| 1. |
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Heritage as Common(s) - Common(s) as Heritage
- 2015
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- The book consitutes the printed outcome of a seminar series run by the Critical Heritage Initiative (University of Gothenburg) and the Urban Heritage Cluster (Curating the City).
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| 2. |
- Rubegni, Elisa, et al.
(författare)
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Owning Your Career Paths: Storytelling to Engage Women in Computer Science
- 2023
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Ingår i: Intelligent Systems Reference Library. - Cham : Springer International Publishing. - 1868-4408 .- 1868-4394. ; , s. 1-25, s. 1-25
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Motivation & challenge: Computer Science suffers from a lack of diversity that gets perpetuated by the most dominant and visible role models. The community is doing itself a disservice by upholding techno-solutionism, short-term efficiency, and busyness as central values. Those models are created and consolidated over time through social and cultural interactions that increase the perpetration of gender stereotypes. Exposing people to diverse types of role models and stories can contribute to making them more aware of the complexity of reality and inspire them taking better informed decisionsmaking on their career paths. Likewise, showing different role models to stakeholders in society and industry can contribute to increase the workforce diversity in the profession of computing as well as to make a shift towards the consolidation of different role models. This, in turn, may contribute to strengthen resilience and adequacy for solving issues related to diversity, equality and inclusion in Computer Science and more importantly allowing women take the ownership of their career path. Goal: To encourage the dissemination, sharing and creation of stories that show diverse career pathways to address gender stereotypes created by dominant stories in Computer Science. We tackle this issue by developing a framework for storytelling around female scientists and professionals to show a diversity of possibilities for women in pursuing an academic career based on the ownership of their pathways. Method: We apply a qualitative approach to analyse stories collected using the auto-ethnography and use thematic analysis to unpack the components of what in these stories contribute to building the academic path in the field of Computer Science. Authors used their own professional histories and experiences as input. They highlighted the central values of their research visions and approaches to life and emphasised how they have helped to take decisions that shaped their professional paths. Results: We present a framework made of the nine macro-themes emerging from the autoethnography analysis and two dimensions that we pick from the literature (interactions and practices). The framework aims to be a reflecting storytelling tool that could support women in Computer Sciences to create their own paths. Specifically, the framework addresses issues related to communication, dissemination to the public, community engagement, education, and outreach to increase the diversity within Computer Science, AI and STEM in general. Impact: The framework can help building narratives to showcase the variety of values supported by Computer Science. These stories have the power of showing the diversity of people as well as highlighting the uniqueness of their research visions in contributing to transformation of our global society into a supportive, inclusive and equitable community. Our work aims to support practitioners who design outreach activities for increasing diversity and inclusion, and will help other stakeholders to reflect on their own reality, values and priorities. Additionally, the outcomes are useful for those who are working in improving the gender gap in Computer Science in academia and industry. Finally, they are meant for women who are willing to proceed into an academic career in this area by offering a spur for reflection and concrete actions that could support them in their path from PhD to professorship.
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| 3. |
- Ciszuk, Martin
(författare)
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Silk Weaving in Sweden During the 19th Century : Textiles and texts - An evaluation of the source material
- 2012
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Silk-weaving in Sweden during the 19th century. Textiles and texts - An evaluation of the source material. With the rich material available, 19th century silk-weaving invites to studies on industrialisation processes. The purpose of this licentiate thesis is to present and discuss an empirical material regarding silk production in Sweden in the 19th century, to examine the possibilities and problems of different kinds of materials when used as source materials, and to describe how this material can be systematized and analysed in relation to the perspective of a textile scientific interpretation. The introductory sections of the thesis provide a background to textile research and the subject of textile science. This is followed by an overview of previous research on silk-weaving in Sweden and a historical overview of silk-weaving in Sweden, the Jacquard machine, and the K.A. Almgren Sidenväveri, where large parts of the source material have been preserved. After these overviews, the research material is described and systematized: first the main materials, textiles, machines and other objects, and then the various written sources. By way of conclusion, the empirical material is summarized in a critical discussion where the various groups of materials are evaluated in comparison to one another. A discussion on theory and methodology regarding objects as sources and the use of experience-based knowledge in academic research is developed in connection to the critical discussion. Finally, the potential of the material is demonstrated through a textile example. The presentation is an introduction to the cultural-historical analysis that will follow in the PhD thesis. Here, the empirical material will be analysed through the use of knowledge in handicrafts, which may create new dimensions of silk production in Sweden and the complexity of the industrialisation process.
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| 4. |
- Hallnäs, Lars, 1950
(författare)
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On the Foundations of Interaction Design Aesthetics: Revisiting the Notions of Form and Expression
- 2011
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Ingår i: International Journal of Design. - : National Taiwan University of Science and Technology * Graduate Institute of Design. - 1994-036X .- 1991-3761. ; 5:1, s. 73-84
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Tidskriftsartikel (refereegranskat)abstract
- Form and expression are basic notions in design aesthetics and design aesthetics education. This is something firmly rooted in architecture, product design, industrial design, fashion design and so forth, but how should we understand these notions in interaction design? There is a need here to fill a gap in the foundations of interaction design. This paper revisits "form" and "expression" to discuss the interpretation of these concepts in the context of interaction design aesthetics. The paper provides a general foundational discussion and considers the implications of relating interaction design to design aesthetics at a fundamental level, rather than to notions from behavioral and social science as is usual in the area of Human Computer Interaction.
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| 5. |
- Malmström, Hans, 1980, et al.
