Change search
Link to record
Permanent link

Direct link
Lindstrand, Fredrik, Professor, fil drORCID iD iconorcid.org/0000-0001-6537-6824
Publications (10 of 63) Show all publications
Lindstrand, F. & Björkvall, A. (2023). Connecting analog and digital genres: Results from a pilot study of the uses of digital pencils in a Swedish middle school. In: : . Paper presented at Writing Research Across Borders 2023:From early literacy learning to writing in professional life, 18–22 February 2023, Trondheim, Norway. Trondheim
Open this publication in new window or tab >>Connecting analog and digital genres: Results from a pilot study of the uses of digital pencils in a Swedish middle school
2023 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

Practices of teaching, learning, and meaning making along with the genres that they actualize are often construed as either ‘digital’ or ‘traditional’/’analog’. Our presentation addresses this dichotomy and digitalization more broadly through the lens of the pencil – an artefact that perhaps more than any other symbolizes the virtues of schooling through its key role for handwriting, calculation and drawing. More specifically, the potentials of the digital pencil for connecting ‘analog’ genres to ‘digital’ ones in the subjects of Swedish and Visual arts in middle school are analyzed. Results from a pilot study carried out during four months in a school in the greater Stockholm area will be presented. A middle school is chosen because children at that age have experience of a number of genres of handwriting and drawing, but most of them have not used digital pencils in school. The following research questions will be addressed:

To what extent can digital pencils resemiotize specific potentials of typically analog genres into digital environments, when used by middle school learners?

And which are the limitations of the digital pencils in this respect?

This way, the analysis will provide knowledge of the semiotic potentials, affordances and actual uses of digital pencils from a genre perspective, something which is lacking in previous research, with the exception of a few recent studies (e.g. Riche et al, 2017)

The methodological framework is Multimodal Ethnography (Author 1, 2012; Flewitt,

2011) which makes use of a number of tools and techniques from ethnography (cf. Green and Bloome, 1997) in combination with detailed semiotic analyses of artefacts (multimodal texts and the pencils themselves) as designed objects and as objects in use. The digital and analog pencils will be analyzed in terms of the semiotic potentials afforded (Hodge & Kress, 1988; van Leeuwen, 2005), their potentials as resources for learning (Selander, 2022; Säljö, 2010), but also as a resource for resemioitizing genres. In the latter case, we follow Miller (1984) who states that genres are ”typified rhetorical actions based in recurrent situations” (p. 159).

Our analysis focuses on how digital pencils can be used as tools for realizing communicative actions in texts and drawings in ways that draw on how this is done in typically analog genres. All students in the class studied work with iPads, but we have provided 4 of them with digital pencils. Their teachers have then designed tasks for the learners, that prioritize genres that are traditionally analog but now move into the realm of the digital. A typical example would be the illustrated story (a type of narrative), a common multimodal text in middle school that draws on analog genres that often require drawing by hand, which, in turn, tends to lead to the use of a (analog) pencil also for the accompanying words and sentences. The methodological tools employed in the pilot study are video-recorded, ethnographically inspired, observations (regarded as visual field notes) of situated meaning-making. Written field notes will also be taken, and texts and drawings created with digital as well as analog pencils will be collected and analyzed in order to locate generic connections.

The main results point to how the digital pencils can actually be used to draw on analog genres in processes of meaning making in the classroom. However, they also show how the digital pencils have other affordances (Kress, 2010; Author 2, 2022) than just functioning as “digital ink”: they are multifunctional in the sense that they can be used as tools for an array of tasks that analog pencils cannot: moving items, framing, using lasso functions, clicking and so on. Thus, our analysis confirms the findings of Riche et al (2017) in the sense that not only can the digital pencils be used to resemiotize analog genres; they also afford new ways of creating multimodal texts and genres.

