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  • 1.
    Diamantopoulou, Sophia
    et al.
    London University, Institute of Education, .
    Insulander, Eva
    Stockholm University, Department of Education,.
    Kress, Gunther
    London University, Institute of Education,.
    Lindstrand, Fredrik
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Making meaning in an exhibition: design, agency and (re-)design2012In: Proceedings of the DREAM conference The Transformative Museum / [ed] Kristiansen, Erik, 2012, p. 110-127Conference paper (Refereed)
  • 2.
    Diamantopoulou, Sophia
    et al.
    Institute of Education, London University.
    Insulander, Eva
    Mälardalens högskola.
    Lindstrand, Fredrik
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Making meaning in museum exhibitions: design, agency and (re-)representation2012In: Designs for Learning, ISSN 1654-7608, Vol. 5, no 1-2, p. 11-29Article in journal (Refereed)
  • 3.
    Elm Fristorp, Annika
    et al.
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Lindstrand, Fredrik
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Design för lärande i förskolan2012 (ed. 1)Book (Other academic)
    Abstract [sv]

    Hur ser vi på barns lärande? Vad säger deras nyfikenhet oss? Och hur bekräftar vi den kunskap de själva kommit fram till?Hur kan vi tolka barns uttryck så att de hjälper oss förstå hur vi ska vägleda dem i deras spontana sökande efter kunskap? De konkreta exemplen i Design för lärande i förskolan är inriktade på språk och kommunikation, naturvetenskap och matematik. Genom inspirerande analyser som är kopplade till exemplen, ger boken en inblick i allt det lärande som ständigt pågår i barns vardag.För att ta vara på de oändliga möjligheterna som finns i förskolan, behöver vi förstå hur lärande går till och hur det kommer till yttryck. På samma sätt måste vi uppmärksamma vår egen roll i barnens lärande - hur interaktion med barnen, vårt utformande av resurser, miljöer och aktiviteter får betydelse för barnens möjligheter att engagera sig, lära och förstå.Design för lärande i förskolan vänder sig till blivande och verksamma förskollärare och förskolechefer.

  • 4.
    Frölunde, Lisbeth
    et al.
    Danish School of Education, Aarhus University.
    Gilje, Øystein
    Institute for Educational Research, University of Oslo.
    Lindstrand, Fredrik
    Stockholms universitet.
    Öhman-Gullberg, Lisa
    University College of Arts, Crafts and Design, Institutionen för Bildpedagogik (BI).
    Methodologies for tracking learning paths: designing the on-line research study Making a Filmmaker2009In: Mediekultur, ISSN 0900-9671, E-ISSN 1901-9726, Vol. 25, no 46, p. 73-85Article in journal (Other academic)
    Abstract [en]

    The article concerns the design of a collaborative research project (2008-09) entitled Making a Filmmaker, which examines how young Scandinavian filmmakers create their own learning paths in formal and/or informal contexts. Our interest is in how learning experiences and contexts motivate the young filmmakers: what furthers their interest and/or hinders it, and what learning patterns emerge. The aim of this article is to present and discuss issues regarding the methodology and methods of the study, such as developing a relationship with interviewees when conducting interviews online (using MSN). We suggest two considerations about using online interviews: how the interviewees value the given subject of conversation and their familiarity with being online. The benefit of getting online communication with the young filmmakers is the ease it offers, because it is both practical and appropriates a meeting platform that is familiar to our participants.

  • 5.
    Insulander, Eva
    et al.
    Stockholms Universitet.
    Kjällander, SusanneStockholms universitet.Lindstrand, FredrikUniversity College of Arts, Crafts and Design, Department of Visual Arts and Sloyd Education.Åkerfeldt, AnnaStockholms universitet.
    Didaktik i omvandlingens tid: Text, representation, design2017Collection (editor) (Other academic)
    Abstract [sv]

    I Didaktik i omvandlingens tid ger författarna en bred syn på didaktik och på hur miljöer och resurser utformas för att understödja lärande. Boken tar avstamp i en tid då kommunikation blir alltmer utvecklad genom ny teknologi. Hur lärare använder teknologin får då avgörande betydelse för undervisningen. Författarna sätter fokus på design för lärande och multimodalitet och betonar särskilt de kreativa och mångfasetterade aspekterna av lärande, undervisning och bedömning.

  • 6.
    Insulander, Eva
    et al.
    Stockholms universitet.
    Lindstrand, Fredrik
    University College of Arts, Crafts and Design, Department of Visual Arts and Sloyd Education.
    Selander, Staffan
    Stockholms universitet.
    Designing Multimodal Texts about the Middle Ages2017In: Journal of Educational Media, Memory and Society, ISSN 2041-6938, E-ISSN 2041-6946, Vol. 9, no 2Article in journal (Refereed)
  • 7.
    Insulander, Eva
    et al.
    Stockholms universitet.
    Lindstrand, Fredrik
    University College of Arts, Crafts and Design, Department of Visual Arts and Sloyd Education.
    Selander, Staffan
    Stockholms universitet.
    Designing the Middle Ages: Knowledge emphasis and designs for learning in the history classroom2016In: Historical Encounters: A journal of historical consciousness, historical cultures and history education, E-ISSN 2203-7543, Vol. 3, no 1, p. 31-42Article in journal (Refereed)
    Abstract [en]

    Contemporary teaching and learning implies that pupils encounter curricular content in the form of multimodal representations such as film, museum visits, PowerPoint presentations, roleplay and digital games. Spoken language is no longer the only mode for knowledge representation and meaning-making. This means a new demand for teaching (and assessment), since the school tradition is heavily based on verbal language and assessments of verbal representations. In this article, we will present an analysis of the use of resources and different media in classroom work about the Middle Ages, and discuss the need for the development of assessment tools.

