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  • 1.
    Abbas, Malak
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Al-Falahi, Diana
    Örebro University, School of Humanities, Education and Social Sciences.
    Digitalt spelbaserat lärande: och dess inverkan på engelska språkinlärning2023Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Schools in general have been digitized to a large extent and the inclusion of digital tools is becoming more and more common. The purpose of this study is to find out what different studies say about the inclusion of digital games-based learning and the impact they have on students' vocabulary learning and motivation in English teaching. It’ll also mention where the different studies have been implemented and which methods have been used. The method used in this study is a literature review that has been collected from ERIC (EBSCO), JSROR, ERIC (ProQuest), and IEEE Explore. The results showed that the implementation of digital games-based learning focusing on vocabulary learning motivates students to learn and improves their English language more than analog learning. It has also been shown that digital games have been effective in developing students' English language skills. This is because the students experience learning as enjoyable, unlike analog teaching where they feel analog learning takes place within a strict framework. The conclusion of this study shows that the students gain increased motivation and interest in learning English as a foreign/second language through digital games.

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    Digitalt spelbaserat lärande: och dess inverkan på engelska språkinlärning
  • 2.
    Abdul Samad, Abdul Samad
    Örebro University, School of Humanities, Education and Social Sciences.
    Teaching Literature as a Means to Promoting Critical Thinking -A Teacher Perspective2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Developing critical thinking and mastering its skills has been a vital priority for the curriculum in Swedish upper-secondary school. The National Curriculum for upper-secondary school and the syllabus for the English subject emphasize the importance of implementing and enhancing the development of the students’ critical thinking which leads to having active learners who are able to think creatively and keeps them away from becoming narrow-minded. The purpose of this study is to explore the prospect of teaching critical thinking through reading literature. Guided by the critical thinking skills that are defined in The Delphi Report including (1) interpretation, (2) analysis, (3) evaluation, (4) inference, (5) explanation and (6) self-regulation, this study explores the possibility of promoting critical thinking skills through reading literature. The study also examines the efficacy of the reader-response approach in helping the students to be critical thinkers and active readers. Using qualitative data from conducting interviews, this study analyses teachers’ perspectives and considered the implications for teaching literature in terms of fostering the students’ critical thinking. The study showed that the teachers’ awareness of the significance of integrating literature in teaching English was found to play a great role in fostering the students as critical thinkers. The study also showed that teachers emphasized the importance of in-class discussions about literary works in order to expand the students’ thinking horizons and enhance their sense of self-confidence as contributors to the learning process. It also showed that the reader-response theory has a significant role in fostering the students’ critical thinking even though it is not clearly stated in the teachers’ perspectives on teaching literature.

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  • 3.
    Abdullahi, Idman
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Nuuh, Asma
    Örebro University, School of Humanities, Education and Social Sciences.
    Flerspråkiga elevers möjlighet till att använda sitt modersmål iundervisningen: En komparativ analys med fokus på läroplanerna 2011 och 2022 i svenska somandraspråk2022Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Vår uppsats handlar om jämförelsen mellan läroplanerna 2011 och 2022. Vi har fokuserat på ämnet svenska som andraspråk där vi analyserar i eller vilken mån flerspråkighet samt modersmål tas upp. För drygt 10 år sedan var den genomsnittliga procentandelen av eleverna i skolan som hade ett annat modersmål än svenska 17 procent. När det gäller båda läroplanerna nämns det i ämnets syfte att lärare ska använda sig av olika förutsättningar för att ge eleverna möjligheten att utveckla sitt svenska tal, skriftspråk, mötet av olika typer av texter och även kunskaper i och om svenska språket. Det nämns inget om hur elevernas modersmål ska nyttjas. Sverige har inte lagstiftat vilket språk som är officiellt språk men svenskan är huvudspråket och det står i läroplanen för grundskolan att man ska kunna svenska språket efter genomgången grundskolan. Efter att ha analyserat läroplanerna ser vi att enspråkighetsperspektivet är tydligt och synligt. Flerspråkighet är inte en märklig företeelse som enbart förekommer i Sverige. Trots detta verkar många svenska skolor ha svårigheter med hur de ska arbeta med flerspråkiga elever, vilket vi även ser i läroplanerna. Elever som kommer till ett nytt land i de yngre åldrarna lär sig ett nytt språk snabbare och man ställer inte heller lika höga krav på språket i de yngre åldrarna, jämfört med elever som har invandrat i de högre åldrarna. Det är viktigt att använda sig av elevernas flerspråkighet i undervisningen för att utveckla elevens alla språk. Skolan är också den platsen eleverna skapar sin identitet, det är där eleverna formar sin självbild.

