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  • 101.
    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.
    Progression i en genre: Argumenterandets "state of the art"2011Conference paper (Refereed)
  • 102.
    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.
    Reflekterande samtal: delmoment i professionsutveckling för barnbibliotekarier inom ramen för projektet ”Från tanke till handling”2012Report (Other academic)
  • 103.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    Satiriska feministiska serier: Nina Hemmingsson och Liv Strömquist2014In: Tidskrift för litteraturvetenskap, ISSN 1104-0556, E-ISSN 2001-094X, Vol. 44, no 2, p. 83-99Article in journal (Refereed)
  • 104.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    Språket och skrivandets betydelse: en textanalytisk studie av elevers och studenters skriftliga produktion2011Conference paper (Other academic)
    Abstract [sv]

    Literacy-begreppet innefattar i dagens samhälle så mycket mer än bara läs- och skrivfärdigheter, exempelvis information literacy, digital literacy och media literacy. Detta till trots är det förmågan att förstå och skapa text som står i centrum för literacy-utvecklingen. I dagens språkundervisning ska läraren enligt kurs- och ämnesplanerna ta hänsyn till att texten existerar på flera nivåer: visuellt, språkligt, litterärt och genremässigt. De multipla parametrarna komplicerar tydliggörandet av progressionen i förståelse och skapande av text.

    För att utveckla språkämnenas textmedvetenhet i ett medietätt samhälle har det på Högskolan i Jönköping skapats en disciplinöverskridande plattform som bedriver forskning med medie-, litteratur- och språkdidaktisk inriktning. Ett av projekten i plattformen kommer att bestå i en studie av hur progressionen i skriftlig textproduktion ser ut från högstadium via gymnasium till högskola, med målet att skapa underlag för vidare språkdidaktiskt arbete. Detta ter sig speciellt relevant, eftersom forskningen visat att genreprogressionen inom skolan är liten.

    Mot bakgrund av nya kurs- resp. ämnesplaner i den svenska skolan, där vikten av att kunna situationsanpassa sitt språk lyfts fram, kommer undersökningen att koncentreras på två aspekter som brukar bereda problem när elever/studenter ska socialiseras in i skriftspråket, nämligen genreanpassning och mottagaranpassning av text. Undersökningsmaterialet kommer att bestå av kortare texter skrivna av elever/studenter på högstadiet, gymnasiet och på högskolenivå. Skrivuppgiften kommer att vara i princip densamma för alla elever/studenter och kommer att få utföras under lektionstid.

    Materialet samlas in i augusti och analyseras sedan på text-, stycke- och meningsnivå med fokus dels på formaspekter som t.ex. disposition, dels på innehållsliga aspekter såsom olika textuella aktiviteter, t.ex. beskrivning, berättelse, argumentation. Det innehållsliga perspektivet är intressant, eftersom forskningen visat att detta ofta kommer i skymundan i skolans arbete med genrer.

    Den textanalytiska delen av undersökningen kompletteras av en enkätundersökning med sociolingvistiskt relevanta frågor, som kön, ålder och även modersmål samt av en enkät riktad till elevernas/studenternas lärare rörande arbetssätt och -material samt bedömning i samband med genrerelaterad undervisning.

    De resultat som kommer att presenteras vid konferensen kommer att röra en delmängd av de aspekter som tas upp i undersökningen där tonvikten kommer att ligga på progressionen och inte minst på stadieövergångarna, vilka ännu är ett relativt outforskat område.

  • 105.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    Strindberg et le féminisme2012Conference paper (Refereed)
  • 106.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Strindberg face aux femmes2013In: Etudes germaniques, ISSN 0014-2115, E-ISSN 2426-5543, Vol. 68, no 4, p. 605-624Article in journal (Refereed)
    Abstract [en]

    This study offers a presentation and a critical reading of research on Strindberg dealing with the question of the female. The overview spans research from the 1960s until today and is divided into three areas: the biographical perspective, the historical perspective and the aesthetic and literary perspective. The conclusions are partly that the theoretical, aesthetic and literary perspectives are more strongly emphasized in later research, and that underlying methodological assumptions are more explicit and elaborated. Finally, the focus on the female is abandoned in favour of discussions of gender and relationships.

  • 107.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Swedish Feminist Voices Travelling toward Comics Art2015Conference paper (Refereed)
  • 108.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    The circulation of the word: Transmission and reception of literature in the periphery2015Conference paper (Other academic)
  • 109.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    The genre of argumentation in the digital age – a comparison of Wikipedia discussion pages between cultures and between topics2015Conference paper (Refereed)
  • 110.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    The place of African Sub-Saharan francophone literature in Sweden2015Conference paper (Refereed)
  • 111.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    The Swedish Gaze on Female Francophone Literature2014Conference paper (Refereed)
    Abstract [en]

    This study is part of the larger project French Culture beyond National Borders. Transmission and Reception of French and Francophone Literature in Sweden – 1995-2015, in collaboration with Mickaëlle Cedergren (Stockholm University). The main aim is to observe changes in the reception of French culture by analyzing how literature is transferred and received in the academia, through  cultural agencies and in the press (Espagne 1999). The current study is focusing on six female Francophone authors and the reception in the Swedish press between 2000 and 2013 of their translated novels, in order to articulate how the intersection between French and Francophone culture is perceived from a Swedish perspective. The authors are women, contemporary – born after 1965, and originate from sub-Saharan Africa. The delimitations correlate with our hypothesis that the latest generation of African postcolonial authors illustrates a new literary beginning (Helgesson 2011), and that female authors are particularly innovative concerning narrative strategies, taboos, ideologies and identity (De Meyer & Kortenaar 2009; 86). The main question asked in the study is: Which types of intertextuality and reception are generated through the cultural contact? Our criteria for the analysis are based on J-M Moura’s theoretical work on Francophone literature and cover the tension between language and culture, expressions of exoticism, recurrent themes in the corpus and, finally, intercultural and intertextual aspects (Moura 1999). The results show how Swedish critics make use of the Francophone literature, confirming certain ideas about French culture and about African culture, but also putting forward a Swedish or Scandinavian cultural tradition and/or ideology (Lindberg 2010). The results contribute to our knowledge about how the circulation of literature globally and in Europe engender intercultural encounters, cultural change and, in extension, a better understanding of the Other.

