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  • 1. Holmbom, Lena
    et al.
    Palo, Annbritt
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    När jag talar måste jag vara alfahonan2008In: Genus i norrsken, ISSN 1654-7640, Vol. 1, no 3-4, 16-18 p.Article in journal (Other academic)
  • 2.
    Lindberg, Ylva
    et al.
    Högskolan för lärande och kommunikation i Jönköping.
    Manderstedt, Lena
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Palo, Annbritt
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Experiencing Virtual Spaces through Amor and Eros: L1-Language Teaching and Literary Competence.2015Conference paper (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).

  • 3.
    Lundström, Stefan
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Manderstedt, Lena
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Palo, Annbritt
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Den mätbara litteraturläsaren: En tendens i Lgr11 och en konsekvens för svensklärarutbildningen2011In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 20, no 2, 7-26 p.Article in journal (Refereed)
  • 4.
    Manderstedt, Lena
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Palo, Annbritt
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    En (skol)genre på rymmen: Bokrecensionen online2016In: SMDI 12 Textkulturer: Tolfte Nationella konferensen i Svenska med Didaktisk inriktning / [ed] Cathrine Andersson-Busch, Susanne Duek, Birgitta Ljung-Egeland, Christina Olin-Scheller, Marie Tanner och Michael Tengberg, 2016Conference paper (Refereed)
  • 5.
    Manderstedt, Lena
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Palo, Annbritt
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Expressing the Self in selfies2015Conference paper (Refereed)
    Abstract [en]

    This paper presents part of a project exploring how young people understand and make use of online locations. Virtual spaces are used to negotiate norms (Palo & Manderstedt, 2011), provide learning opportunities, interactivity and an understanding of spatiality, but entail risks. In Swedish curricula for compulsory and secondary school, L1 teaching includes multimodal texts (Skolverket, 2011a, 2011b). Teachers are to include text types like web texts or self-writing, the latter connected with the selfie phenomenon. We analyse teenagers’ selfies and captions from Facebook as partly fiction; the person “writes” the self through the images and captions, contributing to a text archive (cf. Derecho, 2006). Media ecology encompassing technology, communication, culture and education is a point of departure (McLuhan, 1967; McLuhan and Fiore, 1967; Ong, 2005; Bruner, 2002; Postman, 1970; Strate, 2006). The prosumer perspective is central, i.e. a consumer also producing media (Jenkins, 2006; Olin-Scheller & Wikström, 2010). Intersectional and semiotic perspectives have been adopted (De los Reyes & Mulinari, 2014; Butler, 2006 [1999]; Kress, 2010; Kress & Selander, 2012; Van Leeuwen & Jewitt, 2001). Gee (2005) provides a theoretical approach to Facebook as a semiotic domain. The preliminary results show four main categories in the material: “to girl oneself” (cf. Nilsson, 2013), “to boy oneself”, “to muscle oneself” and “to perform a life style”. Our study highlights the selfies and comments as fiction, as stories of the selves, construed and constructed, like traditional autobiographies.

  • 6.
    Manderstedt, Lena
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Palo, Annbritt
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Fan-gemenskaper som litterära mötesplatser2009In: Tidskrift för litteraturvetenskap, ISSN 1104-0556, E-ISSN 2001-094X, Vol. 39, no 3-4, 39-50 p.Article in journal (Refereed)
  • 7.
    Manderstedt, Lena
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Palo, Annbritt
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Flicktion: perspektiv på flickan i fiktionen [Flicktion: perspectives on the girl in fiction]. Eds Eva Söderberg, Mia Österlund, Bodil Formark. Malmö: Universus Academic Press, 2013. 328 pages.2014In: International Research in Children's Literature (IRCL), ISSN 1755-6198, E-ISSN 1755-6201, Vol. 7, no 2, 219-221 p.Article in journal (Refereed)
  • 8.
    Manderstedt, Lena
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Palo, Annbritt
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Identifying with Otherness: Readings of Jakob Wegelius’ novel Mördarens apa2016Conference paper (Refereed)
    Abstract [en]