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  • 4.
    Abulkhariyeva, Dilnaz
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Hacksell, Angelica
    Örebro University, School of Humanities, Education and Social Sciences.
    Vänskapens betydelse för barns identitetsupplevelse: – en tematisk analys av vänskap i utvald skönlitteratur2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Angelica Hacksell & Dilnaz Abulkhariyeva “Vänskapens betydelse för barns identitetsupplevelse”: en litteraturanalys av utvald skönlitteratur som vänder sig till barn och berör ämnet vänskap. Grundlärarprogrammet, inriktning mot arbete i förskoleklass och grundskolan årskurs 1–3, Svenska språket, Svenska, självständigt arbete inriktning F-3, grund-nivå, 15 högskolepoäng, HT 2023.

    Uppsatsen är en kvalitativ litteraturanalys där vi undersöker tre utvalda skönlitterära böcker som på olika sätt berör vänskap. Syftet med uppsatsen är att i våra valda skönlitterära böcker undersöka hur vänskap skildras och hur dessa böcker kan användas som ett pedagogiskt verktyg för att främja goda kamrat- och vänskapsrelationer. Vi kommer att undersöka hur vänskap skildras och hur karaktärerna gestaltas. Resultatet av analysen visar att det finns skillnader och att det beror på om vänskapen skildras utifrån tjej- eller kill-perspektiv. Vänskapen skildras utifrån ett komplicerat perspektiv som innefattar en viss problematik i form av svek och avsaknad av gemenskap. Vi har även kommit fram till att våra valda böcker är relevanta ur ett didaktiskt perspektiv. Således att det kan vara ett viktigt verktyg för att främja goda kamrat- och vänskapsrelationer samt att dessa böcker möjliggör en diskussion om komplexiteten kring vänskap.

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    Vänskapens betydelse för barns identitetsupplevelse: – en tematisk analys av vänskap i utvald skönlitteratur
  • 5.
    Adami, Elisabetta
    et al.
    University of Leeds, Leeds, UK.
    Archer, Arlene
    University of Cape Town, Rondebosch, South Africa.
    Björkvall, Anders
    Örebro University, School of Humanities, Education and Social Sciences.
    Gualberto, Clarice
    Universidade Federal de Minas Gerais, Belo Horizonte, Brazil.
    Jewitt, Carey
    Culture Communication and Media, University College London, London, UK.
    Vasudevan, Lalitha
    Mathematics, Science, and Technology, Teachers College of Columbia University, New York NY, USA.
    Lim, Fei Victor
    Nanyang Technological University National Institute of Education, Singapore.
    Editorial multimodality and society2024In: Multimodality & Society, ISSN 2634-9795, E-ISSN 2634-9809Article in journal (Other academic)
    Abstract [en]

    This issue, the first of volume 4, marks the start of Multimodality & Society’s fourth year and provides a good moment to look across the past 3 years to review and reflect on the journal’s contribution to multimodality. Multimodality & Society aims to consolidate and advance multimodal theory, methodologies, and empirical understanding of interaction and communication. This editorial considers the collective contribution of the 12 issues published to date and points to how the journal can continue to push the boundaries of multimodality forward. We highlight the significance of the journal’s expansion of multimodal formats, and several directions embedded in the journal scope which we have advanced.

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    Editorial multimodality and society
  • 6.
    Adl, Hala
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Hannan, Soltana
    Örebro University, School of Humanities, Education and Social Sciences.
    Två läromedelsanalyser med fokus på nyanlända elever2021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I takt med att svenska samhället blir alltmer mångkulturellt och flerspråkigt kommer framtidens lärare ställas inför nya utmaningar då många av deras elever inte har svenska som modersmål. Då är det viktigt att man har en fördjupad förståelse om hur läromedel i svenska skolor kan bemöta dessa elever. I denna studie, har två läromedelsanalyser utförts utifrån ett historiskt perspektiv. Syftet med denna uppsats är att undersöka hur språket, texten och innehållet i läromedel för f-3 har förändrats under 40 år samt att undersöka om läromedlens text är anpassad att använda för andraspråkselever. Studien utgår från den sociokulturella teorin och har genomförts med hjälp av en kvalitativ metod som utgår från textanalys och innehållsanalys .Resultatet av studien visar att det äldre läromedlet knappast är lämpligt för nyanlända elever i fråga om språk, text och innehåll. Det nyare läromedlet är bättre anpassad men inte heller den motsvarar helt de behov som nyanlända andraspråkselever har.

