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  • 1.
    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.

  • 2.
    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
  • 3.
    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, 80-93 p.Chapter in book (Other academic)
  • 4.
    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.

  • 5.
    Andersson, Helen
    Örebro University, School of Humanities, Education and Social Sciences.
    Att imponera med en hälleflundra2005In: Retorikmagasinet: magasin för retorik och praktisk kommunikation, ISSN 1403-9052, no 26, 8-11 p.Article in journal (Other (popular science, discussion, etc.))
  • 6.
    Andersson, Helen
    Örebro University, School of Humanities, Education and Social Sciences.
    Interaktionella signaler i TV:s nyhetsredovisning1999In: Svenskans beskrivning 24. Förhandlingar vid Tjugofjärde sammankomsten för svenskans beskrivning, Linköping, 22-23 oktober 1999 / [ed] Linda Jönsson, Viveca Adelswärd, Ann Cederberg, Per A. Pettersson och Caroline Kelly, Linköping, 1999, 5-15 p.Conference paper (Other academic)
    Abstract [en]

    A good news anchor knows how to act naturally in front of the camera. A person who gives the impression of authority and trustworthiness. A person who not only reads the news; but rather reports the news events. It is also important that the news anchors presentation is neutral as part of an unbiased news service. As a voice machine; the prime mission of the news anchor is to reproduce the news without showing their own personal opinions. The language should be to the point; correct; but most of all vivid. A good news anchor has the ability to make a boring news event feel important and meaningful.

    The driving force of a vivid language is to increase the viewers comprehension of the news. From an interactional point of view; the use of vivid language by the news anchor shows an increasing awareness of the presence of the audience and a willingness to engage the viewers. The use of prosodic and non-verbal means of communication can also have other functions; such as influencing the audience when interpreting news events. How does the news anchor put forward a sad versus a funny news-item? Is there a difference in the presentation of a news-item concerning economy and a news-item concerning cultural happenings? Do all news anchors use the same stereotypical signals and/or are there individual differences?

    This article is a minor part of my dissertation on interaction in television news.

  • 7.
    Andersson, Helen
    Örebro University, Department of Humanities.
    Pauser och kriser: en studie av pausering i Olof Palmes tal till nationen med anledning av oljekrisen2004Report (Other academic)
  • 8.
    Andersson, Helen
    Örebro University, School of Humanities, Education and Social Sciences.
    Skriva i sociala medier: i händelse av kris2014Book (Other (popular science, discussion, etc.))
  • 9.
    Andersson, Helen
    Uppsala universitet, Institutionen för nordiska språk.
    TV:s nyhetsprogram som interaktion2002Doctoral thesis, monograph (Other academic)
    Abstract [en]

    During the last third of the 20th century, Swedish public and social life underwent an informalization process. The television news programmes today display the results of this development (and other trends) involving more dramaturgic variation, interactive elements, informalization and "cosiness".

    This thesis deals with interaction in television news from a viewer's point of view. The general purpose of the work has been to investigate the newsanchor's interaction with the viewers, the colleagues and the studio guests. The aim has been to describe the characteristic features of this interaction by using analytical tools from interactional sociolinguistics, particulary those concerning contextualization cues.

    The material consists of 11.5 hours of videotaped studio talk from three different news programmes (Aktuellt, Nyheterna and Tvärsnytt) during 1997–1998. The material– transcribed in extenso–is limited to the verbal and non-verbal activity of the newsreaders in four interactional situations: the newsreaders' monological quasi-interaction with the viewers, handovers, interviews with colleagues and with guests.

    The pervasive idea of the thesis is that news programmes can been seen as dramas in which the participants play certain roles. By using a number of devices, the participants enact these roles before the eyes of the viewers. The interaction can therefore be seen as an act performed for the benefit of the viewers. The theorethical basis for the dissortation is Goffman's ideas about participation structure (animator, author, principal, authorized and unauthorized listener), self-presentation, and framing. Of great importance is also Gumperz' notion of contextualization.

    The investigation shows that the newsreader uses a variety of contextualization cues and lets verbal and non-verbal means interplay to make contact with the viewers, e.g. you-pronouns, smiles, greetings and reminders. The interaction on the screen also displays an hierarchical order–the newsanchor steers the others' contributions. He/she also assigns to colleagues and guests different interactional roles. The reporter may alternately play the role of eyewitness, expert, analyst/speculator and commentator. The guest is called in to act either as expert, confrontation target, analyst/commentator, or representative.

