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- 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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| 2. |
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| 3. |
- Göthlund, Anette, 1965-, et al.
(författare)
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Adventures and performativity in students’ visual and multimodal re-inventing of the academic degree thesis
- 2024
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Ingår i: NERA 2024, Abstract book. ; , s. 117-117
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Konferensbidrag (refereegranskat)abstract
- Research topic/aim Inspired by the question How can we as researchers and teachers bring about learning and teaching adventures? we will turn to a recent pilot study regarding possibilities and challenges in students’ production of multimodal degree theses within our teacher education in visual arts. When a group of students approached us with the question whether they could produce multimodal theses, instead of written ones, we said yes. Their idea coincided with our interest in developing approaches to knowledge production and knowledge representation that acknowledge, and take advantage of, the visual as a valid mode and of epistemological qualities in transductive and transformative processes (e.g. Kress, 2003; 2010; Huang & Archer, 2017; Selander & Kress, 2021). Theoretical framework Offering students the opportunity to explore forms of knowledge production and representation other than those traditionally found in an academic context, also introduce moments of risk and uncertainty (Biesta 2013). Together, we open up adventurous spaces of possibility that are more or less unexplored, e.g. regarding how students are thereby (re)positioned as active learning subjects. Performative theories about the various forms of knowledge, about the making of the student subject are also borrowed from Denzin (2003) and Dewsbury (2000) and are here put in relation to the various affordances and cultures of recognition (Selander & Kress, 2021) that students encounter.Methodological design The data consists of five multimodal and digitally disseminated degree theses (using Research Catalogue as a platform) and conversations with the five students who produced them. Expected conclusions/findings Preliminary findings suggest a number of positive effects, e.g. in relation to academic literacy, understanding of subject matter; while also implying some challenges in terms of workload and construing cohesion in the multimodal text. However, as a means to invite students to work from within their own desires, offering an understanding of differences (between forms of knowledge) as productive, and the courage to encounter unpredictability, we find this pilot project promising. Relevance to Nordic educational research The approach applied in this project appears as a possible first step towards a wider recognition of multimodal forms of knowledge representation in academia, while also indicating some issues that need further consideration.
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| 4. |
- 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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| 5. |
- Karlsson Häikiö, Tarja, et al.
(författare)
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Experiences from creating opportunities for producing senior lecturers in Sloyd and Visual Art Education
- 2024
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Ingår i: NERA 2024. - Malmö.
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Konferensbidrag (refereegranskat)abstract
- The Swedish Research Council (Vetenskapsrådet, VR), has funded the National Graduate School in Visual Arts and Sloyd Education, FoBoS) (Sw. Nationella forskarskolan i bildpedagogik och slöjdpedagogik). This graduate school is a collaboration between Gothenburg University, Stockholm University and Konstfack University of Arts, Crafts and Design. The work with the Graduate school began in 2019 and the first PhD students for Degree of Licentiate started in January 2020. FoBoS have contributed to practice-based research and quality in higher education in the subjects Visual Art and Sloyd Education and in this way contributed to establishing the subjects on postgraduate level by producing new researchers.There is an urgent need to do more research in Sloyd and Visual Arts Education in Sweden. The current situation in these minor school subjects is limited. Lack of research programs as well as doctoral positions means that these studies seldom can build an autonomous research environment with advisors which can support the subject’s specific inquiries, theories and methods. There is also a lack of educators in Swedish universities in subject didactics in general (The Research Council, 2023).FoBoS has been part of the strategic investment in graduate schools that has been important for “the supply of skills and to further strengthen the field of educational science as well as the scientific basis of teacher education and the school” (The Research Council, 2023 p. 6). Secure resources for career paths for new researchers and building excellent research environments as a result of the national research schools, subject didactic research, research on learning processes, on professions and professional training. Collaborative doctoral students are important as there is still a "weak connection between research on teaching and the teachers' everyday school life, as well as insufficient conditions to use knowledge from research and proven experience in the activities" (The Research Council, 2023 p. 14).In this Roundtable discussion we in the steering group of FoBoS share our experiences of our work with the graduate school, in particular challenges in supporting the development of research in this area. Some of these challenges relate to structural conditions and how support for research and graduate schools is organized. Other challenges are how to create possibilities for continued trajectories from licentiate studies to doctoral studies, as well as onwards towards post-doctoral positions. What does the future look like for postgraduate education in the subjects and in higher education? What are the conditions for producing more researchers, career opportunities and postdocs? Despite an increased number of PhD:s in educational science, there is a great shortage of researchers for teacher training, even in the aesthetic subjects "to meet the societal challenges that characterize schools and higher education today" (The Research Council, 2023 p. 6). We in the steering group for FoBoS are interested in discussing how to create new opportunities for more research and researchers in Sloyd and Visual Arts. We invite you in our Roundtable discussion.ReferencesThe Research Council [Vetenskapsrådet] (2023). Forskningsöversikt 2023. Utbildningsvetenskap. Stockholm.