    Digitization is practically inescapable for literature today, even when it is published in traditional book format. Books are reviewed on virtual networking sites, discussed in blogs and commented on Instagram, Twitter and in other networking communities. This was the case for Jakob Wegelius’ novel Mördarens apa [The Killer’s Ape], a nominee for best book for children and young adults. The aim of this study is to analyse Mördarens apa and to map its readings, as presented in media and social media. The theoretical framework draws on intersectionality theory (De los Reyes & Mulinari, 2005; Lykke, 2008) as well as posthumanist theory (Braidotti, 2002; 2013). The data collection method resembles virtual ethnography (cfr. Hine, 2015; Kozinets, 2010). The analysis uses an approach from the sociology of literature (e.g. Escarpit, 1970) in an attempt to understand how readers’ own readings of the novel deal with the theme of Otherness. The protagonist in Mördarens apa represents Otherness in many respects; Sally Jones is a mute, female gorilla who defines herself as a mechanic. The story takes place in a vaguely defined past and in settings far away from contemporary life. Tentative results show that the readings contain strong elements of identification with the Otherness. Keywords: Gorilla protagonist, Otherness, identification, media and social media. References: Braidotti, R. (2002). Metamorphoses: towards a materialist theory of becoming. Cambridge: Polity Press. Braidotti, R. (2013). The posthuman. Cambridge: Polity. De los Reyes, P. & Mulinari, D. (2005). Intersektionalitet: kritiska reflektioner över (o)jämlikhetens landskap. (1. uppl.) Malmö: Liber Escarpit, R. (1970). Litteratursociologi. Stockholm: Wahlström & Widstrand. Hine, C. (2015). Ethnography for the Internet: embedded, embodied and everyday. London:Bloomsbury Academic. Kozinets, R. V. (2010). Netnography: doing ethnographic research online. Los Angeles, Calif.: SAGE. Lykke, N. (2009). Genusforskning: en guide till feministisk teori, metodologi och skrift. (1. uppl.) Stockholm: Liber.

  • 9.
    Manderstedt, Lena
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Palo, Annbritt
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Klart att eleverna lär sig ... hoppas vi2010In: Svenskläraren : medlemsblad för Svensklärarföreningen, ISSN 0346-2412, no 1, 6-9 p.Article in journal (Other (popular science, discussion, etc.))
  • 10.
    Manderstedt, Lena
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Palo, Annbritt
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Kursplanebeskrivningar och bedömningar i verksamhetsförlagd utbildning: rättssäkert, mätbart och kvalitetssäkrat?2009Conference paper (Other academic)
  • 11.
    Manderstedt, Lena
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Palo, Annbritt
    Läraryrket som trolleritrick i det vilda2009In: Svenskläraren : medlemsblad för Svensklärarföreningen, ISSN 0346-2412, no 3, 10-12 p.Article in journal (Other (popular science, discussion, etc.))
  • 12.
    Manderstedt, Lena
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Palo, Annbritt
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Röster, riter och roller: Unga läsare om konvergerad litteratur2015In: Tidskrift för litteraturvetenskap, ISSN 1104-0556, E-ISSN 2001-094X, no 2-3, 79-88 p.Article in journal (Refereed)
  • 13.
    Manderstedt, Lena
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Palo, Annbritt
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Svensklärarutbildningens krockar2013In: Svenskläraren : medlemsblad för Svensklärarföreningen, ISSN 0346-2412, Vol. 57, no 3, 30-33 p.Article in journal (Other (popular science, discussion, etc.))
  • 14.
    Manderstedt, Lena
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Palo, Annbritt
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Teaching university lecturers how to teach subject: specific writing2015Conference paper (Refereed)
    Abstract [en]