  • 10.
    Andersson, Jesper
    Örebro University, School of Humanities, Education and Social Sciences.
    Focus on Form and Focus on FormS as a Means for Increasing Oral Performance: A Study on the Effectiveness of Two Grammar Teaching Methods.2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 11.
    Andersson, Maria
    Örebro University, Department of Humanities.
    Din jävla mutta!?: En undersökning om attityder och användning av könsord hos ungdomar2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 12.
    Anthony Low, Mark
    Örebro University, School of Humanities, Education and Social Sciences.
    “The French Dancer’s Bastard” –: A Narrative Analysis of Adèle’s Character Function in Charlotte Brontë’s Jane Eyre2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 13.
    Arnkärr, Linnea
    Örebro University, School of Humanities, Education and Social Sciences.
    Samtalets betydelse för barns språkutveckling: -En studie av hur barn i förskoleklass använder språket i   leken2016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim with this study is to examine children’s play with regard to language development. The research project is based on Vygotskij’s socio-culture perspective dealing with children’s language development and learning through interplay with other children. It is also based on the scholarship on what language skills children learn by talking to another one. In the study I use observations to find out how children use the language when they interact with each other in play situations. The results confirm the idea that play-situations have a big impact on children’s development in language because it leads to children creating ways to discover the language, for example using their language skills as a tool to make others understand them. By interacting with other children they use different ways to speak and solve problems. In addition, they use the language to put words to their thoughts and fantasies and share their opinions, experiences and ideas. It further concludes that play situations provide a way for children to explore the language in a way that it becomes a part of their natural world.

  • 14.
    Askerdal, Anna
    Örebro University, Department of Humanities.
    Sammansatta ord: en undersökning av hur dessa används och förstås av elever med invandrarbakgrund2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 15.
    Asp, Stina
    Örebro University, Department of Humanities.
    Ungdomars och vuxnas samtalsstilar: Hur samtalar flickor jämfört med kvinnor?2005Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 16.
    Atthem, Björn
    Örebro University, School of Humanities, Education and Social Sciences.
    Genus i fantasy: En analys av två svenska fantasyböcker2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 17.
    Bagerius, Henric
    et al.
    Göteborgs universitet, Göteborg, Sweden.
    Håkansson, Carl
    Elevcentrerad undervisning1999In: Svenskläraren: Tidskrift för Svensklärarföreningen, ISSN 0346-2412, no 1, 42-42 p.Article in journal (Other (popular science, discussion, etc.))
  • 18.
    Bagga-Gupta, Sangeeta
    Örebro University, Department of Education.
    Explorations in bilingual instructional interaction: a sociocultural perspective on literacy2002In: Learning and instruction, ISSN 0959-4752, Vol. 12, no 5, 557-587 p.Article in journal (Refereed)
    Abstract [en]

    The research reported here attempts to understand issues of Swedish Deaf bilingual students’ secondary language learning and literacy practices. In Swedish schools for the Deaf Swedish Sign Language is considered to be the students’ primary language and written Swedish is considered to be their secondary language. By using ethnographically inspired methodology the project has been analyzing bilingual instructional interaction and everyday language use in these settings. Notions of Global Lesson Patterns, Local-Chaining and Linguistic Complexity are explicated in an effort to show how instructional interactions can afford (or limit) learning possibilities in bilingual settings. Students appear to unwittingly receive opportunities to participate in literacy activities in lessons where Swedish is not explicitly focused. A sociocultural approach to the understanding of learning, development and language has important implications for the teaching and learning of secondary languages, both in Deaf bilingual classrooms and in bilingual classrooms in general.

  • 19.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Going beyond oral-written-signed-virtual divides: theorizing languaging from social practice perspectives2015In: Writing & Pedagogy, ISSN 1756-5847, Vol. 7, no 2Article in journal (Refereed)
    Abstract [en]

    The emergence of the knowledge society, increased global-local migration flows, the explosion of social media and disparate regional power and resource shifts, including conflicts in the new millennium have shaped not only the sociocultural fabric of human existence on our planet, but also the parameters of the research enterprise itself. Broadly taking sociocultural and neo-(post)colonial points of departure, the work presented in this article addresses gaps in the research where a screwed monolingual, monomodality bias continues to dominate much of the thinking in the Language and Educational sciences, particularly in the Global North. This thinking is clearly at odds given the dimensions of human existence in the new millennium.

