| 1. |
- Lindstrand, Fredrik
(författare)
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Grasping action in multimodal transformative processes
- 2018
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Ingår i: 9ICOM. - Odense, Danmark : Syddansk Universitet. ; , s. 23-23
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Konferensbidrag (refereegranskat)abstract
- Grasping action in multimodal transformative processes Fredrik Lindstrand, Konstfack University of Arts, Crafts and Design, Stockholm A multimodal and social semiotic (Hodge & Kress, 1988) approach to learning, focusing on semiosis and semiotic change, provides an important contrast to the fields of research that currently inform political discourse on education and learning. By conceptualising learning as socially situated processes of sign-making and approaching learners as meaning-makers engaged in semiotic work (Kress, 2003; 2009), social semiotics affords valuable possibilities to grasp the social and epistemological complexities of learning and education (Insulander & Lindstrand, 2013; Insulander, Kjällander et al., 2017). In a world of instability and change, this seems as crucial as ever (cf. Kress, 2008).However, approaching learning in ways that utilise the potentials of social semiotic theory calls for a research design that opens not only for analyses of signs and resources, but also for grasping sign-making as a process of decision making in situ over time (cf. van Leeuwen, 2005; Lindstrand, 2010). Differently put, it is a matter of balancing the two sides of social semiotics: the functional/social and the systemic parts of semiosis (Machin, 2016).Building on examples from two research projects, the paper suggests that ethnographical approaches may offer ways to orchestrate this in practice (see also Dicks, Soyinka & Caffrey, 2006; Dicks, Flewitt et al., 2011). One of the projects, Making difference (Lindstrand, 2006; 2009) used ethnographic approaches to show how understandings of aspects related to ideational, interpersonal and textual features of communication with moving images were construed gradually in the transition between different phases, modes and media in collaborative filmmaking processes. The other project, The Mission (Lindstrand, 2016), used ethnographic approaches to track how various elements from a convergent learning process about WW2 were used as resources in the collaborative production of a written fictive story. ReferencesDicks, B., Soyinka, B. & Coffey, A. (2006) Multimodal Ethnography. Qualitative Research 6(1), 77-96.Dicks, B., Flewitt, R., Lancaster, L. & Pahl, K. (2011) Multimodality and ethnography: working at the intersection. Qualitative Research 11(3), 227-237.Hodge, R. & Kress, G. (1988) Social semiotics. Ithaca, New York: Cornell University Press.Insulander, E., Kjällander, S., Lindstrand, F. & Åkerfeldt, A. (eds.)(2017) Didaktik i omvandlingens tid. Text, representation, design. [Didactics in times of transformation. Text, representation, design]. Stockholm: Liber.Insulander, E. & Lindstrand, F. (2013) “Towards a social and ethical view of semiosis. Examples from the museum”. In Böck, M. & Pachler, N. (red.) Multimodality and Social Semiosis: Communication, Meaning-making, and Learning in the Work of Gunther Kress. New York: Routledge. 225-236.Kress G. (2003) Literacy in the New Media Age. London: Routledge.Kress, G. (2008) Meaning and learning in a world of instability and multiplicity. Studies in Philosophy and Education 27(4), 253-266.Kress, G. (2009) Multimodality. A social semiotic approach to contemporary communication. London: Routledge.Lindstrand, F. (2006) Att göra skillnad. Representation, identitet och lärande i ungdomars arbete och berättande med film [Making difference. Representation, identity and learning in teenagers' work and communication with film]. Diss. Stockholm University. Stockholm: HLS Förlag.Lindstrand, F. (2009) "Lärprocesser i den rörliga bildens gränsland" [Learning processes in the marches of filmmaking], in Lindstrand, F. & Selander, S. (eds.). Estetiska Lärprocesser – upplevelser, praktiker och kunskapsformer [Aesthetic Learning Processes - Experiences, Practices and Forms of Knowledge]. Lund: Studentlitteratur. 153-174.Lindstrand, F. (2010) Interview with Theo van Leeuwen. Designs for Learning 3:1-2, 84-90.Lindstrand, F. (2016) Med berättelsen och berättandet som mål och medel i en gränsöverskridande lärprocess kring andra världskriget. [Story and storytelling as target and means in a cross-boundry learning process about WW2]. Project report. Sandviken: Litteraturhuset Trampolin.Machin, D. (2016) The need for a social and affordance-driven multimodal critical discourse studies. Discourse & Society 27:3, 322-334.van Leeuwen, T. (2005) Introducing Social Semiotics. London: Routledge.
