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Publications (10 of 25) Show all publications
Lundström, S. & Svensson, A. (2019). Kärlek och galenskap: intertextualitet i Anne på Grönkulla och Batman som textuniversum. In: Anna Nordenstam, Suzanne Parmenius-Swärd (Ed.), Digitalt: (pp. 44-59). Natur och kultur
Open this publication in new window or tab >>Kärlek och galenskap: intertextualitet i Anne på Grönkulla och Batman som textuniversum
2019 (Swedish)In: Digitalt / [ed] Anna Nordenstam, Suzanne Parmenius-Swärd, Natur och kultur, 2019, p. 44-59Chapter in book (Other academic)
Place, publisher, year, edition, pages
Natur och kultur, 2019
Series
Svensklärarserien, ISSN 0349-3563 ; 241
National Category
Educational Sciences
Research subject
Swedish and Education
Identifiers
urn:nbn:se:ltu:diva-75529 (URN)978-91-27-45738-6 (ISBN)
Available from: 2019-08-15 Created: 2019-08-15 Last updated: 2020-02-04Bibliographically approved
Lundström, S. & Nordenstam, A. (2019). Svensklärarstudenters fiktionsvanor på fritiden. In: Heidi Höglund, Sofia Jusslin, Matilda Ståhl & Anders Westerlund (Ed.), Genom texter och världar: Svenska och litteratur med didaktisk inriktning - festskrift till Ria Heilä-Ylikallio (pp. 235-251). Åbo: Åbo Akademi University Press
Open this publication in new window or tab >>Svensklärarstudenters fiktionsvanor på fritiden
2019 (Swedish)In: Genom texter och världar: Svenska och litteratur med didaktisk inriktning - festskrift till Ria Heilä-Ylikallio / [ed] Heidi Höglund, Sofia Jusslin, Matilda Ståhl & Anders Westerlund, Åbo: Åbo Akademi University Press , 2019, p. 235-251Chapter in book (Refereed)
Abstract [sv]

I artikeln presenteras resultat utifrån en enkätundersökning om fiktionsvanor på fritiden bland ämneslärarstudenter i svenska vid två svenska lärosäten hösten 2018. I enkäten efterfrågades dels omfattningen av fiktionsanvändningen i olika medier, dels om deltagarna hade tagit del av ett antal i förväg angivna titlar. Dessutom uppmanades deltagarna motivera sin medieanvändning i fritext. Enkätens data ställdes i relation till Bourdieus fält- och kapitalbegrepp. Resultaten visar att fiktionsanvändningen präglas av stor heterogenitet bland deltagarna avseende vilka medier som föredras, men också att det finns ett antal gemensamma kulturella erfarenheter som förenar studenterna inom svensklärarutbildningens fält. Framför allt gäller det sistnämnda tv-serier och film, men även skönlitteraturen uppvisar ett gemensamt kulturellt kapital. Undersökningens kvalitativa del visar att fritidens fiktionsanvändning helt präglas av avkoppling och underhållning, till skillnad mot utbildningens litteraturläsning, vilken ses som arbete.

Place, publisher, year, edition, pages
Åbo: Åbo Akademi University Press, 2019
Keywords
svensklärarutbildning, ämneslärare, fiktionsvanor, medier, kulturellt kapital
National Category
Didactics
Research subject
Swedish and Education
Identifiers
urn:nbn:se:ltu:diva-76006 (URN)978-951-765-926-0 (ISBN)978-951-765-927-7 (ISBN)
Available from: 2019-09-15 Created: 2019-09-15 Last updated: 2020-02-04Bibliographically approved
Svensson, A. & Lundström, S. (2019). Text Universe: A Pedagogical Strategy to Teach Literary Classics. In: Sangeeta Bagga-Gupta, Giulia Messina Dahlberg, Ylva Lindberg (Ed.), Virtual Sites as Learning Spaces: Critical Issues on Languaging Research in Changing Eduscapes (pp. 153-180). Palgrave Macmillan
Open this publication in new window or tab >>Text Universe: A Pedagogical Strategy to Teach Literary Classics
2019 (English)In: Virtual Sites as Learning Spaces: Critical Issues on Languaging Research in Changing Eduscapes / [ed] Sangeeta Bagga-Gupta, Giulia Messina Dahlberg, Ylva Lindberg, Palgrave Macmillan, 2019, p. 153-180Chapter in book (Refereed)
Abstract [en]