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  • 7.
    Adolfsson, Isak
    Örebro University, School of Humanities, Education and Social Sciences.
    Walser och Kafka: ett slags släktskap – Om familjelikheter mellan två författarskap2020Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Instead of an intertextual approach, this bachelor thesis make use of Wittgenstein’s concept of family resemblance to examine the conceived relation between Robert Walser’s Jakob von Gunten and Franz Kafka’s The metamorphosis. The concept is also constituted of pointing out how the texts coincidently are not bound to each other. The purpose is to immerse the refinement of the literary communion between the two authors. The concept focus contact areas and individual areas of the texts, and these family resemblances are constituted by language games, which is to use the language for a specific function. The family resemblance examined in this thesis is "overreactions". The result shows that overreactions serve different functions at the two authors. Walser uses the language game with the function of demonstrating how man is contingent, while Kafka uses a similar language game but with the function of demonstrating how man has a an unreducible core which can be alienated. Even though the function is individual, a contact area of making a statement of man’s being is made by the use of resembling language games, and this sharpens a family resemblance.

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  • 8.
    Adolfsson, Rebecca
    Örebro University, Department of Humanities.
    "de va ju jag som va syndaren va?": En analys av ju i vardagliga samtal2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna uppsats är att undersöka användningen av "ju" i vardagliga samtal. Det primära materialet för undersökningen är därför en ljud- och bildinspelning av ett vardagligt samtal mellan tre unga kvinnor. Ur detta samtal analyseras en sekvens där "ju" förekommer med samtalsanalys (CA) som metod. Analysen visar att den främsta funktionen hos "ju" i denna sekvens är att skapa gemenskap och engagemang.

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  • 9.
    Adzemovic, Merfin
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Ovat, Valentina
    Örebro University, School of Humanities, Education and Social Sciences.
    Text- och bildrelationen i svenska läromedel – En undersökning av ett läromedel för årskurs två i olika versioner2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 10.
    Agrell, Christina
    et al.
    Örebro University, Department of Social and Political Sciences.
    Larsson, Sofia
    Örebro University, Department of Social and Political Sciences.
    Edvardsson, Bo
    Örebro University, Department of Social and Political Sciences.
    Beskrivningar av pojkar och flickor i sociala utredningar i LVU-ärenden1997Report (Other academic)
    Abstract [en]

    Differences in descriptions of boys and girls are studied in 26 child protection cases. There are several differences, i.e. boys are described as aggressive and girls as worried. 

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  • 11.
    Ahlnäs, Elin
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Makkonen, Ida
    Örebro University, School of Humanities, Education and Social Sciences.
    Att utveckla elevers läsförståelse med barnlitteratur: – En komparativ analys av en kapitelbok och en bilderbok om Oliver Twist2021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I denna uppsats genomför vi en komparativ textanalys av Charles Dickens verk om Oliver Twist och vi använder oss av en kvalitativ forskningsmetod. Verken vi har jämför är en översatt kapitelbok, Oliver Twist (2001) med en adapterad bilderbok, Oliver Twist (2019). Uppsatsens syfte är undersöka vad som har förändrats i de olika versionerna, där vi fokuserar på berättelsens intrig och karaktärer. Analysens resultat visar att detaljer i både händelser och karaktärer har reducerats men att bilderna i adaptionen bidrar med mycket av berättandet. Vidare används analysens resultat i en didaktisk diskussion för beskriva hur båda böckerna kan användas kombinerat i ett undervisningssammanhang för att utveckla elevers läsförståelse

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  • 12.
    Ahlnäs, Elin
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Makkonen, Ida
    Örebro University, School of Humanities, Education and Social Sciences.
    Från barnlitteratur till värdegrundsarbete: – En textanalys av böckerna om Kerstin2022Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I denna uppsats genomförs en kvalitativ textanalys av Helena Hedlunds tre första skönlitterära barnböcker om Kerstin. Verken vi har analyserat är Det fina med Kerstin (2018), Att vara Kerstin (2019) och Kerstin livet och döden (2020). Uppsatsens syfte är att analysera hur etik, normer och inkludering kommer till uttryck i de valda böckerna. Dessutom hur de kan användas i arbetet med värdegrundsfrågor i årskurs F–3 genom att läsa högt i klassrummet med efterföljande litteratursamtal. Resultatet av analysen visar på att böckerna om Kerstin innehåller många bra diskussionsmöjligheter kring etik, normer och inkludering som kan användas i ett undervisningssyfte. Vidare används analysen för en didaktisk diskussion där vi har valt att fokusera på högläsning och samtalet. Vi tar hjälp av tidigare forskning för visa på hur ett värdegrundsarbete kan utföras med böckerna som utgångspunkt. Exempel från varje bok kopplat till varje analysbegrepp presenteras och vi ger exempel på konkreta arbetssätt.

