| 1. |
- Cuesta, Marta, 1954-, et al.
(författare)
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Innovative Pedagogical Methods in Higher Education
- 2013
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Konferensbidrag (refereegranskat)abstract
- The objective of this paper is to critically reflect about the results from a pilot study, in which Facebook was used as a co-learning community. A communicative tool or arena for discussing educational matters in order to facilitate for students with diverse backgrounds to reach better understanding on academic culture and knowledge production. In the pilot study we worked with a “consciousness-raising” pedagogy for encouraging and supporting students to cooperate with each other, and by the use of Facebook as a platform. The development of these pedagogical view and method can be seen as providing equal opportunities, by generating better results in higher education studies. The project is supposed to contribute to knowledge concerning more profound issues associated to ideas of democracy and empowerment connected to change and development in academic cultures. The central questions to be answered are: What means by “co-learning community” by Facebook? How does this tool stimulate students to be more confident and as a consequence, reach a better understanding about the ways into “break down” obstacles, in terms of academic cultural codes? How does it is expressed by the students in terms of benefit?
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| 2. |
- Cuesta, Marta, 1954-, et al.
(författare)
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Using Facebook as a Co-learning Community in Higher Education
- 2016
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Ingår i: Learning, Media & Technology. - Abingdon : Routledge. - 1743-9884 .- 1743-9892. ; 41:1, s. 55-72
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Tidskriftsartikel (refereegranskat)abstract
- Students’ cultural capital plays a major role in their success in higher education. In Sweden today, many students come from diverse cultural, social and educational backgrounds. Knowledge of requirements in academic systems differs widely. Some students feel insecure about how to interpret academic codes, thus weakening these students’ opportunities for academic success. The major goal of this project was to lay the groundwork for a more equal educational system. Using social media, in this case conversations (e.g., chats) in a closed forum on Facebook monitored by a tutor, we aimed to improve student integration into academic culture. We differentiated two central themes related to student conversations on Facebook: (1) Access to academic habitus – cracking codes and (2) Emancipation by co-learning – extended academic codes. It was found that students participating in study groups created on Facebook learnt to better crack and extend the codes extant in university studies. © 2015 Taylor & Francis
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| 3. |
- De Leeuw, Sonja, et al.
(författare)
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Diasporic Mediated Spaces
- 2007
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Ingår i: Transnational Lives and the Media. - Basingstoke : Palgrave Macmillan. - 9781349285907 - 9780230591905 ; , s. 175-194
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Bokkapitel (refereegranskat)abstract
- Within the context of migration and globalisation of media, questions concerning the transformation of culture have become manifest among communication scholars. Due to alterations in the global political and economic order, such as deregulation of the media market, the media landscape has undergone extensive transformations during last decades of the twentieth century. Moreover, processes of decolonisation and post-colonisation, the opening of borders in Europe and the outbreak of wars, have led to increased migration movements and generated a flood of people, who for different reasons are looking for new places and new homes. Cultural communities are no longer fixed in particular geographical spaces. As a result we are facing what Hall has called ‘the global post-modern’ (1996), involving the possible shifts of power relations and cultural hierarchies that in particular apply to diaspora, people connected to a cultural community, now living dispersed. What interests us here are the processes of cultural transformation that are taking place within ‘the global post-modern’ where increasing numbers of people are negotiating their identities between continuity and change, between similarity and difference. In the new place, senses of homely belonging are necessarily being constructed with references to both the new place and to what has been left behind.
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| 4. |
- Eklund, Monica, 1956-, et al.
(författare)
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Educational Integration of Asylum-seeking and Refugee Children in Sweden
- 2013
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Ingår i: Migrants and Refugees. - Charlotte, NC : Information Age Publishing. - 9781623964665 - 9781623964672 - 9781623964689 ; , s. 73-93
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Bokkapitel (refereegranskat)abstract
- The Nordic countries (Denmark, Finland, Iceland, Norway and Sweden) have undergone substantial cultural and social changes due to increased migration from the 1970s onwards. While the Nordic region has become more multicultural in terms of demography, workforces and cultural practices, criticism of multicultural politics has increased. Despite different patterns of immigration in the Nordic countries, they all seem to share growing political tensions with regard to multiculturalism and migration. Many migrants have experiences of racism and discrimination (Eide & Nikunen, 2010:1). In all Nordic countries, right-wing conservative parties have strengthened their position. In Norway and Denmark, such parties have for some time been represented in the Parliament, and in Sweden, the Sweden Democrats came into the Parliament after the 2010 election. This party has on its agenda to reduce the costs for migration and dramatically change the national migration policy. They blame the government for being too permissive and generous. It is against this background the present report is written.