  • 112.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    Vivre en Suède: rythmer l'hiver2013In: Choses qui font battre le cœur / [ed] Mai YOSHINO, Tokyo, Japan: Kogakusha , 2013Chapter in book (Other (popular science, discussion, etc.))
  • 113.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    Vässade pennor och skrattets makt2012Conference paper (Other (popular science, discussion, etc.))
  • 114.
    Lindberg, Ylva
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    Cedergren, Mickaëlle
    Stockholms universitet.
    La nouvelle voie littéraire francophone ou la voix des minorités: Les littératures francophones dans la presse suédoise entre 2005 et 2014.2014In: Les francophonies littéraires : connexions, déconnexions, contacts, interstices, marges et ruptures / [ed] Marcelin VOUNDA et Désiré ATANGANA KOUNA, Yaoundé: Atelier de Critique et de Créativité Littéraires, Presses universitaires de Yaoundé , 2014Chapter in book (Refereed)
    Abstract [en]

    Literatures in the French language have become difficult to delimit in a time when their reconstruction and expansion are in full bloom. Until recently, the term “francophone” has been defined as French literature originating from outside of the Hexagon, as post-colonial literature and as minor literature, while today it signifies a cosmopolite literature. How is this tendency perceived outside of France and what place is given to French literature rooted in France in this new configuration?

    In order to answer these questions, this study focuses on the journalistic reception of literatures in the French language in Sweden between 2005 and 2014. Situated in a semi-peripheral zone, Sweden is nevertheless an agency for global literary legitimation with a pronounced interest in African francophone literature. The findings localize this increased interest to 2006, where the critics particularly attempt to underscore an image of marginality, as well as of hybrid identity when commenting on this type of francophone literature. Sweden perceives this literature in an intercultural context, where France in most cases merges with the world, as if there was a need to recognize a different and new francomonde [franco-world] literature

  • 115.
    Lindberg, Ylva
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Cedergren, Mickaëlle
    Stockholms universitet.
    Vers un renouvellement du canon de la littérature francophone: Les enjeux de l’enseignement universitaire en Suède2015In: Revue de littérature comparée, ISSN 0035-1466, E-ISSN 1965-0264, Vol. 354, no 2, p. 231-243Article in journal (Refereed)
    Abstract [en]

    Even if francophone literature is expanding its territory throughout the world, its status remains ambiguous on the global field and in processes of canonization. The results in this article show for the first time which status and function are granted to francophone literature in higher education abroad, in this case in Sweden and specifically in courses of French as a Foreign Language. The study is based on a classification of the most taught literary works in French during the last 15 years at three strategically chosen universities. The analysis is focusing on a revaluation of the literary canon in the academic context abroad. Various didactic demands are revealed as essential criteria for a selection diverging from the traditional canon. Furthermore, it is brought to light that awarded literature (for example Nobel and Goncourt) as well as extra-occidental francophone literature less covered by media, make their way to the North. Probably, Sweden wishes to stay accommodating and neutral when choosing to receive and teach the whole range of literature published in French.

  • 116.
    Lindberg, Ylva
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    Johansson, Sverker
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    The argumentative genre in social media - a comparison of Wikipedia discussion pages between cultures and between topics2013Conference paper (Refereed)
    Abstract [en]

    The argumentative genre in social media – a comparison of Wikipedia discussion pages between cultures and between topics.

    Johansson, Sverker & Lindberg, Ylva

    The crowdsourced encyclopediaWikipedia is the 6th most visited of all websites. Wikipedia articles are written in a social process with heated arguments on dedicated discussion pages, one for each Wikipedia article. As Myers (2010) observes, English-language Wikipedians employ traditional means to support their arguments, but also Wikipedia-specific argumentative criteria, such as Neutral Point of View, No Original Research and Verifiability; cf. Androutsopoulos (2006).

    The structure, openness and global scope of Wikipedia makes it feasible to extract large parallel  corpora of argumentative writing from many different cultures, debating many different topics. In the first stage of our project, we have done a quantitative study of Wikipedia arguments, comparing the volume of debate surrounding the same 1,000 articles on 25 different language versions of Wikipedia. With this data, we compare argumentation, both on the same topic between languages, and between topics in the same language. Preliminary results show that cultural differences in sheer discussion volume are small, but that some interesting patterns are present.

    In a second stage, we proceed with qualitative analysis of argumentative Wikipedia texts in selected languages. In the qualitative analysis we will present the intersection between standard and Wikipedia-specific argumentation, as well as the cultural transfer of Wikipedia argumentation between language versions.

    The results will contribute to our knowledge about how digital literacy is related to traditional literacy and how teachers can meet new demands on writing practices, by integrating social media (Baron 2010. Sofkova Hashemi 2008, Erixon 2012).

    References:

    Androutsopoulos, J. (2006). Introduction: Sociolinguistics and computer-mediated communication. Journal of Sociolinguistics, 10 /4, 419-438.

    Erixon, P.-O. (2012). Svenskämnet i ett nytt medieekologiskt sammanhang. In Skar, G. & Tengberg, M. (red.). Svenskämnet i går, i dag, i morgon. Stockholm: Svensklärarföreningen/Natur & Kultur, 178-193.

    Myers, G. (2010). The Discourse of Blogs and Wikis. London:Continuum.

    Sofkova Hashemi, S. (2008). Kommunikationsteknik och skrivande hos svenska barn. In Domeij, R. (red.). Tekniken bakom språket. Stockholm: Norstedts, 121-142.

  • 117.
    Lindberg, Ylva
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Johansson, Sverker
    Högskolan i Dalarna.
    Wikipedia in the translanguaging classroom2015Conference paper (Refereed)
  • 118.
    Lindberg, Ylva
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Manderstedt, Lena
    Luleå tekniska universitet.
    Experiencing virtual spaces through Amor and Eros: L1-language teaching and literary competence2015Conference paper (Refereed)
  • 119.
    Lindberg, Ylva
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Manderstedt, Lena
    Luleå tekniska universitet.
    Kärleksintriger i ny tappning: förkroppsligade berättelser genom interagerande aktivitet2015In: Framtida berättelser: Abstracts för sektionsföredrag: NNMF5: Den femte nordiska konferensen för modersmålsdidaktisk forskning: Vasa 3-4.12 2015, Vasa: Åbo Akademi , 2015, p. 29-30Conference paper (Refereed)
    Abstract [sv]

    I dagens undervisningssammanhang är det vanligt att multimedialt material används tillsammans med tryckt skönlitteratur. Skönlitterära texter kan också ha ett annat gränssnitt än traditionella böcker och dessa båda former befruktar ömsesidigt varandra. Klassiska, skönlitterära kärleksberättelser, liksom dagens populärkulturella skildringar av kärlek, erbjuder förlagor till kärleksintriger, vilka sedan kan iscensättas i sociala medier, däribland Second Life (SL). Den virtuella världen SL har intresserat flera forskare (t.ex. Boellstorff 2008; Lindberg 2013; Lindberg, Manderstedt & Palo 2015; Wang, Steinvall & Deutschmann 2014), men sällan som källa till litteraturdidaktiskt inriktat studium.

