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  • 1.
    Thunberg, Stina
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Graeske, Caroline
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Boys and Girl-ish Avatars: Performing Gender in Language Education2019In: ARLE 2019: 12th ARLE conference: Languages and texts:: Learning and developmental approaches, 2019, 2019Conference paper (Refereed)
    Abstract [en]

    Newly arrived often feels frustration in the Swedish school system experiencing a lack of agency in their second language education (Nilsson Folke, 2017). This paper presents findings from an educational design research project combining the reading of a classical text, in the picture book form, with gaming elements stimulate creativity and engagement (Gee 2007; Lazar 2015) in the second language classroom. In focus is students’ creation of an avatar to descend in the classical story of Thumbelina and the research question is: What characterizes the reading activity in the gamified design?The target group for the design was newly arrived students with little or no formal schooling, preparing for upper secondary school, in the ages of 16-19 years old. The aim was to contribute with new knowledge about using gamification to support the second language learning in reading activities. The story of Thumbelina written by H.C Andersen illustrated by Elsa Beskow was considered to engage and challenge the students with classical themes and richness of nature descriptions in both text and pictures. The gaming elements used are avatars, quests and experience points. The students are instructed to descend in the story and be Thumbelinas friend through an avatar of their creation.Seventeen students participated in the implementation; several male students choose to descend in the story through a female avatar. This paper analyses the students' artifacts, avatar text, and avatar films using theories of gaming (Gee 2007) and performativity (Butler 2004). Preliminary findings are that the students are highly engaged in the making of their avatar. The students either create an avatar very similar to their own person, or the opposite, quite different from themselves. Several boys create a female avatar. And shy students´ avatar becomes more talkative.

    References:

    Butler, J. (2004). Undoing gender. New York: Routledge.

    Gee, James Paul. 2007. What Video Games have to Teach Us about Learning and Literacy. ReRevised and updated edition ed. New York: Palgrave Macmillan.

    McKenney, S., & Reeves, C., Thomas. (2018). Conducting educational design research (2nd ed.) Taylor and Francis.

    Lazar, Gillian. 2015. "Playing with Words and Pictures: Using Post-Modernist Picture Books as a Resource with Teenage and Adult Language Learners." In Literature and Language Learning in the EFL Classroom, edited by Masayuki Teranishi, Yoshifumi Saito and Katie Wales, 94-111. London: Palgrave Macmillan UK.

  • 2.
    Graeske, Caroline
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Expanding Knowledge Gaps: The Function of Fictions in Teaching Materials after the 2011 Swedish High School Reform2016In: International Education Studies, ISSN 1913-9020, E-ISSN 1913-9039, Vol. 9, no 4, p. 225-235Article in journal (Refereed)
    Abstract [en]

    The aim in the study is to analyze how work with fiction is organized in six textbooks for senior high school in Sweden after the school reform 2011. Research into Swedish teaching materials has been neglected in recent years and there is a knowledge gap about how the work with fictions is affected by the reform in 2011. In the study quantitative and qualitative methods are used and Bernstein’s theories relating to horizontal and vertical discourse are applied to the empirical material. The analysis shows that work with fiction in textbooks is marginalized, particularly work with fictions created by women. The study also shows that students attending vocational programs have access to a different knowledge than students attending university preparatory programs. This is remarkable, since the learning objectives in Svenska 1, curriculum for vocational and university preparatory programs, are the same. This means that central values of equal education are eliminated after the reform, and the knowledge gap between different groups of students likely is to increase