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| 2. |
- Frølunde, Lisbeth, et al.
(författare)
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Methodologies for tracking learning paths: designing the on-line research study Making a Filmmaker
- 2009
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Ingår i: MedieKultur. - Aalborg : Sammenslutningen af Medieforskere i Danmark. - 0900-9671 .- 1901-9726. ; 46, s. 73-85
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Tidskriftsartikel (refereegranskat)abstract
- The article concerns the design of a collaborative research project (2008-09) entitled Making a Filmmaker, which examines how young Scandinavian filmmakers create their own learning paths in formal and/or informal contexts. Our interest is in how learning experiences and contexts motivate the young filmmakers: what furthers their interest and/or hinders it, and what learning patterns emerge. The aim of this article is to present and discuss issues regarding the methodology and methods of the study, such as developing a relationship with interviewees when conducting interviews online (using MSN). We suggest two considerations about using online interviews: how the interviewees value the given subject of conversation and their familiarity with being online. The benefit of getting online communication with the young filmmakers is the ease it offers, because it is both practical and appropriates a meeting platform that is familiar to our participants.
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| 3. |
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| 4. |
- Broms, Loove, et al.
(författare)
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Coffee Maker Patterns and the Design of Energy Feedback Artefacts
- 2010
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Ingår i: DIS '10 Proceedings of the 8th ACM Conference on Designing Interactive Systems. - New York, NY, USA : ACM. - 9781450301039 ; , s. 93-102
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Konferensbidrag (refereegranskat)abstract
- Smart electricity meters and home displays are being installed in people’s homes with the assumption that households will make the necessary efforts to reduce their electricity consumption. However, present solutions do not sufficiently account for the social implications of design. There is a potential for greater savings if we can better understand how such designs affect behaviour. In this paper, we describe our design of an energy awareness artefact – the Energy AWARE Clock – and discuss it in relation to behavioural processes in the home. A user study is carried out to study the deployment of the prototype in real domestic contexts for three months. Results indicate that the Energy AWARE Clock played a significant role in drawing households’ attention to their electricity use. It became a natural part of the household and conceptions of electricity became naturalized into informants’ everyday language.
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| 5. |
- Lindstrand, Fredrik, 1973-, et al.
(författare)
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Ett dubbelt perspektiv i högskolepedagogiken : om kunskapens representationsformer
- 2015
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Ingår i: Praktiska och estetiska lärprocesser i skola och högre utbildning.
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Konferensbidrag (refereegranskat)abstract
- Ett dubbelt perspektiv i högskolepedagogiken - om kunskapens representationsformer I en tid där digitala medier mer och mer utvecklats till en vardaglig kommunikationsresurs, utmanas traditionella gränser och förhållningssätt ifråga om hur kunskap kan gestaltas. Som en följd av denna utveckling engagerar sig allt fler lärosäten och utbildningar i samtal om kunskapens representations-former. Det handlar då dels om hur vi kan ta vara på de pedagogiska potentialer som står att finna när vi sammanför teori och praktik, dels hur vi kan förhålla oss de frågor som uppstår i relation till bedömning och ifråga om vilka uttryck för kunnande som ska (eller inte ska) erkännas inom ramen för den akademiska utbildningen. Mest aktuell blir kanske frågan i förhållande till examensarbeten på olika nivåer inom utbildningen. Rundabordssamtalets syfte är att ge utrymme för en dialog kring dessa frågor och med särskild utgångspunkt i erfarenheter från högskolepedagogiskt arbete med ett så kallat ”dubbelt perspektiv”. Utmärkande för denna pedagogiska form är att både teori och gestaltning används som verktyg och kunskapsformer i lärprocesser och inom examensarbeten på högskolan. Ett dubbelt perspektiv handlar på så vis om hur man utifrån olika mål kan kombinera teori med gestaltning på akademisk nivå, utan att ställa olika kunskapsformer emot varandra (Giroux & Shannon, 2013). Utgångspunkten är att teoretisk och praktisk kunskap gör olika saker och kan användas på olika sätt för att undersöka en och samma fråga (Selander & Kress, 2010). Temat för detta samtal är angeläget, då det fortfarande finns mycket lite forskning som undersöker olika skärningspunkter mellan teori och gestaltningspraktiker, så väl nationellt som internationellt (Göthlund, & Lind, 2010).
