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  • 151.
    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.
    The Passion of Collective Grief: Identity, Social Relations and the Role of Media2013Conference paper (Refereed)
    Abstract [en]

    On September the 7th , in 2011, all players and managers in the Russian KHL team Yaroslavl were killed in a plane crash. Among the victims were the Swedish goalie Stefan Liv. The collective grief stroke not only his home district but gripped nationwide and also included people far beyond Sweden’s borders. Men and women, old and young, addicted fans and people totally indifferent to ice hockey expressed personal sorrow and sympathy with Stefan Liv’s family, friends and hockey team HV71.

    The vast majority of these grieving people had never met Stefan Liv in person. Their perception of him must have been created in other ways. One of these is most likely the media in which Stefan Liv recurrently was depicted as a sportsmanlike gold hero with a sparkle in his eye and his feet on the ground. Probably, media also contributed to the reproduction of the ongoing collective grief by portraying people’s passionate expressions of the loss of the apparently positive identity represented  by Stefan Liv.

    Drawing on the understanding of collective grief as an inversion of Durkheim’s notion of collective effervescence, this paper examines the relationship between media representations of identity and people’s perceptions of it as the basis of their unexpected temporary social relations caused by a tragic incident. Data were collected through interviews with people involved in the collective grief. Respondents were selected  in order to achieve variation in gender, age and interest. The answers describe different views of the identity that formed the basis of the collective grief, media’s contribution to the creation of it, and to the reproduction of the grieving process after the  goalkeeper Stefan Liv’s tragic death.

  • 152.
    Svensson, Anders
    et al.
    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.
    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.
    Blivande svensklärare och sociala medier: Förutsättningar för integration av sociala medier i språkundervisning2012Conference paper (Other academic)
    Abstract [sv]

    Blivande svensklärare och sociala medier

    Läroplanen för grundskola och gymnasium i svenska 2011 talar om integrering av olika former av medieteknologi. Språk ska läras i olika situationer, genom skilda genrer och eleverna ges möjlighet att reflektera över olika typer av språk som medierna genererar. Det framgår således att medier inte bara är ett kommunikationsverktyg. Hur ser det då ut för blivande svensklärare i deras utbildning? Den senaste forskningen (Pearson Social Media Survey 2010, Hrastinski 2011) visar att sociala medier används just som kommunikationsverktyg mellan lärare och studenter, i syfte att organisera och informera. Men målet med dessa medier är mer ambitiöst ställt, då styrdokumenten visar att de ska vara en del av svenskämnet.

    Som ett första led i utvecklandet av tvärvetenskaplig didaktisk forskning vid högskolan i Jönköping, har därför en enkät genomförts i syfte att ta reda på villkoren för studenters medieanvändning. Frågor har ställts om studenters: - uppfattningar om medier - användning av medier och medieutbud - samt, uppfattningar om mediernas påverkan på språket Av de ca 700 respondenterna, som återstår efter bortfall, är 60 blivande svensklärare.

    En del av undersökningen fokuserar på sociala medier då dessa idag är väl integrerade i unga människors livsvärldar och informella lärande. Aktuell forskning visar att svenskundervisningen därför kräver matchning mellan elevernas erfarenheter och undervisningens innehåll (Olin-Scheller 2006). Ur detta perspektiv är det betydelsefullt att undersöka förutsättningarna för hur blivande svensklärare integrerar sociala medier i sin undervisning.

    I vår föredragning kommer vi att diskutera två viktiga förutsättningar för integration av sociala medier i, såväl högre som mer grundläggande, undervisning. Vi vill, för det första, problematisera förståelsen av begreppet sociala medier, för det andra, problematisera användandet av sociala medier i undervisning.

    När vi använder begreppet sociala medier, menar vi webbaserade applikationer på nätet som gör det möjligt för användarna att ta del av, producera och distribuera information. Vår undersökning visar att vi måste gå från att oreflekterat använda begreppet sociala medier till analys av varje applikations särdrag och användbarhet (Dawson 2007), samt i skolans fall hur de ska förstås i ljuset av ämnesdidaktisk forskning.

    Vår undersökning visar också att man vid integrering av sociala medier i undervisning måste ta hänsyn till olika kategorier bland användarna, i detta fall studenter och elever.

    Resultaten visar på gruppskillnader och därmed olika förutsättningar hos studenterna, som kan vara av betydelse för integreringen av sociala medier i undervisningen. Resultaten har vidare betydelse för utvecklingen av svenskämnet inom lärarprogrammet.

