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  • 1.
    Björkvall, Anders
    et al.
    Örebro Universitet.
    Lindstrand, Fredrik
    University of Arts, Crafts and Design, Department of Visual Arts and Sloyd Education.
    Melander, Ida
    Örebro Universitet.
    Connecting analogue and digital literacy practices?: On uses and semiotic potentials of digital pencils in Swedish middle school and high school2023In: 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 (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.

  • 2.
    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)
  • 3.
    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)
  • 4.
    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.

  • 5. Elm Fristorp, Annika
    et al.
    Lindstrand, Fredrik
    University of Arts, Crafts and Design, Department of Visual Arts and Sloyd Education.
    Design för lärande i förskolan2020 (ed. 2)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 förskoan 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 uttryck. 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. 

  • 6.
    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 of Arts, Crafts and Design, Institutionen för Bildpedagogik (BI).
    Methodologies for tracking learning paths: designing the on-line research study Making a Filmmaker2009In: MedieKultur: Journal of Media and Communication Research, 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.

  • 7.
    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.

  • 8.
    Insulander, Eva
    et al.
    Stockholms universitet.
    Lindstrand, Fredrik
    University of Arts, Crafts and Design, Department of Visual Arts and Sloyd Education.
    Exhibition materialities: Effects of digitization for meaning-making2023In: 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 (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.

  • 9.
    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)
  • 10.
    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.

  • 11. Insulander, Eva
    et al.
    Lindstrand, Fredrik
    University of Arts, Crafts and Design, Department of Visual Arts and Sloyd Education.
    Selander, Staffan
    Sites for learning and knowledge representations: the Middle Ages2022In: 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.

  • 12.
    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)
  • 13.
    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

  • 14.
    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.

  • 15.
    Lindstrand, Fredrik
    University of Arts, Crafts and Design, Department of Visual Arts and Sloyd Education.
    A designs for learning approach to resources and their affordances2021In: 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 (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.

  • 16.
    Lindstrand, Fredrik
    University of Arts, Crafts and Design, Department of Visual Arts and Sloyd Education.
    A semiotic and design-oriented approach to affordance2022In: 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.

  • 17.
    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)
  • 18.
    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.

  • 19.
    Lindstrand, Fredrik
    University of Arts, Crafts and Design, Department of Visual Arts and Sloyd Education.
    Designs for learning in higher education: A motion towards recognizing multimodal knowledge production in students' academic degree theses2023In: 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 (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.

  • 20.
    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.

  • 21.
    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)
  • 22.
    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.

     

     

  • 23.
    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)
  • 24.
    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)
  • 25.
    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.

  • 26.
    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.

  • 27.
    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.

  • 28.
    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.

  • 29.
    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.

  • 30.
    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.

  • 31.
    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.

  • 32.
    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)
  • 33.
    Lindstrand, Fredrik
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Lärande och meningsskapande i filmens värld2011Conference paper (Other (popular science, discussion, etc.))
  • 34.
    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)
  • 35.
    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)
  • 36.
    Lindstrand, Fredrik
    University of Arts, Crafts and Design, Department of Visual Arts and Sloyd Education.
    Multimodality and recognition as social and epistemological forces in learning and education2022Other (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).

  • 37.
    Lindstrand, Fredrik
    University of Arts, Crafts and Design, Department of Visual Arts and Sloyd Education.
    Online gaming as a design endeavour2021In: 10ICOM: Abstracts book / [ed] Dominique Manghi, Valparaiso, Chile: Pontificia Universidad Católica de Valparaíso , 2021, p. 126-126Conference 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, 2018a, 2018b), on children's learning and designs for learning (cf. Selander & Kress, 2010; Bezemer & Kress, 2008) on 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, this paper explores the activity of online co-op gaming from a design perspective, based on the assumption that it can be described as "decision-making in situ over time" (van Leeuwen, 2005). By looking at a group of 10-12-year olds' activities within the game Fortnite (Epic games, 2019) the paper investigates gaming as a performative design activity related to learning and meaning making. Building on concepts from multimodal social semiotics and designs for learning, gaming is here elaborated in terms of sequential signmaking processes motivated by interest and shaped in relation to social context and available (material, semiotic and cognitive) resources. 

    References

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

    Epic games (2019) Fortnite. Online game.

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

    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. (2018a) "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 – ett lekfullt sätt att stärka barns och ungas språkutveckling. Sandvikens kommun: Kulturcentrum. 

    Lindstrand, F. (2018b) "Signs of genre awareness in young YouTubers' online engagements". Paper presented at 9th International Conference on Multimodality, University of Southern Denmark, August 2018.

    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

  • 38.
    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.

    Download full text (pdf)
    fulltext
  • 39.
    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

  • 40.
    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)
  • 41.
    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.))
  • 42.
    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.

  • 43.
    Lindstrand, Fredrik
    Stockholms universitet.
    Transformations in progress: multimodal meaning-making at the museum2009Conference paper (Other academic)
  • 44.
    Lindstrand, Fredrik
    University of Arts, Crafts and Design, Department of Visual Arts and Sloyd Education.
    Utsvävningar i digital miljö. Om genremedvetenhet och literacy på YouTube2018In: Trampolinmodellen: ett lekfullt sätt att stärka barns och ungas läs- och språkutveckling, Sandviken: Sandvikens kommun med stöd av Region Gävleborg , 2018, 1Chapter in book (Other academic)
  • 45.
    Lindstrand, Fredrik
    et al.
    University of Arts, Crafts and Design, Department of Visual Arts and Sloyd Education.
    Björkvall, Anders
    Örebro universitet.
    Connecting analog and digital genres: Results from a pilot study of the uses of digital pencils in a Swedish middle school2023Conference paper (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.

  • 46.
    Lindstrand, Fredrik
    et al.
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Carlsson, Camilla
    Lärande och meningsskapande i gestaltande arbete2011Conference paper (Other academic)
  • 47.
    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.

  • 48.
    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)
  • 49.
    Lindstrand, Fredrik
    et al.
    University of Arts, Crafts and Design, Department of Visual Arts and Sloyd Education.
    Göthlund, Anette
    University of Arts, Crafts and Design, Department of Visual Arts and Sloyd Education.
    Akademiska kunskapsformer under omförhandling: mot ett performativt och multimodalt perspektiv på det självständiga arbetet2022In: / [ed] Märtha Pastorek Gripson, Halmstad, 2022Conference paper (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. 

  • 50.
    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.))
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