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  • 1.
    Kokkola, Lydia
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Make yourself at home!: adolescents in search of the queer spaces of home2014Ingår i: Barnboken, ISSN 0347-772X, E-ISSN 2000-4389, Vol. 37, nr 1, s. 1-18Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    ‘Home’ is often assumed to be a safe place, a place to which children can return after their adventures ‘Away’. For many gay and lesbian teens, both fictional and in real life, however, the space they share with their family of origin is not a place where they can feel ‘at home’. The heterosexual family home is often so hostile to queerly desiring teens that they are forced to leave in search of a place in search of a place where they can feel at home. The queer spaces the enter in their search are usually defined in terms of risk – public spaces, urban spaces, the bar and the street – unhomely spaces. In these temporary, in-between spaces, the queerly desiring teens in the novels examined in this paper form new family structures. Although all the novels end on moments of up-lift and hope for the future, the association of the queerly desiring youngster with risky spaces suggests that the queer teens are themselves unheimlich (uncanny).

  • 2.
    Lundström, Stefan
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Jakten på fortellinger: Barne- och ungdomslitteratur på tvers av medier : Elise Seip Tönnessen (Red). Oslo: Universitetsforlaget, 2014. (300 s.2015Ingår i: Barnboken, ISSN 0347-772X, E-ISSN 2000-4389, Vol. 38, s. 1-4Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 3.
    Manderstedt, Lena
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Palo, Annbritt
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Bildens status i läsarkommentarer på nätet: Narrativ interaktion i Jakob Wegelius Legenden om Sally Jones och Mördarens apa2018Ingår i: Barnboken, ISSN 0347-772X, E-ISSN 2000-4389, Vol. 41Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The award-winning novels Legenden om Sally Jones (2008; The Legend of Sally Jones, 2018) and Mördarens apa (2014; The Murderer’s Ape, 2017) written and illustrated by Jakob Wegelius present a thought-provoking interplay between verbal and visual narration. However, an online data collection of blog posts and online reviews reveals that readers discuss the verbal narration and intersectional themes in these novels, but often overlook the pictures.

    This study contributes to the discussion of narrative interaction by juxtaposing analyses of pictures in the novels and online comments by readers on these literary works. The material thus consists of comments by non-professional writers, and the degree and type of attention paid to narrative interaction in these comments is foregrounded. In order to examine the word/image interaction in Wegelius’ novels, Maria Nikolajeva and Carole Scott’s typology for interaction is used on a selection of images and, when possible, on readers’ responses to these novels.

    The results show that in the material, the verbal narration is privileged. Less than a third of the online material explicitly comments on the visual narration. Even fewer readers comment on the relationship between the verbal and the visual narration. The study presents potential explanations to the relative absence of comments on the visual narration in these literary works. A likely explanation is that the readers perceive the symmetrical and enhancing relation between the verbal and the visual narration, and, thus, the readers consider the visual narration redundant or an add-on. Therefore, the article highlights the continuous need for explicit training in visual literacy, as the interaction between words and images has a bearing on the narration.

  • 4.
    Manderstedt, Lena
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Palo, Annbritt
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Unga läsare som litteraturkritiker online: En (skol)genre på rymmen?2017Ingår i: Barnboken, ISSN 0347-772X, E-ISSN 2000-4389, Vol. 40Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Research has shown that the book review is part of a core of school text repertoire, and that it is characterized by particular blocks of information. Young readers also write book reviews outside the school context and post these texts online. This study focuses 50 book reviews in Swedish, written by readers age 9–20 outside the school context and posted online. The blocks of information have been mapped, showing that the plot, the characters and the evaluation are predominant among these young readers. However, in the reviews readers are often addressed directly, and the reviewer uses the affinity space provided by the digital environment, both to establish interaction with the readers and to position the young reader as an engaged and competent critic. The established genre conventions are observed to varying degrees, in particular the use of terminology with a bearing on narratives. Paratextual elements such as photos of book covers, quotes, links and spoiler warnings occur in many book reviews in the material. Three theoretical concepts are used in this article to analyse and understand young readers’ online book reviews: James Paul Gee’s concept of affinity space, Basil Bernstein’s concept of horizontal and vertical discourse, and Gérard Genette’s concept of paratext. The result shows that the book review may still, in essence, be an imitation genre, as the young readers use the blocks of information common to the genre conventions learnt at school or by reading professional reviews. The digital environment has, however, had an impact. Not only does Internet provide an arena for the young readers to act as critics, it also provides the young reviewer with national and international models, possibilities of interaction, and paratextual material to borrow. The young readers have capitalized on the possibility to position themselves as readers and critics.

  • 5.
    Nordenstam, Anna
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Flicktion: Perspektiv på flickan i fiktionen, red. Eva Söderberg, Mia Österlund och Bodil Formark, Malmö: Universus Academic Press, 20132014Ingår i: Barnboken, ISSN 0347-772X, E-ISSN 2000-4389, Vol. 37Artikel i tidskrift (Refereegranskat)
  • 6.
    Yarova, Aliona
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    “You Are a Mysterious Animal, You Know”: Eco-philosophy in Sonya Hartnett’s The Midnight Zoo2016Ingår i: Barnboken, ISSN 0347-772X, E-ISSN 2000-4389, Vol. 39Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In non-realist children’s literature, animals tend to be employed as a means of representing human issues to the extent that the animal qualities of the animal can become invisible. Despite this trend, literary animals can also inform readers about animal issues along with the metaphoric message they supposedly carry. In Sonya Hartnett’s The Midnight Zoo, the role of animals is twofold: firstly, animals metaphorically represent human relationships – more specifically the bigotry towards the Roma as ‘other’ – and, secondly, the animals directly stand for the actual animals who are mistreated according to the same principle: for their ‘otherness’ to humans. This article adopts an eco-philosophical perspective to examine how The Midnight Zoo effectively intertwines human intolerance of other humans (the Roma) with human actions towards animals to suggest that humans treat the (natural) world as the Nazis treated the Roma during World War II.

1 - 6 av 6
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  • html
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