| 11. |
- Lyngfelt, Anna, 1965
(författare)
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En litteraturdidaktisk diskussion om läsning och mångfaldhetsarbete i grundskolans mellanår
- 2021
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Ingår i: Konferensen NNMF 2021.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Enligt grundskolans värdegrund ska alla elever ges möjlighet att ”finna sin unika egenart och därigenom kunna delta i samhällslivet genom att ge sitt bästa i ansvarig frihet” (Skolverket, 2011). Om detta är möjligt genom läsning av Katarina Taikons Katitzi (1969/2015) diskuteras i denna presentation. Som utgångspunkt används en undersökning med över 400 läsare på mellanstadiet. Dessa ingår i 2021 års upplaga av projektet Alla läser i en medelstor kommun där Olle Nordberg och Torsten Pettersson sedan 2019 samlat in ett omfattande material rörande läsning, tolkning av skönlitteratur och läsvanor. Utifrån elevenkäter och fokusgruppsintervjuer redovisas svar på följande forskningsfrågor: a) Om elever förbinder Katitzis livssituation med sin egen eller andras livssituation, hur yttrar sig detta i enkätsvaren? och (b) Är det rimligt, med utgångspunkt i enkätsvaren, att tänka sig att elever får en fördjupad förståelse av frågor som rör etnicitet och mångfald i samhället genom läsning av Katitzi, eller vad behöver didaktiskt klassrumsarbete inriktas på för att elevernas tolkningsarbete ska kunna utvecklas till en komplex förståelse och ett engagemang i samhällsfrågor? I samband med att svar på dessa frågor diskuteras används forskning av bl a Felski (2020), Widhe (2021) och Lyngfelt (2018). Referenser Felski, R. (2020). Hooked. Art and Attachment. Chicago: The University of Chicago Press. Lyngfelt, A. & Nissen, A. (2018). ”Skönlitteraturbaserad etikundervisning och fiktionalitet”, Utbildning & Demokrati 2018, vol 27, nr 3, s. 119-137. Taikon, K. (1969/2015). Katitzi. Stockholm: Natur och kultur. Widhe, O. (2021). The Politics of Autobiography in Katariina Taikon’s Katitzi. Children’s Literature, vol 49, s. 59-63.
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| 12. |
- Lyngfelt, Anna, 1965, et al.
(författare)
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Estetiken i praktiken. Om relationen mellan estetik och pedagogik vid läsning av Lisen Adbåges Samtidigt som
- 2023
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Ingår i: Barnboken: Journal of Children’s Literature Research. - 2000-4389. ; 46, s. 1-18
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this article is to investigate the relationship between aesthetics and pedagogy by focusing on a picturebook’s aesthetic design and students’ understanding of time as abstraction. The survey uses Lisen Adbåge’s picturebook Samtidigt som (At the Same Time As, 2017), which was read and discussed in three Swedish preschool classes. In the study, the book’s artistic forms of expression are linked to students’ statements about what ”at the same time as” means. The research questions are: a) How does time appear as a phenomenon through the book’s artistic forms of expression? b) What do the children focus on in doublespreads that arouse their interest when they reason about what ”at the same time” means? and c) Is it possible to discern what specifically triggers thoughts about time through the aesthetic design of the book? To answer the research questions, theory for picturebook analysis (Laukka) and play research (Pramling et al.) is used, as well as conversation analysis (Sidnell and Stivers). Through the children’s comments when reading the book aloud to them, it turns out that seven of the 13 doublespreads in the book attract the children’s interest more than the others, and these are the doublespreads that contain an interplay between what happens (”as is”) and may happen (”as if”). Play research’s use of ”as is” and ”as if” is therefore proposed as a starting point for understanding children’s interpretation of a picturebook, that is, as thought play. Also, this implies that aesthetic means are important for developing an understanding of abstractions such as time.
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| 13. |
- Lyngfelt, Anna, 1965, et al.