  • 153.
    Svensson, Anders
    et al.
    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.
    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.
    Lärarstudenters exponering för mediernas språk: Svensklärarstudenters medieanvändning, utbud man tar del av och uppfattningar om framtida elevers medievanor.2011Conference paper (Refereed)
    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.

  • 154.
    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)
  • 155.
    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.

  • 156.
    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)
  • 157.
    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 - Vetenskapliga skrifter, ISSN 1653-1868, 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.

  • 158.
    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. 

  • 159.
    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.

  • 160.
    Svensson, Anette
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    The media habits of young people in Sweden: The use of fictional texts in a school and a recreational context2014In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 5, no 3, p. 337-357Article in journal (Refereed)
    Abstract [en]

    This article is based on a questionnaire study of the media habits of Swedish youth aged 17–18. It examines the time they spend on using fictional texts through various media forms as well as in relation to mode (production/consumption), context (spare time/school), and gender (male/female). It further analyses these media habits and, using media ecology theory, discusses their effects on the learning process. The study shows that the participants spend more time using fictional texts, predominantly through audio-visual media forms, in their leisure time than in school, that they consume more fictional texts than they produce, and that the female participants spend more time producing fictional texts than the male participants – a result that is coloured by the amount of time they spend blogging, tweeting and writing diaries. The effects of such life-writings on teaching and learning processes, as well as on school performances are also discussed.

  • 161.
    Svensson, Anette
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    Manderstedt, Lena
    Luleå tekniska universitet.
    Palo, Annbritt
    Luleå tekniska universitet.
    "Think of it as a challenge": Problematizing pedagogical strategies for progression when assessing web-based university courses in literary studies2015In: Læring og Medier, ISSN 1903-248X, E-ISSN 1903-248X, Vol. 8, no 13, p. 1-24Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to analyse how a taxonomy-based course design can support students’ qualitative learning processes in online university courses. The paper presents a case study based on two online courses in comparative literature in Swedish and English. A document analysis has been applied to analyse the empirical material, which includes the syllabuses, study guides, and examination assignments connected to the courses. Socio-cultural aspects of learning processes, assessment and feedback, course design using a taxonomic structure (SOLO), and a progressive theory of literary studies (Langer’s theories of envisionment) function as a framework. The results show that the examination assignments aim to further the students’ educational processes from stage 2 to stage 5 of the SOLO-taxonomy and, at the same time, through Langer’s four stances. While the course structure has a positive effect on the students’ general as well as literary progress, there are some pedagogical challenges with online teaching in literature that are discussed. In addition, the examination assignments could have been used as ways to strengthen the students’ socio-cultural learning. Furthermore, with little alterations, the examination assignments, which were all used as means of summative assessment, could also have been used formatively to assess the students’ progress.

  • 162.
    Ursini, Francesco Alessio
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Metaphors below the sentence level: The case of appositives2016In: SKY Journal of Linguistics, ISSN 1456-8438, E-ISSN 1796-279X, Vol. 29, p. 179-196Article in journal (Refereed)
    Abstract [en]

    This squib sketches an analysis of the contribution of appositive constructions to metaphoric readings (Australia, the country with a passion for rugby). It is suggested that optional constructions can contribute the emergence of underlying metaphoric readings of sentences, depending on how they interact with other phrases and constituents. This analysis is based on a simple variant of the Type-Logical Syntax framework, enriched with a simple semantic algorithm that computes "local" source and target domains. As a test case, a discussion of a sub-set of appositives labelled as "spatial" appositives (Australia, the land where dreams come true) is discussed and accounted for.

  • 163.
    Ursini, Francesco-Alessio
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    David Bowie's Influence on JoJo's Bizarre Adventure2017In: Comics Grid: Journal of Comics Scholarship, ISSN 1560-5892, E-ISSN 2048-0792, Vol. 7, article id 1Article in journal (Refereed)
    Abstract [en]

    This article analyses the influence of David Bowie's work in JoJo's Bizarre Adventure, a manga known for its wealth of references to western popular culture. It is argued that David Bowie's cultural reception can be attested via the presence of three narrative themes featuring in this manga series. The first theme is the exploration of diverse genres and an innovative, genre-defying attitude. The second theme is the use of avant-garde, flamboyant and gender-ambiguous aesthetics for its fictional characters. The third theme is a self-reflexive approach to the creation of fictional characters, intended as an awareness of the temporary, transient nature of their role as reluctant heroes in their own stories.