Place, publisher, year, edition, pages
Trondheim: , 2023
Keywords
writing, learning, multimodality, digital pencil, middle school
National Category
Educational Sciences Didactics
Research subject
Forskningsområden, Visuella kulturer och lärande
Identifiers
urn:nbn:se:konstfack:diva-8876 (URN)
Conference
Writing Research Across Borders 2023:From early literacy learning to writing in professional life, 18–22 February 2023, Trondheim, Norway
Note

Abstractet publicerades i appen Ex Ordo, som fungerade som konferensprogram.

Available from: 2023-03-09 Created: 2023-03-09 Last updated: 2023-03-09Bibliographically approved
Björkvall, A., Lindstrand, F. & Melander, I. (2023). Connecting analogue and digital literacy practices?: On uses and semiotic potentials of digital pencils in Swedish middle school and high school. In: Jiawei Ding, Karen Choi, Henrika Florén (Ed.), The 11th International Conference on Multimodality: Desiging Futures: Book of abstracts. Paper presented at The 11th International Conference on Multimodality (ICOM11) (pp. 30-30). London: University College London
Open this publication in new window or tab >>Connecting analogue and digital literacy practices?: On uses and semiotic potentials of digital pencils in Swedish middle school and high school
2023 (English)In: The 11th International Conference on Multimodality: Desiging Futures: Book of abstracts / [ed] Jiawei Ding, Karen Choi, Henrika Florén, London: University College London , 2023, p. 30-30Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

A dichotomization of the resources used for contemporary teaching, learning, and meaningmaking may result in a simplified division of such processes as either ‘digital’ or ‘analogue’. Our presentation addresses this dichotomy, and our understanding of semiotic technologies more broadly, by analyzing the potential of the digital pencil for connecting ‘analogue’ meaning-making to ‘digital’ meaning-making in the subject of Swedish in middle school and high school.  Based on data from two pilot studies, each carried out for two months, our analysis focuses on how digital pencils can be used as tools for multimodal text creation in ways that draw on how this is typically done in analogue genres. This way, the analysis will provide knowledge of the semiotic potentials, affordances and actual uses of digital pencils in school, something which is lacking in previous research, with the exception of a few recent studies (e.g. Riche et al., 2017).  Two main results stand out. First, digital pencils can actually be effectively used to draw on analogue literacy practices in the classroom. Second, digital pencils have other affordances (Lindstrand, 2022) than just functioning as “digital ink”: they are multifunctional in the sense that they can be used as tools for an array of multimodal tasks that analogue pencils cannot. Thus, the analysis concludes that not only can digital pencils be used to resemiotize analogue practices, but they also afford new ways of creating texts.

Place, publisher, year, edition, pages
London: University College London, 2023
Keywords
multimodality, digitization, digital pencils, semiotic technology
National Category
Didactics Learning Communication Studies
Research subject
Forskningsområden, Visuella kulturer och lärande
Identifiers
urn:nbn:se:konstfack:diva-9367 (URN)
Conference
The 11th International Conference on Multimodality (ICOM11)
Funder
Konstfack
Available from: 2023-10-03 Created: 2023-10-03 Last updated: 2023-10-05Bibliographically approved
Lindstrand, F. (2023). Designs for learning in higher education: A motion towards recognizing multimodal knowledge production in students' academic degree theses. In: Jiawei Ding, Karen Choi, Henrika Florén (Ed.), 11th International Conference on Multimodality: Designing Futures: Book of abstracts. Paper presented at 11th International Conference on Multimodality (11ICOM) (pp. 43-43). London: University College London
Open this publication in new window or tab >>Designs for learning in higher education: A motion towards recognizing multimodal knowledge production in students' academic degree theses
2023 (English)In: 11th International Conference on Multimodality: Designing Futures: Book of abstracts / [ed] Jiawei Ding, Karen Choi, Henrika Florén, London: University College London , 2023, p. 43-43Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

