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Numrering	Referens	Omslagsbild	Hitta
1.	Åkerfeldt, Anna, et al. (författare) "Fridolin backar in i framtiden om digitala läromedel" 2021 Ingår i: Dagens Nyheter. - 1101-2447. ; :2021-12-16 Tidskriftsartikel (populärvet., debatt m.m.)abstract Ingress: 23 forskare inom it- och utbildningsområdet: Regeringens utredare borde inte lyfta fram läsning på skärm som något negativt.Forskning visar att både tryckta och digitala läromedel behövs i skolan.
2.	Åkerfeldt, Anna, et al. (författare) Fridolin backar in i framtiden om digitala läromedel 2021 Ingår i: Dagens nyheter. - 1101-2447. Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
3.	Åkerfeldt, Anna, et al. (författare) Slutreplik : Digitala texter mer än bara en kopia av tryckt text 2021 Ingår i: Dagens nyheter. - 1101-2447. Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
4.	Björkvall, Anders, et al. (författare) Connecting analogue and digital literacy practices? : On uses and semiotic potentials of digital pencils in Swedish middle school and high school 2023 Ingår i: The 11th International Conference on Multimodality: Desiging Futures. - London : University College London. ; , s. 30-30 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.
5.	Broberg, Karin, et al. (författare) Trisomy 7 accumulates with age in solid tumors and non-neoplastic synovia 2001 Ingår i: Genes, Chromosomes and Cancer. - 1045-2257. ; 30:3, s. 310-315 Tidskriftsartikel (refereegranskat)abstract Trisomy 7 is a common finding in benign and malignant solid tumors, in several non-neoplastic lesions (for example, osteoarthritis and rheumatoid arthritis), and in apparently normal tissues as well, suggesting that the occurrence of +7 might be associated with factors other than the disease process itself. To find out whether the frequency of +7 varies with a patient's age, we cytogenetically analyzed short-term-cultured synovial samples from elderly persons without signs of arthritis and from young patients affected by juvenile chronic arthritis (JCA). In normal synovia, gain of a chromosome 7 was present as a clonal change in five of 10 cases and in single cells in four of the five remaining cases. In synovia from patients with JCA, cells with +7 were detected in only one of nine cases, representing the oldest patient in the series. Furthermore, we reviewed the cytogenetic literature on tumors of the brain, breast, colon, kidney, lung, skin, thyroid, and upper aerodigestive tract. In the majority (six of eight) of these tumor types, the frequency of cases displaying a clone with +7 as the sole aberration increased with age. Taken together, the results presented here suggest that the acquisition of trisomy 7 in some neoplastic and non-neoplastic tissues might be associated with age rather than with disease. The finding of a completely different frequency distribution in two of the tumor types (tumors of the brain and the thyroid gland), however, emphasizes the heterogeneity of +7 and indicates that other, possibly tissue-specific, factors might influence the occurrence of this mutation.
6.	Broberg Palmgren, Karin, et al. (författare) The tumor-associated gene HMGIC is expressed in normal and osteoarthritis-affected synovia 2001 Ingår i: Modern Pathology. - : Elsevier BV. - 1530-0285 .- 0893-3952. ; 14:4, s. 311-317 Tidskriftsartikel (refereegranskat)abstract Chromosomal rearrangements involving chromosome bands 12q13-15 are very frequent findings in benign solid tumors, and recently, the primary molecular target for these aberrations was identified as the gene HMGIC. However, mutations in this gene have also been observed in nonneoplastic tissues. In a previous study, we reported breakpoints within HMGIC of synovia affected by osteoarthritis (OA) in two cases with 12q15 aberrations. To analyze further the role of HMGIC in this disease, we have performed cytogenetic, fluorescent in situ hybridization (FISH), RNA, and protein expression analyses on synovial samples from patients with OA and individuals without signs of the disorder. Cytogenetic analysis of short-term cultured cells revealed clonal 12q13-15 aberrations in 2/36 cases of OA synovia and no rearrangement in any of the five controls. With FISH analysis, it was shown that the chromosomal breakpoints in the two aberrant cases were located outside the HMGIC locus. In contrast, at RNA and protein expression analyses, OA-affected as well as normal synovia displayed transcription and translation of the gene. We also analyzed whether immunoreactivity for HMGIC was associated with the proliferation-specific antigen Ki-67, but no correlation between the staining patterns of these proteins was observed. From the results of the present study, it is evident that expression of HMGIC cannot simply be considered a sign of neoplasia or an effect of proliferation.
