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  • 1.
    Björkvall, Anders
    et al.
    Örebro Universitet.
    Lindstrand, Fredrik
    Konstfack, IBIS - Institutionen för bild- och slöjdpedagogik.
    Melander, Ida
    Örebro Universitet.
    Connecting analogue and digital literacy practices?: On uses and semiotic potentials of digital pencils in Swedish middle school and high school2023Ingår i: The 11th International Conference on Multimodality: Desiging Futures: Book of abstracts / [ed] Jiawei Ding, Karen Choi, Henrika Florén, London: University College London , 2023, s. 30-30Konferensbidrag (Refereegranskat)
    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-)design2012Ingår i: Proceedings of the DREAM conference The Transformative Museum / [ed] Kristiansen, Erik, 2012, s. 110-127Konferensbidrag (Refereegranskat)
  • 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-)representation2012Ingår i: Designs for Learning, ISSN 1654-7608, Vol. 5, nr 1-2, s. 11-29Artikel i tidskrift (Refereegranskat)
  • 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 (uppl. 1)Bok (Övrigt vetenskapligt)
    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
    Konstfack, IBIS - Institutionen för bild- och slöjdpedagogik.
    Design för lärande i förskolan2020 (uppl. 2)Bok (Övrigt vetenskapligt)
    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
    Konstfack, Institutionen för Bildpedagogik (BI).
    Methodologies for tracking learning paths: designing the on-line research study Making a Filmmaker2009Ingår i: MedieKultur: Journal of Media and Communication Research, ISSN 0900-9671, E-ISSN 1901-9726, Vol. 25, nr 46, s. 73-85Artikel i tidskrift (Övrigt vetenskapligt)
    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.
    Göthlund, Anette
    et al.
    Konstfack, IBIS - Institutionen för bild- och slöjdpedagogik.
    Lindstrand, Fredrik
    Konstfack, IBIS - Institutionen för bild- och slöjdpedagogik.
    Adventures and performativity in students’ visual and multimodal re-inventing of the academic degree thesis2024Ingår i: NERA 2024, Abstract book, 2024, s. 117-117Konferensbidrag (Refereegranskat)
    Abstract [en]

    Research topic/aim Inspired by the question How can we as researchers and teachers bring about learning and teaching adventures? we will turn to a recent pilot study regarding possibilities and challenges in students’ production of multimodal degree theses within our teacher education in visual arts. When a group of students approached us with the question whether they could produce multimodal theses, instead of written ones, we said yes. Their idea coincided with our 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 (e.g. Kress, 2003; 2010; Huang & Archer, 2017; Selander & Kress, 2021).  

    Theoretical framework Offering students the opportunity to explore forms of knowledge production and representation other than those traditionally found in an academic context, also introduce moments of risk and uncertainty (Biesta 2013). Together, we open up adventurous spaces of possibility that are more or less unexplored, e.g. regarding how students are thereby (re)positioned as active learning subjects. Performative theories about the various forms of knowledge, about the making of the student subject are also borrowed from Denzin (2003) and Dewsbury (2000) and are here put in relation to the various affordances and cultures of recognition (Selander & Kress, 2021) that students encounter.

    Methodological design 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.  Expected conclusions/findings Preliminary findings suggest a number of positive effects, e.g. in relation to academic literacy, understanding of subject matter; while also implying some challenges in terms of workload and construing cohesion in the multimodal text. However, as a means to invite students to work from within their own desires, offering an understanding of differences (between forms of knowledge) as productive, and the courage to encounter unpredictability, we find this pilot project promising.  

    Relevance to Nordic educational research 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. 

  • 8.
    Insulander, Eva
    et al.
    Stockholms Universitet.
    Kjällander, SusanneStockholms universitet.Lindstrand, FredrikKonstfack, IBIS - Institutionen för bild- och slöjdpedagogik.Åkerfeldt, AnnaStockholms universitet.
    Didaktik i omvandlingens tid: Text, representation, design2017Samlingsverk (redaktörskap) (Övrigt vetenskapligt)
    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.