    Teaching university lecturers how to teach subject-specific writingLena Manderstedt, Annbritt PaloStandards of student literacy are falling, due to an increased number of students described as non-traditional entrants not knowing how to write (Lea & Street, 1998). Extensive research into academic literacy practices has been carried out, including genre pedagogy (Martin, 2009), the effectiveness of feedback (Hattie & Timperley, 2007) and the role of assessment as a key to develop and improve student learning. Academic literacies models, including digital literacies, have been adopted and used in course design and in the design of writing instructions (Lea & Jones, 2011; Wingate, 2012). However, students still lack academic writing skills.Although Luleå University of Technology (LTU) set up a language lab in 2006, and the lab was appreciated by students, it is not the most efficient way to teach academic writing. Therefore, a pedagogical project, aiming to help students develop their academic writing proficiency, and to help subject teachers learn how to scaffold subject-specific academic writing started in 2014. The first part of the project, directed at students, took place in the autumn of 2014. The results pinpoint the importance of contextualizing and scaffolding subject-specific writing through deliberative discussions. Students also emphasised the need for subject-oriented writing in order to develop academic literacy.  The second part of the project involved the design of a University Pedagogy course, based on research and on the outcome of the first part. The aim of the course is to teach university lecturers how to teach subject-oriented writing, by systematic training in contextualizing subject-oriented writing, designing instructions, and dialogues focussing texts within their respective disciplines. The course is to be given in 2015 or 2016.The aim of this roundtable-presentation is to get valuable feedback on the planned course design. We wish to discuss examples of teaching subject-specific writing in different fields, and how to frame the teaching thereof within the academic disciplines. Some problems addressed in the course design concern the use of teaching hours, the need for pedagogic training and the development of a meta language in order to teach and talk about writing.ReferencesHattie, John; Timperley, Helen. (2007). The Power of Feedback. In Review of Educational Research, Vol. 77(1), p. 81-112.Lea, Mary R.; Jones, Sylvia. (2011). Digital literacies in higher education: exploring textual and technological practice. Routledge. Studies in Higher Education, 2011, Vol.36(4), p.377-393. Lea, Mary R.; Street, Brian V. (1998). Student Writing in Higher Education: an academic literacies approach. In Studies in Higher Education, Vol. 23(2), p. 157- 172.Martin, John R. (2009). Genre and language learning: A social semiotic perspective. In Linguistics and Education: An International Research Journal, Vol.20(1), p. 10-21.Wingate, Ursula. (2011). Using Academic Literacies and genre-based models for academic writing instruction: A ‘literacy’ journey. In Journal of English for Academic Purposes, Vol.11(1), p. 26-37.

  • 15.
    Manderstedt, Lena
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Palo, Annbritt
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Vampyrer i fiktion och verklighet2010In: Svenskläraren : medlemsblad för Svensklärarföreningen, ISSN 0346-2412, no 1, 18-19 p.Article in journal (Other (popular science, discussion, etc.))
  • 16.
    Manderstedt, Lena
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Palo, Annbritt
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Sigvardsson, Anna
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Developing academic literacy through subject-oriented writing2014Conference paper (Refereed)
  • 17.
    Manderstedt, Lena
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Rodriguez, Adrian
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Palo, Annbritt
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    University Subject Teaching + Competencies Requested by 21st Century Employers = A Perfect Match?2017Conference paper (Refereed)
    Abstract [en]

    In recent years, reports and public debate have depicted a crisis in higher education with students demonstrating difficulties in reading, writing, analyzing and problem solving and university teaching not helping students develop these skills. This situation does not appear to be limited only to Sweden (Enefalk, Andersson & Aronsson et al., 2013). In higher education, the importance of university teachers has not always been emphasized with regards to student learning and student success (cf. Mourshed et al, 2010). There is a cognitive gap between what is taught and the students’ ability to develop the requested competencies (Lisberg Jensen, 2013).

         Luleå University of Technology, in Northern Sweden, is attempting to implement and develop a learning environment based on core competencies (Wikberg Nilsson & Gedda, 2013; Alverno College, (n.d.) and the general exam objectives in the Higher Education Act (SFS 1993: 100). In doing this, the university is faced with a number of challenges.