Svensson and Lundström focus on teaching literary classics across analogue and digital media spaces by using a text universe, that is a source text and its various re-presentations, as a way to challenge educational discourses and create opportunities for students to expand socio-political boundaries. In the chapter, the Pride and Prejudice-universe is analysed in order to explore what the different re-presentations add to the particular universe as well as how they contribute to the understanding of the source text, Austen’s novel. Focusing on intersectionality in remakes (adaptations) and makeovers (fan fictions and variation novels), the analysis demonstrates how the text universe provides scope for subaltered voices within the intersectional framework and presents a counter-discourse to the historical space of the classic Pride and Prejudice, thus becoming a virtual learning site for socially negotiated knowledge.

Place, publisher, year, edition, pages
Palgrave Macmillan, 2019
Keywords
Text universe, Literature teaching and learning, Adaptations, Fan fiction, Intersectionality
National Category
Didactics
Research subject
Swedish and Education
Identifiers
urn:nbn:se:ltu:diva-77269 (URN)10.1007/978-3-030-26929-6_6 (DOI)978-3-030-26928-9 (ISBN)978-3-030-26929-6 (ISBN)
Available from: 2019-12-30 Created: 2019-12-30 Last updated: 2020-02-05Bibliographically approved
Bergmark, U., Lundström, S., Manderstedt, L. & Palo, A. (2018). Why become a teacher?: Student teachers’ perceptions of the teaching profession and motives for career choice. European Journal of Teacher Education, 41(3), 266-281
Open this publication in new window or tab >>Why become a teacher?: Student teachers’ perceptions of the teaching profession and motives for career choice
2018 (English)In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 41, no 3, p. 266-281Article in journal (Refereed) Published
Abstract [en]

The aim of the study is to discursively identify student teachers’ perceptions of the teaching profession early in their education and their motives for this career choice. Students wrote a letter sharing thoughts on why they want to become a teacher, how they regard the teaching profession and if someone inspired them in their career choice. The empirical data consists of 259 student texts from three Swedish teacher education programmes. The study employed a qualitative method denoting different categorizations compared to previous studies, emphasising the idea of multiple motives for career choice and the link to student teachers’ evolving pedagogical identity. Major differences can be distinguished among the programmes, emphasising different main motives and shifting incipient pedagogic identities. The results indicate the value of organising teacher education programmes drawing on multiple motives, which is expected to contribute positively to completion of teacher education and teacher retention in future profession.

Place, publisher, year, edition, pages
Taylor & Francis, 2018
Keywords
Teacher education, student teachers, teaching profession perceptions, career choice motives, discourse analysis
National Category
Educational Sciences Pedagogy Didactics
Research subject
Education; Swedish and Education
Identifiers
urn:nbn:se:ltu:diva-67882 (URN)10.1080/02619768.2018.1448784 (DOI)000432156100002 ()2-s2.0-85043351011 (Scopus ID)
Note

Validerad;2018;Nivå 2;2018-05-14 (svasva)

Available from: 2018-03-08 Created: 2018-03-08 Last updated: 2018-07-25Bibliographically approved
Lundström, S. & Svensson, A. (2017). Ungdomars fiktionsvanor. Forskning om undervisning och lärande, 5(2), 30-51
Open this publication in new window or tab >>Ungdomars fiktionsvanor
2017 (Swedish)In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 5, no 2, p. 30-51Article in journal (Refereed) Published
Abstract [sv]

Denna artikel redovisar en enkätstudie utförd bland svenska tonåringar i åldern 17-18 år. Studien syftar till att kartlägga deras användning av fiktion i olika medieformer i kontexterna skola och fritid. Studien har en kvantitativ ansats och fokuserar på aspekterna medieringstyp, kön och studieinriktning. Resultaten visar att även om deltagarna läser skönlitteratur, tillbringar de mycket mer tid med fiktion i andra medieformer, såsom datorspel, tv-serier och film. Könsskillnader syns i att män spelar datorspel och kvinnor läser skönlitteratur i större utsträckning. Det finns få framträdande skillnader mellan elevgrupper med olika studieinriktning. Istället visar resultaten att skillnader i medieanvändning framför allt ska beaktas på individnivå, och att stora skillnader kan finnas inom samma skolklass. Resultaten diskuteras utifrån ett medieekologiskt och ett medialiseringsperspektiv i relation till utbildningssammanhang.

