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- Insulander, Eva, 1972-, et al.
(författare)
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Designing Multimodal Texts about the Middle Ages
- 2017
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Ingår i: Journal of Educational Media, Memory and Society. - New York, Oxford : Berghahn Books. - 2041-6938 .- 2041-6946. ; 9:2, s. 1-14
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Tidskriftsartikel (refereegranskat)abstract
- Multimedial and multimodal communication arouse interest in many fields of research today. By contrast, little attention is paid to multimodality in relation to designs for learning, especially in relation to representations of knowledge on an aggregated level. By analyzing three multimodal texts about the Middle Ages, including a textbook, a film series and a museum exhibition, this article provides insight into the role of multimodal designs for learning in a school context.
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| 3. |
- Insulander, Eva, 1972-, et al.
(författare)
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Exhibition materialities : Effects of digitization for meaning-making
- 2023
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Ingår i: 11th International Conference on Multimodality: Designing Futures. - London : University College London. ; , s. 90-91, s. 90-91
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Konferensbidrag (refereegranskat)abstract
- Digitization has had a transformative impact on museum practices in recent years, including the work with exhibitions (cf. Arvantis & Zuanni, 2021). Digital media make it possible for more people to take part in cultural heritage, by making available objects and remains of a sensitive nature that could not otherwise be shown publicly. It opens up new forms of communication that can make it possible for groups of visitors with different needs to learn about the past (cf. Galani & Kidd, 2020). New questions can potentially be asked, when cultural heritage is made digital. In this presentation we introduce an on-going research project on digital materialities in museum exhibitions. The aim of the project is to produce knowledge about the effects of digitization in relation to the exhibition medium and to visitors’ meaning-making. It does so by investigating how digital technologies are employed and how specific applications may contribute to learning in a selection of museums, such as Vrak – The Museum of Wrecks and The Vasa Museum. Focusing on materiality, the project seeks to understand the affordances for meaning-making of digital media in relation to the epistemological commitments of modes, media and the material expression (cf. Bezemer & Kress, 2016; Lindstrand, 2022). The presentation will include examples from a series of case studies from different museums that are part of Swedish National Maritime and Transport Museums. We will share some preliminary findings. The project is funded by The Swedish National Heritage Board and will run for three years, 2023-2025. The project aims to contribute to research by bringing the fields of digital humanities and education together, by investigating how analogue and digital technologies intersect when representing cultural-historical objects, and how specific applications create conditions (and perhaps even limitations) for learning and meaning making.
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- Lindstrand, Fredrik, et al.
(författare)
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Digital materiality in exhibition design : Affordances for meaning-making
- 2024
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Ingår i: Designs for Learning 2024: Conceptualizing design. - Stockholm : Stockholms universitet, IPD. ; , s. 22-22
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Konferensbidrag (refereegranskat)abstract
- Digitization has had a transformative impact on museum practices in recent years, including the work with exhibitions (cf. Arvantis & Zuanni, 2021; Vermehren et al, 2021). Digital media make it possible for more people to take part in cultural heritage, by making available objects and remains of a sensitive nature that could not otherwise be shown publicly. It opens up new forms of communication that can make it possible for groups of visitors with different needs to learn about the past (Galani & Kidd, 2020; Kyriakou & Hermon, 2018). New questions can potentially be asked when cultural heritage is made digital.The paper presents an ongoing research project on digital materialities in museum exhibitions. Focusing on materiality, the project seeks to understand the affordances for meaning-making of digital media in relation to the epistemological commitments of modes, media, and material expression (cf. Bezemer & Kress; Björkvall & Karlsson, 2011; Lindstrand, 2022). The paper includes data from a series of workshops at museums that are part of the Swedish National Maritime and Transport Museums; Vasa Museum, Vrak - museum of Wrecks, Naval Museum, and Maritime Museum. The workshops were guided by key theoretical underpinnings from multimodal social semiotics. Based on empirical research into a wide variety of cases, we aim to offer a meta-language for assessing digital materiality which can be used as a basis for scientific analyses, as well as a tool for cross-professional discussions and informed decisionmaking in exhibition design. We claim that the digital makes objects available in a specific form and with a specific (simulated) materiality which adds discursive layers to the representations. It contributes to the possibility of adding shifts in how the visitor is positioned, as well as shifts in presentations. Aesthetical enhancement contributes to making the digital salient and a resource in the museum’s meta-representation of self. The digital may also be used to express epistemic modality. It is a plastic material that is open and flexible. Depending on the modes it ”mimics”, it assumes corresponding properties and brings the equivalent possibilities, hindrances, and epistemological framing in communication. The project is funded by The Swedish National Heritage Board and will run for three years, 2023-2025.
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| 5. |
- 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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