         In a pilot research and development project, we have been working with one possible way to support the implementation of a competence-based pedagogical concept by creating educational materials for university teachers and students. The research questions were:

     

    • To what degree are core competencies integrated and developed within current university programs?
    • What problems do university teachers face when attempting to implement the competence-based pedagogical concept of the university?
    • How can university teachers ensure that their teaching and assessment promotes the development of core generic competencies without sacrificing acquisition of subject-specific knowledge?

     

    Methodologically, the first step was to map core competencies via qualitative interviews with both experienced and inexperienced university teachers as well as undergraduate students. Three key challenges were identified, the first being that some university teachers had difficulties understanding how the core competencies could be taught within their respective subjects or programs. Secondly, teachers voiced concerns that their lack of pedagogical training made it difficult for them to properly teach communication, problem solving, etc. Lastly, the interviews revealed that lack of time and pedagogical support were obstacles to the implementation of the educational concept.

          In order to address the indicated problems and support the objectives of the educational concept, a set of digital materials were developed. These materials featured film clips of pedagogically and academically excellent university teachers explaining and providing clear examples of how they implement core competencies in their subjects. The films were then edited and supplemented with further examples and references. These materials are primarily directed at university teachers, as a supplement to existing courses in university pedagogy, but because they will be made openly available online, they will also be accessible to students.

         The materials will help teachers to teach in accordance with the university's educational concept, develop and deepen their educational and pedagogical action competence (Jank & Meyer, 1997), and challenge themselves in the role of educational leaders. These materials could also help university teachers teach in ways that help students develop these core competencies in tandem with relevant subject knowledge. Students experience this as particularly useful educational training (Utbildningens användbarhet, 2013).

         In this poster presentation, we will show the design of the project, how the results can be implemented in teaching at university level, and how the project has been deepened with further interviews, in order to learn more about how the objectives of the educational concept can be achieved. The presentation has broader relevance for all universities attempting to implement a pedagogical approach that develops generic competencies.

     

                                                                                                       

    References

     

    Alverno College (n.d.). The 8 core abilities.

    http://www.alverno.edu/academics/ouruniquecurriculum/the8coreabilities/

    Enefalk. H., Andersson, L. M., Aronsson, A. m.fl. (2013). Våra studenter kan inte svenska. Upsala Nya Tidning 2/1.

    Jank, W. & Meyer, H. (1997). Didaktikens centrala frågor I: M. Uljens (Ed.). Didaktik. Lund: Studentlitteratur, 1997, pp. 47-74.

    Lisberg Jensen, Ebba. (2013). Studenter på 13-åringsnivå kräver nya arbetssätt. Universitetsläraren 5/13.

    Mourshed, M., Chijoke, C. & Barber, M. (2010). How the world’s most improved school systems keep getting better. New York: McKinsey Company.

    SFS 1993:100. Högskoleförordning. Stockholm: Utbildningsdepartementet.

    Utbildningens användbarhet. (2013). Sveriges förenade studentkår om syftet med högre utbildning.

    Wikberg Nilsson, Å. & Gedda, O. (2013). Guide 2013 för utbildningsutveckling enligt Pedagogisk idé LTU. LTU: Luleå: Luleå tekniska universitet.

     

  • 18.
    Mäkitalo, Kerstin
    et al.
    Luleå tekniska universitet.
    Palo, Annbritt
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Litteratur som gräns eller bro för pojkar och flickor i gymnasieskolan: litteraturpedagogik och skrivpedagogik som redskap för identitetskonstruktion2007In: Ämnesdidaktik ur ett nationellt och internationellt perspektiv: rapport från Rikskonferensen i ämnesdidaktik 2006, Kristianstad: Kristianstad University Press , 2007, 175-184 p.Chapter in book (Other academic)
  • 19.
    Palo, Annbritt
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Aktivitet: Kvinnobilder i litteratur och film2015Conference paper (Other (popular science, discussion, etc.))
    Abstract [sv]

    Föreläsningen var en del i ett arrangemang i samverkan med FI Luleå, Vetenskapens hus, Luleå tekniska universitet, Glugg Produktion och Edit Media.