    The empirically driven multidisciplinary study reported in this article takes a socially oriented perspective on human activity. It is broadly framed in the intersections of (new) Literacy Studies, Communication Studies, Deaf Studies and Critical Cultural Studies traditions. Regardless of the concepts that are used to describe and discuss different dimensions of human communication and identity that are evoked by or conferred upon language varieties and/or modalities used by individuals or groups, the analytical perspectives deployed here recognize the need to (re)conceptualise human linguistic-cultural behaviour, identity and space beyond divisions and boundaries. Taking neo-(post)colonial and sociocultural perspectives as points of departure, intersections and transitions are here recognized as spaces in their own right – as knowledge systems – that constitute rich sites for understanding how dimensions of communication or positions related to human identity are privileged and/or made redundant in everyday mundane interactions.

    Meaning-making processes in everyday life are here accorded primacy when compared to formal structural properties of linguistic variation, modalities and identity positions. The point of departure here is that human beings communicate with one another and they create meaning together, irrespective of whether this communication occurs in one, two or more linguistic varieties, dialects, registers or written-, pictorial-, oral-, signing- modality based systems.

    Ideas and themes that emerge from micro-empirical analysis of (i) hearing mono- and bi-variety communication, (ii) bi/multimodal communication in “visually oriented” environments, and (iii) oral-written, multimodal face-to-face and virtual communication are highlighted. “Thick accounts” and “transcripts” of mundane communication from different ethnographically pushed projects based at the CCD (Communication, Culture and Diversity – Deaf Studies) research group at Örebro University in Sweden are presented and discussed. The multi-fronted analysis of data from different language sets (in different projects) from traditionally segregated academic fields (for instance research results in fields such as Swedish/mother tongue, bilingualism, reading and writing, multimodality, deaf communication, online communication and education, etc) allows for juxtaposing the explorations against one another. Analyses are concerned with the ways and techniques that children and adults employ in order to accomplish “the social” inside and outside different institutional settings. What are the distributed and situated ways-with-words of human beings who routinely use more than one language variety and/or different modalities in different settings? The role of the written word as a technology in relationship to languaging broadly and how written, oral, signed communication are handled in daily life inside and outside learning institutional settings is explored. Furthermore, this article explores how these framings allow for understanding newer and older concepts such as superdiversity, code-switching, pluri/multilingualism, deaf bilingualism in Scandinavian and Swedish geopolitical spaces.

    The findings presented highlight the fluidity displayed in naturally occurring languaging, including its multimodality (in both face-to-face and virtual settings). Furthermore I raise didactic implications from the analysis that takes a social practice perspective and goes beyond structurally framed concepts such as codes, switching, oral language, written language, signed language, bilingualism, etc. This attention to human activity and ways-with-words makes visible the chained and linked fluidity of languaging. Focusing social practices – what gets communicated and the ways in which the same occurs – allows for problematizing the dominating monolingual-monomodality position in addition to the “monological” essentialistic perspectives that currently dominate the fields of bilingualism and literacy in educational settings in the Global North.

  • 20.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Language learners and learning language in the era of reinforced boundaries: challenging webs-of-understandings related to bilingualism ethnographically2015In: -isms of Oppression in Language Education: / [ed] Damian J Rivers and Karin Zotzmann, Berlin: Mouton de Gruyter, 2015Chapter in book (Refereed)
    Abstract [en]

    This empirically driven multidisciplinary study takes a socioculturally oriented decolonial perspective on language, identity and learning. It is framed in the intersections of Communication Studies, Literacy Studies and Educational Sciences traditions on the one hand, and the identity research domains of Deaf Studies and Gender Studies on the other. An overarching aim is to present explorations of bi/multilingualism from bi/multilingual multimodal perspectives. Focusing the ways in which individuals’ language, in public spaces, schools or work spaces, makes visible the performative work that participants (and institutions) “do” with semiotic resources. Language is empirically accounted for not as the sole property of an individual, community or geopolitical state, but rather as an intrinsic performatory dimension of both interlinked language varieties and modalities and humans in concert with tools in face-to-face, textually and digitally mediated spaces. Focusing social practices – what gets communicated and the ways in which the same occurs – allows for problematizing dominant hegemonic epistemologies related to language, identity and learning. Alternative decolonial vantage positions together with multisite, multi-scale data (like diaries, field-notes, video-data, narrative biographies, language curricula and archive data across time) from ethnographic projects at the Communication, Culture and Diversity, CCD research group at Örebro University, Sweden have enabled center staging “isms” that currently collate towards reinforcing oppressive boundaries and producing newer web-of-understandings in the Language and Educational Sciences. Together with an oral language bias in academic reporting these webs-of-understandings reinforce dominant monolingual-monomodality positions in addition to monological essentialistic colonial perspectives on language, identity and learning. The analysis highlights that ways of conceptualizing, reporting and “talking about bi/multilingualism” are not in sync with mundane languaging or ways-of-being-with-words, or peoples engagement in everyday “bi/multilingual communication” inside and outside institutional settings. The findings have major relevance for reframing both educational as well as societal agendas in the global North, but also South.