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| 6. |
- Lindstrand, Fredrik, 1973-
(författare)
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Signs of multimodal genre awareness in young YouTubers' online engagements
- 2018
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Ingår i: 9ICOM. - Odense, Danmark : Syddansk Universitet. ; , s. 103-103
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Konferensbidrag (refereegranskat)abstract
- In Sweden, big efforts are currently being made in what is referred to as the "digitization of school" (cf. Government of Sweden, 2017) and in the work to support media and information literacy (MIL) at a more general level. Since many young people today are deeply engaged in various forms of digital media on the one hand (Swedish Media Council, 2017) while lacking commitment to their education on the other, a focus on digitization and media literacy could perhaps bridge these motivational gaps – at least to some extent, for some pupils. However, instead of listening to and acknowledging children's knowledge and experience within this field there seems to be a tendency to frown upon their engagements in digital media and to describe their activities on digital platforms as potentially harmful.This paper presents results from of an on-going pilot project, Learning in Digital Wastelands (Lindstrand, 2018), on children's learning and designs for learning (cf. Selander & Kress, 2010; Bezemer & Kress, 2008) in digital arenas outside school. The aim of the project is to investigate meaning-making and designs for learning in digital contexts outside school where children and young people are engaged in multimodal sign-making practices (Kress, 2003; 2010). An incentive is, perhaps naïvely, that this may offer new perspectives on resources and designs for learning suitable for children today.More specifically, the paper presents a multimodal analysis of the opening sequence of a video posted on YouTube by a nine-year old. By contextualising the video and its modal configuration and orchestration through comparisons with other YouTube videos referred to by this young producer, the paper claims that the video indicates a high level of multimodal genre awareness. As a conclusion it is suggested that a curiosity in what children do outside school could give great leads in terms of how to take pedagogy further and work within genres, modes and media that are relevant to children today. Who knows what genres will be dominant tomorrow (cf. Hyon, 1996; Johns, 2002)?ReferencesBezemer, J. & Kress ,G. (2008) Writing in Multimodal Texts. A Social Semiotic Account of Designs for Learning, Written Communication 25(2).Government of Sweden (2017) "Action on digital transformation", retrieved 20180110 from http://www.government.se/pressreleases/2017/06/action-on-digital-transformation/Hyon, S. 1996. Genre in three traditions: Implications for ESL. TESOL Quarterly 30(4):693-722.Johns, A.M. (Ed.). (2002). Introduction. Genre in the classroom. Multiple perspectives. London: Lawrence Erlbaum, pp. 3-13.Kress, G. (2003) Literacy in the new media age. London: Routledge.Kress, G. (2010) Multimodality. A social semiotic approach to contemporary communication. London: Routledge.Lindstrand, F. (2018, in press) "Relevanta utsvävningar på digitala arenor - om YouTube, literacy och genremedvetenhet" [Relevant dissipations on digital arenas - on YouTube, literacy and genre awareness] in Forsgren Anderung, K. & Folkesson, E. (eds.) Trampolinmodellen [The Trampoline model]. Sandvikens kommun: Kulturcentrum.Selander, S. and Kress, G. (2010) Design för lärande. Ett multimodalt perspektiv. [Designs for learning. A multimodal perspective]. Stockholm: Norstedts.Swedish Media Council [Statens Medieråd] (2017) Ungar och medier 2017 [Kids and media 2017]. Retrieved 20180111 from https://statensmedierad.se/publikationer
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| 7. |
- Lindstrand, Fredrik, 1973-, et al.
