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Experiencing Virtual Spaces through Amor and Eros: L1-Language Teaching and Literary Competence.
Högskolan för lärande och kommunikation i Jönköping.
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.ORCID iD: 0000-0003-4382-132X
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.ORCID iD: 0000-0002-8771-8597
2015 (English)Conference paper, Presentation (Refereed)
Abstract [en]

In today’s digitalized world, text is no longer bound to a book, nor social activities to the actual world. This context, where virtual and real spaces are blurred, transforms reading and writing activities, as well as views on personal relationships (Buckingham Shum & Ferguson, 2012:8: Murray 2011; Turkle, 2005; 2011). Literary narration is perceived as more closer to fiction and distant from reality, since readers are more passive in the part-taking of the story. However, in digital environments, especially those distributed in three dimensions, readers merges with the author since participants have to invent and live the story at the same time. Thus, the created narrative becomes real and the participant’s feeling of risking oneself is augmented. Since multimodal features of the virtual environments activate several senses creating an immersive experience, the present study perceive virtual spaces as an important complement to reading and writing, with the potential to enhance motivation and learning about narrative features. The curricula for compulsory and secondary school in Sweden state that reading and writing in different media are part of the subject of Swedish (Skolverket, 2011a, 2011b). Both activities are linked to the development of identity, knowledge and understanding of the surrounding world. Reading and writing embrace cognitive and emotional development and offer tools to interpret and critically analyse different types of genres and content. This study focuses the theme of love and erotic love, in particular related to avatars in social media like Second Life and games like World of Warcraft (See Lindberg 2013), and ask questions about plot, environment, characters and other narrative features that literary and virtual experiences have in common. The in-world observations and analysis are carried out with netnographic methodology (Kozinets 2010), focusing on environment, interaction, activities and communication at different levels, as well as on identities appearing in the observed material. The results consist of a critical study of the theme in virtual communicative contexts and provide tools for teachers to make use of virtual environments in order to help pupils achieve the curricular objectives. The latter part is further problematizing and deepening results of a previous Swedish study (Manderstedt & Palo 2009).

Place, publisher, year, edition, pages
2015.
National Category
Didactics
Research subject
Swedish and Education
Identifiers
URN: urn:nbn:se:ltu:diva-39795Local ID: ead4ab5f-01fa-4bc8-a3a2-a193f150ababOAI: oai:DiVA.org:ltu-39795DiVA: diva2:1013313
Conference
IAIMTE 2015 : 03/06/2015 - 05/06/2015
Note
Godkänd; 2015; 20150609 (lenhol)Available from: 2016-10-03 Created: 2016-10-03 Last updated: 2017-05-18Bibliographically approved

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