  • 21.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Om att ”göra det omöjliga möjligt” och att ”brinna för kultur, ungdomar och kaffe”. [About ”making possible the impossible” and ”burning for culture, young people and coffee”]: en tredje position i samtal om inklusion och kritiska tankar kring representations-didaktik. [A third position in conversations about inclusion and critical thoughts about representational-didactics]2015In: Perspektiver om inkludering [Perspectives on inclusion] / [ed] Karen Bjerg Petersen, Aarhus: CURSIV, Institut for Uddannelse & Pædagogik, Aarhus Universitet. , 2015Chapter in book (Refereed)
    Abstract [sv]

    Integrering, inkludering, jämställdhet och likvärdighet konstituerar fundamentala idéer inom ramen för demokratisering i stort i samhället och dess institutioner. Verksamheter som ungdomsskola, högskola, teater, vård, riksdag, mm men även arenor som professionsutbildningar och forskning (särskild inom tvärvetenskapliga fält såsom utbildningsvetenskap och vård och habilitering) är viktiga i detta sammanhang. Hur gränsdragningar sker i samtliga dessa arenor – skola, politik, vård, lärarutbildningen och inte minst forskning – spelar en viktig roll i vilka identiteter uppmärksammas som i längden har relevans för inklusion och det som jag kallar representations-didaktik.

    Tankar om pluralism och likvärdighet i ett samhället-för-alla, en-skola-för-alla och kultur-för-alla bygger på en grundläggande demokratisk idé om allas lika värde i dagens globaliserade tillvaro. Utbildningens nya kontext (och därmed även forskning om utbildningen i stort) i dagens globaliserade tillvaro utgör en dramatisk förändring som har konsekvenser för socialt liv och den mänskliga gemenskapen – från en möjlighet för några till en möjlighet för alla och från en kontext för en viss åldersgrupp till en kontext där hela livet innefattas. Även om de olika kulturella utrycksformer – dans, teater, musik, konst, mm – och dess konsumtion anses vara något för alla, förblir dessa stark begränsade till vissa i samhället. Det samma kan sägas om samhällets beslutsfattande institutioner i ”representativa demokratier”. Medan organ som riksdag, kommun fullmäktige, mm väls av alla och förväntas representera alla, finns det fortfarande en snäv representation av olikhet i dessa världen över.

    Den här artikeln tar avstamp i den forskningsverksamhet som jag ansvarar för inom ramen för det tvärvetenskapliga nätverket CCD (se www.oru.se/humes/ccd) och min egen forskning i såväl den globala Nord som den globala Syd (se www.oru.se/humes/sangeeta_bagga-gupta). Jag kommer, utifrån ett dekolonialt perspektiv och ett sociokulturellt ramverk kring människans kommunikation, lärande och identitet, specifikt att diskutera de föreställningar (eller metaforer) kring ”inkludering” och ”segregering” som vi lever med och som skapar förutsättningar för barn, unga och vuxna i en mängd olika institutionaliserade verksamheter. I artikeln tar jag upp exempel från mina projekt för att illustrera att våra uppfattningar om mänsklig identitet, mångfald och extrem-mångfald (En: super-diversity), inklusive ”en påhittad praxisgemenskap” (En: imaginary community, Andersson 1996), spelar en avgörande roll för samhällets planering och insatser för integrering, inkludering, jämställdhet och likvärdighet. I artikeln presenterar jag kort utgångspunkter som kännetecknar den härskande dikotomi inkludering-segregering, för att därefter gå vidare till ett tredje perspektiv kring människan och hennes potential till deltaganden i praxisgemenskaper. Jag argumenterar att det är väsentlig att gå bortom denna dikotomi såväl metaforisk som i hur samhället organiserar deltagande i sina institutioner. Jag introducerar en tredje position i samtalet om mänsklig gemenskap där omvänt-inklusion och representations-didaktik möjliggör nya föreställningar och institutionella ordningar när det gäller ett samhället-för-alla, en-skola-för-alla och kultur-för-alla.