  • 8.
    Leijon, Marie
    et al.
    Malmö Högskola.
    Lindstrand, Fredrik
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Socialsemiotik och design för lärande: två multimodala teorier om lärande, representation och teckenskapande2013In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 17, no 3-4, p. 171-192Article in journal (Refereed)
  • 9.
    Lindgren, Monica
    et al.
    Göteborgs universitet.
    Lindstrand, Fredrik
    University of Arts, Crafts and Design, Department of Visual Arts and Sloyd Education.
    Thorgersen, Ketil
    Stockholms Universitet.
    Wikberg, Stina
    Umeå Universitet.
    Potential för estetikfältets legitimering och utveckling: samtal kring forskning inom det estetiskt-pedagogiska fältet2018In: NEÄL 2018 Abstracts / [ed] Carina Borgström-Källén, Göteborg: Göteborgs universitet, 2018Conference paper (Refereed)
    Abstract [sv]

    Potential för estetikfältets legitimering och utveckling - 

    samtal kring forskning inom det estetiskt-pedagogiska fältet

    Abstract till rundabordssamtal NEÄL 2018

     

    Under 1990-talet och början av 2000-talet var intresset för estetisk verksamhet, estetiska lärprocesser och estetiska ämnen i skola och lärarutbildning stort. Forskningsinstitut finansierade studier inom området, läromedel publicerades, nya kurser i lärarutbildningen skapades och olika typer av strategiska satsningar i skola och lärarutbildning gjordes. Under det senaste decenniet har frågor om estetiska perspektiv och estetiska ämnen i skola och lärarutbildning alltmer tonats ned i takt med ett ökat intresse för individualisering, tydliga kunskapskrav och ökad måluppfyllelse. Det kan också tolkas som en ökad tonvikt på de enskilda konstarternas särart och betydelse för samhällsekonomi, på bekostnad av det estetiska som personlig utveckling och bildning. Utvecklingen betraktas av många som förödande för det estetiskt-pedagogiska fältet och det är lätt att nedslås och skylla på det som kallas New Public Management. Men samtidigt måste vi vara självkritiska. Forskning och utvärderingar visar att vi som företräder skolans och lärarutbildningens estetiska verksamhet inte lyckats med att legitimera och definiera det estetiska området, vare sig som ämnen eller som kunskapsområde. Inte heller har vi förmått utveckla detsamma. Såväl Lgr 11 som lärarutbildningsreformen samma år satte ramar som försvårade för modernisering av ämnesinnehållet i de estetiska ämnena i skolan. Här har vi forskare och lärarutbildare ett väsentligt ansvar. Hur kan vi främja kunskapsutveckling inom området? Vilken typ av forskning behövs för denna utveckling? Ska vi möta politikers krav på mer fakta och söka oss mot en annan kunskapsfilosofisk grund, i riktning mot, hjärnforskning, essentialism och falsifierbara resultat? Ska vi samarbeta med andra ämnen och söka vetenskapliga belägg för transfereffekter? Eller ska vi gå på tvärs och fortsätta söka kunskap kring estetiska ämnen i ljuset av begrepp som demokrati och bildning, i syfte att söka hållbara argument för alla barns och ungdomars rättighet att få tillgång till estetiska uttryck. Eller kanske slå in på en helt ny väg? I detta samtal kommer fyra forskare att presentera sina perspektiv och bjuda in till samtal utifrån följande fråga: Vad krävs av forskningen för att fältet ska utvecklas och ges en starkare legitimitet?

     

     

    Monica Lindgren, Fredrik Lindstrand, Ketil Thorgersen, Stina Wikberg

  • 10.
    Lindstrand, Fredrik
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    A design oriented approach to learning in multimodal text production practices2010Conference paper (Refereed)
    Abstract [en]

    This paper presents results from a Swedish research project about filmmaking as a site for transformative processes (Lindstrand, 2006; 2009). The scope of the paper is twofold, as it both presents results regarding multimodal learning in the production of moving images and aims at contributing more generally to the development of multimodal, design oriented approaches to the analysis of learning. The text is anchored in examples from collaborative filmmaking processes which serve as a background for elaborating on questions of various kinds: How can learning be grasped analytically and methodologically in processes of multimodal semiotic production? What is learnt and what characterizes the learning process in this type of semiotic work? How – and why – does the multimodal nature of these endeavours contribute to the learning process?

    Filmmaking consists of a number of processes characterized by different objectives and the production of different kinds of texts, within different genres, with different tools, in different media and different modes. All of these differences contribute to changes – related to issues of transformation and transduction – in the overall process and present the filmmakers with new challenges, new perspectives and new sets of meaning potentials. The paper brings attention to how the filmmakers reflect upon various aspects of the films during their work, and shows how they gradually become aware of aspects of their films that relate to the ideational, interpersonal and textual metafunctions of texts. Their widened attention affects the process itself, since it guides them towards new choices. A cyclic motion is thereby implied, since the new choices will lead to new reflections and so on.

    The presented results are summed up in the form of an additional version of the Learning Design Sequence model presented by Staffan Selander (2008), aimed at mapping learning processes in creative multimodal text production and emphasizing the role of design in the learning process.

    References

    Lindstrand, F (2006) Att göra skillnad. Representation, identitet och lärande i ungdomars arbete och berättande med film [Making difference. Representation, identity and learning in teenagers’ work and communication with film] Doctoral thesis. Stockholm: HLS Förlag.

    Lindstrand, F (2009) ”Lärprocesser i den rörliga bildens gränsland” [”Learning processes at the crossroads of filmmaking”]. In Lindstrand, F & Selander, S (eds)Estetiska lärprocesser [Aesthetic learning processes]. Lund: Studentlitteratur.

    Selander, S (2008) “Designs for learning – a theoretical perspective”. In Designs for Learning,  vol 1, no 1.

  • 11.
    Lindstrand, Fredrik
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Att erkänna och urskilja: Ett designorienterat multimodalt fokus på barns meningsskapande2011In: Teks og tegn: Lesing, skriving og multimodalitet i skole og samfunn / [ed] Smidt, J.; Tønnessen, E. S. & Aamotsbakken, B., Trondheim: Tapir Akademisk Forlag , 2011, 1, p. 51-62Chapter in book (Other academic)
  • 12.
    Lindstrand, Fredrik
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Competent Toddlers: A Study of Engagement, Social Interaction and Meaning Making In Front Of The TV Screen2013Conference paper (Refereed)
    Abstract [en]

    Based on the results from a Swedish research project, this paper investigates young children's meaning-making in relation to moving images in a preschool context. The specific focus of the paper is to look at if – and how – two year-old children can be said to make meaning during the screening of a series of short animated films at their preschools. What kind of meanings are made and how are they communicated by the children? How do the films become resources for childrens meaning making and to what extent can social interaction with peers and preschool teachers be said to influence childrens meaning making during the screening of the films? The results presented are based on analyses of both interaction in front of the TV screen and of the animated films.