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  • 13.
    Akfidan, Filis
    Örebro University, School of Humanities, Education and Social Sciences.
    Synen på barndom och uppfostran i skönlitterära barnböcker: - Specifikt, Janne, min vän(1985), Alla vi barn i Bullerbyn(1947) och Mera om oss barn i Bullerbyn(1949)2016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
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  • 14.
    Aldén, Michelle
    Örebro University, School of Humanities, Education and Social Sciences.
    Carlo Collodis Pinocchio & Disneys Pinocchio : – en komparativ studie2018Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 15.
    Allard, Karin
    Örebro University, School of Humanities, Education and Social Sciences.
    Flerspråkighet och teckenspråkiga miljöer2017In: Språklig mångfald i klassrummet / [ed] Åsa Wedin, Stockholm: Lärarförlaget , 2017, p. 137-Chapter in book (Other (popular science, discussion, etc.))
  • 16.
    Allard, Karin
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Chen Pichler, Deborah
    Gallaudet University, Washington DC, USA .
    Multi-modal visually-oriented translanguaging among Deaf signers2018In: Translation and Translanguaging in Multilingual Contexts, ISSN 2352-1805, Vol. 4, no 3, p. 384-404Article in journal (Refereed)
    Abstract [en]

    Translanguaging is often regarded with great skepticism in the context of Deaf education, as an approach that has already been tried, with disastrous results. Already in the 1960’s educators understood the critical importance of allowing deaf children to exploit their full linguistic repertoire for learning: not only listening, lip-reading and reading/writing, but also sign language, fingerspelling, gesture, and other strategies that render language visually accessible. The resulting teaching philosophy, Total Communication (TC), quickly became the dominant approach employed in Deaf education. Yet despite its progressive stance on multilingualism and multimodality, TC ultimately failed to provide deaf students with full access to a natural language. This chapter contrasts the ineffective multilingual practices under TC with characteristically “Deaf ways” of multilingual meaning-making observed among skilled Deaf signers. Excerpts from life story interviews illustrate the impact these practices have for scaffolding learning among Deaf students newly arrived in Sweden. We conclude that prioritizing visually-oriented practices and supporting both students and teachers to become skilled signers offer the best assurance for successful translanguaging in Deaf education without engendering the problems that caused TC to fail.

  • 17.
    Allard, Karin
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Roos, Carin
    Karlstad universitet, Karlstad.
    Framgångsfaktorer i läs- och skrivlärande för döva barn och barn med hörselnedsättning: en systematisk litteraturstudie2016Book (Other academic)
  • 18.
    Allard, Karin
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Wedin, Åsa
    Högskolan Dalarna, Falun.
    Skrift i teckenspråkiga skolmiljöer2013In: Flerspråkighet, litteracitet och multimodalitet / [ed] Åsa Wedin och Christina Hedman, Lund: Studentlitteratur AB, 2013, 1, p. 209-231Chapter in book (Other (popular science, discussion, etc.))
  • 19.
    Allegrini, Paola
    Örebro University, Department of Humanities.
    Kunskapssyn i hemkunskapsläroböcker: Hur den grafiska utformningen och tilltal och omtal speglar förändringar i ämnet mellan 1978 och 2006.2006Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 20.
    Almer, Desirée
    Örebro University, School of Humanities, Education and Social Sciences.
    Galna män av kvinnliga genier: –En studie av gotiska genrekonventioner i Aurora Ljungstedts Hin Ondes Hus och Lucie Lagerbielkes En Sällsam Upplefvelse2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Primärkällorna utgörs av de två skönlitterära verken Hin Ondes Hus (1853) av Aurora

    Ljungstedts och En Sällsam Upplefvelse (1913) av Lucie Lagerbielke. De båda verken har en

    anknytning till några av gotikens centralfigurer och förhåller sig på olika sätt till gotikens

    genrekonventioner. Undersökningen syftar till att utreda vilken funktion verkens författare har

    låtit det explicita inflytandet av den gotiska strömningen fylla och hur förhållningssättet till

    gotiklitteraturens klassiska genrekonventioner kommer till uttryck.