7.	Diamantopoulou, Sophia, et al. (författare) Making meaning in museum exhibitions : design, agency and (re-)representation 2012 Ingår i: Designs for Learning. - : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 5:1-2, s. 11-29 Tidskriftsartikel (refereegranskat)
8.	Diamantopoulou, Sophia, et al. (författare) Making meaning in an exhibition : design, agency and (re-)design 2012 Ingår i: Proceedings of the DREAM conference The Transformative Museum. - 9788799547203 ; , s. 110-127 Konferensbidrag (refereegranskat)
9.	Didaktik i omvandlingens tid : Text, representation, design 2017. - 1 Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract I Didaktik i omvandlingens tid ger författarna en bred syn på didaktik och på hur miljöer och resurser utformas för att understödja lärande. Boken tar avstamp i en tid då kommunikation blir alltmer utvecklad genom ny teknologi. Hur lärare använder teknologin får då avgörande betydelse för undervisningen. Författarna sätter fokus på design för lärande och multimodalitet och betonar särskilt de kreativa och mångfasetterade aspekterna av lärande, undervisning och bedömning.
10.	Elm Fristorp, Annika, 1958-, et al. (författare) Design för lärande i förskolan 2012. - 1 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 förskolan 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. Design för lärande i förskolan vänder sig till blivande och verksamma förskollärare och förskolechefer.
11.	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.
12.	Eriksson, Per Erik (författare) Videography as Design Nexus : Critical Inquires into the Affordances and Efficacies of Live-action Video Instructions 2018 Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract This thesis is about live-action instructional videos (LAVs). By addressing design problems with respect to the how-to video genre, the thesis asks fundamental questions about mediated instructional communication efficacies and the factors that either obstruct or augment them. The analysis presented in this thesis is based on the notion that videography is a design nexus and key focal point of the connections that make live-action video instructional efforts possible. This Design Nexus is explored by defining and illuminating key ontological dimensions, medium specificities and the video users’ cognitive capacities. This is to acknowledge that the users of instructions in this thesis are center stage, both as biological and cultural beings.The methods used in this thesis and its associated papers are eye-tracking, video observations, questionnaires, self-reports, focus group interviews and YouTube analytics. Hence, both numerical data and non-numerical data are analyzed in this study.The results of the analyses indicate that pre-production planning is key in live-action video instructional endeavors, but not at the expense of the videographer’s status as designer. Moreover, the analyses show that users’ cognitive processing and visual decoding depend on the power of the live-action format to show actual human behavior and action. Other presented evidence seems to infer that LAV-instructions are a little less demanding if users apply a focused decoding style when interacting with them. Nevertheless, physiological engagement of this kind is likely not to fully compensate for users’ psychological engagement.This thesis contributes to a more comprehensive understanding of humans’ abilities to interpret the actions of others via medial means. By relating this to video medium-specific affordances, this thesis also furthers important efficacy distinctions and boundary conditions. This understanding is considered important for live-action video makers and designers of visual instructions as well as scholars who need to develop better methods to assess users’ behavioral engagement when they interact with digital instructional media.
13.	Estetiska lärprocesser : upplevelser, praktiker och kunskapsformer 2009. - 1 Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract Termen estetiska lärprocesser har under senare år dykt upp allt oftare och i allt fler sammanhang. I den här boken undersöks, både praktiskt och teoretiskt, vilka estetiska kvaliteter som kan upptäckas i olika slags lärprocesser.Boken består av två delar. Den första delen fokuserar på estetiska upplevelser och estetiska praktiker. Här finns exempel från skapande arbete inom gatukonst, tredimensionella former i trä och filmarbete. Men här diskuteras även estetiska upplevelser i möte med konst och vad konstnärligt skapande och konstpedagogik kan betyda idag.Bokens andra del presenterar texter som reflekterar kring ämnesområdet estetik och kunskapsformer utifrån olika kunskapsteoretiska perspektiv. Exempel på estetiska lärprocesser är här hämtade från bl.a. naturvetenskap, film och dans, men även från grundskolans s.k. praktisk-estetiska verksamheter. Här fördjupas också resonemangen kring konsekvenserna av att frågor som rör estetiska lärprocesser kommit i rampljuset i så många olika sammanhang.