    The theoretical framework is based on a social semiotic (Hodge & Kress, 1988; Kress, 2003; van Leeuwen, 2005) and multimodal (Kress & van Leeuwen, 2001; Jewitt, 2009) approach, which implies a view of communication and representation as a social process of signmaking. Both theories are united in a common interest in understanding how people communicate and make meanings with a wide range of resources, or modes. Semiotic resources are used both to produce and interpret texts, in the same way as signs are made both externally and internally. The analyses of both interaction and of the animated films were guided by the theoretical assumptiom that all texts simultaneously construct different types of meanings through three metafunctions (Jewitt & Oyama, 2001; Iedema, 2001; van Leeuwen, 2005). They represent some aspect of the world (the ideational metafunction); represent and construct relations between represented and interactive participants (the interpersonal metafunction); and are organised as coherent texts (the textual metafunction). Meanings are made through the use of various modes in relation to these different aspects.

    The project included studies at eight preschools spread over three Swedish municipalities. Approximately 150 children in the ages from two to four participated in the project. They watched the films in groups of four to six children. Nine screenings were recorded with video camera and mp3 recorders. All video material was transcribed multimodally and analysed by means of the social semiotic and multimodal framework presented above. Aspects that were attended to specifically in the transcriptions included verbal interaction, gaze/eye movements, gestures, posture, mimics and motions. Apart from the filmed material, interviews were made with children, parents and preschool teachers. The role of the interviews was to construct a background in terms of how moving images were used in the preschools and how familiar the children were with different kinds of media etc. Accordingly, interviews were transcribed more thematically than the video material.

    The paper shows that the children indeed make meaning in relation to the fillms and that they make a number of forms of meaning during the screenings. The meanings are made in different modes and are influenced by a number of factors, such as the social interaction with peers and preschool teachers, whether or not the stories are familiar to the children from before, and the childrens previous experiences of moving images . The paper also shows that the young children are highly competent in practicing literacy skills during the screenings, exemplified by their expertise in interpreting various aspects related to film language

    References

    Banks, Marcus (2001): Visual Methods in Social Research. London: SAGE Publications.Hodge, Robert & Kress, Gunther (1988): Social semiotics. Ithaca, New York: Cornell University Press.Iedema, Rick (2001): “Analysing film and television: a social semiotic account of Hospital: an Unhealthy Business”. In Van Leeuwen, Theo & Jewitt, Carey (red): Handbook of Visual Analysis. London: SAGE Publications. P 183-206.Jewitt, Carey (ed.)(2009): The Routledge Handbook of Multimodal Analysis. London & New York: Routledge.Jewitt, Carey & Kress, Gunther (eds)(2003): Multimodal literacy. London: Routledge. Jewitt, Carey & Oyama, Rumiko (2001): “Visual meaning: a social semiotic approach”. In van Leeuwen, Theo & Jewitt, Carey (eds): Handbook of Visual Analysis. London: SAGE Publications. P 134-156Kress, Gunther (1993): “Against arbitrariness: the social production of the sign as a foundational issue in critical discourse analysis”. In Discourse & society, vol 4(2). P 169-191.Kress, Gunther (1997). Before writing. Rethinking the paths to literacy. London: Routledge.Kress, Gunther (2003): Literacy in the New Media Age. London: Routledge.Kress, Gunther; Jewitt, Carey; Ogborn, Jon; Tsatsarelis, Charalampos (2001): Multimodal Teaching and Learning. The Rhetorics of the Science Classroom. London: Continuum.Kress, Gunther & van Leeuwen, Theo (2001): Multimodal Discourse. The modes and media of contemporary communication. London: Arnold.Lindstrand, Fredrik (2006) Att göra skillnad. Representation, identitet och lärande i ungdomars arbete och berättande med film. Doctoral thesis. Stockholm: HLS Förlag.Lindstrand, Fredrik (1998) "Snuttefilm i förskolan - en studie av engagemang och meningsskapande". In Rönnberg, M. (ed.): Blöjbarnsteve. Uppsala: Filmförlaget.Van Leeuwen, T. (2005) Introducing social semiotics. London & New York: Routledge.

  • 13.
    Lindstrand, Fredrik
    Stockholms universitet.
    Editorial2008In: Designs for Learning, ISSN 1654-7608, Vol. 1, no 1, p. 6-9Article in journal (Other academic)
    Abstract [en]

    Editorial of the first issue of the journal Designs for Learning.

  • 14.
    Lindstrand, Fredrik
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Film i  förskolan: om de yngre barnens meningsskapande kring rörlig bild2010Conference paper (Other academic)
  • 15.
    Lindstrand, Fredrik
    University of Arts, Crafts and Design, Department of Visual Arts and Sloyd Education.
    Grasping action in multimodal transformative processes2018In: 9ICOM: Book of abstracts / [ed] Boeriis et al, Odense, Danmark: Syddansk Universitet, 2018, p. 23-23Conference paper (Refereed)
    Abstract [en]

    Grasping action in multimodal transformative processes

    Fredrik Lindstrand, Konstfack University of Arts, Crafts and Design, Stockholm

     

    A multimodal and social semiotic (Hodge & Kress, 1988) approach to learning, focusing on semiosis and semiotic change, provides an important contrast to the fields of research that currently inform political discourse on education and learning. By conceptualising learning as socially situated processes of sign-making and approaching learners as meaning-makers engaged in semiotic work (Kress, 2003; 2009), social semiotics affords valuable possibilities to grasp the social and epistemological complexities of learning and education (Insulander & Lindstrand, 2013; Insulander, Kjällander et al., 2017). In a world of instability and change, this seems as crucial as ever (cf. Kress, 2008).

    However, approaching learning in ways that utilise the potentials of social semiotic theory calls for a research design that opens not only for analyses of signs and resources, but also for grasping sign-making as a process of decision making in situ over time (cf. van Leeuwen, 2005; Lindstrand, 2010). Differently put, it is a matter of balancing the two sides of social semiotics: the functional/social and the systemic parts of semiosis (Machin, 2016).

    Building on examples from two research projects, the paper suggests that ethnographical approaches may offer ways to orchestrate this in practice (see also Dicks, Soyinka & Caffrey, 2006; Dicks, Flewitt et al., 2011). One of the projects, Making difference (Lindstrand, 2006; 2009) used ethnographic approaches to show how understandings of aspects related to ideational, interpersonal and textual features of communication with moving images were construed gradually in the transition between different phases, modes and media in collaborative filmmaking processes. The other project, The Mission (Lindstrand, 2016), used ethnographic approaches to track how various elements from a convergent learning process about WW2 were used as resources in the collaborative production of a written fictive story.