While writing has been the dominant mode in academia for a long time, multimodal social semiotics (e.g. Kress, 2003; 2010; Huang & Archer, 2017) and designs for learning (e.g. Selander & Kress, 2021) provide arguments for approaching other modes as viable resources for meaning-making and knowledge production, even in higher education. This presentation introduces a recent pilot study regarding possibilities and challenges in students’ production of multimodal degree theses within the teacher education in visual arts. The project was motivated by an interest in developing approaches to knowledge production and knowledge representation that acknowledge, and take advantage of, the visual as a valid mode and of epistemological qualities in transductive and transformative processes, while also providing possibilities for inclusion in a wide sense. The data consists of five multimodal and digitally disseminated degree theses (using Research Catalogue as a platform) and conversations with the five students who produced them. The analytical framework stem from multimodal social semiotics and designs for learning, analyzing students’ multimodal knowledge production and -representation (conceptualized as designs in learning) and the educational contexts framing their work (i.e. designs for learning). Preliminary findings suggest a number of positive effects, e.g. in relation to academic literacy, understanding of subject matter, social inclusion and identity; while also implying some challenges in terms of workload and construing cohesion in the multimodal text. In conclusion, the approach applied in this project appears as a possible first step towards a wider recognition of multimodal forms of knowledge representation in academia, while also indicating some issues that need further consideration.

Place, publisher, year, edition, pages
London: University College London, 2023
Keywords
designs for learning, multimodal knowledge representations, transformative and transductive processes, higher education, multimodal social semiotics
National Category
Didactics Pedagogy
Research subject
Forskningsområden, Visuella kulturer och lärande
Identifiers
urn:nbn:se:konstfack:diva-9371 (URN)
Conference
11th International Conference on Multimodality (11ICOM)
Available from: 2023-10-03 Created: 2023-10-03 Last updated: 2023-10-05Bibliographically approved
Insulander, E. & Lindstrand, F. (2023). Exhibition materialities: Effects of digitization for meaning-making. In: Jiawei Ding, Karen Choi, Henrika Florén (Ed.), 11th International Conference on Multimodality: Designing Futures: Book of abstracts. Paper presented at 11th International Conference on Multimodality (11ICOM) (pp. 90-91). London: University College London
Open this publication in new window or tab >>Exhibition materialities: Effects of digitization for meaning-making
2023 (English)In: 11th International Conference on Multimodality: Designing Futures: Book of abstracts / [ed] Jiawei Ding, Karen Choi, Henrika Florén, London: University College London , 2023, p. 90-91Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Digitization has had a transformative impact on museum practices in recent years, including the work with exhibitions (cf. Arvantis & Zuanni, 2021). Digital media make it possible for more people to take part in cultural heritage, by making available objects and remains of a sensitive nature that could not otherwise be shown publicly. It opens up new forms of communication that can make it possible for groups of visitors with different needs to learn about the past (cf. Galani & Kidd, 2020). New questions can potentially be asked, when cultural heritage is made digital.  In this presentation we introduce an on-going research project on digital materialities in museum exhibitions. The aim of the project is to produce knowledge about the effects of digitization in relation to the exhibition medium and to visitors’ meaning-making. It does so by investigating how digital technologies are employed and how specific applications may contribute to learning in a selection of museums, such as Vrak – The Museum of Wrecks and The Vasa Museum. Focusing on materiality, the project seeks to understand the affordances for meaning-making of digital media in relation to the epistemological commitments of modes, media and the material expression (cf. Bezemer & Kress, 2016; Lindstrand, 2022). The presentation will include examples from a series of case studies from different museums that are part of Swedish National Maritime and Transport Museums. We will share some preliminary findings. The project is funded by The Swedish National Heritage Board and will run for three years, 2023-2025. The project aims to contribute to research by bringing the fields of digital humanities and education together, by investigating how analogue and digital technologies intersect when representing cultural-historical objects, and how specific applications create conditions (and perhaps even limitations) for learning and meaning making.