(författare)
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Mike the Knight in the Neo-Liberal Era : A Multimodal Approach to Children's Multimedia Entertainment
- 2016
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Ingår i: Journal of Language and Politics. - : John Benjamins Publishing Company. - 1569-2159 .- 1569-9862. ; 15:3, s. 336-350
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Tidskriftsartikel (refereegranskat)abstract
- Today, in the neo-liberal era, goal-oriented learning seems to be a ubiquitous demand for almost all kind of play activities. Different resources for play, like toys and games, are motivated from a learning perspective. Promises from media corporations, such as "Your kids are learning while they watch!" (www.nickjr.com), indicate an assumption that parents expect more than mere entertainment from the products that their children engage with. The parents' assumed demand for more than 'mere' entertainment could also be interpreted as a 'new' form of caring, where caring for the overall development of the child has been transformed into an emphasis on stimulating its learning success (Holmer Nadesan 2002, 424). Earlier ideas about a” universal” child and an ”autonomous” child are no longer at the fore. Rather, it is the idea of how to construe the ”superchild” – a child that can learn (more than ever before) and develop a capacity for making rational decisions – that seems to become a dominating paradigm (Kaščák & Pupala 2013). This shift can also be seen as a sign of change of social positions, activities and responsibilities between agents within formal (e.g. school), semi-formal (e.g. museum) and non-formal (e.g. home) sites of learning.Our intention in this article is to show how the discourse about the "superchild" is articulated multimodally (Kress & van Leeuwen 2001) in a number of media texts related to the trans-medial (see Aarseth 2006; Jenkins 2006; Lemke 2004) brand Mike the Knight. We will do so by introducing three examples – a digital story app, online games and a "Chivalrous Reward Chart" – that are part of a wider body of research.
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| 8. |
- Lindstrand, Fredrik, 1973-, et al.
(författare)
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Multimodal ethnography : understanding meaning making in practices and across contexts
- 2018
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Ingår i: 9ICOM. - Odense, Danmark : Syddansk Universitet. ; , s. 20-20
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Konferensbidrag (refereegranskat)abstract
- Multimodal ethnography – understanding meaning making in practices and across contextsMultimodal ethnography brings together social semiotics and ethnography. In this perspective, researchers are in particular concerned with: ‘accounts of cultural and social practices through prolonged fieldwork in a particular setting’ (Jewitt, Bezemer, & O'Halloran, 2016, p. 118).Consequently, two things characterize this approach. First, the research emphasis on everyday practices and contexts, and second, the ethnographer documents these practices by collecting artefacts, writing field notes.The question about the relationship between multimodality and ethnography has been raised a number of times during the last two decades (Dicks, Flewitt, Lancaster, Pahl, & Kress, 2011; Flewitt, 2011). Gunther Kress claimed that ethnography and social semiotics should be brought together to ‘mutual advantage’ in the article: ‘partnership in research’: multimodality and ethnography (2011). Here, he argued that social semiotics emphasizes ‘the ceaseless social (re) making of a set of cultural resources (Kress, 2011, p. 242 italics in original text). Kress argues that ethnography has the task to provide us with information about the setting that surrounds the social interaction. Also from a multimodal ethnographic perspective, other researchers have paid attention to materiality and multimodality (Pahl & Rowsell, 2010), as well as literacy practices in diverse contexts (Pahl & Rowsell, 2005).This symposium brings together three papers that discuss and develop multimodal ethnography. Eva Insulander presents and discusses examples of how methods from the field of ethnography were used within the frames of a research project on learning and designs for learning. Øystein Gilje's paper focuses on values of ethnographic fieldwork in relation to analyses of meaning-making practices across sites and contexts by following the individual learner or/and a semiotic artefact. Fredrik Lindstrand uses examples from two projects to suggest how ethnographical approaches can be used to encompass a focus on both functional/social and systemic aspects of semiosis in multimodal research.Discussant: Professor Anders Björkvall, Örebro Universitet. Anders.Bjorkvall@oru.seReferencesAnderson, K. T. (2013). Contrasting Systemic Functional Linguistic and Situated Literacies Approaches to Multimodality in Literacy and Writing Studies. Written Communication, 30(3), 276-299. doi: 10.1177/0741088313488073Bateman, J., & Schmidt, K.