  • 20.
    Palo, Annbritt
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Lika och olika i svensklärarutbildning, lika och olika i skolämnet svenska?2013Conference paper (Refereed)
    Abstract [sv]

    Lika och olika i svensklärarutbildning, lika och olika i skolämnet svenska? Det finns stora likheter men också olikheter mellan svensklärarutbildningar vid svenska lärosäten. Dessa likheter och olikheter får konsekvenser för dem som utbildar sig till lärare och skall undervisa i svenska i grund- och gymnasieskola. I förlängningen torde det få konsekvenser för de elever som svensklärarna möter. Så vilka mönster går att urskilja i svensklärarutbildningarna, och vilka konsekvenser får dessa för lärare, svenskämne och elever? Den planerade presentationen utgår från min nyutkomna doktorsavhandling i Svenska med didaktisk inriktning och bygger på utbildnings- och kursplaner från tjugotvå svenska lärosäten. Dessutom har intervjuer gjorts med lärarutbildare. Det empiriska materialet har analyserats med hjälp av dokument- och diskursanalys. Det teoretiska ramverket utgörs i huvudsak av läroplansteori (Lundgren 1983, Englund 1986, Englund 2005, Linde 1993, Linde 2006) samt diskursteori (Laclau 1990, Lauclau & Mouffe 2001) och kritisk diskursanalys (Fairclough 1989, Fairclough1993, Fairclough 2003, Fairclough 2010). De svensklärarkonstruktioner som urskilts speglar den kontext i vilken lärarutbildningen existerar. Vissa traditioner, såväl historiska som ämnesmässiga, och diskurser privilegieras nationellt respektive lokalt, och detta kan avläsas i svensklärarutbildningarnas styrdokument. Till de nationellt privilegierade traditionerna och diskurserna hör den akademiska diskursen, professionsdiskursen och demokratidiskursen, men dessa får olika ställning i svensklärarutbildningarna. Det är framför allt i svensklärarkurser mot grundskolans senare år och gymnasieskolan som den akademiska diskursen intar en stark ställning, medan demokratidiskursen är tydligast i svensklärarkurser mot grundskolans tidiga år. Detta kan delvis förklaras med de två utbildningstraditionerna i svensk lärarutbildning: seminarietraditionen och läroverkstraditionen, men likheterna – och olikheterna – kan också förstås utifrån bland annat konstitutionella och organisatoriska ramar, organisatoriskt ”spill” och samhällskontext. Presentationen kommer att visa hur exempelvis konstruktionen den demokratiska svenskläraren bärs upp av utbildningstraditioner, diskurs, konstitutionella ramar, etc. Mönstren som urskilts i svensklärarutbildningar och ställer dessa mot ett urval av de förväntningar som formuleras i kursplanen i svenska (Lgr11) och ämnesplanerna (Gymnasieskola 2011). Det går att påvisa att innehållet i skolverksamheternas styrdokument retoriskt påverkar svensklärarutbildningarnas kursplaner. Likheterna och olikheterna hur svensklärarutbildning retoriskt organiseras torde få konsekvenser på alla plan, för det enskilda lärosätet till den svenskundervisning som iscensätts i det enskilda klassrummet.