  • 164.
    Ursini, Francesco-Alessio
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Themes, Focalization and the Flow of Information: The Case of Shingeki no Kyojin2017In: Comics Grid: Journal of Comics Scholarship, ISSN 1560-5892, E-ISSN 2048-0792, Vol. 7, article id 2Article in journal (Refereed)
    Abstract [en]

    This article discusses the interaction between themes, narrative structure and focalization points employed in Shingeki no Kyojin ('attack on Titan', Isayama 2009-ongoing), a manga featuring the desperate battle of humankind against the mysterious Titans. Following a narratological approach, the article explores how the themes underpinning the narrative, especially the 'control' theme, act as information filters on both narrative structure and background knowledge of Shingeki no Kyojin. The resulting interplay of these themes with a focalization point are explored in detail, and connected to ongoing discussions on focalization in comics and other media.

  • 165.
    Wiberg, Maria
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    Johansson, Simon
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    Argumentera mera!: Sju svensklärares syn på arbetet med argumenterande text2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay is a qualitative study that examines seven teachers ́ views on argumentative texts. The aim is to examine how teachers work and discuss argumentative texts, and how they work to develop students ́ writing. The main question is: What are the teachers experience, perception and attitude about working with argumentative text? Furthermore: What specific features are important when they mark this type of text? : How do teachers work with formative grading in terms of writing this type of text? Research shows that Swedish students ́ ability to write argumentative texts are inadequate. This study shows that teachers work varied and that they have a positive attitude to the subject. But it also shows that they focus on different abilities when they mark argumentative texts. Some teachers focus on linguistic correctness, while others focus on argumentation, which leads to different marking conventions on the same text. It is also noted that the interviewed teachers do not have a common language when they talk about argumentation, even though the essence is the same.

  • 166.
    Wihlborg, Monne
    et al.
    Lunds Universitet.
    Avery, Helen
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Learning from a Bildung perspective: Critical thinking and reflection as competences developed in a learning practice2013In: Creativity and Innovation in Educational Research, 2013Conference paper (Refereed)
  • 167.
    Wihlborg, Monne
    et al.
    Lunds universitet.
    Avery, Helen
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    The Bologna Process on the highway or sideway - making way for innovation and creativity2016Conference paper (Refereed)
    Abstract [en]

    General description on topic

    The study is a follow-up on an earlier literature review of the Bologna Process, It aims to present an updated position, with a specific focus on the critical viewpoint that was found in the previous review, to raise further awareness about risks and ‘pitfalls to avoid’ as well as possibilities. The discussion deepens the reflection on plurality and standardisation in higher education.

    Over the past decades and the time ahead, internationalisation has been a significant movement in higher education throughout the world and in Europe (EUA, 2013; De Wit et al., 2015). It is a major challenge in an age of complexity, where previous paradigms of higher education are disrupted by cultural flows, technological innovation, and economic conflicts of interest (Wihlborg and Avery, in progress; Wihlborg & Teelken, 2014). The significance of internationalisation arises not only in terms of volume of exchanges or cooperation. Above all, it creates tensions and dilemmas at systemic levels, and thus becomes a driver of change (cf. Sursock & Smidt, 2010). Beyond simply looking at ways to support internationalisation, we therefore need to look at consequences that different conceptualisations can have in terms of quality and content of education, as well as their impact for overarching research agendas.

    In a European context, the Bologna Process (cf. European Commission, 2010, 2013, 2015) represents the most systematic drive to date for increased international academic cooperation and mobility. Initially, this process was acclaimed and regarded as a coherent harmonious phenomenon that would promote mutually enriching exchanges (cf. Keeling, 2004). But actual effects may not match the initial ambitions. The Leuven declaration (2009), the Budapest-Vienna declaration (2010), and the Bucharest Communique (2012) have all highlighted some critical issues concerning the Bologna Process, and several authors have raised questions about “what the actual effects of the policy changes have been” (Leisyte, 2014). Nevertheless, the bulk of the Bologna literature does not pursue the issues of long-term effects at a structural level. Previous literature reviews (Wihlborg & Teelken, 2010, 2014) instead indicates lack of critical examination on the outcomes concerning the Bologna Process and few studies have discussed the systemic consequences in a more reflected way. A lack of critical reflection concerning the Bologna Process has also been recognised by Huisman (2009), Neave & Amaral (2008) and others. Considering the numerous ways Bologna can affect conditions for future developments in higher education across Europe, structural implications deserve closer attention.