  • 9.
    Insulander, Eva
    et al.
    Stockholms universitet.
    Lindstrand, Fredrik
    Konstfack, IBIS - Institutionen för bild- och slöjdpedagogik.
    Exhibition materialities: Effects of digitization for meaning-making2023Ingår i: 11th International Conference on Multimodality: Designing Futures: Book of abstracts / [ed] Jiawei Ding, Karen Choi, Henrika Florén, London: University College London , 2023, s. 90-91Konferensbidrag (Refereegranskat)
    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.

  • 10.
    Insulander, Eva
    et al.
    Stockholms universitet.
    Lindstrand, Fredrik
    Konstfack, IBIS - Institutionen för bild- och slöjdpedagogik.
    Selander, Staffan
    Stockholms universitet.
    Designing Multimodal Texts about the Middle Ages2017Ingår i: Journal of Educational Media, Memory and Society, ISSN 2041-6938, E-ISSN 2041-6946, Vol. 9, nr 2Artikel i tidskrift (Refereegranskat)
  • 11.
    Insulander, Eva
    et al.
    Stockholms universitet.
    Lindstrand, Fredrik
    Konstfack, IBIS - Institutionen för bild- och slöjdpedagogik.
    Selander, Staffan
    Stockholms universitet.
    Designing the Middle Ages: Knowledge emphasis and designs for learning in the history classroom2016Ingår i: Historical Encounters: A journal of historical consciousness, historical cultures and history education, E-ISSN 2203-7543, Vol. 3, nr 1, s. 31-42Artikel i tidskrift (Refereegranskat)
    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.

  • 12. Insulander, Eva
    et al.
    Lindstrand, Fredrik
    Konstfack, IBIS - Institutionen för bild- och slöjdpedagogik.
    Selander, Staffan
    Sites for learning and knowledge representations: the Middle Ages2022Ingår i: Designs for Research, Teaching and Learning: A Framework for Future Education / [ed] Lisa Björklund Boistrup & Staffan Selander, London: Routledge, 2022, 1, s. 111-122Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    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.

  • 13.
    Karlsson Häikiö, Tarja
    et al.
    HDK-Valand.
    Björck, Catrine
    Stockholms universitet.
    Lindstrand, Fredrik
    Konstfack, IBIS - Institutionen för bild- och slöjdpedagogik.
    Hernwall, Patrik
    Stockholms universitet.
    Lindberg, Viveca
    Stockholms universitet.
    Experiences from creating opportunities for producing senior lecturers in Sloyd and Visual Art Education2024Ingår i: NERA 2024, Malmö, 2024Konferensbidrag (Refereegranskat)
    Abstract [en]

    The Swedish Research Council (Vetenskapsrådet, VR), has funded the National Graduate School in Visual Arts and Sloyd Education, FoBoS) (Sw. Nationella forskarskolan i bildpedagogik och slöjdpedagogik). This graduate school is a collaboration between Gothenburg University, Stockholm University and Konstfack University of Arts, Crafts and Design. The work with the Graduate school began in 2019 and the first PhD students for Degree of Licentiate started in January 2020. FoBoS have contributed to practice-based research and quality in higher education in the subjects Visual Art and Sloyd Education and in this way contributed to establishing the subjects on postgraduate level by producing new researchers.

    There is an urgent need to do more research in Sloyd and Visual Arts Education in Sweden. The current situation in these minor school subjects is limited. Lack of research programs as well as doctoral positions means that these studies seldom can build an autonomous research environment with advisors which can support the subject’s specific inquiries, theories and methods. There is also a lack of educators in Swedish universities in subject didactics in general (The Research Council, 2023).

    FoBoS has been part of the strategic investment in graduate schools that has been important for “the supply of skills and to further strengthen the field of educational science as well as the scientific basis of teacher education and the school” (The Research Council, 2023 p. 6). Secure resources for career paths for new researchers and building excellent research environments as a result of the national research schools, subject didactic research, research on learning processes, on professions and professional training. Collaborative doctoral students are important as there is still a "weak connection between research on teaching and the teachers' everyday school life, as well as insufficient conditions to use knowledge from research and proven experience in the activities" (The Research Council, 2023 p. 14).