Place, publisher, year, edition, pages
London: University College London, 2023
Keywords
materiality, digitization, affordance, meaning-makling, museum exhibitions
National Category
Didactics Learning Media Studies
Research subject
Forskningsområden, Visuella kulturer och lärande
Identifiers
urn:nbn:se:konstfack:diva-9370 (URN)
Conference
11th International Conference on Multimodality (11ICOM)
Available from: 2023-10-03 Created: 2023-10-03 Last updated: 2023-10-05Bibliographically approved
Lindstrand, F. (2022). A semiotic and design-oriented approach to affordance (1ed.). In: Staffan Selander & Lisa Björklund Boistrup (Ed.), Designs for Research, Teaching and Learning: A Framework for Futire Education (pp. 33-47). London: Routledge
Open this publication in new window or tab >>A semiotic and design-oriented approach to affordance
2022 (English)In: Designs for Research, Teaching and Learning: A Framework for Futire Education / [ed] Staffan Selander & Lisa Björklund Boistrup, London: Routledge, 2022, 1, p. 33-47Chapter in book (Other academic)
Abstract [en]

This chapter introduces the notion of affordance as a means for reflecting about resources in relation to learning and Designs For Learning. Instead of taking resources for granted as stable and pre-defined components of a Learning Design Sequence, the chapter argues that there is much to gain by attending to questions regarding the material qualities of these resources: how—based on their constitution—do they lend themselves to meaning-making activities and to whom? The chapter also argues for the importance of attending to what learners themselves distinguish as resources in their meaning-making endeavours. What is recognized as a resource for a certain purpose can tell us something about how meaning-makers position themselves in the world and how they relate to the subject area in focus. A focus on what resources are used, how and for what means also compels reflections regarding the social and cultural contexts of learning as well as the agency of learners. As a methodological consequence the chapter emphasizes the importance of approaching issues regarding resources for learning by studying meaning-making in situ. The various reflections about resources and affordances presented in this chapter are illustrated and exemplified with glimpses from previous research projects in different settings.

Place, publisher, year, edition, pages
London: Routledge, 2022 Edition: 1
Keywords
Affordance, design, resources, multimodality, learning, education, designs for learning
National Category
Educational Sciences Didactics Pedagogy
Research subject
Forskningsområden, Visuella kulturer och lärande
Identifiers
urn:nbn:se:konstfack:diva-8253 (URN)10.4324/9781003096498-3 (DOI)978-1-003-09649-8 (ISBN)
Available from: 2021-12-02 Created: 2021-12-02 Last updated: 2022-03-15Bibliographically approved
Lindstrand, F. & Göthlund, A. (2022). Akademiska kunskapsformer under omförhandling: mot ett performativt och multimodalt perspektiv på det självständiga arbetet. In: Märtha Pastorek Gripson (Ed.), : . Paper presented at NEÄL22 - Nätverket för estetiska ämnen i lärarutbildningen, Högskolan i Halmstad 13-14 oktober 2022. Halmstad
Open this publication in new window or tab >>Akademiska kunskapsformer under omförhandling: mot ett performativt och multimodalt perspektiv på det självständiga arbetet
2022 (Swedish)In: / [ed] Märtha Pastorek Gripson, Halmstad, 2022Conference paper, Oral presentation only (Refereed)
Abstract [sv]

När vi på IBIS bedriver lärarutbildning inom ämnena bild och slöjd är alla aspekter av de estetiska lärprocesserna inbegripna. Vi har en mångårig tradition av att arbeta med det vi kallar ”ett dubbelt perspektiv”, som bygger på tanken att olika kunskapsformer kan och bör kombineras i stället för att ställas emot varandra. En undersökning kan således genomföras och kommuniceras med såväl konstnär- liga/gestaltande/performativa metoder och teorier som vetenskapliga sådana. Trots detta framträder en kunskapsform fortfarande som den dominerande i kursen Självständigt arbete i bild (30 hp): textpro- duktion i form av skrivande. Den skrivna texten ges alltjämt större tyngd (i t.ex. bedömning), samtidigt som vi vet att många studenter kämpar med olika språk-, läs- och skrivproblem. Skrivandet tar därför mer tid och energi i studenternas projekt och flera av dem upplever den sista kursen som ett nödvändigt ont, medan vi vill att det ska vara utbildningens höjdpunkt. 