  • 21.
    Palo, Annbritt
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Svenskläraren som vision och konstruktion2013Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of this dissertation is to analyse how the teacher of Swedish is envisioned andcreated in curricula and syllabi. Teacher education in Sweden is regulated in the HigherEducation Act, the Higher Education Ordinance, and the Government Bill on TeacherEducation. At the same time, universities which have been granted degree-awarding powersare free to organise teacher education according to their interpretation of the regulations.The empirical material consists of 42 curricula and 261 syllabi from teacher educationprogrammes at 22 Swedish universities. The documents were gathered in 2009, a pivotalyear for the teacher education, since it was to undergo major changes over the following twoyears.For the analysis of the curricula and syllabi, theories and concepts from curriculumstudies, as well as discourse theory, and critical discourse analysis, were used. Sixinterviews were conducted with educators at three selected universities in order to obtainbackground information on the processes of writing syllabi.In these documents, six patterns for envisioning and creating the teacher of Swedish couldbe distinguished. The first three emphasise academic goals, professional perspectives, anddemocratic values, which enjoy privileged positions due to their close connection withofficially declared goals for higher education. The fourth and fifth can be interpreted as theresults of political, organisational or social considerations. The sixth pattern, favouringfunction, can be seen as a hybrid of the others. This last pattern proves to be the mostcommon in the empirical material. Its articulation varies considerably, but a commondenominator is the need to frame the subject, since there is less of a given framework thanin the patterns relying on their connection with different discourses.In envisioning and creating the teacher of Swedish, teacher education at individualuniversities can achieve a degree of freedom within the regulating framework. This willallow the educators in the teacher education to make good use of their competence andnetworks. The profile also matters to trainee teachers, who will get a better overview oftheir studies. Finally, in developing their ability for meta-reflection on their profession,trainee teachers are more likely to develop a deliberate approach to teaching. Thus, they willbe better prepared to create the learning environment and make the demands that will helppupils achieve learning objectives.

  • 22.
    Palo, Annbritt
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Manderstedt, Lena
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Beyond the Characters and the Reader?: Digital Discussions on Intersectionality in The Murderer’s Ape2017In: Children's Literature in Education, ISSN 0045-6713, E-ISSN 1573-1693Article in journal (Refereed)
    Abstract [en]

    This article presents an analysis of a recent, award-winning Swedish novel for children and young adults, The Murderer’s Ape by Jakob Wegelius, and digitally published reviews of the novel. In the first part of the paper, we provide an intersectional analysis of the novel, focusing on gender, profession, species and class. The protagonist and narrator of The Murderer’s Ape is not easily categorized, as she is a mute but literate, highly intelligent and technically proficient gorilla in a man’s world; an ape among human beings, a working engineer and not a pet or an attraction at a zoo. Neither class nor social standing constrain her as they do the human fictional characters. In the second part of the paper, we contrast commentaries by professional readers with comments from young readers, paying particular attention to how they have responded to the protagonist. The overarching aim is to examine how features admired by critics and professional readers are, in practice, understood by engaged, active readers, including children. Some intersectional categories represent acquired qualities, whereas others represent socially set boundaries. Posthumanist and intersectional perspectives provide tools to understand Sally Jones’ position beyond both the other fictional characters and the readers. The analyses reveal differences between the readings of gender, profession and class by professional and young readers, but for both categories, the readers’ reactions to questions pertaining to species are pivotal in their readings of the novel.

  • 23.
    Palo, Annbritt
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Manderstedt, Lena
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Flickmekaniker i texter för unga läsare: Normbrytande potential för genusmedvetenhet2015Conference paper (Refereed)
  • 24.
    Palo, Annbritt
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Manderstedt, Lena
    Negotiating norms of gender and sexuality online2011In: Interdisciplinary Approaches to Twilight: Studies in Fiction, Media and a Contemporary Cultural Experience, Lund: Nordic Academic Press, 2011, 143-158 p.Chapter in book (Refereed)
  • 25.
    Palo, Annbritt
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Manderstedt, Lena
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Texter, språk och skrivande med utgångspunkt i de nya kurs- och ämnesplanerna i svenska2011In: e - SPEN: the European e-journal of clinical nutrition and metabolism, ISSN 1653-1868, E-ISSN 2150-8925, Vol. 2011, no 1, 91-113 p.Article in journal (Refereed)
  • 26.
    Palo, Annbritt
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education.
    Manderstedt, Lena
    Luleå University of Technology, Department of Arts, Communication and Education.
    Värdegrund på undantag?: Om normbrytande flickmekaniker i litteratursamtal online och i skoluppgifter2016In: Framtida berättelser: Perspektiv på nordisk modersmålsdidaktisk forskning och praktik / [ed] Heidi Höglund& Ria Heilä-Ylikallio, Vasa, Finland: Fakulteten för pedagogik och välfärdsstudier Vasa , 2016, Rapport nr 39, 121-142 p.Chapter in book (Refereed)
  • 27.
    Palo, Annbritt
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Manderstedt, Lena
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Lindberg, Ylva
    Högskolan för lärande och kommunikation i Jönköping.
    Nordenstam, Anna
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    ‛Sweet sixteen’: role models, initiation and the Self2015Conference paper (Refereed)
    Abstract [en]