14.	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.
15.	Frölunde, Lisbeth, et al. (författare) Multimodala perspektiv på barns och ungdomars filmproduktion : - fyra nordiska studier om lärande i arbete med film 2007 Konferensbidrag (populärvet., debatt m.m.)
16.	Gilje, Øystein, et al. (författare) Mapping Filmmaking across Contexts. Portraits of Four Young Filmmakers in Scandinavia 2010 Ingår i: Media Literacy Education. Nordic Perspectives. - Göteborg : International Clearinghouse on Children, Youth and Media, Nordicom, University of Gothenburg. - 9789186523008 Bokkapitel (övrigt vetenskapligt/konstnärligt)
17.	Göthlund, Anette, 1965-, et al. (författare) Adventures and performativity in students’ visual and multimodal re-inventing of the academic degree thesis 2024 Ingår i: NERA 2024, Abstract book. ; , s. 117-117 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.
18.	Insulander, Eva, et al. (författare) Designing Multimodal Texts about the Middle Ages 2017 Ingår i: Journal of Educational Media, Memory and Society. - New York, Oxford : Berghahn Books. - 2041-6938 .- 2041-6946. ; 9:2 Tidskriftsartikel (refereegranskat)
19.	Insulander, Eva, 1972-, et al. (författare) Designing Multimodal Texts about the Middle Ages 2017 Ingår i: Journal of Educational Media, Memory and Society. - : Berghahn Books. - 2041-6938 .- 2041-6946. ; 9:2, s. 1-14 Tidskriftsartikel (refereegranskat)abstract Multimedial and multimodal communication arouse interest in many fields of research today. By contrast, little attention is paid to multimodality in relation to designs for learning, especially in relation to representations of knowledge on an aggregated level. By analyzing three multimodal texts about the Middle Ages, including a textbook, a film series and a museum exhibition, this article provides insight into the role of multimodal designs for learning in a school context.
20.	Insulander, Eva, et al. (författare) Designing the Middle Ages : Knowledge emphasis and designs for learning in the history classroom 2016 Ingår i: Historical Encounters. - Newcastle, Australia : Faculty of Education and Arts, University of Newcasle. - 2203-7543. ; 3:1, s. 31-42 Tidskriftsartikel (refereegranskat)abstract Contemporary teaching and learning implies that pupils encounter curricular content in the form of multimodal representations such as film, museum visits, PowerPoint presentations, roleplay and digital games. Spoken language is no longer the only mode for knowledge representation and meaning-making. This means a new demand for teaching (and assessment), since the school tradition is heavily based on verbal language and assessments of verbal representations. In this article, we will present an analysis of the use of resources and different media in classroom work about the Middle Ages, and discuss the need for the development of assessment tools.
21.	Insulander, Eva, 1972-, et al. (författare) Designteori för museer 2010 Konferensbidrag (populärvet., debatt m.m.)
22.	Insulander, Eva, et al. (författare) Exhibition materialities : Effects of digitization for meaning-making 2023 Ingår i: 11th International Conference on Multimodality: Designing Futures. - London : University College London. ; , s. 90-91 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.
23.	Insulander, Eva, et al. (författare) Past and Present : Multimodal Constructions of Identity in Two Exhibitions 2008 Ingår i: Comparing: National Museums, Territories, Nation-Building and Change. - Linköping : Linköping University Electronic Press, Linköpings universitet. ; , s. 83-97 Konferensbidrag (övrigt vetenskapligt/konstnärligt)
24.	Insulander, Eva, 1972-, et al. (författare) Past and present – multimodal constructions of identity in two exhibitions 2008 Ingår i: Comparing: National Museums, Territories, Nation-Building and Change. NaMu IV, Linköping University, Norrköping, Sweden 18–20 February 2008. - Linköping : Linköping University Electronic Press. Konferensbidrag (refereegranskat)
25.	Insulander, Eva, 1972-, et al. (författare) REMAKE. Representation, resurser och meningsskapande. : Medeltiden som kunskapsområde i olika lärmiljöer 2015 Rapport (övrigt vetenskapligt/konstnärligt)
26.	Insulander, Eva, et al. (författare) Remake. Representation, resurser och meningsskapande : Medeltiden som kunskapsområde i olika lärmiljöer 2015 Ingår i: Resultatdialog 2015. - Stockholm : Vetenskapsrådet. - 9789173073059 ; , s. 205-215 Bokkapitel (övrigt vetenskapligt/konstnärligt)
27.	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.