    Denna explorativt inriktade studie fördjupar tidigare resultat kring litterär interaktivitet (Lindberg 2013; Manderstedt & Palo 2009; Palo & Manderstedt 2011) genom att undersöka hur kärleksintriger aktiveras i SL och hur dessa intriger bär spår av litterära förlagor. I aktiverandet av berättelser är begreppet prosumers centralt (Jenkins 2006). Prosumers konsumerar och producerar berättelsens intriger simultant, genom interaktion (Olin-Scheller & Wikström 2010).

    I studien används netnografiskt inriktade observationer (jfr. Kozinets, 2010; Hine, 2015), vilka analyseras i ljuset av actor-network theory (Latour, 2005), narrativa teorier (Ryan 2001) och teori om vad rumslighet betyder för det observerade (Lefebvre 1991).

    Utgångspunkten är att inte bara förståelsen för hur en intrig skapas, utan också hur det förkroppsli-gade elementet av aktivitet kan bidra till litterär kompetens, likt en ny form av ”learning-by-doing” i skrivsammanhang. Exempelvis kan deltagare skapa och driva berättelsens relationer bakom sina representationer eller avatarer. ”Ploten” är levd och ständigt i förändring, men också läsbar, då den går att följa på skärmen (Olsen och Gang-Qin 2011).

  • 120.
    Lindberg, Ylva
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Manderstedt, Lena
    Luleå tekniska universitet.
    Palo, Annbritt Palo
    Luleå tekniska universitet.
    Experiencing virtual spaces through Amor and Eros: L1-language teaching and literary competence2015Conference paper (Refereed)
    Abstract [en]

    In today’s digitalized world, text is no longer bound to a book, nor social activities to the actual world. This context, where virtual and real spaces are blurred, transforms reading and writing activities, as well as views on personal relationships (Buckingham Shum & Ferguson, 2012:8: Murray 2011; Turkle, 2005; 2011). Literary narration is perceived as more closer to fiction and distant from reality, since readers are more passive in the part-taking of the story. However, in digital environments, especially those distributed in three dimensions, readers merges with the author since participants have to invent and live the story at the same time. Thus, the created narrative becomes real and the participant’s feeling of risking oneself is augmented. Since multimodal features of the virtual environments activate several senses creating an immersive experience, the present study perceive virtual spaces as an important complement to reading and writing, with the potential to enhance motivation and learning about narrative features. The curricula for compulsory and secondary school in Sweden state that reading and writing in different media are part of the subject of Swedish (Skolverket, 2011a, 2011b). Both activities are linked to the development of identity, knowledge and understanding of the surrounding world. Reading and writing embrace cognitive and emotional development and offer tools to interpret and critically analyse different types of genres and content. This study focuses the theme of love and erotic love, in particular related to avatars in social media like Second Life and games like World of Warcraft (See Lindberg 2013), and ask questions about plot, environment, characters and other narrative features that literary and virtual experiences have in common. The in-world observations and analysis are carried out with netnographic methodology (Kozinets 2010), focusing on environment, interaction, activities and communication at different levels, as well as on identities appearing in the observed material. The results consist of a critical study of the theme in virtual communicative contexts and provide tools for teachers to make use of virtual environments in order to help pupils achieve the curricular objectives. The latter part is further problematizing and deepening results of a previous Swedish study (Manderstedt & Palo 2009).

  • 121.
    Lindberg, Ylva
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Sandblom, Elisabet
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Argumenterande text: En jämförande studie mellan stadier2012Conference paper (Other academic)
  • 122.
    Lindberg, Ylva
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Sandblom, Elisabet
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Att lära sig hantera argumenterande genrer: Utvecklingen av en skrivkompetens från högstadium till gymnasium2012Conference paper (Refereed)
    Abstract [sv]

    I språkundervisningen ska läraren enligt kurs- och ämnesplanerna ta hänsyn till att texten existerar på flera nivåer: visuellt, språkligt, litterärt, informativt och genremässigt. Detta komplicerar tydliggörandet av progressionen i förståelse och skapande av text, särskilt då progressionen inte ser likadan ut när man lär sig att hantera en multimedial genre som bloggen, en litterär text eller en rent diskursiv texttyp.

    För att utveckla språkämnenas genremedvetenhet i ett medietätt samhälle har det på Högskolan i Jönköping skapats en disciplinöverskridande plattform som bedriver forskning med medie-, litteratur- och språkdidaktisk inriktning. Ett delprojekt undersöker hur elever och studenter utvecklar sin förmåga att skapa argumenterande texter på svenska, från högstadium via gymnasium till högskola. Syftet är att belysa genreskrivandet, som forskningen visat är ett problematiskt område (Strand, 2005), samt eftersatt i skolan (Ask, 2007; Bergh Nestlog, 2009; Ciolek-Ciastek, 2008; Johansson, 2010; Nyström, 2000), men även mer specifikt argumenterande genrer, då dessa har betydelse för ”arbetslivet och för vidare studier” (Ämnesplan i svenska, 2011, s. 160). Genom att undersöka förändringar och statiska områden i stadieövergångarna, får vi fram resultat som kan utveckla de didaktiska metoderna med avseende på genrer, inte bara argumente­rande.

    I dagsläget kan materialet beskrivas som en typ av tvärsnitt som samlats in mellan ht 2011 och ht 2012. Informanterna består av elever från 4 skolor: 2 högstadieskolor, 1 gymnasieskola och 1 skola med både högstadium och gymnasium, samt lärarstudenter i svenska. Deras uppgift har varit att under max 60 minuter skriva en uppsats med titeln ”Vad är poängen med universitetsutbildning?”. Uppgiften inleds med ett citat som syftar till att både vara förklarande och inspirerande. Informanterna har skrivit under så lika förhållanden som möjligt, samt fått en enkät med frågor kring ålder, kön och språkanvändning.

    I presentationen ämnar vi koncentrera oss på stadieövergångarna mellan högstadiet och gymnasiet, där vi analyserar texter från åk 7 och åk 9, samt åk 1 (gy) och 3 (gy). Vår analysmetod utgår främst från Toulmins (2003) modell för hur argumentation kan vara uppbyggd. Metoden fördjupas och verifieras av en språkvetenskaplig analys som tar fasta på två viktiga punkter i skrivandet: genreanpassning och mot­tagaranpassning. I analysen av genreanpassningen fokuseras bl. a. språkliga drag som visar på avvägningen mellan skrift- och talspråklighet, exempelvis de som bidrar till informationstäthet och koncentration. Mottagaranpassningen analyseras genom att främst belysa de språkliga drag som i någon mening relaterar skribent och läsare, samt stöder den röda tråden i texten (Cassirer, 2003; Ekerot, 2011; Lagerholm, 2008). Dessutom uppmärksammar analysen texternas litterära drag, då en text oftast är ”en blandning av olika framställningsformer” (Johansson, 2010, s.60). Vi studerar vilken funktion skribenten tillskriver de litterära och narrativa dragen i den argumenterande texten.