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| 6. |
- Lindstrand, Fredrik, 1973-
(författare)
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A design oriented approach to learning in multimodal text production practices
- 2010
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Konferensbidrag (refereegranskat)abstract
- This paper presents results from a Swedish research project about filmmaking as a site for transformative processes (Lindstrand, 2006; 2009). The scope of the paper is twofold, as it both presents results regarding multimodal learning in the production of moving images and aims at contributing more generally to the development of multimodal, design oriented approaches to the analysis of learning. The text is anchored in examples from collaborative filmmaking processes which serve as a background for elaborating on questions of various kinds: How can learning be grasped analytically and methodologically in processes of multimodal semiotic production? What is learnt and what characterizes the learning process in this type of semiotic work? How – and why – does the multimodal nature of these endeavours contribute to the learning process?Filmmaking consists of a number of processes characterized by different objectives and the production of different kinds of texts, within different genres, with different tools, in different media and different modes. All of these differences contribute to changes – related to issues of transformation and transduction – in the overall process and present the filmmakers with new challenges, new perspectives and new sets of meaning potentials. The paper brings attention to how the filmmakers reflect upon various aspects of the films during their work, and shows how they gradually become aware of aspects of their films that relate to the ideational, interpersonal and textual metafunctions of texts. Their widened attention affects the process itself, since it guides them towards new choices. A cyclic motion is thereby implied, since the new choices will lead to new reflections and so on.The presented results are summed up in the form of an additional version of the Learning Design Sequence model presented by Staffan Selander (2008), aimed at mapping learning processes in creative multimodal text production and emphasizing the role of design in the learning process.ReferencesLindstrand, 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] Doctoral thesis. Stockholm: HLS Förlag.Lindstrand, F (2009) ”Lärprocesser i den rörliga bildens gränsland” [”Learning processes at the crossroads of filmmaking”]. In Lindstrand, F & Selander, S (eds)Estetiska lärprocesser [Aesthetic learning processes]. Lund: Studentlitteratur.Selander, S (2008) “Designs for learning – a theoretical perspective”. In Designs for Learning, vol 1, no 1.
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| 7. |
- Lindstrand, Fredrik, 1973-
(författare)
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A designs for learning approach to resources and their affordances
- 2021
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Ingår i: 7th International Designs for Learning Conference. - Stockholm : Designs for Learning.
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Konferensbidrag (refereegranskat)abstract
- The use of resources, for various purposes, is a constantly recurring feature in all kinds of processes,not least in relation to learning and meaning-making. Consequently, how to approach learningresources, analytically and/or pedagogically, is a recurrent question among teachers and scholars.Based on examples from previous research projects, this presentation approaches the issue ofresources for learning and meaning-making from a Designs for Learning perspective. What becomesa resource in a specific situation, to whom, how, with what social and epistemological consequences,and why? What resources are recognized as valid within these situations? What do these aspects tellus about learning? My interest here is, in other words, directed towards questions about resources in relation to materiality, meaning-making, agency, and power in education, learning, and meaning-making.As a vehicle for reflecting upon various aspects regarding how resources are brought to play insituated meaning-making, the notion of affordance (Gibson, 1977) is introduced and furtherelaborated from a multimodal designs for learning perspective.