  • 22.
    Bagga-Gupta, Sangeeta
    Örebro University, Department of Education.
    Visual language environments: exploring everyday life and litearcies in Swedish deaf bilingual schools2000In: Visual Anthropology Review, ISSN 1058-7187, Vol. 15, no 2, 95-120 p.Article in journal (Refereed)
  • 23.
    Bagga-Gupta, Sangeeta
    Örebro University, Department of Education.
    Visually oriented language use: discursive and technological resources in Swedish deaf pedagogical arenas2004In: To the lexicon and beyond: sociolinguistics in European deaf communities / [ed] Mieke Van Herreweghe, Myriam Vermeerbergen, Washington D.C.: Gallaudet University Press, 2004, Vol. 10, 171-207 p.Chapter in book (Refereed)
  • 24.
    Berge, Kjell Lars
    et al.
    Universitetet i Oslo, Oslo, Norway.
    Ledin, Per
    Stockholms universitet, Stockholm, Sweden.
    Perspektiv på genre2001In: Rhetorica Scandinavica, ISSN 1397-0534, Vol. 18, 4-16 p.Article in journal (Refereed)
    Abstract [sv]

    Artikeln diskuterar moderna genreteorier och presenterar artiklarna i detta temanummer. Den visar hur nordiska och internationella forskningstraditioner vuxit fram och förhåller sig till varandra. Även om dagens genreforskning förenas av ett pragmatiskt perspektiv är det uppenbart att det inte finns någon enighet om vad genre är för slags fenomen. I syfte att bringa ordning i den begreppsförvirring som råder, jämförs olika skolbildningar. Det sker först utifrån kunskapsintressen och sedan utifrån hur genre har relaterats till kulturkontext, socialisering, situationskontext, textstruktur och språk.

  • 25.
    Björk, Kristina
    Örebro University, Department of Humanities.
    Listan som kanske suger: En studie om kanonlitteratur genomförd på gymnasiet med fokus på elever & lärare2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 26.
    Björkvall, Anders
    Stockholms universitet, Institutionen för nordiska språk, Stockholm, Sweden.
    Artefakters betydelsepotentialer: En presentation av den sociosemiotiska etnografin som teori och metod2012In: Nordisk socialsemiotik: Pædagogiske, multimodale og sprogvidenskabelige landvindinger / [ed] Thomas Hestbæk Andersen & Morten Boeriis, Odense: Syddansk Universitetsforlag , 2012, 59-88 p.Chapter in book (Refereed)
    Abstract [sv]

    I kapitlet introduceras den sociosemiotiska etnografin som teori och metod genom analyser av olika typer av artefakter: bord från Ikea och texter och andra artefakter som yngre barn använder hemma och i skolan. Artefakternas betydelsepotentialer betraktas dels som teoretiska, dels som aktualiserade. De förra har att göra med de mer systematiska och designrelaterade betydelserna och de senare med de betydelser som verkliga användare av artefakterna väljer att aktualisera i olika situationer. Denna distinktion har metodologiska implikationer för den sociosemiotiska etnografin: både design och användning av artefakterna måste analyseras, även om tyngdpunkten kan ligga på det ena eller det andra. I kapitlet diskuteras hur Ikea-bordsstudien främst är designorienterad samtidigt som den också tar in användning av borden och hur de placeras i verkliga hem. Studien av barnens artefakter och texter tar främst upp användning i olika kontexter, men deras design analyseras också.

    Resultaten visar hur Ikea-bord har utvecklade teoretiska betydelsepotentialer, främst när det gäller interpersonella betydelser och sådana som har att göra med exponering av andra artefakter. Analysen visar också hur användare av borden kan välja att lyfta fram eller tona ned dessa betydelsepotentialer. Beträffande barnens texter och artefakter så visar kapitlet bl.a. att intressen och diskurser från hemmet kan kopplas till skoldiskurser genom att artefakterna och texterna flyttas från den ena kontexten till den andra, inte minst med hjälp av datorer. Detta kan ha positiva effekter för barnens utvecklande av multimodal literacy.