     

    References

    Dicks, B., Soyinka, B. & Coffey, A. (2006) Multimodal Ethnography. Qualitative Research 6(1), 77-96.

    Dicks, B., Flewitt, R., Lancaster, L. & Pahl, K. (2011) Multimodality and ethnography: working at the intersection. Qualitative Research 11(3), 227-237.

    Hodge, R. & Kress, G. (1988) Social semiotics. Ithaca, New York: Cornell University Press.

    Insulander, E., Kjällander, S., Lindstrand, F. & Åkerfeldt, A. (eds.)(2017) Didaktik i omvandlingens tid. Text, representation, design. [Didactics in times of transformation. Text, representation, design]. Stockholm: Liber.

    Insulander, E. & Lindstrand, F. (2013) “Towards a social and ethical view of semiosis. Examples from the museum”. In Böck, M. & Pachler, N. (red.) Multimodality and Social Semiosis: Communication, Meaning-making, and Learning in the Work of Gunther Kress. New York: Routledge. 225-236.

    Kress G. (2003) Literacy in the New Media Age. London: Routledge.

    Kress, G. (2008) Meaning and learning in a world of instability and multiplicity. Studies in Philosophy and Education 27(4), 253-266.

    Kress, G. (2009) Multimodality. A social semiotic approach to contemporary communication. London: Routledge.

    Lindstrand, F. (2006) Att göra skillnad. Representation, identitet och lärande i ungdomars arbete och berättande med film [Making difference. Representation, identity and learning in teenagers' work and communication with film]. Diss. Stockholm University. Stockholm: HLS Förlag.

    Lindstrand, F. (2009) "Lärprocesser i den rörliga bildens gränsland" [Learning processes in the marches of filmmaking], in Lindstrand, F. & Selander, S. (eds.). Estetiska Lärprocesser – upplevelser, praktiker och kunskapsformer [Aesthetic Learning Processes - Experiences, Practices and Forms of Knowledge]. Lund: Studentlitteratur. 153-174.

    Lindstrand, F. (2010) Interview with Theo van Leeuwen. Designs for Learning 3:1-2, 84-90.

    Lindstrand, F. (2016) Med berättelsen och berättandet som mål och medel i en gränsöverskridande lärprocess kring andra världskriget. [Story and storytelling as target and means in a cross-boundry learning process about WW2]. Project report. Sandviken: Litteraturhuset Trampolin.

    Machin, D. (2016) The need for a social and affordance-driven multimodal critical discourse studies. Discourse & Society 27:3, 322-334.

    van Leeuwen, T. (2005) Introducing Social Semiotics. London: Routledge.

     

     

  • 16.
    Lindstrand, Fredrik
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    I ständig förändring: text, mening och lärande sett från ett designorienterat perspektiv2010Conference paper (Other academic)
  • 17.
    Lindstrand, Fredrik
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Interests in motion: Young Scandinavian filmmakers' representations of film making as a knowledge domain2010Conference paper (Refereed)
  • 18.
    Lindstrand, Fredrik
    University College of Arts, Crafts and Design, Institutionen för Bildpedagogik (BI).
    Interview with Arlene Archer2014In: Designs for Learning, ISSN 1654-7608, Vol. 7, no 2, p. 80-86Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Intervju med dr Arlene Archer i samband med hennes deltagande i forskningskonferensen Designs for Learning IV, där hon gav en keynotepresentation.

  • 19.
    Lindstrand, Fredrik
    Stockholms universitet.
    Interview with Birgitte Holm Sørensen2009In: Designs for Learning, ISSN 1654-7608, Vol. 2, no 1, p. 56-62Article in journal (Other academic)
    Abstract [en]

    Interview with professor Birgitte Holm Sørensen, who elaborates on the notion of didactic design.

  • 20.
    Lindstrand, Fredrik
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Interview with Carey Jewitt2011In: Designs for Learning, ISSN 1654-7608, Vol. 4, no 1, p. 48-55Article in journal (Other academic)
    Abstract [en]

    Interview with professor Carey Jewitt who is a nodal point in the international web of researchers interested in issues around multimodality and social semiotics.

  • 21.
    Lindstrand, Fredrik
    Stockholms universitet.
    Interview with Christof Wulf2008In: Designs for Learning, ISSN 1654-7608, Vol. 1, no 1, p. 68-72Article in journal (Other academic)
    Abstract [en]

    Interview with professor Christof Wulf, who gives an account of his anthropological work within the field of learning.

  • 22.
    Lindstrand, Fredrik
    Stockholms universitet.
    Interview with Gunther Kress2008In: Designs for Learning, ISSN 1654-7608, Vol. 1, no 2, p. 60-71Article in journal (Other academic)
    Abstract [en]

    Interview with Gunther Kress, who gives an account of some of the central interests and influences that has formed a background to his theoretical work on social semiotics and multimodality. From the online journal Designs for Learning.

  • 23.
    Lindstrand, Fredrik
    Stockholms universitet.
    Interview with Staffan Selander2009In: Designs for Learning, ISSN 1654-7608, Vol. 2, no 2, p. 56-65Article in journal (Other academic)
    Abstract [en]

    Interview with professor Staffan Selander, who has contributed in important ways to the shaping of the field Designs for Learning.

  • 24.
    Lindstrand, Fredrik
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Interview with Theo van Leeuwen2010In: Designs for Learning, ISSN 1654-7608, Vol. 3, no 1-2, p. 84-90Article in journal (Other academic)
    Abstract [sv]

    Intervju med professor Theo van Leeuwen i den internationella vetenskapliga tidskriften Designs for Learning.