  • 3.
    Graeske, Caroline
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Aktivitet: Norrbottens radio2015Other (Other (popular science, discussion, etc.))
  • 4.
    Graeske, Caroline
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Att läsa med strategi på gymnasiet: Om fiktioner, läsarter och didaktisk design2015In: Litteratur och läsning: litteraturdidaktikens nya möjligheter, Lund: Studentlitteratur AB, 2015, p. 151-169Chapter in book (Refereed)
  • 5.
    Graeske, Caroline
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Fiktionens mångfald: Om läromedel, läsarter och didaktisk design2015Book (Refereed)
  • 6.
    Graeske, Caroline
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Lundström, Stefan
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Näsa för att läsa och känsla för att glänsa2015In: Svensk forskning om läsning och läsundervisning, Malmö: Gleerups Utbildning AB, 2015, p. 83-94Chapter in book (Refereed)
  • 7.
    Graeske, Caroline
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Verktyg i en redskapsbod?: Fiktioner i läroböcker efter gymnasiereformen 20112014In: Tionde nationella konferensen i svenska med didaktisk inriktning: Genre / [ed] Judith-Ann Chrystal, Stockholm, 2014, p. 50-59Conference paper (Refereed)
  • 8.
    Graeske, Caroline
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Aktivitet: Den nya litteraturdidaktiken2013Other (Other (popular science, discussion, etc.))
  • 9.
    Graeske, Caroline
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Aktivitet: Symposium fler läsforskning2013Other (Other (popular science, discussion, etc.))
  • 10.
    Graeske, Caroline
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    GY 2011-säkrad?: Förlag och författare om fiktionernas funktion i svenskämnet2013In: Läsning, Svensklärarföreningen , 2013, p. 56-72Chapter in book (Refereed)
  • 11.
    Graeske, Caroline
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Intryck, omtryck, avtryck - forskning och förändring?: Om genus och värdegrund i läromedel i svenska2013In: Fält i förvandling: Genusvetenskaplig litteraturforskning, Gidlunds bokförlag i Hedemora , 2013, p. 264-277Chapter in book (Refereed)
  • 12.
    Lundström, Stefan
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Graeske, Caroline
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Näsa för att läsa, känsla för att glänsa2013Conference paper (Refereed)
    Abstract [sv]

    I föredraget, som har formen av en debatt mellan de två föredragshållarna, presenteras en projektidé. Syftet med projektet är att undersöka hur lässtrategier och läsarpositioner från formella och informella lärandesammanhang kan mötas (jfr Aamotsbakken & Knudsen 2011). Tanken är att, med hjälp av elever och verksamma lärare i ett par utvalda referensklasser, skapa metoder för fiktionsförståelse i ett multimodalt webbaserat läromedel där de pedagogiska texterna designas (jfr Kress & Selander 2010) med hjälp av olika aktörer i olika rekontextualiseringsfält (jfr Bernstein 2000). Utgångspunkten finns såväl i traditionella perspektiv på läsning som i begreppsapparater från forskning kring texter i nya medier, exempelvis ergodiska texter, multiforma berättelser och interaktiva fiktioner (Aarseth 1997, Murray 1997, Montfort 2004) Läsaren skapar en identitet, tar del av information, löser problem och olika uppgifter för att komma vidare till nya nivåer, inte helt olikt spelande (jfr Juul 2005). Läsaren rör sig i en kontext som skapas av läsaren själv, men kontexten förhåller sig tydligt till svenskämnets centrala innehåll (Gy11, Svenska 1, 2, 3). I designarbetet ingår inte bara forskare utan också spelkonstruktörer, regissörer och musiker vid spel-, teater- och musikutbildningarna vid Luleå tekniska universitet. Även ett förlag kontaktas för medverkan och utgivning.Flera forskare har på senare tid pekat på den ökade klyftan mellan den läsning som sker i skolan och den som sker på fritiden och på de värden och narrativa kompetenser som multimodala medier genererar (se t.ex. Lundström/Olin-Scheller 2010). Detta projekt är ett led i att komma vidare i den debatten, då dagens läromedel för fiktionsförståelse i mycket låg utsträckning tar upp och förhåller sig till nya medier (Graeske 2013). I föredragets debatt om olika läsarter och kompetenser visas att det måste skapas nya vägar bort från gamla positioner och kunskapssyner och att nya verktyg och teorier behövs för att tolka och förstå fiktioner och nya medier. Denna projektidé handlar om att försöka finna några av de nya metoderna och i föredraget redovisas den vetenskapliga grunden för projektets läromedelsskapande.

  • 13.
    Graeske, Caroline
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Vidgade kunskapsklyftor?: Fiktionernas funktioner i läromedel efter gymnasiereformen 20112013In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 7, no 1, p. 32-47Article in journal (Refereed)
  • 14.
    Graeske, Caroline
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Aktivitet: Fält i förvandling2011Other (Other (popular science, discussion, etc.))
  • 15.
    Graeske, Caroline
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Aktivitet: Stina Aronson. "Engånghet" i konsten och i livet2011Conference paper (Other (popular science, discussion, etc.))
    Abstract [sv]

    Föredrag vid bokcafé Pilgatan i Umeå

  • 16.
    Graeske, Caroline
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Aktivitet: Symposium Norrländsk litteratur/Arbetarlitteratur2011Other (Other (popular science, discussion, etc.))
  • 17.
    Graeske, Caroline
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Värdefull eller värdelös?: Om värdegrund och genus i läromedel i svenska2010In: Tidskrift för litteraturvetenskap, ISSN 1104-0556, E-ISSN 2001-094X, no 3-4, p. 163-176Article in journal (Refereed)
    Abstract [en]