    Metoden är komparativ där gotiska motiv urskiljs och redogörs för. Den teoretiska

    utgångspunkten är en genrediskussion utifrån Yvonne Leffler respektive Mattias Fyhrs

    definitioner av gotik och vilka komponenter som krävs i ett verk för att bestämma

    genretillhörighet.

    Analysens resultat visar att författarna låtit inflytandet av den gotiska strömningen fylla olika

    typer av funktioner. Där Ljungstedt följt de klassiska genrekonventionerna i större

    utsträckning och låtit verket syfta till att frambringa den njutbara rysningen. Lagerbielke å

    andra sidan har ett annat ändamål och budskap med sitt verk, men följer också i stor

    utsträckning de klassiska gotiska genrekonventionerna.

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  • 21.
    Altenberg, Bengt
    et al.
    Lunds universitet, Lund, Sweden.
    Tapper, Marie
    Lunds universitet, Lund, Sweden.
    The use of adverbial connectors in advanced Swedish learners' written English1998In: Learner English on computer / [ed] Sylviane Granger, Harlow: Longman, 1998, p. 80-93Chapter in book (Other academic)
  • 22.
    Alvarez, Angela
    Örebro University, Department of Humanities.
    En roman, två publiceringar, ett mångtal redigeringar: en komparativ studie mellan 2006Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 23.
    Andersen Dhyr, Kasper
    Örebro University, School of Humanities, Education and Social Sciences.
    Cultural Awareness and Democratic values in Swedish EFL Coursebooks.: A study of the promotion of cultural awareness and democratic values.2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The overall aim of this essay is to analyze how two different coursebooks, Pioneer 2 andContext 2, present non-white/non-western culture and contribute in promoting both cultural awareness and democratic values at English 6 of Swedish upper secondary school. To be able to do such an analysis a broad theoretical background on cultural awareness and democratic values is given. The essay will demonstrate that the textbooks of the study have different approaches to cultural awareness and that textbooks used in language teaching can be different while still attaining the overall purpose of the Swedish curricula. The first book presents a lighter and less detailed view on culture, but with more varied sections using authentic texts, comparisons between cultures and static cultural outlook. The second book uses fewer examples but goes more in depth with each example using authentic texts, intercultural comparisons, and focused sections, leading to a better understanding of culture as dynamic.

  • 24.
    Anderssom, Mattias
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Brcic, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Att främja läsintresse och läsförmåga: – En litteraturstudie om pedagogens arbete kring läsning2016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
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  • 25.
    Andersson, Emma
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Gustafson, Arthur
    Örebro University, School of Humanities, Education and Social Sciences.
    Digital källkompetens i samhällskunskap: En litteraturstudie om källkritiskt tänkande och sociala medier2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna litteraturstudie är att sammanställa och diskutera tidigare forskning om hur lärare undervisar om digital källkompetens i SO-ämnena. Detta gör vi genom att fokusera på två aspekter av digital källkompetens: källkritiskt tänkande och sociala medier. Vår undersökning riktar in sig på undervisning för de yngre skolbarnen, men då litteraturen på området är begränsad undersöks även ett bredare perspektiv, såsom i äldre årskurser, andra länder och i andra ämnen. Följande frågeställningar vägleder vår litteraturstudie:

    1.Vilka undervisningsmetoder och arbetssätt om källkritiskt tänkande och sociala medier beskrivs i litteraturen?

    2.Vilka utmaningar möter lärare i sin undervisning om sociala medier och källkritik?

    Vi har använt oss av en innehållsanalys när vi analyserade studierna och använde oss av våra frågeställningar för att tematisera innehållet. Resultatet visar att fyra olika undervisningsmetoder och arbetssätt som kan stärka elevers digitala källkompetens har identifierats, vilket är: diskussionsbaserad undervisning, multimediabaserad undervisning, elevcentrerad undervisning samt lärarstrategier och stödstrukturer. Resultatet visar även på flera utmaningar som lärare möter i sin undervisning vilket vi delat in i tre kategorier: sociala medier, (O)balanserad undervisning och svårigheter med att elevcentrera undervisningen. Litteraturstudien visar att det finns både möjligheter och utmaningar i undervisningen om digital källkompetens. Allt fler elever i yngre åldrar använder sociala medier dagligen och tar del av både önskad och oönskad information. Utbildning i digital källkompetens blir alltmer nödvändigt och elever behöver både stöttning och vägledning i hur det förhåller sig kritiskt till källor.