Abstract [en]

his article reports on a questionnaire study conducted among Swedish teenagers aged 17-18. The study aims to map out their use of fictional texts through various media forms in the two contexts school and recreational time. The study, which has a quantitative approach, focuses on mediation, gender, and study orientation, when exploring the media habits of Swedish teenagers. The results show that although the participants read fiction, they spend much more time using fictional texts in other media forms, such as computer games, TV-series, and films. Gender differences are visible in that men play computer games and women read literature to a greater extent. There are few prominent differences concerning the choice of educational programme. Instead, the results show that divergence should be considered on an individual level, and that large differences in media use can occur within the same school class. The results are discussed from a media ecological as well as a mediatization perspective, and in relation to an educational context.

Place, publisher, year, edition, pages
Lärarstiftelsen, 2017
Keywords
medievanor, medieekologi, medialisering, fiktionalitet
National Category
Didactics
Research subject
Swedish and Education
Identifiers
urn:nbn:se:ltu:diva-66559 (URN)
Note

Validerad;2017;Nivå 1;2017-11-15 (andbra)

Available from: 2017-11-12 Created: 2017-11-12 Last updated: 2019-03-28Bibliographically approved
Lundström, S. (2015). Gamifying Shakespeare?: The teaching of literature in new media ecology (ed.). Paper presented at IAIMTE 2015 : 03/06/2015 - 05/06/2015. Paper presented at IAIMTE 2015 : 03/06/2015 - 05/06/2015.
Open this publication in new window or tab >>Gamifying Shakespeare?: The teaching of literature in new media ecology
2015 (Swedish)Conference paper, Oral presentation only (Refereed)
Abstract [en]

Keywords: teaching of literature, fiction, gamification, multimodality, didactic design This presentation departs from a study concerning the demands and values of leisure time fiction use among youths and ends in a discussion of a theoretical framework for including game play (e.g. Juul 2005) in the teaching of literature. The data consists of texts, and observations of the use of them, from so-called multimodal text universes (novels, comics, games, art etc.) (e.g. Lundström & Olin-Scheller 2010). In the presentation I intend to answer some of the questions included in the research project; How do youths use multimodal text universes and what are the competencies needed to participate in the communities of practice that they form (Wenger 1998, Olin-Scheller & Wikström 2010)? What implications does leisure time use of fictions have for institutionalized mother tongue education? The presentation thus adds important perspectives to the research field of media ecology as well as the educational field. The theoretical and methodological approach is partly narratological, particularly as narratology has developed in relation to the study of new media forms (e.g. Murray 1997; Aarseth 1997; Ryan 2006), where, for example, interactivity is significant for understanding the plot in games and knowledge how to remediate and transform textual structures in multimodal text universe emerges (e.g. Lundström 2013). This text analytical approach is complemented by a model of didactic design as developed by Selander and Kress (2010). According to their model, a learning sequence comprises two transformation cycles, where students transform knowledge into a representation that can be discussed, assessed and graded. The presentation thus shows the similarities between old and new texts and readings of them, but also focuses new aspects of literacy required for using fictional texts in new media. This requires a broadening of the traditional literacy field, where both sociological (e.g. Goffman 1974) and socio-rhetorical (e.g. Burke 1967 and Brummett 1991) perspectives contributes with valuable aspects. An overall ambition with the project, and the presentation, is to try to take a step forward from the dichotomy that still seems to exist between school and leisure time texts and readings. Aarseth, E (1997). Cybertext. Perspectives on ergodic literature. Baltimore, Md: Johns Hopkins University Press Brummett, B (1991). Rhetorical dimensions of popular culture. Tuscaloosa: University of Alabama Press Burke, K (1967). The philosophy of literary form. Studies in symbolic action. Baton Rouge Goffman, E (1974). Frame analysis. An essay on the organization of experience. New York: Harper & Row Juul, J (2005). Half-real. Video games between real rules and fictional worlds. Cambridge, Mass: MIT Press Lundström, S (2013). ”Turist i fantasin. Om virtuella resor i rollspelsuniversum”. Resor i tid och rum. Festskrift till Margareta Petersson. Göteborg: Makadam förlag Lundström, S & Olin-Scheller, C (2010). ”Narrativ kompetens: En förutsättning i multimodala textuniversum?”. Tidskrift för litteraturvetenskap, nr 3-4/2010. Murray, J (1997). Hamlet on the holodeck . The future of narrative in cyberspace. New York: Free Press Olin-Scheller, C & Wikström, P (2010). Författande fans. Om fanfiction och elevers literacyutveckling. Lund: Studentlitteratur Ryan, M-L (2005). Avatars of story. Minneapolis, Minn: University of Minnesota Press Selander, S and Kress, G (2010). Design för lärande - ett multimodalt perspektiv. Stockholm: Norstedt Wenger, E (1998). Communities of practice. Learning, meaning, and identity. Cambridge: Cambridge University Press