    Metoden har tidigare prövats på texter av blivande svensklärare på nivåerna 31-60hp och 61-90hp. Resultaten från pilotundersökningen publiceras i konferensvolymen från Literacy – en morsmålsdidaktisk utfordring, Tønsberg, Norge, 2-4 november 2011. Presentationens resultat kommer att relateras till pilotun­dersökningens.

  • 123.
    Lindberg, Ylva
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Sandblom, Elisabet
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Att skriva diskursiva texter med olika språkliga bakgrunder2013Conference paper (Refereed)
    Abstract [sv]

    Att skriva diskursiva texter är en konst som behöver tränas. Otillräcklig träning har lett till stora problem för nyblivna studenter, vilket dagens utbildningsdebatt visar. För att kartlägga vad elever/studenter kan respektive inte fullt ut behärskar har vi i en tidigare studie undersökt texter skrivna av blivande svensklärare. I pågående studie ägnar vi oss åt motsvarande texter producerade av elever i årskurserna 7 och 9 på högstadiet samt 1 och 3 på gymnasiet.

    Vår forskning visar tydligt att vi inte kan ge samma typ av stöd till alla elever/studenter, eftersom grupperna är heterogena. Därför finner vi det viktigt att studera likheter och skillnader mellan olika skribentgrupper. För vissa tycks exempelvis framför allt textarbetet, såsom mottagar- och genreanpassning, bereda problem, medan det för andra snarare är språket som utgör en stötesten. För ytterligare andra föreligger dubbla svårigheter när både textarbete och språk är problematiska. Till detta kan fogas andra problem med skrivandet såsom olika typer av läs-och skrivsvårigheter.

    Presentationen fokuserar på en jämförelse mellan elever i ÅK 1 på gymnasiet som har svenska som modersmål och sådana som har svenska som andra språk. I det senare fallet gör vi ytterligare en uppdelning i skribenter som fötts i Sverige eller kommit hit under sina första levnadsår och elever/studenter som anlänt senare. Avgränsningen är vansklig, vilket framgår av debatten kring hur man ska organisera undervisningen i svenska för personer med svenska som andra språk (http://www.andrasprak.su.se/).

    Studien inramas av en textsyn där kriterier såsom språk- och kulturbakgrund, kontext, erfarenhet och historia tas hänsyn till som individuella resurser, vilka aktiveras i textarbetet. I förlängningen krävs därför en vidare analys, där tolkningsprinciper från området critical literacy griper in (Janks, 2010. García, 2011; 2012.).

    Själva undersökningsarbetet baserar sig på grounded theory. Mer precist har vi utgått från hypotesen att god argumentation förutsätter ett visst mått av både organisation och tydlighet i argumentationen och av mottagar- och genreanpassning. I fokus för undersökningen ligger därför dels hur argumentationen i textmaterialet är uppbyggd (form, innehåll och struktur), dels hur skribenter anpassar sina texter till mottagare och till genre. Detta gör det nödvändigt att arbeta tvärvetenskapligt. Vi använder oss av både språkvetenskapliga och litteraturvetenskapliga metoder kompletterat med Toulmins argumentationsmodell (2003). Utöver detta tittar vi, när det gäller texter skrivna av elever med annat modersmål än svenska, också på språket i sig med processbarhetsteorin som bas (Pienemann, 2011). Resultaten pekar mot en didaktik i samverkan med elevens unika språk- och kulturtillgångar.

  • 124.
    Lindberg, Ylva
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Sandblom, Elisabet
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Att utveckla skrivkompetens på gymnasiet2015Conference paper (Refereed)
    Abstract [sv]

    I en digitaliserad värld kommer allt fler människor i situationer där de använder skrift för att kommunicera (Westman, 2010), såväl i yrkesliv som privat. Samtidigt visar forskning att utvecklingen av skrivkompetenser under skoltiden, inte minst när det gäller diskursiva och argumenterande texttyper, uppvisar brister (Ask, 2005, 2007; Bergh Nestlog 2009; Ciolek-Ciastek 2008; Johansson 2010; Lindberg & Sandblom, 2013a; Nyström 2000).

    I en pilotundersökning, Progression i en genre (Lindberg & Sandblom, 2013a), av ca 40 texter från årskurs 7 och 9 respektive årskurs 1 och 3 på gymnasiet framkommer bl.a. två problem när det gäller progression i skrivutvecklingen. Ett är att det diskursiva, argumenterande skrivandet i årskurs 7 är svagt utvecklat, trots att eleverna hade behövt den kompetensen i mötet med mer avancerade texttyper i olika ämnen. Ett annat problem är att den utveckling som sker under högstadiet tycks avstanna till stor del under gymnasiet och många studenter som sedan går vidare till högre studier är dåligt förberedda för kraven på att skriva akademiskt (Ask, 2005; Lindberg & Sandblom, 2013b). Detta övergripande resultat kan man koppla till Kroghs (2014) forskning om stadieövergångar. Krogh visar exempelvis på att gymnasieelever inte utmanas i sin språkliga kreativitet, då uppgifterna har mycket strikta ramar och inte tillåter språkligt skapande. Silverström (2007) visar även på att gymnasieelever har svårt att frigöra sig från den berättande genren då de skriver diskursivt, vilket vår studie problematiserar.

    Ifrågavarande undersökning syftar till att belysa de språkliga och textuella resurser som elever aktiverar då de ställs inför att skriva en diskursiv text, där ramarna inte är entydigt fastställda. Studien utgår från nämnda pilotundersökning men vill fördjupa kunskapen om hur skrivundervisningen kan förbättras på gymnasiet. Därför fokuserar vi i nästa steg på ett material som omfattar ca 200 texter skrivna av elever i årskurs 1 på gymnasiet.

    Analysen utgår från Grounded theory. Den huvudsakliga metoden är kvalitativ men kompletteras i viss mån med kvantitativ analys. För att belysa så många facetter av skrivkompetens som möjligt arbetar vi tvärvetenskapligt och använder språk- och litteraturvetenskapliga modeller samt argumentationsmodeller (särskilt Toulmin 2003) i analysen. I blickpunkten ligger identifiering av olika former av textkompetenser, där mottagaranpassning och genreanpassning är två viktiga aspekter. På en mikro- och en makro-nivå visar resultaten vilka kompetenser elever spontant mobiliserar i en given skrivaktivitet. De ger också indikationer om vad undervisningen bör fokusera tydligare på för att en effektivare progression ska uppnås.