    Lately there are numerous studies that show the limits of gender and fundamental value questions in various teaching aids. In Swedish as a school subject, this kind of research is insufficient, which is noteworthy since several researches today regard Swedish as a subject that deals with issues such as democracy and dialogism in a decisive way. Therefore, this article analyses three recently published text books aimed at literary history in Swedish as a school subject for upper secondary school with a focus on fundamental values. In the Swedish educational system, fundamental values is a central concept that illuminates matters connected to democracy, norms and values, and gender and equality are particularly significant issues. The study, which is both quantitative and qualitative, will be based on questions of intersectionality. Recurrent questions are thus how various authorships are presented based on gender, class, nationality and sexual preference. The results show that the analysed text books predominantly include a white, western, male discourse while discourses of women, non-European and national minorities clearly are excluded. Furthermore, men and women are valued differently. In the analysed course material, stereotypical images of masculinity and femininity that are belitted, and sometimes even sexist, are constructed. There is also an othering of non-European authors where non-European women are twice as marginalised. These evaluative points of departure, explicit and implicit, strengthen and manifest traditional gender roles and a heterosexual matrix which implacably go against the fundamental values of the Swedish educational system.

  • 18.
    Graeske, Caroline
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    "Engånghet": om konsten att vara i nuet och förnimma verkligheten2009In: De nio: Litterär kalender 2009, Stockholm: Norstedts akademiska förlag , 2009, p. 31-46Chapter in book (Other academic)
  • 19.
    Graeske, Caroline
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Stina Aronson skildrade det enkla och vardagsnära2009In: Parnass. De litterära sällskapens tidskrift om skönlitterära klassiker, ISSN 1104-0548, Vol. 16, no 3, p. 30-31Article in journal (Other (popular science, discussion, etc.))
  • 20.
    Graeske, Caroline
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Genusforskningens avtryck i skolan: om genusmönster i läromedel för gymnasiet i ämnet svenska2008In: En ny sits: humaniora i förvandling : vänbok till Margaretha Fahlgren, Uppsala: Uppsala universitet, 2008, p. 281-289Chapter in book (Other academic)
  • 21.
    Graeske, Caroline
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Hennes döda kropp : Victoria Benedictssons arkiv och författarskap av Lisbeth Larsson2008In: Genus i norrsken, ISSN 1654-7640, Vol. 1, no 3-4, p. 24-Article in journal (Other academic)
  • 22.
    Graeske, Caroline
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Manlighetens metamorfoser och berättandets ekvation2008In: Genus i norrsken, ISSN 1654-7640, Vol. 1, no 3-4, p. 7-9Article in journal (Other academic)
  • 23.
    Graeske, Caroline
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Den groteska kroppens förvandlingar: om gränsöverskridanden i Birgitta Trotzigs roman Dykungens dotter2007In: Mot normen: kvinnors skrivande i 1900-talet, Uppsala: Uppsala universitet, Avd. för litteratursociologi , 2007Chapter in book (Other academic)
  • 24.
    Graeske, Caroline
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Skandalboken om Udden: Hans G Westerlunds Smiths i Gamleå2006In: Gültzauudden: minnen från förr, tankar om framtiden, Luleå: Luleå tekniska universitet, 2006Chapter in book (Other (popular science, discussion, etc.))
  • 25.
    Graeske, Caroline
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Vänskapen som vision: om kärlek, äktenskap och kamratskap i det litterära 1930-talet2005In: Friends: interdisciplinary speculations on a social artefact, Luleå: Luleå tekniska universitet, 2005, p. 62-73Chapter in book (Other academic)
  • 26. Graeske, Caroline
    Bortom ödelandet: En studie i Stina Aronsons författarskap2003Doctoral thesis, comprehensive summary (Other academic)
  • 27. Graeske, Caroline
    I dialog med världen: En läsning av Stina Aronsons roman Hitom himlen2001In: Rötter och rutter: Norrland och den kulturella identiteten, Umeå: Umeå universitet , 2001Chapter in book (Other academic)
  • 28. Graeske, Caroline
    Bortom ödelandet: En läsning av Stina Aronsons roman Hitom himlen1999In: Kvinnovetenskaplig tidskrift, ISSN 0348-8365, no 4Article in journal (Refereed)
  • 29. Graeske, Caroline
    et al.
    Andersdotter, Ann Sofi
    Den konstiga kärleken: Stina Aronson och Feberboken1998In: Kvinnelitteraturhistorier: rapport fra forskersymposiet Nordiske kvinners litteratur, Kristiansand: Høgskolen i Agder , 1998, p. 195-201Chapter in book (Other academic)
1 - 29 of 29
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