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    Digital källkompetens i samhällskunskap: En litteraturstudie om källkritiskt tänkande och sociala medie
  • 26.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    A Literary Study of Judges and the Books of Samuel2019Other (Refereed)
  • 27.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    A narratologist's critical reflections on synchronic studies of the Bible: a response to Gregory T.K. Wong2007In: Scandinavian Journal of the Old Testament, ISSN 0901-8328, E-ISSN 1502-7244, Vol. 21, no 2, p. 261-274Article in journal (Refereed)
  • 28.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    Anežka Kuzmičová: Mental Imagery in the Experience of Literary Narrative. Views from Embodied Cognition2013In: Tidskrift för litteraturvetenskap, ISSN 1104-0556, E-ISSN 2001-094X, no 3-4, p. 187-189Article, book review (Refereed)
  • 29.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    Att göra konst av historien: Selma Lagerlöf och Jerusalem2014In: Berättande - Liv - Mening: Fakta & fiktion, biografi, narrativ metod / [ed] Greger Andersson, Christina Carlsson Wetterberg, Carina Lidström, Sten Wistrand, Örebro: Örebro universitet , 2014, p. 159-178Chapter in book (Other academic)
  • 30.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    Att tala om kristen tro i termer av en berättelse2021In: Barmhärtighetens gemenskap: Festskrift för Roland Spjuth / [ed] Carl-Magnus Carlstein; Maria Ledstam; Bengt Rasmusson; Fredrik Wenell, Malmö: Spricka , 2021, p. 193-209Chapter in book (Other academic)
  • 31.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    Domarboken och dess berättelser2001In: Libris stora handbok till Bibeln / [ed] Huvudredaktörer: Pat och David Alexander ; svensk redaktör: Sune Fahlgren, Örebro: Libris , 2001Chapter in book (Other (popular science, discussion, etc.))
  • 32.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    Ehud and Eglon: Cunning behaviour in the Bible2024In: Characters and characteization in the book of Judges / [ed] Keith Bodner; Benjamin J. M. Johnson, New York: T & T Clark , 2024, p. 27-41Chapter in book (Refereed)
  • 33.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    Gamla testamentets fascinerande och utmanande berättelser2018In: Ordet är dig mycket nära: Tolkningar av Gamla testamentet / [ed] James Starr och Birger Olsson, Skellefteå: Artos & Norma bokförlag, 2018, p. 109-121Chapter in book (Other academic)
  • 34.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    Is there a narrative method of text analysis and interpretation?2012In: Disputable core concepts of narrative theory / [ed] Göran Rossholm, Christer Johansson, Bern: Peter Lang Publishing Group, 2012, p. 279-305Chapter in book (Other academic)
  • 35.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    Louise Brix Jacobsen, Stefan Kjerkegaard, Rikke Andersen Kraglund, Henrik Skov Nielsen, Camilla Möhring Reestorf & Carsten Stage Fiktionalitet. Fredriksberg: Samfundslitteraturen, 2013, 168s. Perh Krogh Hansen, Henrik Skov Nielsen & Stefan Kjerkegaard (red.) "Fiktion of Fortaeling", K?K (Kultur og Klasse), nr. 115, 2013, 183 s.2014In: Tidskrift för litteraturvetenskap, ISSN 1104-0556, E-ISSN 2001-094X, no 2, p. 117-120Article, book review (Other academic)
  • 36.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    Metanarrative remarks in the fairy tales of Hans Christian Andersen2005In: When we get to the end ...: towards a narratology of the fairy tales of Hans Christian Andersen / [ed] Per Krogh Hansen, Marianne Wolff Lundholt, Odense: University Press of Southern Denmark , 2005, p. 155-202Chapter in book (Other academic)
  • 37.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    Narrating Selves and the Literary in the Bible2019In: Partial Answers, ISSN 1565-3668, E-ISSN 1936-9247, Vol. 17, no 1, p. 87-105Article in journal (Refereed)
    Abstract [en]

    This article discusses how features in a narrative generate an understanding of its purpose and how this understanding affects our attitude when reading and interpreting a text. It focusses on biblical texts that aspire to be historical but still contain elements that are generally thought to belong to the realm of fiction, as well as on texts with an assumed argumentative purpose and traits that create a sense of literary art. The four texts are Jesus's parable of the Good Samaritan, the book of Nehemiah, autobiographical sections in Paul, and third-person narratives in the books of Samuel. The article suggests that our understanding of the frame determines the function and meaning of the forms; yet it also argues that the presence of certain forms might challenge conventional assumptions about the frame, that is, the purpose of some narratives.