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| 8. |
- Lindstrand, Fredrik, 1973-, et al.
(författare)
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Akademiska kunskapsformer under omförhandling : mot ett performativt och multimodalt perspektiv på det självständiga arbetet
- 2022
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Konferensbidrag (refereegranskat)abstract
- När vi på IBIS bedriver lärarutbildning inom ämnena bild och slöjd är alla aspekter av de estetiska lärprocesserna inbegripna. Vi har en mångårig tradition av att arbeta med det vi kallar ”ett dubbelt perspektiv”, som bygger på tanken att olika kunskapsformer kan och bör kombineras i stället för att ställas emot varandra. En undersökning kan således genomföras och kommuniceras med såväl konstnär- liga/gestaltande/performativa metoder och teorier som vetenskapliga sådana. Trots detta framträder en kunskapsform fortfarande som den dominerande i kursen Självständigt arbete i bild (30 hp): textpro- duktion i form av skrivande. Den skrivna texten ges alltjämt större tyngd (i t.ex. bedömning), samtidigt som vi vet att många studenter kämpar med olika språk-, läs- och skrivproblem. Skrivandet tar därför mer tid och energi i studenternas projekt och flera av dem upplever den sista kursen som ett nödvändigt ont, medan vi vill att det ska vara utbildningens höjdpunkt. Inför den senaste omgången av kursen (VT 22) hade en grupp studenter ansökt om att få arbeta multi- modalt i samtliga delar av sitt undersökande arbete, vilket även innebar att de lämnade den traditionella uppsatsformen. För oss, som examinatorer, innebar detta en möjlighet att testa oss själva och påbörja ett arbete kring hur vi kan tänka och göra annorlunda: Kan självständiga arbeten kommuniceras i ett alter- nativt format till den traditionella uppsatsen? Kan det skrivna ordet t.o.m. ersättas av film, illustrationer, intervjuer? Studenternas processer och de material som arbetena resulterade i ingår som empiri i Anderssons pilotprojekt kallat ”Performativ pedagogik - ett prismatiskt perspektiv i skärningspunkten teori/gestalt- ning”. I projektet undersöks hur det dubbla perspektivet, som förhållningssätt i utbildningen benämns, förstås och kommuniceras genom att studera hur studenterna samtalar och iscensätter sin förståelse av detta. Projektet undersöker också hur det dubbla perspektivet, som arbetssätt ytterligare kan stärkas och utvecklas genom att synliggöra hur agens och kunskapsskapande framträder hos studenterna.Vi avser beskriva och diskutera förutsättningarna för det alternativa, multimodala självständiga arbete som fem av studenterna genomförde. Vi kommer att visa exempel från deras arbeten och lyfta några av de för- och nackdelar som framkommit hos examinatorer, handledare och studenter. Vår forskning be- finner sig i ett tidigt stadium och vi ser konferensen som ett första tillfälle att formulera oss kring detta och få respons och kommentarer. Vi menar att vårt projekt är viktigt inte minst för att kunna erbjuda ett mer inkluderande arbetssätt i estetiska lärarutbildningar.