  • 27.
    Björkvall, Anders
    Stockholms universitet, Institutionen för nordiska språk, Stockholm, Sweden.
    Att göra barn till konsumenter: Språkhandlingar för utbyte av varor och tjänster i reklam i Kalle Anka & C:o under fyra decennier2007In: Språkets roll och räckvidd: Festskrift till Staffan Hellberg den 18 februari 2007 / [ed] Karin Milles och Anna Vogel, Stockholm: Institutionen för nordiska språk, Stockholms universitet , 2007, 44-53 p.Chapter in book (Other academic)
  • 28.
    Björkvall, Anders
    Stockholms universitet, Institutionen för nordiska språk, Stockholm, Sweden.
    Bild och text i annonser2006In: Textvård: Att läsa, skriva och bedöma texter, Stockholm: Norstedts akademiska förlag , 2006Chapter in book (Other academic)
  • 29.
    Björkvall, Anders
    Stockholms universitet, Institutionen för nordiska språk, Stockholm, Sweden.
    Bilden, skriften och modelläsaren2004In: Språkvård, ISSN 0038-8440, Vol. 40, no 3, 4-8 p.Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    I tidningarnas och tidskrifternas annonsererbjuds inte bara varor och tjänster. Vi erbjudsockså identiteter. Skrift och bild samverkar föratt påverka oss – det är inte oviktigt ombilden finns till vänster eller höger eller omskriftblocket står högt upp eller långt ned iannonsen. Anders Björkwall lade 2003 framen avhandling om reklam. Här visar han hurman kan analysera skriftspråk och bilder imoderna annonser.

  • 30.
    Björkvall, Anders
    Stockholms universitet, Institutionen för nordiska språk, Stockholm, Sweden.
    Book review: DAVID MACHIN, Introduction to Multimodal Analysis2008In: Visual Communication, ISSN 1470-3572, E-ISSN 1741-3214, Vol. 7, no 1, 123-127 p.Article, book review (Other academic)
  • 31.
    Björkvall, Anders
    Stockholms universitet, Institutionen för nordiska språk, Stockholm, Sweden.
    Den visuella texten: Multimodal analys i praktiken2009 (ed. 1)Book (Other academic)
  • 32.
    Björkvall, Anders
    Stockholms universitet, Institutionen för nordiska språk, Stockholm, Sweden.
    Modelläsare i svensk tidskriftsreklam: Erbjudanden om olika typer av konsumerande identiteter2004In: Svenskans beskrivning: Förhandlingar vid tjugosjätte sammankomsten för svenskans beskrivning, Uppsala den 25-26 oktober 2002, Uppsala: Hallgren & Fallgren , 2004, 87-96 p.Conference paper (Other academic)
  • 33.
    Björkvall, Anders
    Örebro University, School of Humanities, Education and Social Sciences.
    Multimodal Discourse Analysis2017In: Analyzing Text and Discourse: Eight Approaches for the Social Sciences / [ed] Kristina Boréus & Göran Bergström, London & Thousand Oaks, Ca: Sage Publications, 2017, 1, 174-207 p.Chapter in book (Refereed)
  • 34.
    Björkvall, Anders
    Stockholms universitet, Institutionen för nordiska språk, Stockholm. Sweden.
    Multimodality2012In: Handbook of Pragmatics Online / [ed] Verschueren, J. & Östman, J.-O., Amsterdam: John Benjamins Publishing Company , 2012Chapter in book (Refereed)
  • 35.
    Björkvall, Anders
    Örebro University, School of Humanities, Education and Social Sciences.
    När språkvetarens studieobjekt inte är språk: Sopor som texter i ett globalt perspektiv2017In: Varför språkvetenskap?: Kunskapsintressen, studieobjekt och drivkrafter / [ed] David Håkansson & Anna-Malin Karlsson, Lund: Studentlitteratur, 2017, 1, 187-203 p.Chapter in book (Other academic)
  • 36.
    Björkvall, Anders
    Stockholms universitet, Svenska/Nordiska språk, Stockholm, Sweden.
    Places and Spaces for Multimodal Writing in ‘One-to-One’ Computing2015In: Multimodality in Writing: The State of the Art in Theory, Methodology and Pedagogy / [ed] Arlene Archer & Esther Breuer, Leiden & Boston: Brill Academic Publishers , 2015, 204-230 p.Chapter in book (Refereed)
    Abstract [en]

    In ‘one-to-one’ computing, schools provide learners with individual laptops. This chapter presents an analysis of how such laptops are used for writing and text creation by students in two secondary schools. The chapter is framed by a theoretical interest in the interconnections between uses of ‘one-to-one’ laptops in physical places, the virtual spaces they may ‘open up’, and their uses for performing semiotic actions. The results point to differences and possible inequalities in terms of how students perceive and use the semiotic potentials of the laptops as a means for engaging with and acting on the world through writing in combination with other semiotic modes.