(författare)
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Känslor spelar roll – om bildning och kollektiv dramatexttolkning på gymnasiet
- 2021
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Ingår i: LDN-konferensen 2021.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Bildning kan ses som en samhällsförsvarande process, där ett mål är att lära sig veta tillsammans (Sörlin, 2019). I presentationen prövar vi att förstå texttolkningsarbete som en gemensam bildningsprocess i en kontext där känslor och läspraktiker av nödvändighet samspelar, nämligen vid iscensättningen av dramatext (jfr. Vygotskij, 1999). Forskningsfrågorna är följande: a) Om bildning får sin betydelse genom ett processorienterat arbetssätt, hur kan kollektiv texttolkning beskrivas? och b) Hur ser det potentiella sambandet ut mellan textarbete i skolan (såsom vid processorienterad dramatexttolkning) och elevers agens i samhällsutvecklingen? Skolan, liksom svenskämnet, har avestetiserats (t.ex. Dahlbäck & Lyngfelt, 2017; Williams et al., 2018). Samtidigt finns omfattande forskning som uppmärksammar specifika lärandepotentialer och elevers agens i estetiska uttrycksformer (t.ex. Göthberg, M., Björck, C., & Mäkitalo, Å., 2018; Franks, 2014). Dramatexter inbjuder till multimodalt tolkningsarbete men forskningsintresset har varit begränsat vad gäller sådan läspraktik. Priestly, Biesta och Robinson (2013) definierar agens på följande vis: “the way in which actors ‘critically shape their responses to problematic situations’ [där elevers agens] should be understood as a configuration of influences from the past, orientations towards the future and engagement with the present” (s.189). Hur elever agerar i specifika situationer påverkas alltså av deras tidigare kunskaper och erfarenheter, olika föreställningar om framtiden och det specifika sammanhanget, vilket i exempelstudien (Göthberg, 2019) var att gymnasieelever, under två terminer, inom ramen för både litteratursamtal och estetiska uttrycksformer iscensatte Molières De löjliga preciöserna. Exempelstudiens kunskapsbidrag rör texttolkning genom emotionellt arbete i dramats som-om värld. I dramarolltagandet öppnar deltagarna ett speciellt meningsskapande mellanrum där de sätter textförståelse i rörelse, Dynamiken visar sig produktiv för utveckling av kollektiv förståelse såväl på ett mikroplan inom specifika sociala situationer som longitudinellt i transformationen av dramatext till scentext. Bildning får på så sätt betydelse genom elevers möjligheter till agens i konstnärligt präglat texttolkningsarbete där känslor spelar roll. Referenser Dahlbäck, K; Lyngfelt, A. (2017). Estetiska dimensioner i svenskämnets kursplaner från Lgr69 till Lgr 11. Educare 2017:1. 152-182. Franks, A. (2014). Drama and the representation of affect – Structures of feeling and signs of learning. Research in Drama Education: The Journal of Applied Theatre and Performance, 19(2), 195–207. doi: 10.1080/13569783.2014.895614
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| 14. |
- Lyngfelt, Anna, 1965
(författare)
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Making Your Voice Heard. A Didactically Oriented Analysis of the Picture book Mitt bottenliv – av en ensam axolotl (Life at the Bottom – from a Lonely Axolotl)
- 2022
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Ingår i: Future of Education 2022.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this presentation is to explore didactic possibilities for developing knowledge about the relationship between ecological, economic and social sustainable development based on narratological analysis of a Swedish picture book: Mitt bottenliv – av en ensam axolotl (Life at the Bottom – from a Lonely Axolotl, 2020), by Linda Bondestam. The research question is: How can the narratological concept of voice be didactically useful for the readers of the picture book to be able to position themselves in relation to the content of the book and the surrounding society? The analysis of the book shows that it is impossible to distinguish ecological conditions from economic and social circumstances, and that becoming a subject does not necessarily lead to emancipation. In connection with this, the analysis shows that the voices of the book - if seen as part of a public discourse where teaching is included - can be twisted together and develop into a communal voice through the voices of students. It is through the process of positioning, by making use of the interpretive potential of the picture book, that the possibilities for developing knowledge about the relationship between ecological, economic and social sustainability are to be found. Keywords ecological sustainability, economic sustainability, social sustainability, picture books, narratology, didactics References Beauvais, C. (2015). The Mighty Child. John Benjamins Publishing Company. Bondestam, L. (2020). Mitt bottenliv – av en ensam axolotl. Berghs förlag. Bruner, J. (2002). The Culture of Education. Harvard University Press. Bylund, L. & Knutsson, B. (2020). The Who? Didactics, differentiation and the biopolitics of inequality. Utbildning & demokrati, 29(3), 89–102. Evans, J. (Ed.). (2015). Challenging and Controversial Picturebooks. Creative and Critical Responses to Visual Texts. Routledge. Garrard, G. (2012). Ecocriticism. Routledge. Genette, G. (1980). Narrative Discourse. Blackwell. Goga, N. & Guanio-Uluru, L. (2019). Ecocritical perspectives on Nordic children’s and young adult literature. Økokritiske perspektiver på nordisk børne- og ungdomslitteratur. Barnelitterært forskningstidskrift. 10(1). Kovač, S. N. (2018). Picturebooks and narratology. In: B. Kümmerling-Meibauer (Ed.), The Routledge Companion to Picturebooks (s. 409–419). Routledge. Lanser, S. S. (1992). Fictions of Authority. Women Writers and Narrative Voice. Cornell University Press. Nikolajeva, M. (2010). Power, Voice and Subjectivity in Literature for Young Readers. Routledge. Stephens, J. (1992). Language and ideology in children’s fiction. Pearson. UNESCO. (2017). Education for sustainable development goals. Learning objectives (www.en.unesco.org). Paris: UNESCO.