    Theoretical framework and premises

    In our previous study, critical reflections about indicators or criteria supporting diversification of national higher education systems (Sursock & Smidt, 2010) was used as a point of departure. The issue of structural conditions promoting diversity and creativity in higher education is further developed in the present study. The main premise remains that ’common standards’ must be framed in such a way that they do not stifle diversity, innovative teaching practices and creative research, and so they can instead promote quality levels substantially through the central role of HEIs. Quality criteria have a strategic role in this respect. Formulating European policies for innovation and creativity in higher education becomes meaningless, if structural conditions, drivers and accountability mechanisms do not enable them (see also Adelman, 2009). In a recent article (Brögger, 2016, p. 87) it is argued that “the rule of this competitive, mimetic desire for ‘better performance’ is what makes the Bologna mode of governance feasible”. The question is if this kind of ontology of the Bologna Process is desirable, and what the long-term consequences of a possible reproduction and maintenance of standardised higher education structures will be.

    Methodology, Methods, Research Instruments or Sources UsedThe study follows up on a previous conducted literature review of the Bologna Process for the period 2004-2012, bringing it up to date and looking specifically at studies expressing a critical viewpoint. Thus, this follow-up study only targets the studies (in the previous review and according to the search from 2012-2015) that match specific inclusion criteria concerning the theme ‘critical standpoints’ (Wihlborg &Teelken, 2014). The discussion deepens and problematises the issues found in the earlier review, supported with the voice of Biesta (2013) and Marginson et al., (2010), concerning negotiation and difference. Data was collected through the international database ERIC for the social sciences and education area. Although the choice of database has led to a dominance of studies written in English (previous study n=161), the literature review nevertheless provides an overview of the field.  This follow-up study comprised studies from March 2012 to October 2015 (in addition 29 articles).The analysis is still in progress and further exclusions are not decided yet. The analysis also includes the studies from 2004-2012 that were included in (one of the initial three themes), the theme ‘critical standpoints’ (n=24) from the previous review (Wihlborg & Teelken, 2014). Using the rationale based on Hart (2003a,b), data collection was conducted in several steps. For the analysis, studies were read in their full length and valued by both authors.  Key elements and themes were identified using a content analysis approach. Interpretations of the overall meaning of the emerging themes involved a summative approach to content analysis. Once identified, these components may be subjected to either quantitative or qualitative analysis or both. In this analysis a qualitative approach is used.  Rather than analysing the data as a whole, the text is approached in relation to particular content, and focus is on meanings in relations to the contextual frame (Mayring, 2000). An analysis of the patterns leads to an interpretation of the contextual meaning of this content. Conclusions, Expected Outcomes or FindingsThe studies included in the review and analysis all take a critical stance concerning the Bologna Process. The themes found in the literature review display variations in meaning and knowledge aspects, as well as concerning the consequences that have been observed on various levels concerning Bologna impacts on higher education. Identified themes are discussed in relation to future demands and challenges concerning internationalisation in general, and an internationalised higher education in particular, focusing on aspects of knowledge and quality. Epistemological issues are raised, and the discussion further touches on the tensions between ‘educational standards’ and ‘plurality’, heterogeneity and individual development with references to (Meyer & Meyer, 2007; Meyer et al., 2010) among others.  Ultimately, this is a matter of finding strategies for a future European higher education system open to multiple variations and innovative developments, avoiding the pitfall of systemic drivers of standardisation and lack of margins for negotiations of differences. ReferencesAdelman, C. 2009. The Bologna Process for U.S. Eyes: Re-learning Higher Education in the Age of Convergence.. Biesta, G. (2013). Knowledge, judgement and the curriculum: on the past, present and future... Brögger, K. (2016). The rule of mimetic desire in higher education: governing through naming, shaming and faming. British Journal of Sociology and Education... Bucharest Communique (2012). Making the Most of Our Potential: Consolidating the European Higher Education Area Budapest-Vienna Declaration...European Higher Education Area.. EUA (2013). Internationalisation in European higher education: European policies, institutional strategies and EUA support. European Commission (2010). Focus on Higher Education in Europe 2010: New report on the impact of the Bologna process. EurydiceR. European Commission (2013). The Bologna Process - Towards the European Higher Education Area. European Commission (2015). The European Higher Education Area in 2015: Bologna Process Implementation Report. De Wit et al., (2015). Internationalisation of Higher Education.  Brussels... Hart, C. (2003a). Doing a Literature Search... Hart, C. (2003b). Doing a Literature Review... Huisman, J. (2009). The Bologna Process towards 2020: Institutional diversification or convergence? … The European Higher Education Area: Perspectives on a moving target.. Leisyte & Westerheijden. (2014). Research Evaluation and Its Implications for Academic Research in the UK and the Netherlands. Centrum for Bildung…Univerität Dortmund.   Leuven Declaration (2009). The Bologna Process 2020 - The European Higher Education Area in the new decade Communiqué of the Conference of European Ministers Responsible for Higher Education... Marginson et al., (2010) Space, mobility and synchrony in the age of the knowledge economy. Peter Lang... Meyer & Meyer (2007). Wolfgang Klafki. Eine Didaktik für das 21. Jahrhundert? Weinheim and Basel: Beltz Verlag. Meyer et al. (2015).  Conference paper ‘Bildung and Educative Practices‘- ECER 2015 Curriculum Innovation, Budapest. Mayring, P. (2000). Qualitative content analysis. Forum: Qualitative Social Research... Neave, G. & Amaral, A. (2008). On process, progress, success and methodology or the unfolding of the Bologna process as it appears to two reasonably benign observers. Higher Education Quarterly... Sursock, A & Smidt, H. (2010). Trends 2010: A decade of change in European Higher Education. EUA-publications.. Teelken, C. & Wihlborg, M. (2010). Reflecting on the Bologna outcome space: Some pitfalls to avoid? Exploring universities in Sweden and The Netherlands. EERJ Wihlborg, M., & Teelken, C. (2014). Striving for Uniformity, Hoping for Innovation and Diversification: a critical review concerning the Bologna Process–providing an overview and reflecting on the criticism. Policy Futures in Education... Wihlborg, M & Avery, H. (in progress). The Bologna Process on the highway or sideway – making way for innovation and creativity – a critical stance… Intent of PublicationEuropean Educational Research Journal alt., Policy Futures in Education alt., Higher Education.