  • 25.
    Lindstrand, Fredrik
    Stockholms universitet.
    Länkar över tid och rum: Elevarbetet ur ett designperspektiv2009In: Didaktisk design i digital miljö: nya möjligheter för lärande / [ed] Staffan Selander & Eva Svärdemo Åberg, Liber: Stockholm , 2009Chapter in book (Other academic)
  • 26.
    Lindstrand, Fredrik
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Lärande och meningsskapande i filmens värld2011Conference paper (Other (popular science, discussion, etc.))
  • 27.
    Lindstrand, Fredrik
    Stockholms universitet.
    Lärprocesser i den rörliga bildens gränsland2009In: Estetiska lärprocesser: upplevelser, praktiker och kunskapsformer / [ed] Fredrik Lindstrand & Staffan Selander, Lund: Studentlitteratur , 2009, 1, p. 153-174Chapter in book (Other academic)
  • 28.
    Lindstrand, Fredrik
    University of Arts, Crafts and Design, Department of Visual Arts and Sloyd Education.
    Mike the Knight: Divergence of Politics in the Remediation of Education2018In: / [ed] Staffan Selander, Theo van Leeuwen, 2018Conference paper (Other academic)
  • 29.
    Lindstrand, Fredrik
    University of Arts, Crafts and Design, Department of Visual Arts and Sloyd Education.
    Relevanta utsvävningar på digitala arenor: om YouTube, literacy och genremedvetenhet2018In: Trampolinmodellen: Ett lekfullt sätt att stärka barns och ungas läs- och språkutveckling / [ed] Karin Forsgren Anderung & Elin Folkesson, Sandviken: Sandvikens kommun , 2018Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    En kort text om hur även uttryck som framträder som enkla och slumpmässiga kan förstås som meningsfulla uttryck för kunnande och engagemang.

  • 30.
    Lindstrand, Fredrik
    University of Arts, Crafts and Design, Department of Visual Arts and Sloyd Education.
    Signs of multimodal genre awareness in young YouTubers' online engagements2018In: 9ICOM: Book of abstracts / [ed] Boeriis et al, Odense, Danmark: Syddansk Universitet, 2018, p. 103-103Conference paper (Refereed)
    Abstract [en]

    In Sweden, big efforts are currently being made in what is referred to as the "digitization of school" (cf. Government of Sweden, 2017) and in the work to support media and information literacy (MIL) at a more general level. Since many young people today are deeply engaged in various forms of digital media on the one hand (Swedish Media Council, 2017) while lacking commitment to their education on the other, a focus on digitization and media literacy could perhaps bridge these motivational gaps – at least to some extent, for some pupils. However, instead of listening to and acknowledging children's knowledge and experience within this field there seems to be a tendency to frown upon their engagements in digital media and to describe their activities on digital platforms as potentially harmful.

    This paper presents results from of an on-going pilot project, Learning in Digital Wastelands (Lindstrand, 2018), on children's learning and designs for learning (cf. Selander & Kress, 2010; Bezemer & Kress, 2008) in digital arenas outside school. The aim of the project is to investigate meaning-making and designs for learning in digital contexts outside school where children and young people are engaged in multimodal sign-making practices (Kress, 2003; 2010). An incentive is, perhaps naïvely, that this may offer new perspectives on resources and designs for learning suitable for children today.

    More specifically, the paper presents a multimodal analysis of the opening sequence of a video posted on YouTube by a nine-year old. By contextualising the video and its modal configuration and orchestration through comparisons with other YouTube videos referred to by this young producer, the paper claims that the video indicates a high level of multimodal genre awareness. As a conclusion it is suggested that a curiosity in what children do outside school could give great leads in terms of how to take pedagogy further and work within genres, modes and media that are relevant to children today. Who knows what genres will be dominant tomorrow (cf. Hyon, 1996; Johns, 2002)?

    References

    Bezemer, J. & Kress ,G. (2008) Writing in Multimodal Texts. A Social Semiotic Account of Designs for Learning, Written Communication 25(2).

    Government of Sweden (2017) "Action on digital transformation", retrieved 20180110 from http://www.government.se/pressreleases/2017/06/action-on-digital-transformation/

    Hyon, S. 1996. Genre in three traditions: Implications for ESL. TESOL Quarterly 30(4):693-722.

    Johns, A.M. (Ed.). (2002). Introduction. Genre in the classroom. Multiple perspectives. London: Lawrence Erlbaum, pp. 3-13.

    Kress, G. (2003) Literacy in the new media age. London: Routledge.

    Kress, G. (2010) Multimodality. A social semiotic approach to contemporary communication. London: Routledge.

    Lindstrand, F. (2018, in press) "Relevanta utsvävningar på digitala arenor - om YouTube, literacy och genremedvetenhet" [Relevant dissipations on digital arenas - on YouTube, literacy and genre awareness] in Forsgren Anderung, K. & Folkesson, E. (eds.) Trampolinmodellen [The Trampoline model]. Sandvikens kommun: Kulturcentrum.

    Selander, S. and Kress, G. (2010) Design för lärande. Ett multimodalt perspektiv. [Designs for learning. A multimodal perspective]. Stockholm: Norstedts.

    Swedish Media Council [Statens Medieråd] (2017) Ungar och medier 2017 [Kids and media 2017]. Retrieved 20180111 from https://statensmedierad.se/publikationer

  • 31.
    Lindstrand, Fredrik
    Stockholms universitet.
    Snuttefilm i förskolan: en studie av tvååringars meningsskapande och engagemang2008In: Blöjbarnsteve: Om hur barn under 3 år upplever TV och leker med fjärrtroll / [ed] Margareta Rönnberg, Uppsala: Filmförlaget , 2008, 1, p. 195-214Chapter in book (Other academic)
  • 32.
    Lindstrand, Fredrik
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Snuttefilmsprojektet i Gävleborg: en studie kring rörlig bild i förskolan2011Conference paper (Other (popular science, discussion, etc.))
  • 33.
    Lindstrand, Fredrik
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Språkutveckling genom estetiska uttrycksformer: vad kan barnen lära oss?2013Conference paper (Other (popular science, discussion, etc.))
    Abstract [sv]

    Populärvetenskaplig föreläsning vid konferensen Konstarter i Pedagogiken - Art in Education, Edsbyn 7-8 januari 2013.