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| 15. |
- Lyngfelt, Anna, 1965
(författare)
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Shared Reading for Work with Social, Ecological and Economic Sustainability
- 2023
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Ingår i: Konferensen ECER 2023.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- I. In times of climate crisis education needs to get students to experience, understand and put into words the problems we face. Accordingly, an educational practice needs to be developed that encourage students to reflect on what it means to be human in relation to other species. For this, literary texts can be used, not only to create knowledge about biological diversity but also to create hope for possible futures. Earlier, Lyngfelt and Söderberg (2021) have demonstrated how knowledge about the relationship between ecological, economic and social sustainable development can be explored educationally by the use of narratology; ‘voices’ in literary texts are linked to voices of prospective students in classrooms, making it possible to explore the interdependence of ecological, economic and social sustainability. The study proposed draws on this conception of narratology and understands eco-literacy as an interaction between creative inarticulacy and creative articulations. This approach is theoretically based on Gadamer’s interest for the interplay between ‘the known’ and ‘unknown’, and the meaning of ‘horizons of understanding’ (Gadamer, 2004). Additionally, Bakhtin’s perception of dialogue is important here, since it focuses on what difference communication does to us rather than on dialogue itself (Bakhtin, 1999). The study proposed draws on this by considering the polyphony of voices in a classroom to be utterances reflecting a variety of dimensions of contexts in time and space. A listener response approach to polyphony, including both listeners’ criticism and self-criticism, is suggested to be able to develop understanding in terms of sensitiveness and attention (Adelmann, 2012). To focus interaction between closeness and distance to literary texts, is here important to understand the interplay between sensitiveness and attention to eco-systems and biological diversities. It is this understanding that makes work with eco-literacy possible, defining it as a reflecting educational practice, crucial for work with sustainability at school. To sum up, this study aims at investigating how literary texts can be used to create knowledge about biological diversity and climate change through shared reading, and by doing so explore possibilities of shared reading sessions to create hope for possible futures. The research questions are as follows: 1. Do shared reading sessions create reader engagement and possibilities for readers to position themselves in relation to societal challenges due to climate change, and in that case how does shared reading methodologically promote this process? 2.Do shared reading sessions, according to the readers, create hope and a sense of agency individually and collectively? If so, how is this reader response related to the choice of texts and the performance of the shared reading sessions? II. Shared reading, as used by The Reader Organisation in the UK (https://www.thereader.org.uk), is based on the idea that literature by providing a shared language helps us to understand ourselves and others better. During shared reading sessions listening is stressed. Participants are encouraged to respond by sharing feelings and thoughts provoked by the reading. A point here is to connect inner lives to outer lives, including non-human beings. By doing so development of eco-literacy, as a process, is supported. The literary texts are chosen based on the idea that they encourage development of knowledge about sustainability as a complex area of knowledge. Five texts will be used, either poems or short stories. 