    Sammanfattningsvis visar våra resultat att det behövs ett tydligare fokus i undervisningen på att hjälpa elever att förstå hela processen när man skriver och tolkar texter. Målet är en undervisning som, på grundval av de kompetenser elever har, förmår lotsa dem till en flexibel användning av de språkliga medel som står till förfogande i olika textsammanhang, både vid skrivande och läsande.

    Presentationen avslutar med tankar kring passande didaktik för att möta det vi ser i resultaten.

  • 125.
    Lindberg, Ylva
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    Sandblom, Elisabet
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    Basic concepts of the theory of genre and the analysis of argumentative writing2013Conference paper (Refereed)
    Abstract [en]

    In our conference paper we will make an in-depth study of the relation between, on the one hand, basic notions in genre theory, genre, activity type and style, as used for instance in Fairclough (1992) and Cope & Kalanzi (1993) and, on the other hand, the outcome of an investigation into the nature of argumentative writing on different levels of the Swedish school system and in higher education.

     

    There is still much work to be done when it comes to helping people to learn how to write discursive texts. (See the results of a pilot study to be found in Lindberg & Sandblom, 2013.) The need for more research in this area has been brought to attention by for example Ask (2007); Bergh Nestlog (2009); Ciolek-Ciastek (2008); Johansson (2010) and Nyström (2000) and is further emphasized due to changes within the Swedish school system. A consequence of these changes has been that more focus has been put on the proficiency of pupils to adapt their writing to given circumstances.

     

    This situation motivated an investigation of argumentative texts produced by pupils in upper secondary high school (grades 7 and 9), college students (grades 1 and 3) and students at university level studying to become teachers of Swedish (one group during their second semester of Swedish and one during their third semester).

     

    The method used in the investigation rests upon Grounded theory (Bryman, 2011, s. 513ff.) which allows an interaction between the analysis of the data and theoretical considerations. The focus of interest has been the form, content and structure of the argumentation but also the way the authors of the texts adapt their writing to the recipient and to the genre.

     

    The analysis is mainly qualitative, based on a close reading of the texts, but some aspects have been supplemented with a quantitative analysis. We assume, as do many others, that different levels of description are necessary in order to grasp the flexibility of language use depending on the given situation, the aim and the recipient of the text. We have therefore used theories and methods from several different areas: linguistics, literature and Toulmin’s model of argumentation (2003). This choice of methods is also motivated by the wish to avoid too rigid a conception of notions such as genre and text type.

  • 126.
    Lindberg, Ylva
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Sandblom, Elisabet
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Blivande svensklärare skriver argumenterande text2013In: Literacy i læringskontekster / [ed] Dagrun Skjelbred, Aslaug Veum, Oslo: Cappelen Akademisk Forlag, 2013Chapter in book (Refereed)
  • 127.
    Lindberg, Ylva
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Sandblom, Elisabet
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Svenskämnets tre inneboende svårigheter2014Conference paper (Other academic)
    Abstract [sv]

    Svenskan i skolan kan sägas bestå av tre svårigheter: genrer, progression, och mångfald. Genremängden gör det svårt för lärare att lotsa elever till en förståelse för hur språk fungerar beroende på situation, syfte, mottagare och medium. Vår undersökning av argumenterande texter på högstadiet och gymnasiet visar att fokus bör ligga på funktionalitet och flexibilitet – genreegenskaper och språkets många möjligheter att realisera dessa. Det andra problemet utgörs av brister i progression inom skrivande. Varför kan så få elever i årskurs 7 argumentera? Och varför är progressionen i skriftlig argumentation så dålig på gymnasiet? Ett intensivare arbete med ett gemensamt metaspråk för textarbete och för språkliga medel är nödvändigt. Det tredje problemet, mångfalden inom elevgrupper, är svårhanterat men ger samtidigt nya möjligheter. Alla elevgrupper har kompetenser som genom arbete över gruppgränser skulle kunna främja andra elevers skrivinlärning.

  • 128.
    Lindberg, Ylva
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics. Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Svensson, Anders
    Jönköping University, School of Education and Communication, HLK, Media and communication science. Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    Mediernas och språkets ömsesidighet: En enkätundersökning om blivande lärares tankefigurer kring språk och medier2011Conference paper (Other academic)
    Abstract [sv]

    Språk och medier är intimt sammanvävda och ömsesidigt beroende av varandra. Medierna (analoga och digitala) är inga oskyldiga verktyg med vilka språket förmedlas eller skriftspråk produceras. Språket i sociala medier får konsekvenser för språket i samhället samtidigt som språket i samhället påverkar språket i medierna. Språk är föränderligt och förändringarna blir mer omfattande och snabbare genom att olika språkkulturer möts och blir tillgängliga via de moderna medierna. Dagens elever växer upp i denna dynamik och kommer till skolan med olika språk som de informellt ”lärt” via medier. Skolan måste i sin språkundervisning vara medveten om och förhålla sig till de språk- och genrehybrider medietätheten ger upphov till.

    För att utveckla språkämnenas användning av medier har det på Högskolan i Jönköping skapats en disciplinöverskridande plattform som bedriver forskning med medie- och språkdidaktisk inriktning. Ett inledande steg i detta arbete är att med en enkätstudie fånga in vad blivande lärare vet om och hur de tänker kring den beskrivna dynamiken. Denna förståelse ska ligga till grund för utvecklandet av medie- och språkdidaktiska arbetssätt i undervisningen av blivande lärare och i förlängningen ute i den dagliga skolverksamheten.

    Enkäten undersöker inte bara kopplingen mellan språk och medier, utan även blivande lärares tankar kring sin egen och elevers medieanvändning. För att få en referenspunkt till antagandena om elever, undersöker vi även elevers användning. Enkäten ställer slutligen också frågor om de blivande lärarnas dagliga användning av medier.

     

    Samtliga studenter på lärarprogrammet vid Högskolan i Jönköping kommer att få besvara enkäten under början av september 2011. Speciella frågor kommer också att gå ut till högstadie- och gymnasieelever på skolor i Ulricehamn och Gränna. För att få ett internationellt jämförelsematerial kommer enkäten också att utformas på franska till studenter vid Enssib i Lyon i Frankrike. Alla studenter och elever får avge sina svar under lektionstid. Eftersom enkäten kommer att ligga på webben kan svaren direkt importeras för analys i SPSS. Arbetet med att tolka resultaten kan påbörjas så snart svaren analyserats, dvs. från mitten av september.