  • 34.
    Lindstrand, Fredrik
    Stockholms universitet.
    Transformations in progress: multimodal meaning-making at the museum2009Conference paper (Other academic)
  • 35.
    Lindstrand, Fredrik
    et al.
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Carlsson, Camilla
    Lärande och meningsskapande i gestaltande arbete2011Conference paper (Other academic)
  • 36.
    Lindstrand, Fredrik
    et al.
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Frölunde, Lisbeth
    Roskilde Universitet.
    Gilje, Oystein
    Universitetet i Oslo.
    Öhman-Gullberg, Lisa
    University College of Arts, Crafts and Design, Institutionen för Bildpedagogik (BI).
    Interests in motion: The film medium through the eyes and lenses of young Scandinavian filmmakers2011In: International Perspectives on Youth Media: Cultures of Production and Education / [ed] JoEllen Fisherkeller, New York: Peter Lang Publishing , 2011Chapter in book (Other academic)
    Abstract [en]

    This chapter examines youth media from a Scandinavian perspective, based on the results of a recent study about learning paths among young filmmakers in Denmark, Norway and Sweden. We deal specifically with how the film medium as a knowledge domain, or a field of practice, is represented through the discourses of young Scandinavian filmmakers. The chapter introduces three filmmakers and their submitted films. The analysis – which uses a social semiotic approach to communication and meaning making – is focused on their enclosed descriptions of a scene they felt satisfied with and their motivations for highlighting that specific scene. The aspects of the scene they point out are seen as representations of the film medium as a knowledge domain, based on certain assumptions about how the medium works and what can be regarded as marks of quality within the different aspects of filmmaking they focus on. As a background, a Scandinavian context for youth filmmaking is presented briefly.

  • 37.
    Lindstrand, Fredrik
    et al.
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Frölunde, Lisbeth
    Gilje, Oystein
    Öhman-Gullberg, Lisa
    University College of Arts, Crafts and Design, Institutionen för Bildpedagogik (BI).
    Scandinavian filmmakers across contexts of learning2010In: Media Literacy and Education: Nordic Perspectives / [ed] Arnolds-Granlund, Britt; Erstad, Ola; Högberg, Lasse; Kotilainen, Sirkku; Lundgren, Per & Tufte, Birgitte, Helsingfors: Nordicom & the Finnish Society on Media Education , 2010Chapter in book (Other academic)
  • 38.
    Lindstrand, Fredrik
    et al.
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Insulander, Eva
    Stockholms universitet.
    Design för lärande på museer2010Conference paper (Other (popular science, discussion, etc.))
  • 39.
    Lindstrand, Fredrik
    et al.
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Insulander, Eva
    Mälardalens högskola.
    Setting the ground for engagement: multimodal perspectives on exhibition design2012In: Designs for Learning, ISSN 1654-7608, Vol. 5, no 1-2, p. 30-49Article in journal (Refereed)
    Abstract [en]

    In this article we offer an approach to analysing exhibition design, based on a multimodal and social semiotic view of communication and meaning making. We examine the narration and construction of different messages concerned with identity that shapes the conditions for visitors’ engagement and interpretation.

  • 40.
    Lindstrand, Fredrik
    et al.
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Insulander, Eva
    Mälardalen University, School of Education, Culture & Communication, Västerås, Sweden.
    Towards a social and ethical view of semiosis: Examples from the museum2013In: Multimodality and Social Semiosis: Communication, Meaning-making, and Learning in the Work of Gunther Kress / [ed] Margit Böck, Norbert Pachler, New York: Routledge , 2013, p. 225-236Chapter in book (Other academic)
  • 41.
    Lindstrand, Fredrik
    et al.
    University of Arts, Crafts and Design, Department of Visual Arts and Sloyd Education.
    Insulander, Eva
    Stockholms Universitet.
    Gilje, Øystein
    Universitetet i Oslo.
    Multimodal ethnography: understanding meaning making in practices and across contexts2018In: 9ICOM: Book of abstracts / [ed] Boeriis et al, Odense, Danmark: Syddansk Universitet, 2018, p. 20-20Conference paper (Refereed)
    Abstract [en]

    Multimodal ethnography – understanding meaning making in practices and across contexts

    Multimodal ethnography brings together social semiotics and ethnography. In this perspective, researchers are in particular concerned with: ‘accounts of cultural and social practices through prolonged fieldwork in a particular setting’ (Jewitt, Bezemer, & O'Halloran, 2016, p. 118).

    Consequently, two things characterize this approach. First, the research emphasis on everyday practices and contexts, and second, the ethnographer documents these practices by collecting artefacts, writing field notes.

    The question about the relationship between multimodality and ethnography has been raised a number of times during the last two decades (Dicks, Flewitt, Lancaster, Pahl, & Kress, 2011; Flewitt, 2011). Gunther Kress claimed that ethnography and social semiotics should be brought together to ‘mutual advantage’ in the article: ‘partnership in research’: multimodality and ethnography (2011). Here, he argued that social semiotics emphasizes ‘the ceaseless social (re) making of a set of cultural resources (Kress, 2011, p. 242 italics in original text). Kress argues that ethnography has the task to provide us with information about the setting that surrounds the social interaction. Also from a multimodal ethnographic perspective, other researchers have paid attention to materiality and multimodality (Pahl & Rowsell, 2010), as well as literacy practices in diverse contexts (Pahl & Rowsell, 2005).

    This symposium brings together three papers that discuss and develop multimodal ethnography. Eva Insulander presents and discusses examples of how methods from the field of ethnography were used within the frames of a research project on learning and designs for learning. Øystein Gilje's paper focuses on values of ethnographic fieldwork in relation to analyses of meaning-making practices across sites and contexts by following the individual learner or/and a semiotic artefact. Fredrik Lindstrand uses examples from two projects to suggest how ethnographical approaches can be used to encompass a focus on both functional/social and systemic aspects of semiosis in multimodal research.

    Discussant: Professor Anders Björkvall, Örebro Universitet. Anders.Bjorkvall@oru.se

    References

    Anderson, K. T. (2013). Contrasting Systemic Functional Linguistic and Situated Literacies Approaches to Multimodality in Literacy and Writing Studies. Written Communication, 30(3), 276-299. doi: 10.1177/0741088313488073

    Bateman, J., & Schmidt, K.-F. (2012). Multimodal film analysis: how films mean. New York: Routledge.

    Boeriis, M. (2009). Multimodal Socialsemiotik & Levende Billeder. (PhD thesis Ph D), Faculty of Humanities, SDU, Syddansk Universitet.

    Flewitt, R. (2011) Bringing ethnography to a multimodal investigation of early literacy in a digital age. Qualitative research 11(3), 293-310)

    Gilje, Ø. (2010a). Mode, mediation and moving images: an inquiry of digital editing practices in media education. (Ph D collection of articles), University of Oslo, Oslo.