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| 9. |
- Lindstrand, Fredrik, 1973-
(författare)
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Competent Toddlers : A Study of Engagement, Social Interaction and Meaning Making In Front Of The TV Screen
- 2013
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Konferensbidrag (refereegranskat)abstract
- Based on the results from a Swedish research project, this paper investigates young children's meaning-making in relation to moving images in a preschool context. The specific focus of the paper is to look at if – and how – two year-old children can be said to make meaning during the screening of a series of short animated films at their preschools. What kind of meanings are made and how are they communicated by the children? How do the films become resources for childrens meaning making and to what extent can social interaction with peers and preschool teachers be said to influence childrens meaning making during the screening of the films? The results presented are based on analyses of both interaction in front of the TV screen and of the animated films.The theoretical framework is based on a social semiotic (Hodge & Kress, 1988; Kress, 2003; van Leeuwen, 2005) and multimodal (Kress & van Leeuwen, 2001; Jewitt, 2009) approach, which implies a view of communication and representation as a social process of signmaking. Both theories are united in a common interest in understanding how people communicate and make meanings with a wide range of resources, or modes. Semiotic resources are used both to produce and interpret texts, in the same way as signs are made both externally and internally. The analyses of both interaction and of the animated films were guided by the theoretical assumptiom that all texts simultaneously construct different types of meanings through three metafunctions (Jewitt & Oyama, 2001; Iedema, 2001; van Leeuwen, 2005). They represent some aspect of the world (the ideational metafunction); represent and construct relations between represented and interactive participants (the interpersonal metafunction); and are organised as coherent texts (the textual metafunction). Meanings are made through the use of various modes in relation to these different aspects.The project included studies at eight preschools spread over three Swedish municipalities. Approximately 150 children in the ages from two to four participated in the project. They watched the films in groups of four to six children. Nine screenings were recorded with video camera and mp3 recorders. All video material was transcribed multimodally and analysed by means of the social semiotic and multimodal framework presented above. Aspects that were attended to specifically in the transcriptions included verbal interaction, gaze/eye movements, gestures, posture, mimics and motions. Apart from the filmed material, interviews were made with children, parents and preschool teachers. The role of the interviews was to construct a background in terms of how moving images were used in the preschools and how familiar the children were with different kinds of media etc. Accordingly, interviews were transcribed more thematically than the video material.The paper shows that the children indeed make meaning in relation to the fillms and that they make a number of forms of meaning during the screenings. The meanings are made in different modes and are influenced by a number of factors, such as the social interaction with peers and preschool teachers, whether or not the stories are familiar to the children from before, and the childrens previous experiences of moving images . The paper also shows that the young children are highly competent in practicing literacy skills during the screenings, exemplified by their expertise in interpreting various aspects related to film languageReferencesBanks, Marcus (2001): Visual Methods in Social Research. London: SAGE Publications.Hodge, Robert & Kress, Gunther (1988): Social semiotics. Ithaca, New York: Cornell University Press.Iedema, Rick (2001): “Analysing film and television: a social semiotic account of Hospital: an Unhealthy Business”. In Van Leeuwen, Theo & Jewitt, Carey (red): Handbook of Visual Analysis. London: SAGE Publications. P 183-206.Jewitt, Carey (ed.)(2009): The Routledge Handbook of Multimodal Analysis. London & New York: Routledge.Jewitt, Carey & Kress, Gunther (eds)(2003): Multimodal literacy. London: Routledge. Jewitt, Carey & Oyama, Rumiko (2001): “Visual meaning: a social semiotic approach”. In van Leeuwen, Theo & Jewitt, Carey (eds): Handbook of Visual Analysis. London: SAGE Publications. P 134-156Kress, Gunther (1993): “Against arbitrariness: the social production of the sign as a foundational issue in critical discourse analysis”. In Discourse & society, vol 4(2). P 169-191.Kress, Gunther (1997). Before writing. Rethinking the paths to literacy. London: Routledge.Kress, Gunther (2003): Literacy in the New Media Age. London: Routledge.Kress, Gunther; Jewitt, Carey; Ogborn, Jon; Tsatsarelis, Charalampos (2001): Multimodal Teaching and Learning. The Rhetorics of the Science Classroom. London: Continuum.Kress, Gunther & van Leeuwen, Theo (2001): Multimodal Discourse. The modes and media of contemporary communication. London: Arnold.Lindstrand, Fredrik (2006) Att göra skillnad. Representation, identitet och lärande i ungdomars arbete och berättande med film. Doctoral thesis. Stockholm: HLS Förlag.Lindstrand, Fredrik (1998) "Snuttefilm i förskolan - en studie av engagemang och meningsskapande". In Rönnberg, M. (ed.): Blöjbarnsteve. Uppsala: Filmförlaget.Van Leeuwen, T. (2005) Introducing social semiotics. London & New York: Routledge.