    ‛Sweet sixteen’: role models, initiation and the Self (Annbritt Palo, Lena Manderstedt, Ylva Lindberg, Anna Nordenstam) The presentation is part of an interdisciplinary project examining and describing how teenagers make use of spaces in the 21st century. This study focus on the construction of role models in literature for young adults and in virtual communities. Several contemporary novels put on center stage a young female’s way to adulthood. These novels are also examples of media convergence, with the same content narrated in different media platforms, like fan forums and films (Jenkins 2006a; 2006b). As previously observed, interacting readers negotiate and renegotiate concepts of selves through reading and writing practices, like posts in fan forums and blogs (Manderstedt & Palo, 2009; Palo & Manderstedt, 2011). This study aims to identify and analyze the construction of behaviour and identity formation, represented in literature, and virtual communities devoted to these literary worlds. The specific objective is to contribute with knowledge about young adults’ perception and use of role models affecting their comprehension of self. In Sweden, where the L1 teaching includes multimodal texts and non-Swedish texts (Skolverket, 2011a, 2011b), this knowledge can help L1 teachers and teacher educators design the teaching of literature. The material consists of the first novels from Suzanne Collins’ The Hunger Games series and Veronica Roth’s Divergent series, the filmed versions thereof and data from four fan communities, discussing the literary works or films. The choice of collecting data from both contemporary popular literature/texts and fan communities draws on Swedish perspectives on literary studies and reading (Olin-Scheller & Wikström, 2010; Persson, 2012; Lindgren Leavenworth & Isaksson, 2013). Textual and visual analysis methods are applied on the material as well as an intersectional approach (de los Reyes & Mulinari, 2014). Concept of gender performance and the gaze are used analytically (Butler, (2006[1999]); de Lauretis, 2007), as well as theory on social semiotic (Kress, 2010; Kress & Selander, 2012). Findings suggest that in these novels and their converged media, the choices made by the female protagonist during her transition into adulthood marks the beginning of a personal development for the fictive character, but also of a change of the fictive universe. Keywords: Female protagonists, Adulthood, Media convergence, Fan communities, Literary meeting places References Butler, J. (2006[1999]). Gender trouble: feminism & the subversion of identity. New York: Routledge. Collins, S. (2009). The hunger games. New York: Scholastic. De Lauretis, T. & White, P. (2007). Figures of Resistance: Essays in Feminist Theory. University of Illinois Press. De los Reyes, P. & Mulinari, D. (2005). Intersektionalitet: kritiska reflektioner över (o)jämlikhetens landskap. (1. ed.) Malmö: Liber. Jenkins, H. (2006a). Convergence culture. Where old & new media collide. New York: New York University Press. Jenkins, H. (2006b). Fans, bloggers & gamers: exploring participatory culture. New York: New York University Press. Kress, G. & Selander, S. (2012). Multimodal Design, Learning & Cultures of Kress, G. (2010). Multimodality. A social semiotic approach to contemporary communication. London: Routledge. Lindgren Leavenworth, M. & Isaksson, M. (2013). Fanged fan fiction: variations on Twilight, True blood and The vampire diaries. Jefferson, North Carolina: McFarland & Company. Manderstedt, L & Palo, A. (2009). Världar att besöka eller bebo: Fan-gemenskaper som litterära mötesplatser. Tidskrift för litteraturvetenskap, Vol. 39. Nr 3-4, 39-50. Olin-Scheller, C. & Wikström, P. (2010). Författande fans. Lund: Studentlitteratur. Palo, A. & Manderstedt, L. (2011). Negotiating norms of gender & sexuality online Interdisciplinary Approaches to Twilight: Studies in Fiction, Media & a Contemporary Cultural Experience. Larsson, M. & Steiner, A. (eds.). Lund: Nordic Academic Press, ch. 8, 143-158. Persson, M. (2012). Den goda boken: samtida föreställningar om litteratur och läsning. (1. uppl.) Lund: Studentlitteratur. Roth, V. (2014). Divergent. ([New ed.]). London: Harper Collins. Skolverket (2011a). Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011. www.skolverket.se Skolverket (2011b). Läroplan och ämnesplaner för gymnasieutbildning. www. skolverket.se

