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Sökning: hsv:(SAMHÄLLSVETENSKAP) > Konstfack > Samhällsvetenskap

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1.
  • Lindstrand, Fredrik (författare)
  • Grasping action in multimodal transformative processes
  • 2018
  • Ingår i: 9ICOM. - Odense, Danmark : Syddansk Universitet. ; , s. 23-23
  • 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.
  • Lindstrand, Fredrik, 1973-, et al. (författare)
  • Designs in learning and rhizomatic webs
  • 2022. - 1
  • Ingår i: Designs for Research, Teaching and Learning. - London : Routledge. - 9781003096498 - 9780367561246 ; , s. 23-32
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
    • This chapter introduces the notion of designs in learning, which focuses on aspects regarding how learners (either individually or collectively) negotiate, make choices, and design their learning and representation of a phenomenon and of a knowledge area. Designs in learning can thus be seen as a way to approach issues regarding learners’ agency and performativity in learning contexts of various kinds. The chapter further contextualizes this aspect of learning by introducing the idea of rhizomatic webs as a metaphor for learning. A condition for being able to grasp learning as a performative act and the rhizomatic character of meaning-making is an openness in terms of what is recognized as valid representations of knowledge. We argue for the importance of recognizing a multitude of meaningful expressions in learning, introduced here as a capacity to embrace multimodal knowledge representations. The ideas presented in the chapter are exemplified with some glimpses of a collaborative process of filmmaking in a school context. In order to show how meaning-making evolves in the work to make representations in film, the chapter also introduces the notions of epistemological commitments of modes, transformation, and transduction.
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3.
  • Frølunde, Lisbeth, et al. (författare)
  • Methodologies for tracking learning paths: designing the on-line research study Making a Filmmaker
  • 2009
  • Ingår i: MedieKultur. - Aalborg : Sammenslutningen af Medieforskere i Danmark. - 0900-9671 .- 1901-9726. ; 46, s. 73-85
  • 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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4.
  • Insulander, Eva, 1972-, et al. (författare)
  • Sites for learning and knowledge representations : the Middle Ages
  • 2022. - 1
  • Ingår i: Designs for Research, Teaching and Learning. - London : Routledge. - 9781003096498 - 9780367561246 ; , s. 111-122
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
    • In this chapter, the focus is on knowledge representations in different sites of learning. We will give some examples of formal, semi-formal, and non-formal institutional framings, as well as of choices of representational resources—both in terms of designs for learning and play, and designs in learning. The knowledge area is the Middle Ages, a period which reappears in books, music, films, and games in late-modern contexts. This chapter is thereby also an example of learning outside and inside schools, and of how different institutional logics and choices of material resources affect which type of knowledge that is valued, and what is seen as signs of learning.
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6.
  • Elm Fristorp, Annika, et al. (författare)
  • Design för lärande i förskolan
  • 2020. - 2
  • Bok (övrigt vetenskapligt/konstnärligt)abstract
    • Hur ser vi på barns lärande? Vad säger deras nyfikenhet oss? Och hur bekräftar vi den kunskap de själva kommit fram till? Hur kan vi tolka barns uttryck så att de hjälper oss förstå hur vi ska vägleda dem i deras spontana sökande efter kunskap? De konkreta exemplen i Design för lärande i förskoan är inriktade på språk och kommunikation, naturvetenskap och matematik. Genom inspirerande analyser som är kopplade till exemplen, ger boken en inblick i allt det lärande som ständigt pågår i barns vardag. För att ta vara på de oändliga möjligheterna som finns i förskolan, behöver vi förstå hur lärande går till och hur det kommer till uttryck. På samma sätt måste vi uppmärksamma vår egen roll i barnens lärande - hur interaktion med barnen, vårt utformande av resurser, miljöer och aktiviteter får betydelse för barnens möjligheter att engagera sig, lära och förstå. 
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7.
  • Lindstrand, Fredrik, 1973-, et al. (författare)
  • Ett dubbelt perspektiv i högskolepedagogiken : om kunskapens representationsformer
  • 2015
  • Ingår i: Praktiska och estetiska lärprocesser i skola och högre utbildning.
  • 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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8.
  • Lindstrand, Fredrik, 1973- (författare)
  • Signs of multimodal genre awareness in young YouTubers' online engagements
  • 2018
  • Ingår i: 9ICOM. - Odense, Danmark : Syddansk Universitet. ; , s. 103-103
  • 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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9.
  • Femenias, Paula, 1966, et al. (författare)
  • Earthy textiles. Experiences from a joint teaching encounter between textile design and architecture
  • 2017
  • Ingår i: Cumulus REDO Conference Proceedings Design School Kolding 30 May - 2 June 2017. - 9788793416154 ; , s. 236-251
  • Konferensbidrag (refereegranskat)abstract
    • This paper presents experiences from a two-day teaching workshop where first year students in architecture meet with first year students in textile design for an assignment on building structures with textile, soil and plants designing for indoor gardening with the aim of inspiring for more sustainable lifestyles. The background is a research project on textile architecture with the objective of exploring this new field and to establish a platform for long-term collaboration between the disciplines of architecture and textile design. The paper addresses pedagogical challenges in the meeting between first-years students of different disciplines and traditions, but also in the meeting between research and undergraduate teaching. The students produced creative results but had difficulties in exploring the full complexity of the task. An evaluative discussion is based on observations, photo documentation, notes during group discussions, follow-up questionnaires among the students and reflections among involved researchers.
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10.
  • Lindstrand, Fredrik, 1973- (författare)
  • A semiotic and design-oriented approach to affordance
  • 2022. - 1
  • Ingår i: Designs for Research, Teaching and Learning. - London : Routledge. - 9781003096498 ; , s. 33-47
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
    • This chapter introduces the notion of affordance as a means for reflecting about resources in relation to learning and Designs For Learning. Instead of taking resources for granted as stable and pre-defined components of a Learning Design Sequence, the chapter argues that there is much to gain by attending to questions regarding the material qualities of these resources: how—based on their constitution—do they lend themselves to meaning-making activities and to whom? The chapter also argues for the importance of attending to what learners themselves distinguish as resources in their meaning-making endeavours. What is recognized as a resource for a certain purpose can tell us something about how meaning-makers position themselves in the world and how they relate to the subject area in focus. A focus on what resources are used, how and for what means also compels reflections regarding the social and cultural contexts of learning as well as the agency of learners. As a methodological consequence the chapter emphasizes the importance of approaching issues regarding resources for learning by studying meaning-making in situ. The various reflections about resources and affordances presented in this chapter are illustrated and exemplified with glimpses from previous research projects in different settings.
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