Inför den senaste omgången av kursen (VT 22) hade en grupp studenter ansökt om att få arbeta multi- modalt i samtliga delar av sitt undersökande arbete, vilket även innebar att de lämnade den traditionella uppsatsformen. För oss, som examinatorer, innebar detta en möjlighet att testa oss själva och påbörja ett arbete kring hur vi kan tänka och göra annorlunda: Kan självständiga arbeten kommuniceras i ett alter- nativt format till den traditionella uppsatsen? Kan det skrivna ordet t.o.m. ersättas av film, illustrationer, intervjuer? 

Studenternas processer och de material som arbetena resulterade i ingår som empiri i Anderssons pilotprojekt kallat ”Performativ pedagogik - ett prismatiskt perspektiv i skärningspunkten teori/gestalt- ning”. I projektet undersöks hur det dubbla perspektivet, som förhållningssätt i utbildningen benämns, förstås och kommuniceras genom att studera hur studenterna samtalar och iscensätter sin förståelse av detta. Projektet undersöker också hur det dubbla perspektivet, som arbetssätt ytterligare kan stärkas och utvecklas genom att synliggöra hur agens och kunskapsskapande framträder hos studenterna.Vi avser beskriva och diskutera förutsättningarna för det alternativa, multimodala självständiga arbete som fem av studenterna genomförde. Vi kommer att visa exempel från deras arbeten och lyfta några av de för- och nackdelar som framkommit hos examinatorer, handledare och studenter. Vår forskning be- finner sig i ett tidigt stadium och vi ser konferensen som ett första tillfälle att formulera oss kring detta och få respons och kommentarer. Vi menar att vårt projekt är viktigt inte minst för att kunna erbjuda ett mer inkluderande arbetssätt i estetiska lärarutbildningar. 

Place, publisher, year, edition, pages
Halmstad: , 2022
Keywords
Självständigt arbete, performativitet, multimodalitet, kunskapsrepresentationer, research catalogue
National Category
Educational Sciences
Research subject
Forskningsområden, Visuella kulturer och lärande
Identifiers
urn:nbn:se:konstfack:diva-8701 (URN)
Conference
NEÄL22 - Nätverket för estetiska ämnen i lärarutbildningen, Högskolan i Halmstad 13-14 oktober 2022
Available from: 2022-10-14 Created: 2022-10-14 Last updated: 2022-12-02Bibliographically approved
Lindstrand, F. & Selander, S. (2022). Designs in learning and rhizomatic webs (1ed.). In: Lisa Björklund Boistrup & Staffan Selander (Ed.), Designs for Research, Teaching and Learning: A Framework for Future Education (pp. 23-32). London: Routledge
Open this publication in new window or tab >>Designs in learning and rhizomatic webs
2022 (English)In: Designs for Research, Teaching and Learning: A Framework for Future Education / [ed] Lisa Björklund Boistrup & Staffan Selander, London: Routledge, 2022, 1, p. 23-32Chapter in book (Other academic)
Abstract [en]

This chapter introduces the notion of designs in learning, which focuses on aspects regarding how learners (either individually or collectively) negotiate, make choices, and design their learning and representation of a phenomenon and of a knowledge area. Designs in learning can thus be seen as a way to approach issues regarding learners’ agency and performativity in learning contexts of various kinds. The chapter further contextualizes this aspect of learning by introducing the idea of rhizomatic webs as a metaphor for learning. A condition for being able to grasp learning as a performative act and the rhizomatic character of meaning-making is an openness in terms of what is recognized as valid representations of knowledge. We argue for the importance of recognizing a multitude of meaningful expressions in learning, introduced here as a capacity to embrace multimodal knowledge representations. The ideas presented in the chapter are exemplified with some glimpses of a collaborative process of filmmaking in a school context. In order to show how meaning-making evolves in the work to make representations in film, the chapter also introduces the notions of epistemological commitments of modes, transformation, and transduction.