28.	Karlsson Häikiö, Tarja, et al. (författare) Experiences from creating opportunities for producing senior lecturers in Sloyd and Visual Art Education 2024 Ingår i: NERA 2024. - Malmö. 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.
29.	Leijon, Marie, et al. (författare) Socialsemiotik och design för lärande : två multimodala teorier om lärande, representation och teckenskapande 2013 Ingår i: Pedagogisk forskning i Sverige. - 1401-6788 .- 2001-3345. ; 17:3-4, s. 171-192 Tidskriftsartikel (refereegranskat)
30.	Leijon, Marie, et al. (författare) Socialsemiotik och design för lärande : två multimodala teorier om lärande, representation och teckenskapande 2012 Ingår i: Pedagogisk forskning i Sverige. - : Institutionen för pedagogik och specialpedagogik, Göteborgs universitet. - 1401-6788 .- 2001-3345. ; 17:3–4, s. 171-192 Tidskriftsartikel (refereegranskat)abstract I artikeln presenteras två teorier om lärande och meningsskapan- de: socialsemiotik och design för lärande. Det socialsemiotiska multimodala perspektivet hjälper oss att förstå hur kommunikation och lärande formas multimodalt i teckenskapande processer. Design för lärande hjälper oss att förstå lärande i relation till ett sammanhang och till de förutsättningar som skapas för lärande i olika miljöer och situationer. Fokus i båda perspektiven riktas mot hur människor, utifrån val av teckensystem och medieformer, formerar sin kunskap. Artikeln relateras till högre utbildning och perspektiven diskuteras i förhållande till tre aktuella frågor: lärandets komplexitet, målstyrning och erkännandekulturer i utbildning. Avslutningsvis följer en diskussion som särskilt fokuserar hur ett designorienterat perspektiv kan användas för att förstå lärande och lärandets förutsättningar i högre utbildning.
31.	Lindgren, Monica, 1958, et al. (författare) Potential för estetikfältets legitimering och utveckling : samtal kring forskning inom det estetiskt-pedagogiska fältet 2018 Ingår i: NEÄL 2018 Abstracts. - Göteborg : Göteborgs universitet. Konferensbidrag (refereegranskat)abstract Potential för estetikfältets legitimering och utveckling - samtal kring forskning inom det estetiskt-pedagogiska fältetAbstract till rundabordssamtal NEÄL 2018 Under 1990-talet och början av 2000-talet var intresset för estetisk verksamhet, estetiska lärprocesser och estetiska ämnen i skola och lärarutbildning stort. Forskningsinstitut finansierade studier inom området, läromedel publicerades, nya kurser i lärarutbildningen skapades och olika typer av strategiska satsningar i skola och lärarutbildning gjordes. Under det senaste decenniet har frågor om estetiska perspektiv och estetiska ämnen i skola och lärarutbildning alltmer tonats ned i takt med ett ökat intresse för individualisering, tydliga kunskapskrav och ökad måluppfyllelse. Det kan också tolkas som en ökad tonvikt på de enskilda konstarternas särart och betydelse för samhällsekonomi, på bekostnad av det estetiska som personlig utveckling och bildning. Utvecklingen betraktas av många som förödande för det estetiskt-pedagogiska fältet och det är lätt att nedslås och skylla på det som kallas New Public Management. Men samtidigt måste vi vara självkritiska. Forskning och utvärderingar visar att vi som företräder skolans och lärarutbildningens estetiska verksamhet inte lyckats med att legitimera och definiera det estetiska området, vare sig som ämnen eller som kunskapsområde. Inte heller har vi förmått utveckla detsamma. Såväl Lgr 11 som lärarutbildningsreformen samma år satte ramar som försvårade för modernisering av ämnesinnehållet i de estetiska ämnena i skolan. Här har vi forskare och lärarutbildare ett väsentligt ansvar. Hur kan vi främja kunskapsutveckling inom området? Vilken typ av forskning behövs för denna utveckling? Ska vi möta politikers krav på mer fakta och söka oss mot en annan kunskapsfilosofisk grund, i riktning mot, hjärnforskning, essentialism och falsifierbara resultat? Ska vi samarbeta med andra ämnen och söka vetenskapliga belägg för transfereffekter? Eller ska vi gå på tvärs och fortsätta söka kunskap kring estetiska ämnen i ljuset av begrepp som demokrati och bildning, i syfte att söka hållbara argument för alla barns och ungdomars rättighet att få tillgång till estetiska uttryck. Eller kanske slå in på en helt ny väg? I detta samtal kommer fyra forskare att presentera sina perspektiv och bjuda in till samtal utifrån följande fråga: Vad krävs av forskningen för att fältet ska utvecklas och ges en starkare legitimitet? Monica Lindgren, Fredrik Lindstrand, Ketil Thorgersen, Stina Wikberg