    In this Roundtable discussion we in the steering group of FoBoS share our experiences of our work with the graduate school, in particular challenges in supporting the development of research in this area. Some of these challenges relate to structural conditions and how support for research and graduate schools is organized. Other challenges are how to create possibilities for continued trajectories from licentiate studies to doctoral studies, as well as onwards towards post-doctoral positions. What does the future look like for postgraduate education in the subjects and in higher education? What are the conditions for producing more researchers, career opportunities and postdocs? Despite an increased number of PhD:s in educational science, there is a great shortage of researchers for teacher training, even in the aesthetic subjects "to meet the societal challenges that characterize schools and higher education today" (The Research Council, 2023 p. 6). We in the steering group for FoBoS are interested in discussing how to create new opportunities for more research and researchers in Sloyd and Visual Arts. We invite you in our Roundtable discussion.

    References

    The Research Council [Vetenskapsrådet] (2023). Forskningsöversikt 2023. Utbildningsvetenskap. Stockholm.

  • 14.
    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 teckenskapande2013Ingår i: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 17, nr 3-4, s. 171-192Artikel i tidskrift (Refereegranskat)
  • 15.
    Lindgren, Monica
    et al.
    Göteborgs universitet.
    Lindstrand, Fredrik
    Konstfack, IBIS - Institutionen för bild- och slöjdpedagogik.
    Thorgersen, Ketil
    Stockholms Universitet.
    Wikberg, Stina
    Umeå Universitet.
    Potential för estetikfältets legitimering och utveckling: samtal kring forskning inom det estetiskt-pedagogiska fältet2018Ingår i: NEÄL 2018 Abstracts / [ed] Carina Borgström-Källén, Göteborg: Göteborgs universitet, 2018Konferensbidrag (Refereegranskat)
    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

  • 16.
    Lindstrand, Fredrik
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    A design oriented approach to learning in multimodal text production practices2010Konferensbidrag (Refereegranskat)
    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.

  • 17.
    Lindstrand, Fredrik
    Konstfack, IBIS - Institutionen för bild- och slöjdpedagogik.
    A designs for learning approach to resources and their affordances2021Ingår i: 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 , 2021Konferensbidrag (Refereegranskat)
    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.

  • 18.
    Lindstrand, Fredrik
    Konstfack, IBIS - Institutionen för bild- och slöjdpedagogik.
    A semiotic and design-oriented approach to affordance2022Ingår i: Designs for Research, Teaching and Learning: A Framework for Futire Education / [ed] Staffan Selander & Lisa Björklund Boistrup, London: Routledge, 2022, 1, s. 33-47Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    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.

  • 19.
    Lindstrand, Fredrik
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Att erkänna och urskilja: Ett designorienterat multimodalt fokus på barns meningsskapande2011Ingår i: 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, s. 51-62Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 20.
    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 Screen2013Konferensbidrag (Refereegranskat)
    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.

  • 21.
    Lindstrand, Fredrik
    Konstfack, IBIS - Institutionen för bild- och slöjdpedagogik.
    Designs for learning in higher education: A motion towards recognizing multimodal knowledge production in students' academic degree theses2023Ingår i: 11th International Conference on Multimodality: Designing Futures: Book of abstracts / [ed] Jiawei Ding, Karen Choi, Henrika Florén, London: University College London , 2023, s. 43-43Konferensbidrag (Refereegranskat)
    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.

  • 22.
    Lindstrand, Fredrik
    Stockholms universitet.
    Editorial2008Ingår i: Designs for Learning, ISSN 1654-7608, Vol. 1, nr 1, s. 6-9Artikel i tidskrift (Övrigt vetenskapligt)
    Abstract [en]

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

  • 23.
    Lindstrand, Fredrik
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Film i  förskolan: om de yngre barnens meningsskapande kring rörlig bild2010Konferensbidrag (Övrigt vetenskapligt)
  • 24.
    Lindstrand, Fredrik
    Konstfack, IBIS - Institutionen för bild- och slöjdpedagogik.
    Grasping action in multimodal transformative processes2018Ingår i: 9ICOM: Book of abstracts / [ed] Boeriis et al, Odense, Danmark: Syddansk Universitet, 2018, s. 23-23Konferensbidrag (Refereegranskat)
    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.