Place, publisher, year, edition, pages
London: Routledge, 2022 Edition: 1
Keywords
Design, learning, filmmaking, multimodality, rhizome, designs for learning, designs in learning, transformation, transduction
National Category
Educational Sciences Didactics Learning Pedagogy Media Studies
Research subject
Forskningsområden, Visuella kulturer och lärande
Identifiers
urn:nbn:se:konstfack:diva-8254 (URN)10.4324/9781003096498-2 (DOI)978-1-003-09649-8 (ISBN)
Available from: 2021-12-02 Created: 2021-12-02 Last updated: 2022-03-15Bibliographically approved
Lindstrand, F. (2022). Multimodality and recognition as social and epistemological forces in learning and education. London & Stockholm: The Visual and Multimodal Research Forum, Institute of Education, University of London
Open this publication in new window or tab >>Multimodality and recognition as social and epistemological forces in learning and education
2022 (English)Other (Other academic)
Abstract [en]

In this talk I will use ‘recognition’ and ‘to recognize’ as starting points for a series of reflections on social and epistemological aspects related to learning and education that I have found important in various research projects over the years. Recognition is here approached in a double sense, relating both to what learners recognize as apt resources and approaches in their multimodal sign-making processes; and, to what teachers recognize as valid knowledge representations. Thus, recognition points to semiotic action and is here used in an attempt to cut across various aspects that appear relevant in relation to learning and meaning-making (e.g. agency, design, materiality, affordance). It is approached both as an intrinsic part of learners’ sign-making processes while transforming, transducing and representing their understandings of various phenomena, and of teachers’ meaning-making processes as they try to make sense of, address and assess, these representations in educational contexts. While this approach (like multimodal approaches to learning and meaning-making in general) opens up for a widening of what can be accounted for as ‘meaningful’, it also points to the necessity of problematizing assessment practices in educational contexts. The examples I will present span from preschool children’s drawings to filmmaking projects in upper secondary and university students’ visual representations of multimodal concepts in teacher education.

Bio:

Fredrik Lindstrand is Professor of Media Theory in Relation to Visual Arts Education at Konstfack University of Arts, Crafts and Design in Stockholm, Sweden. He has been engaged in a number of research projects and has published extensively on topics related to multimodality and learning. His research interests focus on issues regarding multimodal communication, social semiotics, media culture, meaning-making, knowledge representations and designs for learning in different settings, and especially in relation to creative processes. He is co-founder and section editor of the peer-reviewed, open access journal Designs for Learning, and is on the advisory boards of other scientific journals. Some of his most recent publications include: Didaktik i omvandlingens tid. Text, representation, design (Education in a time of change. Text, representation, design; with Insulander, Kjällander & Åkerfeldt, eds, Liber 2017); Design för lärande—Historia. Medeltiden som exempel (Designs for learning—History. The Middle Ages as an example; with Insulander & Selander, Liber 2019); Design för lärande i förskolan (Designs for learning in preschool, with Elm Fristorp, Studentlitteratur, 2020); and A semiotic and design-oriented approach to affordance (in Björklund-Boistrup & Selander, eds, 2022).

Place, publisher, year, pages
London & Stockholm: The Visual and Multimodal Research Forum, Institute of Education, University of London, 2022
Series
Multimodality Talks
Keywords
Multimodality, recognition, resources, affordance, design, learning, assessment
National Category
Educational Sciences Didactics Pedagogy
Research subject
Forskningsområden, Visuella kulturer och lärande
Identifiers
urn:nbn:se:konstfack:diva-8569 (URN)
Available from: 2022-06-20 Created: 2022-06-20 Last updated: 2022-07-04Bibliographically approved
Insulander, E., Lindstrand, F. & Selander, S. (2022). Sites for learning and knowledge representations: the Middle Ages (1ed.). In: Lisa Björklund Boistrup & Staffan Selander (Ed.), Designs for Research, Teaching and Learning: A Framework for Future Education (pp. 111-122). London: Routledge
Open this publication in new window or tab >>Sites for learning and knowledge representations: the Middle Ages
2022 (English)In: Designs for Research, Teaching and Learning: A Framework for Future Education / [ed] Lisa Björklund Boistrup & Staffan Selander, London: Routledge, 2022, 1, p. 111-122Chapter in book (Other academic)
Abstract [en]