32.	Lindstrand, Fredrik, 1973- (författare) A design oriented approach to learning in multimodal text production practices 2010 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.
33.	Lindstrand, Fredrik, 1973- (författare) A designs for learning approach to resources and their affordances 2021 Ingår i: 7th International Designs for Learning Conference. - Stockholm : Designs for Learning. 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.
34.	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.
35.	Lindstrand, Fredrik, 1973-, et al. (författare) Akademiska kunskapsformer under omförhandling : mot ett performativt och multimodalt perspektiv på det självständiga arbetet 2022 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.
36.	Lindstrand, Fredrik, 1973- (författare) Att erkänna och urskilja : Ett designorienterat multimodalt fokus på barns meningsskapande 2011. - 1 Ingår i: Teks og tegn. - Trondheim : Tapir Akademisk Forlag. - 9788251928427 ; , s. 51-62 Bokkapitel (övrigt vetenskapligt/konstnärligt)
37.	Lindstrand, Fredrik, 1973- (författare) Att göra skillnad : Representation, identitet och lärande i ungdomars arbete och berättande med film 2006 Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract The purpose of this thesis is to describe and analyse teenagers’ collective work and communication with film, with a focus on aspects related to representation, identity work and learning. These are held together thematically through the notion of difference, which is regarded as the motivation behind all text making and also as a possible social result of communication. The empirical data stem from observational studies of three collective filmmaking processes and were collected with methods from the field of visual ethnography. The data consist of (transcriptions of) my video recordings and of the films that were made by the young filmmakers. Theoretically the study has a social semiotic and multimodal approach, which implies a view of representation as a social process of signmaking. The analyses are guided by the view that all texts simultaneously construct different types of meaning – through the ideational, the interpersonal and the textual metafunctions – and that various modes are used to contribute with meaning in relation to these different aspects. The analyses of the films are guided by questions concerning what the groups communicate with their films, how this communication is organised and what they do socially through their filmed representations. As a result, the study shows how the teenagers use filmmaking as a way of dealing with their experiences of their social and cultural context. The thesis also contributes with an insight concerning the width of possibilities that filmmaking and other forms of multimodal textmaking can offer, stretching from the social aspects of communication to the specific affordances of the film medium itself. The study simultaneously brings light to the filmmaking processes, with a focus on how the youngsters reflect and make choices along the way. In connection to this, questions are posed concerning the development of the process. The different parts of the process and the various modes that are used at different stages are shown to contribute to the progress of the creative process.
38.	Lindstrand, Fredrik, 1973- (författare) Att urskilja och erkänna : Om betydelsen av att se och synliggöra barns kompetens 2013 Annan publikation (populärvet., debatt m.m.)
39.	Lindstrand, Fredrik (författare) Commodity culture as a global resource in teenagers' work with film 2005 Konferensbidrag (refereegranskat)
40.	Lindstrand, Fredrik, 1973- (författare) Competent Toddlers : A Study of Engagement, Social Interaction and Meaning Making In Front Of The TV Screen 2013 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.