     

     

  • 25.
    Lindstrand, Fredrik
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    I ständig förändring: text, mening och lärande sett från ett designorienterat perspektiv2010Konferensbidrag (Övrigt vetenskapligt)
  • 26.
    Lindstrand, Fredrik
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Interests in motion: Young Scandinavian filmmakers' representations of film making as a knowledge domain2010Konferensbidrag (Refereegranskat)
  • 27.
    Lindstrand, Fredrik
    Konstfack, Institutionen för Bildpedagogik (BI).
    Interview with Arlene Archer2014Ingår i: Designs for Learning, ISSN 1654-7608, Vol. 7, nr 2, s. 80-86Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

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

  • 28.
    Lindstrand, Fredrik
    Stockholms universitet.
    Interview with Birgitte Holm Sørensen2009Ingår i: Designs for Learning, ISSN 1654-7608, Vol. 2, nr 1, s. 56-62Artikel i tidskrift (Övrigt vetenskapligt)
    Abstract [en]

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

  • 29.
    Lindstrand, Fredrik
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Interview with Carey Jewitt2011Ingår i: Designs for Learning, ISSN 1654-7608, Vol. 4, nr 1, s. 48-55Artikel i tidskrift (Övrigt vetenskapligt)
    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.

  • 30.
    Lindstrand, Fredrik
    Stockholms universitet.
    Interview with Christof Wulf2008Ingår i: Designs for Learning, ISSN 1654-7608, Vol. 1, nr 1, s. 68-72Artikel i tidskrift (Övrigt vetenskapligt)
    Abstract [en]

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

  • 31.
    Lindstrand, Fredrik
    Stockholms universitet.
    Interview with Gunther Kress2008Ingår i: Designs for Learning, ISSN 1654-7608, Vol. 1, nr 2, s. 60-71Artikel i tidskrift (Övrigt vetenskapligt)
    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.

  • 32.
    Lindstrand, Fredrik
    Stockholms universitet.
    Interview with Staffan Selander2009Ingår i: Designs for Learning, ISSN 1654-7608, Vol. 2, nr 2, s. 56-65Artikel i tidskrift (Övrigt vetenskapligt)
    Abstract [en]

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

  • 33.
    Lindstrand, Fredrik
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Interview with Theo van Leeuwen2010Ingår i: Designs for Learning, ISSN 1654-7608, Vol. 3, nr 1-2, s. 84-90Artikel i tidskrift (Övrigt vetenskapligt)
    Abstract [sv]

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

  • 34.
    Lindstrand, Fredrik
    Stockholms universitet.
    Länkar över tid och rum: Elevarbetet ur ett designperspektiv2009Ingår i: Didaktisk design i digital miljö: nya möjligheter för lärande / [ed] Staffan Selander & Eva Svärdemo Åberg, Liber: Stockholm , 2009Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 35.
    Lindstrand, Fredrik
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Lärande och meningsskapande i filmens värld2011Konferensbidrag (Övrig (populärvetenskap, debatt, mm))
  • 36.
    Lindstrand, Fredrik
    Stockholms universitet.
    Lärprocesser i den rörliga bildens gränsland2009Ingår i: Estetiska lärprocesser: upplevelser, praktiker och kunskapsformer / [ed] Fredrik Lindstrand & Staffan Selander, Lund: Studentlitteratur , 2009, 1, s. 153-174Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 37.
    Lindstrand, Fredrik
    Konstfack, IBIS - Institutionen för bild- och slöjdpedagogik.
    Mike the Knight: Divergence of Politics in the Remediation of Education2018Ingår i: / [ed] Staffan Selander, Theo van Leeuwen, 2018Konferensbidrag (Övrigt vetenskapligt)
  • 38.
    Lindstrand, Fredrik
    Konstfack, IBIS - Institutionen för bild- och slöjdpedagogik.
    Multimodality and recognition as social and epistemological forces in learning and education2022Övrigt (Övrigt vetenskapligt)
    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).

