| 1. |
|
|
| 2. |
- Kokkola, Lydia, 1967-
(författare)
-
Hands on Reading : The Body, the Brain and the Book
- 2017. - 1
-
Ingår i: The Embodied Child<em> </em>. - London and New York : Routledge. - 9781138081567 - 9781315101262 ; , s. 191-206
-
Bokkapitel (refereegranskat)abstract
- Since the New London group coined the term ‘New Literacies’ to describe the activities involved in making sense of on-line digital texts, there has been considerable debate about the extent to which this form of reading differs from traditional book reading. A broad array of studies demonstrate that reading print-on-paper texts are better for memory recall after reading (Mangen, Walgermo & Brønnick, 2013), for digesting complex information (Stoop, Kreutzer & Kircz, 2013a, 2013b), and for immersing oneself in a story (Mangen 2013b; Mangen & Kuiken 2014). Digital texts, on the other hand, are only superior for “quick information gathering, communication and navigation” (Stoop, Kreutzer & Kircz, 2013a, 2013b). The reasons for these differences are not yet clear, but the physical ways in which our bodies perform literate acts and how our brain processes materials provides a means by which to examine this phenomenon.This paper begins by summarising existing research on how the brain responds to these different environments, and how the bodily movements that surround these acts of literacy differ. It will conclude with a proposal that changing how children use their bodies when they are reading might improve comprehension.
|
|
| 3. |
- Kokkola, Lydia, 1967-, et al.
(författare)
-
Improving learning outcomes in the Swedish school system
- 2018
-
Ingår i: Addressing Societal Challenges. - Luleå : Luleå University of Technology. - 9789177900610 - 9789177900733 ; , s. 53-70
-
Bokkapitel (refereegranskat)abstract
- The lack lustre performance of Swedish compulsory schoolsover the past few decades does not need to define its future.As this report will show, the main challenges facing the Swedisheducation system do not stem from a lack of resources.The effective implementation of research based innovationsand improvements in organization could tackle many of thesystemic weaknesses in the education system, thereby ensuringa brighter future. By addressing existing difficulties in theteaching and delivery of the curriculum and ensuring pupilswho are at risk are able to flourish, learning outcomes will beimproved. This, in turn, will reduce inequality, thereby improvingthe life-opportunities of young people and maintaining thehigh standard of living enjoyed in Sweden.
|
|
| 4. |
- Kokkola, Lydia, 1967-
(författare)
-
Simplified Minds : Empathy and Mind-Reading in Christopher Paolini’s Inheritance Cycle
- 2017. - 1
-
Ingår i: Affect, Emotion, and Children’s Literature. - London and New York : Routledge. - 9781138244672 - 9781315266961 ; , s. 96-112
-
Bokkapitel (refereegranskat)abstract
- Theory of Mind or mind-reading, that is, our ability to accurately assess what another person is thinking and feeling and to anticipate how they may respond as a result is a life skill which can be developed by reading fiction. Fiction allows readers to gain direct insights into the thoughts, feelings and motivations of complex characters. In addition to developing the readers’ mind-reading skills, mind-reading is an activity which appears in many works of fiction, especially fantasy, where magical means enable authors to create varying degrees on insight into the minds of others. This chapter begins with Simon Baron-Cohen proposal that we exist along a bell-curve of empathy: most people cluster at the centre with autistic persons towards the negative end and highly empathetic persons at the upper end. Christopher Paolini’s Inheritance-cycle is then used to illustrate Baron-Cohen’s research, as it places key characters along the bell-curve. These characters all have magical powers, and their non-human dimensions enable Paolini to map the limits of empathy, demonstrating the dangers of both a lack of empathy and hyper-empathy. In doing so, Paolini enables readers to explore the limits of empathy. The chapter concludes by considering how Paolini manipulates the readers’ empathy, encouraging them to admire behaviours they are likely to condone in real life.
|
|
| 5. |
- Aerila, Juli-Anna, et al.
(författare)
-
Multicultural literature and the use of literature in multicultural education in Finland
- 2013
-
Ingår i: Bookbird. - : Project Muse. - 0006-7377 .- 1918-6983. ; 51:2, s. 39-50
-
Tidskriftsartikel (refereegranskat)abstract
- This paper traces the presentation of these traditional minority groups in Finland and the emergence of literature incorporating the more recently arrived groups of immigrants in the history of Finnish language children’s literature. We contextualize the development of multicultural themes in children’s literature within the history of Finnish nation-building and the country’s struggles for independence. We conclude with a brief consideration of how these less than ideal books might, nevertheless, serve to promote pluralism.
|
|
| 6. |
- Curry, Alice, et al.
(författare)
-
Introduction: A River of Stories
- 2013
-
Ingår i: Bookbird. - : Project Muse. - 0006-7377 .- 1918-6983. ; 51:1, s. iv-vi
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
|
|
| 7. |
-
Eleanor H. Porter’s Pollyanna : A Children’s Classic at 100
- 2014
-
Samlingsverk (redaktörskap) (refereegranskat)abstract
- Appearing first as a weekly serial in The Christian Herald, Eleanor H. Porter’s Pollyanna was first published in book form in 1913. This popular story of an impoverished orphan girl who travels from America’s western frontier to live with her wealthy maternal Aunt Polly in the fictional east coast town of Beldingsville went through forty-seven printings in seven years and remains in print today in its original version, as well as in various translations and adaptations. The story’s enduring appeal lies in Pollyanna’s sunny personality and in her glad game, her playful attempt to accentuate the positive in every situation. In celebration of its centenary, this collection of thirteen original essays examines a wide variety of the novel and its sequel’s themes and concerns, as well as adaptations of the story in film, manga and translation. In this edited collection on Pollyanna, internationally respected and emerging scholars of children’s literature consider Porter’s work from modern critical perspectives. Contributors focus primarily on the novel itself but also examine Porter’s sequel, Pollyanna Grows Up, and the various film versions and translations of the novel. With backgrounds in children’s literature, cultural and film studies, philosophy, and religious studies, these scholars extend critical thinking about Porter’s work beyond the thematic readings that have dominated previous scholarship. In doing so, the authors approach the Pollyanna from theoretical perspectives that examine what happens when Pollyanna engages with the world—her community and the natural environment—around her, exposing the implicit philosophical, religious, and nationalist ideologies of the era in which Pollyanna was written. The final section is devoted to studies of adaptations of Porter’s protagonist.
|
|
| 8. |
- Fjällström, Eva, et al.
(författare)
-
Resisting focalisation, gaining empathy: Swedish Teenagers Read Irish Fiction
- 2015
-
Ingår i: Children's Literature in Education. - : Kluwer Academic Publishers. - 0045-6713 .- 1573-1693. ; 46:4, s. 394-409
-
Tidskriftsartikel (refereegranskat)abstract
- Resisting the will to empathise with a focalised character is assumed to be difficult for young readers, yet empirical evidence on how they actually respond is limited. This paper combines recent insights gleaned from cognitive literary studies with a small-scale empirical study of thirty-five Swedish adolescents reading an Irish short story in order to investigate how teenagers respond to a text which is strongly focalised through a single character. The students were asked to rewrite the events in the story from another character’s point of view. Their texts were coded and analysed, as were follow-up interviews with six students. The findings indicate that Swedish-speaking teenage readers rarely have difficulty resisting focalisation, but they often struggle with irony.
|
|
| 9. |
- Kokkola, Lydia
(författare)
-
Aktivitet: Bookbird
- 2012
-
Annan publikation (populärvet., debatt m.m.)
|
|
| 10. |
|
|