  • 37.
    Björkvall, Anders
    Stockholms universitet, Institutionen för nordiska språk, Stockholm, Sweden.
    Practical function and meaning: A case study of IKEA tables2009In: The Routledge handbook of multimodal analysis / [ed] Carey Jewitt, London & New York: Routledge , 2009, 242-252 p.Chapter in book (Other academic)
  • 38.
    Björkvall, Anders
    Stockholms universitet, Svenska/Nordiska språk, Stockholm, Sweden.
    Practical function and meaning: a case study of Ikea tables2014In: The Routledge handbook of multimodal analysis / [ed] Carey Jewitt, Abingdon, United Kingdom: Routledge , 2014, 2. rev. uppl., 342-353 p.Chapter in book (Refereed)
  • 39.
    Björkvall, Anders
    Department of Swedish Language and Multilingualism, Stockholm University, Stockholm, Sweden.
    Practices of visual communication in a primary school classroom: Digital image collection as a potential semiotic mode2014In: Classroom Discourse, ISSN 1946-3014, E-ISSN 1946-3022, Vol. 5, no 1, 22-37 p.Article in journal (Refereed)
    Abstract [en]

    One-to-onecomputing projects in which learners work with individual laptops or tablets across subjects are rapidly increasing in number. One aspect of this is that as the laptops give access to the Internet; digital images and texts – potentially from all over the globe move into the classroom in an unprecedented manner. The paper presents an analysis of specific classroom practices involving seven- to eight-year-olds: the collecting of digital images and their use as semiotic resources in the creation of multimodal texts. The aim is to describe the childrens digital image collections as more or less mode-like that is, as a more or less systematically organised set of resources for making meaning. The methodology is described as social semiotic ethnography, combining semiotic analysis of images and texts with ethnographic understandings of the personal histories and interests of participants. The paper concludes that there are obvious practices in the classroom in which the children use their image collections in a mode-like way, such as categorising images according to semantic criteria, using them for display of identities in the classroom and systematically using them when designing multimodal texts, expressing both simple denotational meanings and more complex connotational semiotic potentials. Another conclusion is that the childrens image collections have untapped learning potentials, for example regarding critical reflections on how images create meaning, which could form the foundation for concrete learning activities in the classroom.

  • 40.
    Björkvall, Anders
    Stockholms universitet, Institutionen för nordiska språk.
    Text- och resursorientering inom multimodalitetsforskningen: En teoretisk diskussion om förklaringsvärden2012In: Språk & Stil, ISSN 1101-1165, Vol. 22:1, no 1, 135-161 p.Article in journal (Refereed)
    Abstract [en]

    This article discusses the explanatory value of two theoretical orientations within multimodal research on texts and communication, and it explores the potential benefits of combining them. Firstly, the multimodal text (involving other semiotic modes than language) can be taken as a point of departure for the analysis and understanding of meaning making. This has been a common approach within text and discourse analysis. Secondly, there is an orientation toward the multimodal resources being employed when people make meaning, placing the interests of sign-/text-makers and processes of text creation just as much in focus as the textual products that emerge from them.

    The discussions in the article primarily make reference to the broader framework of social semiotic multimodality research, taking the theoretical assumptions made in Kress & van Leeuwen’s influential book Reading images: The grammar of visual design (2006) as one important point of departure. In particular, research categorised under the tentative labels of multimodal discourse analysis, social semiotic multimodal analysis and multimodal interactional analysis is reviewed and related to the status the authors ascribe to texts and semiotic resources. The text analytical implications of text and resource orientations and combinations of the two are finally illustrated by a sample analysis of multimodal texts created by children in educational contexts.

  • 41.
    Björkvall, Anders
    Stockholms universitet, Institutionen för nordiska språk, Stockholm, Sweden.
    The business of turning children into consumers: A diachronic analysis of the symbolic exchange of goods and services in advertisements in a Swedish comic book2008In: Bridging Discourses: ASFLA 2007 online proceedings / [ed] Michele Zappavigna & Carmel Cloran, ASFLA , 2008Conference paper (Refereed)
    Abstract [en]

    The child as a consumer is not a new concept but a changing one. This paper discusses the development of discourses around Swedish child consumers during the 20th century. The data comprise advertisements from the Swedish comic book Donald Duck & Co from the 1940s through the 1980s. The methodology is inspired by the systemic functional linguistic view of basic speech functions; an analysis of how child readers are incorporated in the symbolic exchange of goods and services through the use of commands and offers is presented. One finding is that child readers of early texts are ascribed little power over their own consumption. They are commanded and/or offered a chance to ‘compete’, to ‘win’, and to ‘mail’, but rarely to make direct consumer decisions. In the 1980s, a more competent child consumer can be discerned, commanded to ‘buy’ and to make independent consumer decisions.