10-12 year-old students will participate in the study, in nine reading groups from three schools. The study includes data collection during twelve weeks. Self-report measures are used to grasp sensitiveness and attention to climate change used before and after two periods of six weeks. For qualitative analysis, group sessions are audio- and videorecorded. Interviews with individual participants are audio-recorded, transcribed and analysed. III. The project introduces a new reading practice in the Swedish school context and opens the way for evaluating it. Characteristic of shared reading is reading aloud in a group, and the encouragement of conversations focused on emotions and thoughts evoked by the literature (itself). No comments from the readers are judged or subject to any kind of assessment. Additionally, reading engagement is given a new meaning, since literature's (possible) ability to contribute to agency is linked to agency outside the classroom. In the presentation an earlier study (Lyngfelt and Söderberg, 2021) is used to discuss possible future results in the study proposed. Examples from a study about picture books, evoking thoughts about the meaning of ecological, economic and social sustainability, is demonstrated and related to classroom work. IV. Adelmann, K. (2012). The Art of Listening in an Educational Perspective. Educational Inquiry.3 (4): 513-534. Bakhtin, M. (1982). The Dialogic Imagination. University of Chicago Press. Gadamer, H-G. (2004). Truth and Method. Bloomsbury Publishing. Goga, N. & Guanio-Uluru, L. (2019). Ecocritical perspectives on Nordic children’s and young adult literature. Barnelitterært forskningstidskrift. 10 (1). IPCC (2022). Climate Change 2022. Impacts, Adaptations and Vulnerability. Summary for Policymakers.https://report.ipcc.ch/ar6wg2/pdf/IPCC_AR6_WGII_SummaryForPolicymakers.pdf Lyngfelt, A. & Söderberg, E. (2021). Att göra sin röst hörd – en didaktiskt orienterad bilderboksanalys av Naturen och Mitt bottenliv – av en ensam axolotl. Forskning om undervisning och lärande. 3, vol. 9 s. 28-47. The Reader Organisation. (2022). www. https://www.thereader.org.uk. Retrieved 2022-04-26.
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| 16. |
- Lyngfelt, Anna, 1965
(författare)
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Varför skönlitteratur i undervisning om etik?
- 2023
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Ingår i: Etik, berättelser och samtal: att använda skönlitteratur i etikundervisning. - Malmö : Gleerups. - 9789151107547 ; , s. 87-93
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 17. |
- Lyngfelt, Anna, 1965, et al.
(författare)
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Vart leder en bro av poesi?
- 2022
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Ingår i: Språk och litteratur - en omöjlig eller skön förening? SMDI konferens 23-24 november. Lunds universitet..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Under 2021 gjorde Svenska akademin och En bok för alla en satsning på poesi genom att ge ut lyriksamlingen En bro av poesi till alla elever i förskoleklass i Sverige. Syftet med vårt arbete är då att undersöka hur denna satsning fallit ut. Utnyttjas diktsamlingen, och i så fall hur? Påverkar användningen av boken undervisningen i flerspråkiga klasser? Och går det att säga något om hur läsare ”konstrueras” genom bokens utformning och den lärarhandledning som hör till En bro av poesi? För att få svar på de första två frågorna används en enkät som delats ut till alla lärare i förskoleklass i Göteborg. Fördjupade analyser av svaren bidrar till en diskussion om lärare använder sig av olika modaliteter när eleverna tolkar dikterna och utvecklar egna poetiska uttryck. Frågan om elevernas utveckling som skribenter genom poesiarbete uppmärksammas också, liksom betydelsen av poesins rika formspråk för språkutvecklande arbete i flerspråkiga klassrum. Utöver detta sker en textanalys med avsikten att kritiskt granska En bro av poesi. Resultatet från denna analys bidrar med svar på den tredje frågan och ger möjlighet att diskutera förväntningar på läsare av boken och bokens lärarhandledning. Till grund för arbetet ligger tidigare studier om poesiarbete i skolan, som G. Heards/B. Stenssons Allt gott på jorden och i solen (Daidalos, 2021), J. Alfredssons och A. Skarets Ordlek, bildspråk, scenkonst – nya artiklar om poesi i Barnboken (2021) och Anna Sigvardssons Möten med dikten (2020).
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| 18. |
- Nordberg, Olle, et al.