  • 39.
    Lindstrand, Fredrik
    Konstfack, IBIS - Institutionen för bild- och slöjdpedagogik.
    Online gaming as a design endeavour2021Ingår i: 10ICOM: Abstracts book / [ed] Dominique Manghi, Valparaiso, Chile: Pontificia Universidad Católica de Valparaíso , 2021, s. 126-126Konferensbidrag (Refereegranskat)
    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

  • 40.
    Lindstrand, Fredrik
    Konstfack, IBIS - Institutionen för bild- och slöjdpedagogik.
    Relevanta utsvävningar på digitala arenor: om YouTube, literacy och genremedvetenhet2018Ingår i: Trampolinmodellen: Ett lekfullt sätt att stärka barns och ungas läs- och språkutveckling / [ed] Karin Forsgren Anderung & Elin Folkesson, Sandviken: Sandvikens kommun , 2018Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

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

    Ladda ner fulltext (pdf)
    fulltext
  • 41.
    Lindstrand, Fredrik
    Konstfack, IBIS - Institutionen för bild- och slöjdpedagogik.
    Signs of multimodal genre awareness in young YouTubers' online engagements2018Ingår i: 9ICOM: Book of abstracts / [ed] Boeriis et al, Odense, Danmark: Syddansk Universitet, 2018, s. 103-103Konferensbidrag (Refereegranskat)
    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

  • 42.
    Lindstrand, Fredrik
    Stockholms universitet.
    Snuttefilm i förskolan: en studie av tvååringars meningsskapande och engagemang2008Ingår i: Blöjbarnsteve: Om hur barn under 3 år upplever TV och leker med fjärrtroll / [ed] Margareta Rönnberg, Uppsala: Filmförlaget , 2008, 1, s. 195-214Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 43.
    Lindstrand, Fredrik
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Snuttefilmsprojektet i Gävleborg: en studie kring rörlig bild i förskolan2011Konferensbidrag (Övrig (populärvetenskap, debatt, mm))
  • 44.
    Lindstrand, Fredrik
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Språkutveckling genom estetiska uttrycksformer: vad kan barnen lära oss?2013Konferensbidrag (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

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

  • 45.
    Lindstrand, Fredrik
    Stockholms universitet.
    Transformations in progress: multimodal meaning-making at the museum2009Konferensbidrag (Övrigt vetenskapligt)
  • 46.
    Lindstrand, Fredrik
    Konstfack, IBIS - Institutionen för bild- och slöjdpedagogik.
    Utsvävningar i digital miljö. Om genremedvetenhet och literacy på YouTube2018Ingår i: Trampolinmodellen: ett lekfullt sätt att stärka barns och ungas läs- och språkutveckling, Sandviken: Sandvikens kommun med stöd av Region Gävleborg , 2018, 1Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 47.
    Lindstrand, Fredrik
    et al.
    Konstfack, IBIS - Institutionen för bild- och slöjdpedagogik.
    Björkvall, Anders
    Örebro universitet.
    Connecting analog and digital genres: Results from a pilot study of the uses of digital pencils in a Swedish middle school2023Konferensbidrag (Refereegranskat)
    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.

  • 48.
    Lindstrand, Fredrik
    et al.
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Carlsson, Camilla
    Lärande och meningsskapande i gestaltande arbete2011Konferensbidrag (Övrigt vetenskapligt)
  • 49.
    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
    Konstfack, Institutionen för Bildpedagogik (BI).
    Interests in motion: The film medium through the eyes and lenses of young Scandinavian filmmakers2011Ingår i: International Perspectives on Youth Media: Cultures of Production and Education / [ed] JoEllen Fisherkeller, New York: Peter Lang Publishing , 2011Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    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.

  • 50.
    Lindstrand, Fredrik
    et al.
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Frölunde, Lisbeth
    Gilje, Oystein
    Öhman-Gullberg, Lisa
    Konstfack, Institutionen för Bildpedagogik (BI).
    Scandinavian filmmakers across contexts of learning2010Ingår i: 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 , 2010Kapitel i bok, del av antologi (Övrigt vetenskapligt)
12 1 - 50 av 66
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