     

    De resultat som kommer att presenteras vid konferensen kommer att vara fokuserade på svensklärarstudenters svar på frågeställningarna om kopplingen mellan medier och språk: Hur man tror medierna påverkar språket generellt och hur man tror den egna medieanvändningen påverkar det egna språket samt hur elevers medieanvändning påverkar elevers språk. Som en logisk följd av dessa frågeställningar ställs också frågor om hur man ser på vilka konsekvenser detta får för svenskundervisningen i skolan.

  • 129.
    Lindberg, Ylva
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    Svensson, Anders
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    Swedish language teachers and social media: Preconditions for integrating social media into language teaching2013Conference paper (Refereed)
    Abstract [sv]

    SCIRA 2013 (Literacy and the social media/Digital literacy)

    – Anders Svensson & Ylva Lindberg, HLK, Jönköping

    Normer och attityder i ett allt mer digitaliserat svenskämne.

    När skriftkulturen förändras genom de digitala medierna, håller även svenskämnet på att förändras (Erixon 2012). Privata och offentliga texter glider in i varandra, liksom privata och offentliga skriftpraktiker (Meyrowitz 1985). Även om skolan i flera avseenden kommit långt med att integrera ny teknik i undervisningen, betyder det inte att lärare arbetar medvetet för att svara upp mot de datormedierade skrivmöjligheter som används i samhället (Sofkova Hashemi 2008). Digital literacy kan ses som en kompetens som byggs i samverkan, via nätet och mot ett gemensamt mål (Gee & Hayes, 2011; Kalantzis and Cope 2011). Vi menar dock att denna kompetens även beror av attityder och normer gentemot medierna.

    I vår studie har vi via en enkät tillfrågat alla studenter, däribland blivande svensklärare, på Högskolan för lärande och kommunikation (Jönköping) under vt 2011 om deras syn på medier i förhållande till språk. Deras svar kompletteras med intervjuer med svensklärare på fältet. I materialet urskiljer vi i stora drag dels en normativ uppfattning om vilka medier som har företräde, dels en mer öppen attityd till medieanvändning. Vi kallar dessa större grupper för ”whatevers” och ”controlers” (Baron 2010). Intervjuerna ger indikationer om hur de olika kategorierna arbetar didaktiskt i svenskan och hur deras attityder påverkar svenskans innehåll och metoder.

    Resultaten väcker även frågor kring hur lärarutbildningen förhåller sig till begreppet medier, då en stor del av de blivande svensklärarna uppvisar normativa attityder som kan kategoriseras som ”controlers”.

    Referenser:

    Baron, N. S. (2010). Always On: Language in an Online and Mobile World. Oxford: Oxford University Press.

    Erixon, P.-O. (2012). Svenskämnet i ett nytt medieekologiskt sammanhang. In Skar, G. & Tengberg,

    M. (red.). Svenskämnet i går, i dag, i morgon. Stockholm: Svensklärarföreningen/Natur & Kultur, 178-193.

    Gee, J. P. & Hayes, E. R. (2011). Language and Learning in the Digital Age. New York: Routledge.

    Cope, Bill, Kalantzis, Mary & Magee, Liam (2011). Towards a semantic web: connecting knowledge in academic

    research. 1. publ. Oxford: Chandos.

    Meyrowitz, Joshua (1985). No sense of place: the impact of electronic media on social behavior. New York:

    Oxford University Press.

    Sofkova Hashemi, S. (2008). Kommunikationsteknik och skrivande hos svenska barn. In Domeij, R.

    (red.). Tekniken bakom språket. Stockholm: Norstedts, 121-142.

  • 130.
    Lindström, Clare
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    ‘Drown’ or ‘drowning’ – what is the difference?: How patterns of variation and powerful examples contribute to creating conditions for enhanced student learning of the grammatical structure, the progressive aspect2015Conference paper (Other academic)
  • 131.
    Lindström, Clare
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Intending Learning: A Report of a Learning Study about the Grammatical Structure, the Progressive Aspect, with 6th grade English Language Learners in Sweden2013Conference paper (Other academic)
  • 132.
    Lindström, Clare
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Intending Learning: A Report of a Learning Study about the Grammatical Structure, the Progressive, with 6th grade English Language Learners in Sweden2013Conference paper (Other academic)
  • 133.
    Link, Amanda
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    "De har med sig kunskaper i engelska som jag inte gett dem": Lärares syn på extramural engelska2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Students’ access to digital media has for the last ten years increased. Several students have been exposed to the English language out of school in the form of various activities. The aim of the study is to examine how teachers relate to the English that the students bring into the classroom. Extramural English includes all English that students encounter in their spare time. The study has a phenomenographic inspired approach and semi-structured interviews have been used to collect data. Four teachers from three different schools have participated in the study. The conclusion of the study shows that teachers try to include students extramural English in the classroom, however the teachers see both possibilities and obstacles with using students extramural English in the classroom. All teachers see the students extramural English as something positive and think that it is good that the students learn English out of school.

  • 134.
    Lundin, Barbro
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    Dialogue features in football articles over a period of fifty years2013In: Language and Dialogue, ISSN 2210-4119, Vol. 3, no 3, p. 402-420Article in journal (Refereed)
    Abstract [en]

    In this diachronic study of dialogic features in football, articles from three different sports events have been focused: The World Cups 1958, 1974 and the Euro Cup 2004. This period of almost 50 years distinguishes itself as a time period when new channels for communication have emerged: television, Internet, computer-mediated communication. This has made it possible to bridge the gulf between the communicators. Dialogue features such as questions, directives, addressing the readers with you (second person singular) and using an inclusive we are numerous in the football articles studied. The articles show an increasing tendency to address the readers with you in the articles from Euro 2004. Moreover, the sports writers refer to given responses from readers in the articles from 2004.

  • 135.
    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.

  • 136.
    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.