National Category
Didactics
Research subject
Swedish and Education
Identifiers
urn:nbn:se:ltu:diva-27226 (URN)097a435e-55de-4a0c-bd2a-5b3011192a62 (Local ID)097a435e-55de-4a0c-bd2a-5b3011192a62 (Archive number)097a435e-55de-4a0c-bd2a-5b3011192a62 (OAI)
Conference
IAIMTE 2015 : 03/06/2015 - 05/06/2015
Note
Godkänd; 2015; 20150622 (stelun)Available from: 2016-09-30 Created: 2016-09-30 Last updated: 2017-11-25Bibliographically approved
Lundström, S. (2015). Jakten på fortellinger: Barne- och ungdomslitteratur på tvers av medier : Elise Seip Tönnessen (Red). Oslo: Universitetsforlaget, 2014. (300 s. (ed.). Paper presented at . Barnboken, 38, 1-4
Open this publication in new window or tab >>Jakten på fortellinger: Barne- och ungdomslitteratur på tvers av medier : Elise Seip Tönnessen (Red). Oslo: Universitetsforlaget, 2014. (300 s.
2015 (Swedish)In: Barnboken, ISSN 0347-772X, E-ISSN 2000-4389, Vol. 38, p. 1-4Article in journal (Other (popular science, discussion, etc.)) Published
National Category
Didactics
Research subject
Swedish and Education
Identifiers
urn:nbn:se:ltu:diva-11384 (URN)10.14811/clr.v38i0.216 (DOI)a5599260-f3dc-4b85-a990-926f4261155c (Local ID)a5599260-f3dc-4b85-a990-926f4261155c (Archive number)a5599260-f3dc-4b85-a990-926f4261155c (OAI)
Note
Godkänd; 2015; 20160104 (stelun)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2017-11-24Bibliographically approved
Graeske, C. & Lundström, S. (2015). Näsa för att läsa och känsla för att glänsa (ed.). In: (Ed.), Michael Tengberg; Christina Olin-Scheller (Ed.), Svensk forskning om läsning och läsundervisning: (pp. 83-94). Paper presented at . Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Näsa för att läsa och känsla för att glänsa
2015 (Swedish)In: Svensk forskning om läsning och läsundervisning, Malmö: Gleerups Utbildning AB, 2015, p. 83-94Chapter in book (Refereed)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2015
National Category
Didactics
Research subject
Swedish and Education
Identifiers
urn:nbn:se:ltu:diva-20558 (URN)5ee0f2dd-b41b-4a3a-8f25-2da7d182864f (Local ID)978-91-40-68844-6 (ISBN)5ee0f2dd-b41b-4a3a-8f25-2da7d182864f (Archive number)5ee0f2dd-b41b-4a3a-8f25-2da7d182864f (OAI)
Note
Godkänd; 2015; 20141207 (cargra)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-05-22Bibliographically approved
Lundström, S. (2015). Ungdomars fritidsfiktioner: Kompetenser och värden igår, idag och imorgon (ed.). Paper presented at Nordiska konferensen för modersmålsdidaktisk forskning : Framtida berättelser 03/12/2015 - 04/12/2015. Paper presented at Nordiska konferensen för modersmålsdidaktisk forskning : Framtida berättelser 03/12/2015 - 04/12/2015.
Open this publication in new window or tab >>Ungdomars fritidsfiktioner: Kompetenser och värden igår, idag och imorgon
2015 (Swedish)Conference paper, Oral presentation only (Refereed)
Abstract [sv]