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| 5. |
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Media Fascinations : Perspectives on Young People's Meaning Making
- 2003
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- The media have always fascinated children and young people. The starting point for this book is to situate media research on children and young people in contemporary discourses on childhood and growing up in modern society. The authors present recent Scandinavian qualitative studies, sometimes case studies, on how children use, interpret and negotiate the meaning of popular television programs, computer games and Internet. "Media Fascinations" provides insights into such diverse issues as media literacy, the gendered nature of the media, the role of children's socio-cultural background as well as how programming content influences meaning making. It also brings up issues concerning commercial versus public service programming for children as well as specific content features such as children's interpretations of irony and parody. Throughout the book, as a subtext, the authors show their awareness of the methodological issues involved in studying children's media use.
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| 6. |
- Rydin, Ingegerd, 1946-
(författare)
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Att lägga smaken till rätta
- 2001
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Ingår i: Tvärsnitt : humanistisk och samhällsvetenskaplig forskning. - : Humanistisk-samhällsvetenskapliga forskningsrådet (HSFR). - 0348-7997. ; 23:3, s. 2-15
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Tidskriftsartikel (refereegranskat)
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| 7. |
- Rydin, Ingegerd, 1946-
(författare)
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Børns reception
- 2010. - 2
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Ingår i: Medie- och kommunikationsleksikon. - Frederiksberg : Samfundslitteratur. - 9788759314814 ; , s. 70-71
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Bokkapitel (refereegranskat)
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| 8. |
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| 9. |
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| 10. |
- Rydin, Ingegerd, 1946-
(författare)
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Deltagarkulturer och ungas digitala berättelser
- 2010
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Ingår i: Norden och världen : perspektiv från forskningen om medier och kommunikation : en bok tillägnad Ulla Carlsson = The nordic countries and the world : perspectives from research on media and communication : a book for Ulla Carlsson. - Göteborg : Institutionen för journalistik, medier och kommunikation, Göteborgs universitet. - 9789188212849 ; , s. 149-159
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 11. |
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| 12. |
- Rydin, Ingegerd, 1946-, et al.
(författare)
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Entering national ideological horizons through Swedish media
- 2009
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Konferensbidrag (refereegranskat)abstract
- The proposed paper examines how various Swedish media like television, teletext, radio and newspapers were used among migrants as a means to be informed about the Swedish society as well as a means to actually learn the Swedish language. Central concepts are national ideological horizons related to issues concerning citizenship and participation. The discussion is based on data collected in a project, in which in-depth interviews with migrant families (children and their parents) from countries in South Europe, Middle East, Africa and Asia were carried out. A major finding was that the families when they were newly arrived relied heavily on mediated experiences. The media played a role of conveying knowledge about the new society and to learn the Swedish language through for example children’s programs. In families where the parents had limited knowledge of Swedish the children even sometimes got the role of translating news for their parents. Also the importance of personal networks was mentioned as a way of being informed about national as well as local matters. The chapter will frame this type of findings into a discussion on the relation between national ideological horizons of e.g. “Swedishness” and issues of identity, citizenship and participation.
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| 13. |
- Rydin, Ingegerd, 1946-, et al.
