situation that is as individually adjusted as possible.

  • 50.
    Svensson, Anette
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Text Universe: Literature Teaching and Learning in Transformation2019Conference paper (Other academic)
    Abstract [en]

    This presentation is based on the challenge of teaching literature in an increasingly digitalised school. The school is part of a society in which the screen has replaced the book as the natural medium through which stories are told (Livingstone, 2002). The current digital reform in Sweden, and many other countries around the globe, affects young people who use stories in various media forms to a great extent in their recreational time (The Swedish Media Council, 2017; Svensson, 2014). Young people use stories across and within genres and media, for example watch the film, read the novel, play the game, listen to the soundtrack, watch the tv-series, and consume or produce fan fiction or fan film. In other words, they participate in text universes. A text universe consists of (parts of) a storyworld that is recreated and transferred into various textand media forms (Lundström & Svensson, 2017). There is thus a source text that is transmediated (Klastrup & Tosca, 2004) into new stories across various media forms. How do teacher educators prepare future teachers of English at upper secondary level for working with literary studies in an increasingly digital classroom? By focusing on text universes, this paper aims to report on students’ experiences from producing stories within and across media as a form of creative learning.

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