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| 10. |
- Lindstrand, Fredrik, Professor, fil dr, 1973-, et al.
(författare)
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Connecting analog and digital genres : Results from a pilot study of the uses of digital pencils in a Swedish middle school
- 2023
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Konferensbidrag (refereegranskat)abstract
- Practices of teaching, learning, and meaning making along with the genres that they actualize are often construed as either ‘digital’ or ‘traditional’/’analog’. Our presentation addresses this dichotomy and digitalization more broadly through the lens of the pencil – an artefact that perhaps more than any other symbolizes the virtues of schooling through its key role for handwriting, calculation and drawing. More specifically, the potentials of the digital pencil for connecting ‘analog’ genres to ‘digital’ ones in the subjects of Swedish and Visual arts in middle school are analyzed. Results from a pilot study carried out during four months in a school in the greater Stockholm area will be presented. A middle school is chosen because children at that age have experience of a number of genres of handwriting and drawing, but most of them have not used digital pencils in school. The following research questions will be addressed:To what extent can digital pencils resemiotize specific potentials of typically analog genres into digital environments, when used by middle school learners?And which are the limitations of the digital pencils in this respect?This way, the analysis will provide knowledge of the semiotic potentials, affordances and actual uses of digital pencils from a genre perspective, something which is lacking in previous research, with the exception of a few recent studies (e.g. Riche et al, 2017)The methodological framework is Multimodal Ethnography (Author 1, 2012; Flewitt,2011) which makes use of a number of tools and techniques from ethnography (cf. Green and Bloome, 1997) in combination with detailed semiotic analyses of artefacts (multimodal texts and the pencils themselves) as designed objects and as objects in use. The digital and analog pencils will be analyzed in terms of the semiotic potentials afforded (Hodge & Kress, 1988; van Leeuwen, 2005), their potentials as resources for learning (Selander, 2022; Säljö, 2010), but also as a resource for resemioitizing genres. In the latter case, we follow Miller (1984) who states that genres are ”typified rhetorical actions based in recurrent situations” (p. 159).Our analysis focuses on how digital pencils can be used as tools for realizing communicative actions in texts and drawings in ways that draw on how this is done in typically analog genres. All students in the class studied work with iPads, but we have provided 4 of them with digital pencils. Their teachers have then designed tasks for the learners, that prioritize genres that are traditionally analog but now move into the realm of the digital. A typical example would be the illustrated story (a type of narrative), a common multimodal text in middle school that draws on analog genres that often require drawing by hand, which, in turn, tends to lead to the use of a (analog) pencil also for the accompanying words and sentences. The methodological tools employed in the pilot study are video-recorded, ethnographically inspired, observations (regarded as visual field notes) of situated meaning-making. Written field notes will also be taken, and texts and drawings created with digital as well as analog pencils will be collected and analyzed in order to locate generic connections.The main results point to how the digital pencils can actually be used to draw on analog genres in processes of meaning making in the classroom. However, they also show how the digital pencils have other affordances (Kress, 2010; Author 2, 2022) than just functioning as “digital ink”: they are multifunctional in the sense that they can be used as tools for an array of tasks that analog pencils cannot: moving items, framing, using lasso functions, clicking and so on. Thus, our analysis confirms the findings of Riche et al (2017) in the sense that not only can the digital pencils be used to resemiotize analog genres; they also afford new ways of creating multimodal texts and genres.
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