  • 28.
    Svensson, Anette
    et al.
    Högskolan i Jönköping.
    Manderstedt, Lena
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Palo, Annbritt
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Think of it as a Challenge: Problematizing Pedagogical Strategies for Assessing and Examining Web-based University Courses2014Conference paper (Refereed)
    Abstract [en]

    Following the digital revolution in education, Swedish universities increasingly give students the option to study online. For students, web-based alternatives offer freedom to choose from a larger selection of courses and give them a chance to participate regardless of location. Universities are also able to present themselves to a larger student base than what is provided by the immediate geographical environment. One implication of the digital revolution is the increasing number of students, which places demands on universities and teachers to deal with a larger diversity concerning students’ individual prerequisites, needs, and their expectations.In order to improve the quality and guarantee the validity of examinations in web-based courses, it is crucial to identify the pedagogical challenges specific to online teaching and learning. The aim of this study is to present and problematize a number of pedagogical strategies concerning assessment and examination, thereby contributing to the awareness of pedagogical challenges prevalent in web-based examination and education.The method of the project is a case study with empirical data gathered from three literary web-based courses, “The Vampire Story from Dracula to Twilight” (7.5 credits), “Popularizing the Classics: From Elizabeth Bennet and Alice to Bridget Jones and Neo” (7.5 credits) and “Gender, Literature and Media” (7.5 credits), with a total of approximately 750 participants given at Luleå University of Technology in 2010, 2011 and 2013. The empirical material encompasses the course material with particular focus on examination assignments, statistics concerning completion rates, student course evaluations, both qualitative and quantitative, as well as teachers’ reflections.The results show that there are three elements that are particularly significant when developing and teaching web-based university courses. First, the teacher’s subject knowledge, pedagogical skills and ICT competences contribute to a successful teaching and learning process. These factors help create a progressive development towards more complex and less subjective assignments. Second, the choice of teaching methods and examination strategies is imperative in order to create an interactive learning environment and a collective identity both of which are significant contributing factors to maintain a low student drop out rate in online courses. Third, it is fruitful to construct a wide range of examination assignments (for example quiz, blog, reflection, wiki and analytical essay). This will create the most varied and “secure” examination environment possible and ensure that one learning process is not favoured over another.

  • 29.
    Svensson, Anette
    et al.
    Högskolan i Jönköping.
    Manderstedt, Lena
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Palo, Annbritt
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    “Think of it as a Challenge”: Problematizing Pedagogical Strategies for Progression When Assessing Web-based University Courses2015In: Læring og Medier, ISSN 1903-248X, E-ISSN 1903-248X, Vol. 8, no 13Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to analyse how a taxonomy-based course design can support students’ qualitative learning processes in online university courses. The paper presents a case study based on two online courses in comparative literature in Swedish and English. A document analysis has been applied to analyse the empirical material, which includes the syllabuses, study guides, and examination assignments connected to the courses. Socio-cultural aspects of learning processes, assessment and feedback, course design using a taxonomic structure (SOLO), and a progressive theory of literary studies (Langer’s theories of envisionment) function as a framework. The results show that the examination assignments aim to further the students’ educational processes from stage 2 to stage 5 of the SOLO-taxonomy and, at the same time, through Langer’s four stances. While the course structure has a positive effect on the students’ general as well as literary progress, there are some pedagogical challenges with online teaching in literature that are discussed. In addition, the examination assignments could have been used as ways to strengthen the students’ socio-cultural learning. Furthermore, with little alterations, the examination assignments, which were all used as means of summative assessment, could also have been used formatively to assess the students’ progress.

1 - 29 of 29
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