In this chapter, the focus is on knowledge representations in different sites of learning. We will give some examples of formal, semi-formal, and non-formal institutional framings, as well as of choices of representational resources—both in terms of designs for learning and play, and designs in learning. The knowledge area is the Middle Ages, a period which reappears in books, music, films, and games in late-modern contexts. This chapter is thereby also an example of learning outside and inside schools, and of how different institutional logics and choices of material resources affect which type of knowledge that is valued, and what is seen as signs of learning.

Place, publisher, year, edition, pages
London: Routledge, 2022 Edition: 1
Keywords
Design, learning, resources, sites, knowledge representation, museum, games, multimodality
National Category
Educational Sciences Didactics Learning Pedagogy
Research subject
Forskningsområden, Visuella kulturer och lärande
Identifiers
urn:nbn:se:konstfack:diva-8255 (URN)10.4324/9781003096498-7 (DOI)978-1-003-09649-8 (ISBN)
Note

Available in open access online now (dec 2021)

Available from: 2021-12-02 Created: 2021-12-02 Last updated: 2022-03-15Bibliographically approved
Lindstrand, F. (2021). A designs for learning approach to resources and their affordances. In: Eva Insulander, Susanne Kjällander, Ola Knutsson, Fredrik Lindstrand, Staffan Selander, Eva Svärdemo Åberg (Ed.), 7th International Designs for Learning Conference: Remediation of Learning. Paper presented at 7th International Designs for Learning Conference: Remediation of Learning, May 25–26, 2021, onnline. Stockholm: Designs for Learning
Open this publication in new window or tab >>A designs for learning approach to resources and their affordances
2021 (English)In: 7th International Designs for Learning Conference: Remediation of Learning / [ed] Eva Insulander, Susanne Kjällander, Ola Knutsson, Fredrik Lindstrand, Staffan Selander, Eva Svärdemo Åberg, Stockholm: Designs for Learning , 2021Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The use of resources, for various purposes, is a constantly recurring feature in all kinds of processes,not least in relation to learning and meaning-making. Consequently, how to approach learningresources, analytically and/or pedagogically, is a recurrent question among teachers and scholars.Based on examples from previous research projects, this presentation approaches the issue ofresources for learning and meaning-making from a Designs for Learning perspective. What becomesa resource in a specific situation, to whom, how, with what social and epistemological consequences,and why? What resources are recognized as valid within these situations? What do these aspects tellus about learning? My interest here is, in other words, directed towards questions about resources in relation to materiality, meaning-making, agency, and power in education, learning, and meaning-making.

As a vehicle for reflecting upon various aspects regarding how resources are brought to play insituated meaning-making, the notion of affordance (Gibson, 1977) is introduced and furtherelaborated from a multimodal designs for learning perspective.

Place, publisher, year, edition, pages
Stockholm: Designs for Learning, 2021
Keywords
Resources for learning and meaning-making, affordance, agency, situated meaning-making, Designs for Learning
National Category
Didactics Pedagogy
Research subject
Forskningsområden, Visuella kulturer och lärande
Identifiers
urn:nbn:se:konstfack:diva-7763 (URN)
Conference
7th International Designs for Learning Conference: Remediation of Learning, May 25–26, 2021, onnline
Available from: 2021-05-28 Created: 2021-05-28 Last updated: 2021-06-16Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-6537-6824

Search in DiVA

Show all publications