(författare)
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Evaluation of implementation of the "General recommendations for education of newly arrived pupils" issued by the Swedish Agency for Education
- 2011
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Rapport (refereegranskat)abstract
- This evaluation is a part of the project “Integrating Refugee and Asylum-seeking Children in the Educational Systems of EU Member States: Evaluation and Promotion of Current Best Practices” (INTEGRACE). The main objective of the INTEGRACE project is to promote the educational integration of refugee and asylum-seeking children (RASC) in the EU by developing common standards and sharing best practices in policies and programmes development and evaluation, with a specific focus on the needs of vulnerable groups (e.g. children who have been victims of crime, unaccompanied children).The main purpose of this evaluation of best practices concerning refugee and asylum-seeking children (RASC) will be “[...] to analyze to what extent and under what conditions, these practices could be replicated in a different context.” The principle aim of this evaluation and of the SIA to be conducted in Slovenia and Bulgaria will be to assess the possibility of replication and the social impacts of the eventual implementation of a practice which has already been identified and evaluated as a good one in some of the old member states of EU.The aim of the conducted evaluation is to facilitate the transfer of knowledge from old to new EU member States, thereby allowing the latter to deal more effectively with the their new migration situation. Furthermore, the evaluation at hand will provide the grounds for developing a common EU framework to addressing the educational needs of RASC in the near future.In the Swedish country report a number of so-called best practices aimed for RASC were described. Based on responses and discussions with the partner in Slovenia, a case was chosen on the implementation of the “General recommendations for newly arrived pupils” in three schools in Bollnäs, a municipality, located in the middle of Sweden.This report, will therefore analyse in detail how these “General recommendations” are implemented into the Swedish school system in light of an evaluation conducted by the authority The Schools Inspectorate (SI), but also provide the reader with a short note on the reasons for the Swedish National Agency for Education to formulate these recommendations concerning education for newcomers.The concept “newly arrived” refers, according to the “General recommendations”, to compulsory, special, upper secondary or special upper secondary school children or youth who arrive in Sweden near the beginning of or during a specific school year. They are not native speakers of Swedish and are as a rule unable to speak or understand Swedish; finding themselves in Sweden on different terms and under different circumstances. Many have a permanent residence permit already upon arrival. Others have obtained a residence permit after a long wait in a refugee camp or lodging with acquaintances. Some are asylum seekers. Of the latter group, most have arrived with their parents, whereas others are unaccompanied and have no legal guardian. Some arrive based on their connections to refugees with a residence permit. Others have come after a parent has married a Swedish citizen. Still others are in hiding in the hope of revision of a previously denied asylum application. Finally, some are so-called paperless children – children or youth present in Sweden who have not applied for a residence permit and who are, thus, not registered with the Migration Board. A child or an adolescent coming to school may, thus, have arrived directly from another country or may have been present in Sweden for a shorter or longer period of time. Thus, being “newly arrived” may mean being new to the school but previously present in Sweden, in some cases having learned Swedish to some extent.4 In other words, behind the term “newly arrived” we find a vast range of children where refugee and asylumseeking children (RASC) are also included.
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| 14. |
- Rydin, Ingegerd, 1946-, et al.
(författare)
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Everyday Life and the Internet in Diaspora Families : Girls tell their stories
- 2010
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Ingår i: Young people, ICTs and democracy. - Göteborg : Nordicom. - 9789189471870 ; , s. 147-169
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The concept of citizenship is normally related to disciplines such as jurisprudence, political science and political philosophy. However, media scholars have started to discuss and explore a wider definition of the concept of citizenship incorporating the subjective sides, such as identity, for example collective identity and how citizenship is exercised in everyday practices. More precisely, how individuals participate in the society in which they live, for example the role of the media for information seeking and learning. This chapter examines the role of television and internet, among immigrants (mostly families with children in the ages of 12-16) living in Sweden. It focuses specifically on issues concerning experiences of cultural change, that is on learning a new culture and language and how different media are appropriated for different citizenship purposes. Issues of relevance are: information seeking, discussion and opinion-making both concerning issues related to Sweden and to the homeland (the country of origin) or how Swedish media output is valued as compared to ‘homeland’s output, and finally how media are used for language learning. The chapter is based on tentative results gained from data collected within the project ‘Media practices in the new country’ and involves immigrant families from countries such as Greece, Kurdistan, Iran, Lebanon, Somalia, Syria, Turkey and Vietnam. The project has an ethnographic approach, implying extended in-depths interviews in the homes of the families as well as to some extent visual methods, such as disposable cameras (with the children).