  • 38.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    Om ren och oren föda2018In: Aiolos, ISSN 1400-7770, no 62-63, p. 41-46Article in journal (Other academic)
  • 39.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    Pentekostal hermeneutik: Hur tolkar svenska pingstpredikanter bibeln?2020In: Scandinavian Journal for Leadership & Theology, E-ISSN 1894-7875, no 7, p. 1-18Article in journal (Refereed)
    Abstract [en]

    In this article I present a study of Swedish Pentecostal preachers’ interpretations and applications of biblical texts. The study is based on 19 sermons that were published on the website"Söndag hela veckan”, January 19, 2020, by churches with “Pingst” (Pentecostal) in theirname. The aim of the study was to contribute to the field of Pentecostal hermeneutics throughan analysis of interpretative patterns in present day preachers’ sermons. The study shows thatthe preachers address a putative desire for a more devoted Christian life and that they do notpractice exegetics in the sense of making historical readings searching for the original authors’ intention. Instead they apply the texts to the present here and now, thereby bringing thetexts from them to us. This is done by means of generalizations, abstractions, and analogies inthe form of parables and narratives. In this way the studied preachers endeavor to encourageand challenge their listeners to continue searching for the richer Christian life they long for. Inrelation to previous studies, I claim that the studied sermons constitute a special act of interpretation that cannot be compared with academic exegetics. I also suggest that the hermeneutics in the sermons cannot be described as narrative or, for example, poststructuralist. Thereare some marginal similarities with interpretations of fiction, but the sermons can on thewhole be described as “a distinctive interpretive activity”. The message of the sermons is consistent with previous descriptions of Pentecostal theology, except that the preachers do notemphasize the story of the Pentecostal movement and, more remarkably, that traditional eschatology hardly has any place in the sermons

  • 40.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    Postclassical narratology vs. poetics: David Herman's "hypothetical focalization" as a test case2013In: Semiosphere of narratology: a dialogue of languages and cultures : an international volume of scientific articles / [ed] Ludmila Tatare och José Angel García Landa, Balashov: Nikolayev , 2013, p. 7-24Chapter in book (Refereed)
    Abstract [en]

    In this article I discuss David Herman’s thesis about «hypothetical focalization» (HF), as it is presented in Story Logic: Problems and Possibilities of Narrative [1], in relation to different theories about reader interpretations (taken in a very basic sense) of narrative fiction. I will simplify the theoretical options to two approaches: the first is based on the assumption that fictional narrative is a secondary variant of factual narrative with the simple modifier “as if”. Accordingly, it is assumed that a fictional narrator informs a narratee about persons and events in a fictional world using linguistic means that work according to common grammatical rules. The alternative, advocated by theoreticians such as Käte Hamburger [2], Lars-Åke Skalin [3; 4] and Richard Walsh [5][1], is a “separatist” approach, which assumes that fiction is a particular “context” or “language-game”. According to this paradigm an author (or narrator) does not inform about objects but rather stipulates motifs that will have an aesthetic impact on readers. Such an approach can be described as pragmatic and it must, when used analytically, go from effects to poetics (in the sense of theory) since it cannot be assumed that certain forms have the same function or generate the same effects in different contexts.

    An important argument for the latter opinion is that the former theoretical variant will, if applied to literary texts, generate “disquieting” interpretations that do not fit in well with the intuition of readers[2]. This implies, according to the critics, that readers interpret fictional narratives from the perspective of another poetics — in the sense of an internalized rule-system[3] — than the one assumed by the theoreticians advocating the former model. The putative counter-argument that theoreticians like Gérard Genette in his analysis of Marcel Proust [7] have come up with what are taken to be good readings is met by the answer that these theoreticians did not read the literature in accordance with their own “method” [8].  

    [1]I do not associate what is called unnatural narratology with this theoretical approach since their very use of the concept “unnatural” implies that they assume the traditional approach [cf. 6].  

    [2] “Disquieting interpretations” is used to denote interpretations that seem to be at odds with basic intuitions concerning the language game and sense of certain texts.

    [3] When speaking about reading in this article, I do not refer to a professional reader but to the ability to read as a reader equipped with poetics — that is, a more or less conciously internalized theory of how to make sense of narrative fiction. I thus use the terms poetics to denote this “internalized theory,” or understanding of the rules and constraints of narrative fiction.