(författare)
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“The students expect to read non-fiction, so that’s what they’re set on”. Tensions between students’ and teachers’ views on reading, including educational perspectives
- 2023
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Ingår i: Journal of Literary Education. - 2659-3149. ; 7, s. 112-139
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Tidskriftsartikel (refereegranskat)abstract
- Τhis article aims to investigate how students' responses to reading and talking about a fictional novel relate to teachers' ideas about the possibilities of a literary work. A large group (413) of readers aged 10–12 completed questionnaires both before and after reading the Romani author Katarina Taikon's Katitzi (1969/2015), which, in a fast-paced and engaging way touches upon subjects such as vulnerability and racism. Responses from 14 teachers are analysed in relation to these students’ answers. The results show great student engagement, with a clear majority (76%) formulating thoughts about Katitzi's situation and their contemporaries. The teachers, on the other hand, highlight problems they see with the literary work and tend to value reading non-fiction more. Through the discrepancy, the question arises as to whether the students' engagement after reading could be utilised more, so that they develop both as readers and participants in a current social debate.
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| 19. |
- Sporre, Karin, 1952-, et al.
(författare)
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'Constructing the test to the teaching' - and the complexities of assessing learning in ethics education
- 2023
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Ingår i: Journal of Beliefs & Values-Studies in Religion & Education. - : Routledge. - 1361-7672 .- 1469-9362.
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Tidskriftsartikel (refereegranskat)abstract
- This study draws on a research project where a model of fiction-based ethics education was developed and put into practice during a school year in five classes in compulsory school, two in grade 5 and three in grade 8. A test was constructed with the purpose of evaluating a multi-dimensional ethical competence. The test was given at the beginning and the end of the school year to the students in the five classes, but also to students in five other classes who received the ordinary form of ethics education. The test was constructed by using tasks from earlier Swedish national tests on ethics education, but in this study new assessment instructions were developed. According to this test, almost no significant differences were found between the classes with fiction-based ethics education and the other classes. However, this contrasts with the fruitfulness of the fiction-based model, as identified through other forms of evaluation. The findings raise questions about whether and how ethics education can be meaningfully tested, which in this article is self-critically reflected on. A concluding discussion on target competence, teaching intervention and ways of evaluation - in relation to each other - ends the article. In this study, a fiction-based ethics education (EE) was put into practice during a school year in five classes in compulsory school in Sweden. A test was constructed with the purpose of evaluating a multi-dimensional ethical competence, using tasks from earlier Swedish national tests but with new assessment instructions. According to the test, almost no significant differences were found between the fiction-based EE and the ordinary EE. The article focuses on whether and how ethics education can be meaningfully tested, and stresses the importance of carefully considering the relationships between the target competence, the teaching intervention and the ways of evaluation. The multi-dimensional ethical competence - the target competence - can be relevant in relation to moral practices of everyday life and hence important to teach, but still difficult to test. A fiction-based approach may develop certain dimensions of the target competence, such as moral sensitivity, contextual sensitivity, knowledge of the phenomenon in question, and communication, rather than others, such as moral judgement and motivation, and a more general, principle-based ethical competence. When the test used is based on tasks from the national test, where a general and principled understanding of ethical competence dominates, it might be difficult to grasp the potential of the fiction-based approach. Despite the difficulties in evaluating EE, our conclusion is not that this kind of research should be avoided, but rather that it should be developed further, due to the importance of research-based teaching.
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| 20. |
- Sporre, Karin, 1952-, et al.
(författare)
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Fiction-based ethics education in Swedish compulsory school – reflections on a research project
- 2022
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Ingår i: Nordidactica. - Karlstad : Karlstads universitet. - 2000-9879. ; 12:2, s. 84-107
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Tidskriftsartikel (refereegranskat)abstract
- In this article we draw conclusions from a research project in which a unique model for a fiction-based approach to ethics education was developed and used in three Swedish schools. Nine lessons were carried out during the 2019-2020 school year in five school classes: two in Grade 5 and three in Grade 8. Participating teachers worked with the researchers before and during the project to reflect on and develop the model. Moreover, five classes and teachers with their ordinary ethics education were engaged in the project. Theoretically, the project draws on the works of Martha C. Nussbaum in its choice to employ fiction reading in ethics education, and has a foundation in a sociocultural theory on moral development elaborated by Mark B. Tappan. The article’s aim is to critically reflect on the results and design of the project in relation to the theoretical underpinnings, with the purpose of offering reflections on ethics education for further development in both research and educational practice.
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