(författare)
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Engaging with terminology in the multilingual classroom : Teachers' practices for bridging the gap between L1 lectures and English reading
- 2017
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Ingår i: Classroom Discourse. - : Routledge. - 1946-3014 .- 1946-3022. ; 8:1, s. 3-18
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Tidskriftsartikel (refereegranskat)abstract
- In some academic settings where English is not the first language it is nonetheless common for reading to be assigned in English, and the expectation is often that students will acquire subject terminology incidentally in the first language as well as in English as a result of listening and reading. It is then a prerequisite that students notice and engage with terminology in both languages. To this end, teachers’ classroom practices for making students attend to and engage with terms are crucial for furthering students’ vocabulary competence in two languages. Using transcribed video recordings of eight undergraduate lectures from two universities in such a setting, this paper provides a comprehensive picture of what teachers ‘do’ with terminology during a lecture, i.e. how terms are allowed to feature in the classroom discourse. It is established, for example, that teachers nearly always employ some sort of emphatic practice when using a term in a lecture. However, the repertoire of such practices is limited. Further, teachers rarely adapt their repertoires to cater to the special needs arguably required in these settings, or to exploit the affordances of multilingual environments.
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| 6. |
- Negretti, Raffaella, 1971, et al.
(författare)
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Participatory appropriation as a pathway to self-regulation in academic writing: The case of three BA essay writers in literature
- 2019
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Ingår i: Journal of Writing Research. - : ARLE (International Association for Research in L1 Education). - 2030-1006 .- 2294-3307. ; 11:1, s. 1-40
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Tidskriftsartikel (refereegranskat)abstract
- Over the years, research on writing has increasingly emphasized the value of adopting a sociocultural perspective to understand how social context and social interaction relate to writing regulation. Using the theoretical lens of participatory appropriation, this study investigates the self-regulatory behavior of three successful Bachelor essay writers in literature, and how the interaction with their supervisors supported students’ development of writing regulation in disciplinary-relevant ways. Data was collected through in-depth qualitative interviews at three key moments in the term; Pintrich’s self-regulation framework was used as coding heuristic to trace participants’ self-regulation behavior over the term. Self-regulation data was cross-analyzed with data coded as participatory appropriation to identify the overlap between students’ self-regulation of writing and their social experiences, especially the dialogue with their supervisors. Our results show how the supervisors acted as agents of socialization, providing frames for adoption of disciplinary-relevant ways of thinking and doing, as well as indirectly sustaining the students’ motivation and re-conceptualization of the writing experience. Overall, this investigation responds to calls for inquiries of self-regulation against the backdrop of the social context in which it is embedded.
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| 7. |
- Ohlsson, Claes, 1970-
(författare)
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The Rhetoric of Financial Literacy
- 2012
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Ingår i: Journal of Interdisciplinary Economics. - : SAGE Publications. - 0260-1079 .- 2321-5305. ; 24:1, s. 55-75
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Tidskriftsartikel (refereegranskat)abstract
- This article concerns the use of rhetoric strategies in call for improved financial literacy and financial education. The article combines a presentation of how rhetoric is used in financial literacy improvement initiatives and a discussion on the benefits of including a rhetoric framework in future studies of financial literacy and of finance economy in everyday life. The examples are sampled from the OECD website IGFE and from country-specific initiatives and programmes for improving levels of financial literacy in the general public. The central issue of the article is how the notions of objectivity and rationality together are prevailing as a general theme in the current discourse of the field. The discussion includes how information on financial matters is presented in programme initiatives from mainly an objective and rational perspective and in this sense even may be seen as being ‘anti-rhetoric’. The notion of information accessibility does in this sense become a question of individual activity where the possibility to take ‘financial charge’ of the situation is linked to being able to process ‘objective’ information about financial markets and instruments. The rhetoric patterns of perceived rationality in the studied initiatives can further be seen as linked to personal morality and the incentive to be financially literate in order to control one’s personal economy.
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| 8. |
- Pecorari, Diane, et al.
(författare)
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Reading in tertiary education : Undergraduate student practices and attitudes
- 2012
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Ingår i: Quality in Higher Education. - : Informa UK Limited. - 1353-8322 .- 1470-1081. ; 18:2, s. 235-256
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports the findings of a study of undergraduate student use of, and attitudes toward, textbooks and other assigned reading. More than 1200 students of various subjects at three Swedish universities were surveyed. Most students said reading played an important role in learning generally and attributed positive characteristics to their textbooks. However, students’ self-reported reading behaviour was at odds with these attitudes, with many students reporting some degree of non-compliance with reading assignments and a small group of students expressing active resistance to completing reading assignments. Although textbooks were perceived as valuable, students reported a preference for learning course content from other resources, such as lectures and lecture notes. Textbooks were perceived as alternatives, rather than complements, to attending class. Differences were found across academic disciplines. Implications of these findings for educational administration and classroom practice are discussed.
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| 9. |
- Ardenne, A. Van
(författare)
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SKADS: Scope and overview of activities and results
- 2009
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Ingår i: Proceedings of Science. - 1824-8039. ; 132, s. 9-14
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Konferensbidrag (refereegranskat)abstract
- An introductory overview of the SKA Design Studies is given. This includes a short history, SKADS objectives, its structure and organization, its impact and an account of the work performed of which this SKADS Conference book bears full witness.
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| 10. |
- Benesch, Henric, 1972
(författare)
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Future Echo-logies
- 2015
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Ingår i: Heritage as Common(s) - Common(s) as Heritage. - Göteborg : Makadam Publishers. - 9789170611643 ; , s. 243-249
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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