    Gilje, Ø. (2010b). Multimodal Redesign in Filmmaking Practices: An Inquiry of Young Filmmakers’ Deployment of Semiotic Tools in Their Filmmaking Practice. Written Communication, 27(4), 494.

    Jewitt, C., Bezemer, J., & O'Halloran, K. (2016). Introducing multimodality: Routledge.

    Kress, G. (2011). ‘Partnerships in research’: multimodality and ethnography. Qualitative Research, 11(3), 239-260. doi: 10.1177/1468794111399836

    Lindstrand, F. (2006). Att göra skillnad: Representation, identitet och lärande i ungdomars arbete och berättande med film [Making difference. Representation, identity and learning in teenagers' work and communication with film] (PhD), Stockholm: HLS Förlag.

    Pahl, K., & Rowsell, J. (2005). Literacy and education: understanding the new literacy studies in the classroom. London: Paul Chapman.

    Pahl, K., & Rowsell, J. (2010). Artefactual literacies: Every object tells a story: Teachers College Press. 

  • 42.
    Lindstrand, Fredrik
    et al.
    University of Arts, Crafts and Design, Department of Visual Arts and Sloyd Education.
    Insulander, Eva
    Stockholms Universitet.
    Selander, Staffan
    Stockholms Universitet.
    Design för lärande Historia: Medeltiden som exempel2019 (ed. 1)Book (Other academic)
    Abstract [sv]

    Medeltiden är en epok som har avsatt många olika avtryck också i vår tid, inte minst som en mytomspunnen inspirationskälla. Detta gestaltas på många vis, bland annat i romaner, filmer, tv-serier, spel, lajv och arrangemang som "Medeltidsveckan" eller Nordisk festival för medeltida musik. Bruket av medeltiden säger därför också något väsentligt om vår egen tid, och blir ett intressant "nyckelhål" för att förstå både vilken bild vi skapar av oss själva och vilken bild vi skapar om en historisk epok.I den här boken söker vi svar på frågor som: Hur gestaltas och används medeltiden i olika sammanhang? Vilka aspekter lyfts fram som centrala, och vilka tonas ner? Dessa frågor rör historiebruk och historiemedvetande, som ju också är centralt för skolans undervisning. Därför vill vi också se närmare på hur medeltiden representeras (multimodalt) och bearbetas i förskolans och skolans värld jämfört med hur medeltiden tar gestalt i andra sammanhang.Boken - med fokus på design för och design i lärande - vänder sig till lärarutbildning och lärarfortbildning, men också till studerande i pedagogik och didaktik såväl som studerande inom andra discipliner som intresserar sig för hur kunskap gestaltas och används i olika sammanhang.

  • 43.
    Lindstrand, Fredrik
    et al.
    University College of Arts, Crafts and Design, Department of Visual Arts and Sloyd Education.
    Insulander, Eva
    Mälardalens Högskola.
    Selander, Staffan
    Stockholms Universitet, Institutionen för data- och systemvetenskap.
    Mike the Knight in the Neo-Liberal Era: A Multimodal Approach to Children's Multimedia Entertainment2016In: Journal of Language and Politics, ISSN 1569-2159, E-ISSN 1569-9862, Vol. 15, no 3, p. 336-350Article in journal (Refereed)
    Abstract [en]

    Today, in the neo-liberal era, goal-oriented learning seems to be a ubiquitous demand for almost all kind of play activities. Different resources for play, like toys and games, are motivated from a learning perspective. Promises from media corporations, such as "Your kids are learning while they watch!" (www.nickjr.com), indicate an assumption that parents expect more than mere entertainment from the products that their children engage with. The parents' assumed demand for more than 'mere' entertainment could also be interpreted as a 'new' form of caring, where caring for the overall development of the child has been transformed into an emphasis on stimulating its learning success (Holmer Nadesan 2002, 424). Earlier ideas about a” universal” child and an ”autonomous” child are no longer at the fore. Rather, it is the idea of how to construe the ”superchild” – a child that can learn (more than ever before) and develop a capacity for making rational decisions – that seems to become a dominating paradigm (Kaščák & Pupala 2013). This shift can also be seen as a sign of change of social positions, activities and responsibilities between agents within formal (e.g. school), semi-formal (e.g. museum) and non-formal (e.g. home) sites of learning.

    Our intention in this article is to show how the discourse about the "superchild" is articulated multimodally (Kress & van Leeuwen 2001) in a number of media texts related to the trans-medial (see Aarseth 2006; Jenkins 2006; Lemke 2004) brand Mike the Knight. We will do so by introducing three examples – a digital story app, online games and a "Chivalrous Reward Chart" – that are part of a wider body of research.

  • 44.
    Lindstrand, Fredrik
    et al.
    University of Arts, Crafts and Design, Department of Visual Arts and Sloyd Education.
    Insulander, Eva
    Stockholms universitet.
    Selander, Staffan
    Stockholms universitet.
    Multimodal representations of gender in young children's popular culture2016In: MedieKultur: Journal of Media and Communication Research, ISSN 0900-9671, E-ISSN 1901-9726, Vol. 32, no 61, p. 6-25Article in journal (Refereed)
    Abstract [en]

    This article poses questions regarding learning and representation in relation to young children’s popular culture. Focusing on gender, the article builds on multimodal, social semiotic analyses of two different media texts related to a specific brand and shows how gender and gender differences are represented multimodally in separate media contexts and in the interplay between different media. The results show that most of the semiotic resources employed in the different texts contribute in congruent ways to the representation of girls as either different from or inferior to boys. At the same time, however, excerpts from an encounter with a young girl who engages with characters from the brand in her role play are used as an example of how children actively make meaning and find strategies that subvert the repressive ideologies manifested in their everyday popular culture.

  • 45.
    Lindstrand, Fredrik
    et al.
    Stockholms universitet.
    Selander, StaffanStockholms universitet.
    Estetiska lärprocesser: upplevelser, praktiker och kunskapsformer2009Collection (editor) (Other academic)
    Abstract [sv]

    Termen estetiska lärprocesser har under senare år dykt upp allt oftare och i allt fler  sammanhang. I den här boken undersöks, både praktiskt och teoretiskt, vilka estetiska kvaliteter som kan upptäckas i olika slags lärprocesser.