  • 137.
    Manderstedt, Lena
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics. Jönköping University, School of Education and Communication, HLK, Disciplinary Research. Luleå tekniska universitet.
    VFU i svensklärarutbildning - konsekvenser för skolan och svenskämnet2013Conference paper (Refereed)
    Abstract [sv]

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

  • 138.
    Manderstedt, Lena
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics. Luleå tekniska universitet.
    Palo, Annbritt
    Luleå tekniska universitet.
    Expressing the Self in selfies2015Conference paper (Refereed)
    Abstract [en]

    This paper presents part of a project exploring how young people understand and make use of online locations. Virtual spaces are used to negotiate norms (Palo & Manderstedt, 2011), provide learning opportunities, interactivity and an understanding of spatiality, but entail risks. In Swedish curricula for compulsory and secondary school, L1 teaching includes multimodal texts (Skolverket, 2011a, 2011b). Teachers are to include text types like web texts or self-writing, the latter connected with the selfie phenomenon. We analyse teenagers’ selfies and captions from Facebook as partly fiction; the person “writes” the self through the images and captions, contributing to a text archive (cf. Derecho, 2006).Media ecology encompassing technology, communication, culture and education is a point of departure (McLuhan, 1967; McLuhan and Fiore, 1967; Ong, 2005; Bruner, 2002; Postman, 1970; Strate, 2006). The prosumer perspective is central, i.e. a consumer also producing media (Jenkins, 2006; Olin-Scheller & Wikström, 2010). Intersectional and semiotic perspectives have been adopted (De los Reyes & Mulinari, 2014; Butler, 2006 [1999]; Kress, 2010; Kress & Selander, 2012; Van Leeuwen & Jewitt, 2001). Gee (2005) provides a theoretical approach to Facebook as a semiotic domain. The preliminary results show four main categories in the material: “to girl oneself” (cf. Nilsson, 2013), “to boy oneself”, “to muscle oneself” and “to perform a life style”. Our study highlights the selfies and comments as fiction, as stories of the selves, construed and constructed, like traditional autobiographies.

  • 139.
    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.

  • 140.
    Naaman, Perla
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Chukro, Maylin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Boksamtalets effekter: En litteraturstudie om att främja språkutveckling genom elevers delaktighet i boksamtal2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 141.
    Nicoobayan, Azadeh
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics. Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    På spaning efter Cinelitteracitet: En granskning av filmämnet i de nyutgivna läroböckerna för Svenska Gy112012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This thesis will explore how the medium of film is treated in the recently published Swedish textbooks and how these textbooks take into account the four different aspects of Cineliteracy.

    Cineliteracy is a theory which advocates the necessity of students' increased cinematic knowledge by presenting the four skill areas that should be included when it comes to teaching film in school. The theory implies students´ analytical skills, contextual knowledge and knowledge of the film canon as well as the development of students' skills to produce films. Cineliteracy theory finds support both within Swedish National Agency for Education and in recent Swedish research.

    This study includes investigation of eight new textbooks, adapted to the criteria for the new Swedish curriculum 2011. The analysis will be limited to textbooks for the course Swedish 1, since it is mandatory regardless of the orientation of the student’s education.

  • 142.
    Nicoobayan Shiri, Azadeh
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    Cinelitteracitet i svenskämnet: En granskning av filmmediets position i skolan2011Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this essay has been to investigate the research and national initiatives regarding film and Cineliteracy in the Swedish curriculum.

    The results show that, after all research, national initiatives and the continual clarification from the Swedish National Agency for Education concerning film's place in the Swedish subject, the vision of students cineliteracy not at all obtain an obvious place in the curriculum.

    The research points out the main causes behind this result to be teachers' lack of expertise and the fact that the formal education for future teachers in the subject still upholds traditional views on the subject of Swedish.

    The initiative presented in this essay also show lack of continuity, lack of adequate professional development opportunities for teachers and lack of practical guidance manuals to help teachers to develop and educate their pupils in line with current research and visions. 

  • 143.
    Nilsson, Christian
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics. Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Berättande simuleringar: Om datorspel och lärande i GY11:s litteraturundervisning2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this thesis is to discuss whether and how computer games can be used as fiction in literature education in accordance with the new Swedish gymnasium curriculums, GY11. The focus is on the contact points between computer games and fiction regarding learning; foremost building identities, morality and ethics, but also stylistics and concepts in literary science. It is show that, using two examples (Fallout: New Vegas and Grand Theft Auto IV), the narrative elements in computer games can give them room and literary education, and also that immersion, perspective and interactivity can give players something that fiction can’t give its readers.

  • 144.
    Ordqvist, Anna
    et al.
    Rehabilitation Medicine Department of Medicine and Health Sciences Linköping University and Pain and Rehabilitation Centre Linköping, Sweden.
    Falkmer, Marita
    Jönköping University, School of Education and Communication, HLK, CHILD. School of Occupational Therapy and Social Work, Curtin University, Perth, Australia.
    Parsons, Richard
    Shipping and Marine Technology Human Factors Chalmers University of Technology Göteborg, Sweden.
    Leung, Denise
    Jönköping University, School of Education and Communication, HLK, CHILD. Department of Education, Municipality Council of Norrköping.
    Dahlman, Joakim
    Jönköping University, School of Education and Communication.
    Fleischer, Håkan
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media. School of Occupational Therapy and Social Work, CHIRI, Curtin University, Perth, WA, Australia.
    Girdler, Sonya
    School of Occupational Therapy and Social Work Curtin University, Australia Rehabilitation Medicine.
    Falkmer, Torbjörn
    Jönköping University, School of Health and Welfare, HHJ. CHILD. La Trobe University School of Health Sciences, Jönköping University, Sweden.
    Information and repetition change children's visual strategies when viewing magic tricks with and without gaze cues2013In: Perceptual and Motor Skills, ISSN 0031-5125, E-ISSN 1558-688X, Vol. 116, no 1, p. 144-162Article in journal (Refereed)
    Abstract [en]

    Gaze cues and direct gaze attract visual attention. However, few studies have explored visual cues in children within realistic contexts. The effect of information and repetitive stimulus presentation has not been thoroughly studied with dynamic stimuli. The aim of the present study was to investigate how information affects the visual strategies of children measured by the number of fixations on certain areas of interest and their durations. Furthermore, this study examined the effect of gaze cues and direct gaze. In two consecutive experiments, children’s visual strategies when viewing magic tricks were measured by an eye tracker. Gaze cues were only present in Experiment 1.The results showed that repetitive stimulus presentation and information caused children to change their visual strategies when viewing magic tricks with and without gaze cues. However, the effect was larger when the gaze cues were not present. These findings in children were similar to those in adults.