  • 41.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    Recension av Christer Johansson, Mimetiskt syskonskap : en representationsteoretisk undersökning av relationen fiktionsprosa-fiktionsfilm2008In: Samlaren: tidskrift för svensk litteraturvetenskaplig forskning, ISSN 0348-6133, E-ISSN 2002-3871, Vol. 129, p. 385-390Article, book review (Other academic)
  • 42.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    Recension av: Sjöberg, Mikael: Wrestling with textual violence : the Jephthah narrative in antiquity and modernity2007In: Samlaren: tidskrift för svensk litteraturvetenskaplig forskning, ISSN 0348-6133, E-ISSN 2002-3871, Vol. 128, p. 265-271Article, book review (Other academic)
  • 43.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    Stories about Humans in a Complicated World: The Narratives of the Hebrew Bible2019In: God and Humans in the Hebrew Bible and Beyond: A Festschrift for Lennart Boström on his 67th Birthday / [ed] David Willgren, Sheffield: Sheffield Phoenix Press, 2019, p. 51-71Chapter in book (Refereed)
  • 44.
    Andersson, Greger
    Örebro University, Department of Humanities.
    The book and its narratives: a critical examination of some synchronic studies of the book of Judges2001Doctoral thesis, monograph (Other academic)
    Abstract [en]

    During recent decades, there has been a trend among biblical scholars towards applying methods borrowed from literary studies to the familiar texts of the Old and New Testaments. A major reason for this reorientation is the search for a meaningful and interpretable text; hence, it can be seen as a protest against the historical-critical school and its ambition to reconstruct an authentic text by means of a diachronic analysis. Synchronic scholars argue for a new understanding of the biblical text, claiming that the object of interpretation is the text in its present form, regarded as a literary production. Consequently, they can study texts that are commonly considered to be patchworks or conglomerations as meaningful literary works regardless of their pre-history or authorship. In this thesis I do not focus on studies that concern individual narratives or poems but on those that apply a synchronic approach to large units of texts such as books or collections of books. My example is the book of Judges, and the fundamental issue is whether the synchronists’ description of its structure and of the relationship between the individual narratives and the larger text is sustainable. Through analyses of the book’s introduction and the stories about Ehud, Deborah, Jephthah and Samson, I argue that the scholars under consideration are often compelled to form interpretations that are in conflict with a “natural” or “intuitive” reading. I hence claim that they are not reading these stories in accordance with the conventions that are generally applied to narratives. The arguments in which they refer to implicit devices, allusions and the structure of the larger text are assessed as unconvincing.

    I argue that that these scholars make two common theoretical mistakes. Firstly, they do not consider the specific restrictions that apply to “the literary point of view”. Secondly, they disregard the fact that narratives are autonomous and hence resistant to reworking. If several independent narratives are put together, they are not thereby transformed into a larger single narrative even though they may contain common patterns and motifs. Hence, the individual story represents the primary level of meaning and discrete elements are understood as motifs within a

    literary construction. The stories of the book of Judges are therefore texts within a text. This explains why the book lacks a coherent ideology or morality. The tensions and ambiguities in the book cannot be resolved by classifying it as a literary production and studying it synchronically: on the contrary, doing this confirms and explains the difficulties in the book – that is, the inconsistent character of both the book and its narratives and the bizarre events that are recounted therein – and its polyphonic character.

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  • 45.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    The charge against classical and post-classical narratologies' "epistemic" approach to literary fiction2016In: Narrative theory, literature, and new media: narrative minds and virtual worlds / [ed] Mari Hatavara, Matti Hyvärinen, Maria Mäkelä, Frans Mäyrä, New York: Routledge, 2016, p. 50-66Chapter in book (Refereed)
  • 46.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    The Narrator in Biblical Narratives2021In: Optional-Narrator Theory: Principles, Perspectives, Proposals / [ed] Sylvie Patron, Lincoln: University of Nebraska Press, 2021, p. 150-165Chapter in book (Refereed)
  • 47.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    The problem of narratives in the Bible: moral issues and suggested reading strategies2013In: Narrative ethics / [ed] Jakob Lothe, Jeremy Hawthorn, Amsterdam: Rodopi , 2013, 1, p. 59-72Chapter in book (Refereed)
  • 48.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    Theology on the borderline of narrative: two sermons as test cases2009In: Borderliners: searching the boundaries of narrativity and narratology / [ed] Per Krogh Hansen, Köpenhamn: Forlaget Medusa, 2009, p. 197-218Chapter in book (Other academic)
  • 49.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    Untamable texts: literary studies and narrative theory in the books of Samuel2009Book (Other academic)
  • 50.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    Vad håller ihop en karaktär?2003In: Ordet och köttet: om teorin kring litterära karaktärer / [ed] Lars-Åke Skalin, Örebro: Universitetsbiblioteket, Örebro , 2003, p. 15-31Chapter in book (Other academic)
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