  • 168.
    Wistrand, Helena
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Några runinskrifter i Njudung: Ett historiskt perspektiv på ämnet svenska i skola och på högskola2015In: Aktuellt om historia, ISSN 0348-503X, no 2-3, p. 70-99Article in journal (Other academic)
  • 169.
    Zaar, Amanda
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Digitala verktyg i svenskundervisningen: En kvalitativ studie kring lärares användning av digitala verktyg i svenskundervisningen samt hur användningen av digitala verktyg upplevs påverka elevers motivation till lärande2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to examine how teachers describe their use of digital tools in teaching the subject of Swedish and how the teachers’ perceive that pupils' motivation for learning is affected when working with digital tools in the classroom. The study is based on a qualitative phenomenological research approach.  The collection of data has been done through a questionnaire on the Internet, which was answered by teachers that work in elementary school grades 4-6, teaching the subject of Swedish, and using digital tools in their every day teaching. The result clearly shows that digital tools are used in several different ways in the subject of Swedish.  Mostly, digital tools are used when working with different types of texts, but also for example to blog, show films and to give feedback on pupils’ work. The result also shows that digital tools have a manly positive impact on the pupils’ motivation. For example, one respondent describes that the computer contribute to easier text editing, which makes the pupils more motivated to redo and change in their work. The one case, when pupils’ motivation for learning has been perceived as negative can be linked to the use of digital tools as special support in teaching and the respondent describes that the pupils' sense of being singled out is the main reason.

  • 170.
    Östebo, Elin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    Mina ord hettar munnen som wasabi: En lyrisk ansats till ett urval av samtida svensk hiphop2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this thesis is to broaden the conception of hip-hop by putting the genre within a lyric frame of interpretation. The thesis describes the development and growth of hip-hop from a global and a Swedish perspective, and the commercialization of the genre. The thesis focuses on the construction of identity, and therefore the main theories will be based through postmodernism. Five Swedish contemporary hip-hop texts have been interpreted from various aspects such as thematic and rhythmic elements, imagery, level of style, and idiolect. In the discussion section, the postmodern tendencies are brought together with the results from the analysis where aspects such as the dissolution of fixed categories, the limitations of language and construction of identity are highlighted. The thesis shows that contemporary Swedish hip-hop can be categorized as partly postmodern and that a deepened understanding can be reached by placing hip-hop within a poetic tradition. 

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