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| 15. |
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| 16. |
- Rydin, Ingegerd, 1946-
(författare)
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Identifikation
- 2010. - 2
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Ingår i: Medie- og kommunikationsleksikon. - Frederiksberg : Samfundslitteratur. - 9788759314814 ; , s. 200-201
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Bokkapitel (refereegranskat)
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| 17. |
- Rydin, Ingegerd, 1946-
(författare)
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Introduction
- 2003
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Ingår i: Media Fascinations. - Göteborg : Nordicom. - 9189471202 ; , s. 9-14
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 18. |
- Rydin, Ingegerd, 1946-
(författare)
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Making sense of TV-narratives : Children's readings of a fairy tale
- 1996
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The present study deals with young children's' reading and reception of television fiction. Theoretically, the study is inter-disciplinary, combining text-reader oriented approaches within literature theory and sociocultural approaches within psychology and sociology. A television program within the genre of fairy tales is analyzed by using both narratological andpsychological theoretical frameworks. Issues of intertextuality, dialogism, narrative codes, cinematic and literary conventions are considered in the analysis.Empirically, the study takes a qualitative approach and the process of reception is studied by in-depth interviews of 86 six and eight years old children. The interview is regarded as a social practice or meeting-place between interviewer and informant. This approach has roots in Piaget's early work, in which he employed and developed the methode clinique as well as in Vygotsky's sociocultural psychology. Sociocultural variation is primarily studied by focus on gender and age.One analysis concerns narrative coherence and how the children "hatched the plot". It appeared as if many of the younger children had difficulties in producing a coherent narrative of the program, whereas most of the older children did. The younger children often focused a particular scene or episode. Apart from age, schooling experience is assumed to explain these differences. Another analysis focuses on how children master the narrative codes of the story and the process of identification. The girls seemed to be more emotionally involved in the story and believed it was "real" to a greater degree than the boys. The analysis shows how emotional involvement and identification play a role in the interpretative processes, i.e. how emotion and cognition are interrelated in media reception.Methodological issues are addressed, for example, how drawings can be used in the study of media reception. The children were asked to make drawings in relation to the program, which can be seen as a "different" reading, in which children project what is of subjective importance to them.Cultural dispositions represent another type of sociocultural variation. The older children's literary repertoires and other cultural dispositions were studied in relation to their reconstructions of the television narrative.The dissertation challenges such notions as "children's understanding of television" as a unitary concept and poin,ts to a variety of readings. Finally, the dissertation has implications for media literacy and media education.
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| 19. |
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| 20. |
- Sjöberg, Ulrika, 1972-, et al.
(författare)
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Transmedia storytelling and the young audience : Public service in the blogopshere era
- 2012
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Konferensbidrag (refereegranskat)abstract
- Convergence culture and the transmedial distribution of programming and other media services have created both opportunities and challenges for new kinds of audio-visual stories and formats. The licence-fee financed public service company Swedish television (SVT) has introduced a number of online services since the mid 1990s, when it started to use the web. At present a lot of effort and resources is invested in developing new web services and ensuring that its site is competitive. One challenge in order to survive in the new merchandised kid’s culture is to create a series that is appealing, not only in comparison to other commercial TV productions, but in comparison to other kinds of Internet services as well, such as YouTube, Facebook and gaming in general. The challenges facing public service companies today is in this paper placed alongside the current debates about the changing conditions for the media industry due to digital media. It deals with the increasing tensions between professionalism and amateur culture, where the latter is recognised by, for example, sharing collective intelligence, user-generated content and a publish then filter mentality (Jenkins, 2006; Shirky, 2008). Thus, the logic of convergence culture can be seen as the opposite of the logic of broadcasting in Western European nation states (Moe, 2008). The paper at hand examines how Swedish television, with its long tradition in public service broadcasting, chooses to position itself between these two colliding fields when entering the blogosphere in their aim to read the young audience, in this case through the production of the drama blog Vilma.se. The blog exemplifies how a public service i) becomes a social medium, ii) uses previously existing social media, such as Facebook and YouTube, and iii) tries to increase its involvement through participation and personal communicative style. But, perhaps, even more importantly, this shift to convergence culture is linked to institutional reflexivity (Giddens 1991), where a media company with aspirations of having a share of the future market is forced to examine and reflect upon its own self-image, previous knowledge, traditions, habits, daily practices and organisational set-up. The paper critically reflect upon how a conversationalisation discourse (Fairclough 1989) is made use of through transmedia storytelling in the attempt to involve the young audience in new ways; evoking additional forms of expressions and meaning-making processes. But also certain beliefs and expectations from the young audience, who meet the drama blog with their own genre horizons, interpretative framework (cf. Potter & Wetherell 1987), which may not always go hand in hand with the producers’ intentions of the blog. The paper examines in particular the two interpretational stances among the young “Are you real?” and “Vilma actually is a real person” and its consequences on the perception of the site in terms of trust and authenticity.The paper is based on interviews with producers at SVT and a discourse analysis of the drama blog. In order to find out how the young people position themselves in relation to the specific blog at hand an expert panel of 30 12-year-old children was formed. This panel was interviewed a number of times during 2010 and 2011.
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