Framtidens berättelser är redan här – och har varit det ganska länge! Berättelser inkluderar sätt att konstruera verkligheten, skapa identitet och kan, i den mest konkreta betydelsen, brukas som arbetssätt, menar Bruner (1986). I berättandets användning skapas mening genom att kognitiva och affektiva aspekter vägs samman (Felski 2008). Så har det varit historiskt, så är det nu och så kommer det med stor sannolikhet att vara i framtiden. Samtidigt förändras berättandets uttrycksformer. Litteratur blir till spel, spel blir till film, film blir till tv-serier och så vidare, och allt medieras digitalt i konvergenskulturen (Jenkins 2006). Med utgångspunkt i ett empiriskt exempel bestående av en tonårings mediedagbok under några veckor önskar föredraget diskutera tre teoretiska aspekter av vad som förenar och skiljer berättande igår, idag och i framtiden. Den första handlar om transformation (Brummett 1991) i betydelsen hur meningsbärande fragment från olika medier, modaliteter och språk förenas i textmosaiker. Den andra berör emokognition (Palm 2009), dvs. läsupplevelsens olika verkningar som upplevs som värden, beroende på textens art och läsarens förutsättningar, förväntningar och engagemang. Den tredje aspekten diskuterar de narrativa kompetenser (Lundström & Olin-Scheller 2010) som utgör en förutsättning för att bli deltagare i så kallade multimodala textuniversum. Diskussionen utgår från fritidens användning av berättelser, men som fond och referenspunkt för lärande ligger den sedan tidigare väl beforskade skolläsningen av berättelser.

National Category
Didactics
Research subject
Swedish and Education
Identifiers
urn:nbn:se:ltu:diva-32735 (URN)74fa7bac-4ace-4e57-82b2-f1c2efcd647b (Local ID)74fa7bac-4ace-4e57-82b2-f1c2efcd647b (Archive number)74fa7bac-4ace-4e57-82b2-f1c2efcd647b (OAI)
Conference
Nordiska konferensen för modersmålsdidaktisk forskning : Framtida berättelser 03/12/2015 - 04/12/2015
Note
Godkänd; 2015; 20151207 (stelun)Available from: 2016-09-30 Created: 2016-09-30 Last updated: 2017-11-25Bibliographically approved
Lundström, S. & Svensson, A. (2015). Worlds of many languages: Learning from fiction in multimodal text universes (ed.). Paper presented at Nordic Intercultural Communication Conference : Education, risk and conflict 26/11/2015 - 28/11/2015. Paper presented at Nordic Intercultural Communication Conference : Education, risk and conflict 26/11/2015 - 28/11/2015.
Open this publication in new window or tab >>Worlds of many languages: Learning from fiction in multimodal text universes
2015 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

Most young people in their late teens in Sweden, and probably also in many other parts of the world, devote several hours every day to fictional stories. The stories help them to construct realites, create identities, and can, in the most concrete sense, be used as tools in different ways, Bruner (1986) claims. Narrative forms of expression are, however, currently in transition. Novels becomes games, games become movies, movies become TV-series and so on, and everything is mediated digitally and globally in a convergence culture (Jenkins 2006). This cultural transfer places great demands on young people's cutural, medial, and linguistic skills.Based on studies conducted through surveys and media journals among people aged 17-18 years, the paper discusses theoretical aspects relevant for literary studies and foreign language learning in a broad sense. The first aspect is transformation (Brummett 1991), that is, the usefulness of combining fragments of different cultures, languages, media, and modalities into text mosaics. This transformation is made possible through various transferal processes, such as the transfer of a story from one medium to another, from one genre to another, from one culture to another etc. Transformation is an essential part of a second aspect, narrative competence (Lundström & Olin-Scheller 2014), which is needed to become a participant in so-called multimodal text universes. In these, an initial story, for example, the story of Harry Potter, is in a constant move between different cultural spaces, semiotic systems, and languages in a way that makes it impossible to isolate the learning of a single language in the way that is or was often achieved in the organisation of institutionalized language teaching. Hence, this paper shows and discusses how the use of fictional stories functions as a way to transgress through different cultural and linguistic systems, and in extension functions as a means for language acquisition.

National Category
Didactics
Research subject
Swedish and Education
Identifiers
urn:nbn:se:ltu:diva-35301 (URN)9c6e1af4-d91a-4e36-a268-92f980ba4fd1 (Local ID)9c6e1af4-d91a-4e36-a268-92f980ba4fd1 (Archive number)9c6e1af4-d91a-4e36-a268-92f980ba4fd1 (OAI)
Conference
Nordic Intercultural Communication Conference : Education, risk and conflict 26/11/2015 - 28/11/2015
Note
Godkänd; 2015; 20151207 (stelun)Available from: 2016-09-30 Created: 2016-09-30 Last updated: 2017-11-25Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-8041-6003

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