-F. (2012). Multimodal film analysis: how films mean. New York: Routledge.Boeriis, M. (2009). Multimodal Socialsemiotik & Levende Billeder. (PhD thesis Ph D), Faculty of Humanities, SDU, Syddansk Universitet.Flewitt, R. (2011) Bringing ethnography to a multimodal investigation of early literacy in a digital age. Qualitative research 11(3), 293-310)Gilje, Ø. (2010a). Mode, mediation and moving images: an inquiry of digital editing practices in media education. (Ph D collection of articles), University of Oslo, Oslo.Gilje, Ø. (2010b). Multimodal Redesign in Filmmaking Practices: An Inquiry of Young Filmmakers’ Deployment of Semiotic Tools in Their Filmmaking Practice. Written Communication, 27(4), 494.Jewitt, C., Bezemer, J., & O'Halloran, K. (2016). Introducing multimodality: Routledge.Kress, G. (2011). ‘Partnerships in research’: multimodality and ethnography. Qualitative Research, 11(3), 239-260. doi: 10.1177/1468794111399836Lindstrand, F. (2006). Att göra skillnad: Representation, identitet och lärande i ungdomars arbete och berättande med film [Making difference. Representation, identity and learning in teenagers' work and communication with film] (PhD), Stockholm: HLS Förlag.Pahl, K., & Rowsell, J. (2005). Literacy and education: understanding the new literacy studies in the classroom. London: Paul Chapman.Pahl, K., & Rowsell, J. (2010). Artefactual literacies: Every object tells a story: Teachers College Press.
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| 9. |
- Lindstrand, Fredrik, 1973-, et al.
(författare)
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Multimodal representations of gender in young children's popular culture
- 2016
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Ingår i: MedieKultur. - : Det Kgl. Bibliotek/Royal Danish Library. - 0900-9671 .- 1901-9726. ; 32:61, s. 6-25
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Tidskriftsartikel (refereegranskat)abstract
- This article poses questions regarding learning and representation in relation to young children’s popular culture. Focusing on gender, the article builds on multimodal, social semiotic analyses of two different media texts related to a specific brand and shows how gender and gender differences are represented multimodally in separate media contexts and in the interplay between different media. The results show that most of the semiotic resources employed in the different texts contribute in congruent ways to the representation of girls as either different from or inferior to boys. At the same time, however, excerpts from an encounter with a young girl who engages with characters from the brand in her role play are used as an example of how children actively make meaning and find strategies that subvert the repressive ideologies manifested in their everyday popular culture.
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| 10. |
- Björkvall, Anders, et al.
(författare)
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Connecting analogue and digital literacy practices? : On uses and semiotic potentials of digital pencils in Swedish middle school and high school
- 2023
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Ingår i: The 11th International Conference on Multimodality: Desiging Futures. - London : University College London. ; , s. 30-30
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Konferensbidrag (refereegranskat)abstract
- A dichotomization of the resources used for contemporary teaching, learning, and meaningmaking may result in a simplified division of such processes as either ‘digital’ or ‘analogue’. Our presentation addresses this dichotomy, and our understanding of semiotic technologies more broadly, by analyzing the potential of the digital pencil for connecting ‘analogue’ meaning-making to ‘digital’ meaning-making in the subject of Swedish in middle school and high school. Based on data from two pilot studies, each carried out for two months, our analysis focuses on how digital pencils can be used as tools for multimodal text creation in ways that draw on how this is typically done in analogue genres. This way, the analysis will provide knowledge of the semiotic potentials, affordances and actual uses of digital pencils in school, something which is lacking in previous research, with the exception of a few recent studies (e.g. Riche et al., 2017). Two main results stand out. First, digital pencils can actually be effectively used to draw on analogue literacy practices in the classroom. Second, digital pencils have other affordances (Lindstrand, 2022) than just functioning as “digital ink”: they are multifunctional in the sense that they can be used as tools for an array of multimodal tasks that analogue pencils cannot. Thus, the analysis concludes that not only can digital pencils be used to resemiotize analogue practices, but they also afford new ways of creating texts.
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