| 1. |
- Insulander, Eva, 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
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Tidskriftsartikel (refereegranskat)
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| 2. |
- Insulander, Eva, et al.
(författare)
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Designing the Middle Ages : Knowledge emphasis and designs for learning in the history classroom
- 2016
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Ingår i: Historical Encounters. - Newcastle, Australia : Faculty of Education and Arts, University of Newcasle. - 2203-7543. ; 3:1, s. 31-42
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Tidskriftsartikel (refereegranskat)abstract
- Contemporary teaching and learning implies that pupils encounter curricular content in the form of multimodal representations such as film, museum visits, PowerPoint presentations, roleplay and digital games. Spoken language is no longer the only mode for knowledge representation and meaning-making. This means a new demand for teaching (and assessment), since the school tradition is heavily based on verbal language and assessments of verbal representations. In this article, we will present an analysis of the use of resources and different media in classroom work about the Middle Ages, and discuss the need for the development of assessment tools.
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| 3. |
- 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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| 4. |
- 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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| 5. |
- Lindstrand, Fredrik, 1973-, et al.
(författare)
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REMAKE : Representation, resources and meaning-making : The Middle Ages as a knowledge domain in different learning environments
- 2012
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Ingår i: 6ICOM. 6th International Conference on Multimodality. London. August 22-24, 2012..
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Konferensbidrag (refereegranskat)abstract
- This paper discusses the outline and implications of a recently initiated research project, ”REMAKE: Representations, resources and meaning-making. The Middle Ages as a knowledge domain in different learning environments”, funded by the Swedish research council. The aim of the project is to study how – and with what social and epistemological consequences – a knowledge domain is realized in different learning environments. Here, we look at how the subject of history, and more specifically “the Middle Ages”, is realized in pre-school, compulsory school and upper secondary school contexts.Based on a design-theoretic, multimodal perspective on learning and communication (Rostvall & Selander, 2008; Selander & Kress, 2010), the project takes a starting point in the assumption that a given knowledge domain is realized in different ways in different learning environments, as a result of a complex interaction of selections, representations and actions by the participants involved. There is not a given core or consensus of what this domain is or what parts or aspects the subject area should encompass.The project will put an emphasis on the resources used by teachers and learners in their work to design and re-design the subject content, and on how specific designs for learning shape the possibilities for how one can learn and engage with a certain knowledge domain. The resources brought into play will be analysed in terms of how they are used, what they add to the representation of the historical epoch in focus, and how they affect the learners’ possibilities to make meaning.By means of classroom observations, where all work around the Middle Ages will be documented in a selection of groups and classes, the project will investigate a) teachers didactic design; b) different representations of the Middle Ages and c) how children/pupils interpret, transform and design their conception of the knowledge domain. Doing this, we deal with questions of agency, cultures of recognition (what is acknowledged as history, as knowledge/knowing in relation to history and as resources for learning about history) and the uses of history in different contexts.On a more comprehensive level, the project aims at comparing the differences within the educational system. We ask ourselves: How do the representations of the middle ages differ in pre-school, compulsory school and upper secondary school? What may the long term consequences of these differences be in terms of learners’ abilities to engage with and deepen their understanding of the specific domain?
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