41.	Lindstrand, Fredrik, Professor, fil dr, 1973-, et al. (författare) Connecting analog and digital genres : Results from a pilot study of the uses of digital pencils in a Swedish middle school 2023 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.
42.	Lindstrand, Fredrik, et al. (författare) Design för lärande Historia : Medeltiden som exempel 2019. - 1 Bok (övrigt vetenskapligt/konstnärligt)abstract Medeltiden är en epok som har avsatt många olika avtryck också i vår tid, inte minst som en mytomspunnen inspirationskälla. Detta gestaltas på många vis, bland annat i romaner, filmer, tv-serier, spel, lajv och arrangemang som "Medeltidsveckan" eller Nordisk festival för medeltida musik. Bruket av medeltiden säger därför också något väsentligt om vår egen tid, och blir ett intressant "nyckelhål" för att förstå både vilken bild vi skapar av oss själva och vilken bild vi skapar om en historisk epok.I den här boken söker vi svar på frågor som: Hur gestaltas och används medeltiden i olika sammanhang? Vilka aspekter lyfts fram som centrala, och vilka tonas ner? Dessa frågor rör historiebruk och historiemedvetande, som ju också är centralt för skolans undervisning. Därför vill vi också se närmare på hur medeltiden representeras (multimodalt) och bearbetas i förskolans och skolans värld jämfört med hur medeltiden tar gestalt i andra sammanhang.Boken - med fokus på design för och design i lärande - vänder sig till lärarutbildning och lärarfortbildning, men också till studerande i pedagogik och didaktik såväl som studerande inom andra discipliner som intresserar sig för hur kunskap gestaltas och används i olika sammanhang.
43.	Lindstrand, Fredrik, 1973-, et al. (författare) Design för lärande på museer 2010 Konferensbidrag (populärvet., debatt m.m.)
44.	Lindstrand, Fredrik, Professor, fil dr, 1973- (författare) Designs for learning in higher education : A motion towards recognizing multimodal knowledge production in students' academic degree theses 2023 Ingår i: 11th International Conference on Multimodality: Designing Futures. - London : University College London. ; , s. 43-43 Konferensbidrag (refereegranskat)abstract While writing has been the dominant mode in academia for a long time, multimodal social semiotics (e.g. Kress, 2003; 2010; Huang & Archer, 2017) and designs for learning (e.g. Selander & Kress, 2021) provide arguments for approaching other modes as viable resources for meaning-making and knowledge production, even in higher education. This presentation introduces a recent pilot study regarding possibilities and challenges in students’ production of multimodal degree theses within the teacher education in visual arts. The project was motivated by an 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, while also providing possibilities for inclusion in a wide sense. 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. The analytical framework stem from multimodal social semiotics and designs for learning, analyzing students’ multimodal knowledge production and -representation (conceptualized as designs in learning) and the educational contexts framing their work (i.e. designs for learning). Preliminary findings suggest a number of positive effects, e.g. in relation to academic literacy, understanding of subject matter, social inclusion and identity; while also implying some challenges in terms of workload and construing cohesion in the multimodal text. In conclusion, 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.
45.	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.
46.	Lindstrand, Fredrik (författare) Didaktisk design i ungdomars berättande med film 2008 Ingår i: Design för lärande. - Stockholm : Norstedts Akademiska Förlag, Stockholm. - 9789172275515 ; , s. 203-216 Bokkapitel (populärvet., debatt m.m.)
47.	Lindstrand, Fredrik, 1973- (författare) Editorial 2008 Ingår i: Designs for Learning. - 1654-7608. ; 1:1, s. 6-9 Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract Editorial of the first issue of the journal Designs for Learning.
48.	Lindstrand, Fredrik, 1973- (författare) Editorial 2008 Ingår i: Designs for Learning. - : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 1:1, s. 6-9 Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract Editorial of the first issue of the journal Designs for Learning.
49.	Lindstrand, Fredrik, 1973-, et al. (författare) En förändring av lärandets kontext - aspekter på lärande i gestaltningsarbete med digitala resurser 2009. - 1 Ingår i: Individ, teknik och lärande. - Stockholm : Carlsson. - 9789173312516 ; , s. 200-217 Bokkapitel (övrigt vetenskapligt/konstnärligt)
50.	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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