    Boken består av två delar. Den första delen fokuserar på estetiska upplevelser och estetiska praktiker. Här finns exempel från skapande arbete inom gatukonst, tredimensionella former i trä och filmarbete. Men här diskuteras även estetiska upplevelser i möte med konst och vad konstnärligt skapande och konstpedagogik kan betyda idag.

    Bokens andra del presenterar texter som reflekterar kring ämnesområdet estetik och kunskapsformer utifrån olika kunskapsteoretiska perspektiv. Exempel på estetiska lärprocesser är här hämtade från bl.a. naturvetenskap, film och dans,  men även från grundskolans s.k. praktisk-estetiska verksamheter. Här fördjupas också resonemangen kring konsekvenserna av att frågor som rör estetiska lärprocesser kommit i rampljuset i så många olika sammanhang.

  • 46.
    Lindstrand, Fredrik
    et al.
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Selander, Staffan
    Stockholms Universitet.
    Pusselbitar, metod och estetiska lärprocesser: att lära med samtidskonst2011In: SKISS: konst, arbetsliv, forskning: Nio rapporter / [ed] Anders Widoff, Stockholm: Konstfrämjandet , 2011, p. 158-195Chapter in book (Other academic)
  • 47.
    Lindstrand, Fredrik
    et al.
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Selander, Staffan
    REMAKE : Representation, resources and meaning-making: The Middle Ages as a knowledge domain in different learning environments2012In: 6ICOM. 6th International Conference on Multimodality. London. August 22-24, 2012., 2012Conference paper (Refereed)
    Abstract [en]

    This paper discusses the outline and implications of a recently initiated research project, ”REMAKE: Representations, resources and meaning-making. The Middle Ages as a knowledge domain in different learning environments”, funded by the Swedish research council. The aim of the project is to study how – and with what social and epistemological consequences – a knowledge domain is realized in different learning environments. Here, we look at how the subject of history, and more specifically “the Middle Ages”, is realized in pre-school, compulsory school and upper secondary school contexts.

    Based on a design-theoretic, multimodal perspective on learning and communication (Rostvall & Selander, 2008; Selander & Kress, 2010), the project takes a starting point in the assumption that a given knowledge domain is realized in different ways in different learning environments, as a result of a complex interaction of selections, representations and actions by the participants involved. There is not a given core or consensus of what this domain is or what parts or aspects the subject area should encompass.

    The project will put an emphasis on the resources used by teachers and learners in their work to design and re-design the subject content, and on how specific designs for learning shape the possibilities for how one can learn and engage with a certain knowledge domain. The resources brought into play will be analysed in terms of how they are used, what they add to the representation of the historical epoch in focus, and how they affect the learners’ possibilities to make meaning.

    By means of classroom observations, where all work around the Middle Ages will be documented in a selection of groups and classes, the project will investigate a) teachers didactic design; b) different representations of the Middle Ages and c) how children/pupils interpret, transform and design their conception of the knowledge domain. Doing this, we deal with questions of agency, cultures of recognition (what is acknowledged as history, as knowledge/knowing in relation to history and as resources for learning about history) and the uses of history in different contexts.

    On a more comprehensive level, the project aims at comparing the differences within the educational system. We ask ourselves: How do the representations of the middle ages differ in pre-school, compulsory school and upper secondary school? What may the long term consequences of these differences be in terms of learners’ abilities to engage with and deepen their understanding of the specific domain?

  • 48.
    Lindstrand, Fredrik
    et al.
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Seleander, Staffan
    Stockholms universitet.
    Insulander, Eva
    Stockholms universitet.
    Museet, utställningen, besökaren: Meningsskapande på en ny arena för lärande och kommunikation2010Conference paper (Other academic)
  • 49.
    Lindstrand, Fredrik
    et al.
    Stockholms universitet.
    Åkerfeldt, Anna
    Stockholms universitet.
    En förändring av lärandets kontext: aspekter på lärande i gestaltningsarbete med digitala resurser2009In: Individ, teknik och lärande / [ed] Jonas Linderoth, Stocholm: Carlsson bokförlag , 2009Chapter in book (Other academic)
  • 50.
    Lindstrand, Fredrik
    et al.
    University College of Arts, Crafts and Design, Institutionen för Bildpedagogik (BI). University College of Arts, Crafts and Design, Department of Visual Arts and Sloyd Education.
    Öhman, Lisa
    University College of Arts, Crafts and Design, Department of Visual Arts and Sloyd Education.
    Ett dubbelt perspektiv i högskolepedagogiken: om kunskapens representationsformer2015In: Praktiska och estetiska lärprocesser i skola och högre utbildning, 2015Conference paper (Refereed)
    Abstract [sv]

     Ett dubbelt perspektiv i högskolepedagogiken - om kunskapens representationsformer 

    I en tid där digitala medier mer och mer utvecklats till en vardaglig kommunikationsresurs, utmanas traditionella gränser och förhållningssätt ifråga om hur kunskap kan gestaltas. Som en följd av denna utveckling engagerar sig allt fler lärosäten och utbildningar i samtal om kunskapens representations-former. Det handlar då dels om hur vi kan ta vara på de pedagogiska potentialer som står att finna när vi sammanför teori och praktik, dels hur vi kan förhålla oss de frågor som uppstår i relation till bedömning och ifråga om vilka uttryck för kunnande som ska (eller inte ska) erkännas inom ramen för den akademiska utbildningen. Mest aktuell blir kanske frågan i förhållande till examensarbeten på olika nivåer inom utbildningen. Rundabordssamtalets syfte är att ge utrymme för en dialog kring dessa frågor och med särskild utgångspunkt i erfarenheter från högskolepedagogiskt arbete med ett så kallat ”dubbelt perspektiv”. Utmärkande för denna pedagogiska form är att både teori och gestaltning används som verktyg och kunskapsformer i lärprocesser och inom examensarbeten på högskolan. Ett dubbelt perspektiv handlar på så vis om hur man utifrån olika mål kan kombinera teori med gestaltning på akademisk nivå, utan att ställa olika kunskapsformer emot varandra (Giroux & Shannon, 2013). Utgångspunkten är att teoretisk och praktisk kunskap gör olika saker och kan användas på olika sätt för att undersöka en och samma fråga (Selander & Kress, 2010). Temat för detta samtal är angeläget, då det fortfarande finns mycket lite forskning som undersöker olika skärningspunkter mellan teori och gestaltningspraktiker, så väl nationellt som internationellt (Göthlund, & Lind, 2010).

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