  • 145.
    Palo, Annbritt
    et al.
    Luleå tekniska universitet.
    Manderstedt, Lena
    Jönköping University, School of Education and Communication. Luleå tekniska universitet.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Nordenstam, Anna
    Luleå tekniska universitet.
    ‛Sweet sixteen’: role models, initiation and the Self2015Conference paper (Refereed)
    Abstract [en]

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

  • 146.
    Pino Rodríguez, Aymé
    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.
    Korpus SAELEs uppbyggnadsmetodik, resultat och framtiden2012Conference paper (Other academic)
  • 147.
    Pino Rodríguez, Aymé
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    Un estudio contrastivo basado en corpus del uso del conector entonces/då por aprendices suecos de español como lengua extranjera2014In: Nordic Romanist Congress, Iceland, August 12-15, 2014, 2014Conference paper (Refereed)
    Abstract [es]

    La presente comunicación describe y analiza el uso y frecuencia del conector entonces/då en 135 textos producidos por 45 aprendices suecos de español como lengua extranjera, de nivel de conocimiento A2-B1 según la escala del Marco Común Europeo de Referencia para las Lenguas (MCERL). Los resultados obtenidos se comparan con un número similar de textos extraídos de dos corpus de control: un corpus de hispanohablantes (corpus de control de hispanohablantes- CEDEL2) y otro de nativos suecos (corpus de control suecos- ARGUS). El estudio aporta nuevos conocimientos acerca de las características de la interlengua de nativos suecos en el referido nivel de aprendizaje. Los textos argumentativos forman parte del Corpus denominado SAELE (Suecos aprendices de español como lengua extranjera), una compilación de textos electrónicos de lengua escrita de aprendices de lengua extranjera.

  • 148.
    Pino Rodríguez, Aymé
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    Un estudio contrastivo basado en corpus: suecos aprendices de ELE y nativos suecos e hispanos2013In: 5th International Conference on Corpus Linguistics, Universidad de Alicante, 14-16 March, 2013: Corpus Resources for Descriptive and Applied Studies: Current Challenges and Future Directions, Alicante: Universidad de Alicante , 2013Conference paper (Refereed)
    Abstract [es]

    En el presente estudio se realiza un análisis cuantitativo y cualitativo del uso de combinaciones de palabras con los verbos creer, pensar y opinar en 135 textos recopilados en el Corpus SAELE (Suecos Aprendices de Español como Lengua Extranjera) que fueron producidos por 45 estudiantes de dos universidades suecas.  Los resultados obtenidos se compararon con dos corpus de control: uno de hablantes nativos de español (subcorpus del CEDEL2) y otro de hablantes nativos suecos (subcorpus ARGUS).

    El objetivo principal fue examinar las formas de uso de dichas combinaciones de palabras en la muestra de estudio, comparado con las de hispanohablantes y nativos suecos de los corpus de control. El estudio recopila datos sociolingüísticos, y de la competencia de los participantes que se corresponde con el nivel A2-B1 según el Marco Común Europeo de Referencia para las Lenguas (MCERL).

    Se constataron diferencias en uso y frecuencia de la producción de las combinaciones de palabras con los verbos creer, pensar y opinar entre los aprendices suecos de español como lengua extranjera y los participantes de los corpus de control: (a) los aprendices suecos de E/LE utilizan más frecuentemente la combinación creo que, mientras que los nativos suecos prefieren la combinación  tror att cuando esta equivale a creo quetycker att cuando se corresponde a opino que; (b) los nativos hispanohablantes (subcorpus CEDEL2) utilizan la combinación creo que más frecuentemente que los nativos suecos (subcorpus ARGUS), pero menos que los aprendices suecos de E/LE; (c) los nativos suecos (subcorpus ARGUS)  sobreusan  tycker att/ opino que con relación a aprendices suecos de E/LE y  nativos hispanohablantes, mientras que los aprendices suecos (corpus SAELE) utilizan más pienso que respecto a los participantes de los corpus de control; (d) los aprendices suecos de E/LE utilizan las combinaciones de palabras estudiadas en ocasiones de la misma forma que los hispanohablantes, pero en otras aparecen matizadas por ‘lo no nativo’en el contexto lingüístico.

    Los aprendices suecos de E/LE muestran una competencia léxica y gramatical correspondiente al nivel A2 hacia el B1 (MCERL), observándose diferencias individuales debido a factores como la edad, el tiempo de estudio de E/LE en Suecia o un país hispanohablante y habilidades en la destreza escrita.

  • 149.
    Rodin, Niklas
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    Progression i argumentation: En undersökning av skriftlig argumentation i årskurs 72011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this thesis 31 student texts are examined by close reading. The texts were written in seventh grade on the fall semester of 2011. The study of close reading were structured by an analytic scheme and aimed to answer the following questions:

    - Which are the strengths and weaknesses in the student’s text in relation to text type?

    -  How is the relationship between narrative and argumentative text types represented?

    -  Which signs of knowledge about written argument appear in the student’s texts? 

    The study shows that most students can formulate a thesis and argument to support it.   There is however room for improvement when it comes to the disposition of the text. The study also shows that some of the students wrote a text as a discussion rather than an argument. In most cases the students are successful in combining narrative and argumentative text types. The thesis is concluded by a discussion about how these results could be helpful in the frame of formative assessment and guide students to develop their argumentative skill.

  • 150.
    Samuelsson, Ulli
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    Digital (o)jämlikhet? IKT-användning i skolan och elevers tekniska kapital2014Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This doctoral thesis focusses on digital (in)equality; a new concept construed by combining the notions equality and inequality. The concept will for the purpose of this thesis be written as (in)equality constituting a new domain of study as explored in four separate studies together comprising this thesis.

    The general aim of the thesis is to increase the knowledge base of digital (in)equality by empirically charting and theoretically interpreting the use of in-formation and communication technology (ICT) by children and adults alike. A specific focus is how ICT is utilised in schools since the Swedish school system is commissioned by law to provide equal education for all. Compulsory school pupils' use and access to ICT in schools as well as at home was investigated both by a survey study and an interview study. In addition, pupils' general digital competence as well as their skills in searching information were studied in order to gain insight into digital (in)equality. The Swedish school system and its role in conveying such competence was a particular concern. Results are presented in two of the four articles constituting this doctoral thesis.

    To gain a wider understanding of the ICT (in)equality phenomenon an international outlook was incorporated into thesis in the form of a systematic literature review. This literature review is presented in the third article of the thesis. The fourth and final study widens the scope even further by analysing the phenomenon in the light of sociological theory. The general aim of the thesis was scrutinised and critically analysed using Nathan Selwyn's construct of Technology Capital, which in turn is derived from Pierre Bourdieu's notion of cultural capital. Technology capital defines both access to and the use of ICT, which of course also implies that ICT indeed has cultural value.

    The results of this sociological analysis showed that there does indeed exist a digital inequality amongst the younger generation in Sweden in spite of having easy access to the technology. It is demonstrated that the Swedish school system actually fails its commission. In respect to the use of and access to ICT the school system is not equal and pupils do not receive equal education. Furthermore, the analysis suggested that the task given to the school system is unclear and that the use of a concept such as technological capital is a promising one in gaining further insights into the phenomenon of digital (in)equality. In conclusion, suggestions are also made how the notion of technology capital could be further developed made more precise.

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