  • 42.
    Björkvall, Anders
    Stockholms universitet, Institutionen för nordiska språk, Stockholm, Sweden.
    Visuell textanalys2012In: Textens mening och makt: Metodbok i samhällsvetenskaplig text- och diskursanalys / [ed] Göran Bergström & Kristina Boréus, Lund: Studentlitteratur AB, 2012, 3, 307-351 p.Chapter in book (Other academic)
  • 43.
    Björkvall, Anders
    et al.
    Stockholms universitet, Svenska/Nordiska språk.
    Archer, Arlene
    Ecologies of ‘upcycling’ as design for learning in Higher Education2016In: Short papers, 2016, 7-12 p.Conference paper (Other academic)
    Abstract [en]

    As society changes, new ways of understanding and using existing semiotic resources are needed. This study looks at artefacts from a social semiotic perspective in order to explore the concepts of ‘recycling’ and ‘upcycling’ and their relevance for pedagogy in Higher Education. We look at recycling in terms of ‘texts’ and employ methodological tools from multimodal discourse analysis. ‘Recycling’ involves converting materials from one product to create a different product with a different function, without necessarily adding any type of value. In ‘upcycling’, economic, aesthetic or functional value is always added. ‘Upcycling’ can thus be understood as a process of recontextualization of semiotic resources, in both spatio-linguistic and sensory terms. This paper looks at how resources are recontextualized as part of global ecologies of production and consumption. Then, we explore these insights in the pedagogical domain, looking at possible implications of the principles of ‘upcycling’ and value adding through design as a means for educating global critical citizens.

  • 44.
    Björkvall, Anders
    et al.
    Stockholms universitet, Institutionen för nordiska språk, Stockholm, Sweden.
    Charlotte, Engblom
    Högskolan i Gävle, Gävle, Sweden.
    Flerspråkighet och multimodalitet som lärandepotential2010In: Flerspråkighet, identitet och lärande: Skola i ett föränderligt perspektiv / [ed] N. Musk & Å. Wedin, Lund: Studentlitteratur AB, 2010, 1, 193-214 p.Chapter in book (Other academic)
    Abstract [sv]

    Dagens barn lever i ett mångfasetterat textlandskap och de flesta kommer tidigt i kontakt med olika sätt att hantera text. Barnen skriver med penna och papper eller via datorn och mobilen. De hanterar också text vid dataspelande och tevetittande. Texthanteringen sker i olika miljöer: i det egna hemmet, i kompisars hem, i skolan och för många barn på flera olika språk. Vi vet att dagens barn kommer att behöva använda och producera text på många olika sätt i framtiden. Vi vet också att flerspråkigheten är en resurs som såväl individen som samhället behöver ta vara på och utveckla. I kapitlet diskuteras hur flerspråkiga barns totala litteracitet kan utgöra en värdefull lärandepotential i skolan.

  • 45.
    Björkvall, Anders
    et al.
    Stockholms universitet, Institutionen för nordiska språk.
    Engblom, Charlotte
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för humaniora, Gävle, Sweden.
    Att skapa mening är att lära: Datorer och yngre barns textanvändning2012In: Resultatdialog 2012, Stockholm: Vetenskapsrådet , 2012, 48-57 p.Conference paper (Other academic)
    Abstract [sv]

    Yngre barn, i detta fall 7‐  och 8‐ åringar, använder datorer både i skolan och hemma. I så kallade ”en till en”‐projekt har varje barn en dator i skolan, och huvuddelen av undervisningen är knuten till denna dator. Projektet visar hur kopplingar mellan det som barnen gör med datorer hemma och i skolan, och mellan självvalda och lärarinitierade aktiviteter i klassrummet, kan ha underutnyttjad potential för lärande. Dessutom diskuteras principer för hur yngre barns texter där skrift, bild och grafik blandas kan bedömas. Ett barn barn kan till exempel skapa julkänsla i en text genom samspelet mellan färger och skrift, medan andra förlitar sig helt på skriften.

  • 46.
    Björkvall, Anders
    et al.
    Stockholms universitet, Institutionen för nordiska språk, Stockholm, Sweden.
    Engblom, Charlotte
    Finns det nytta med nöje?: Barns självvalda skärmbaserade textaktiviteter som resurs för lärande i skolan2007In: Ett vidgat textbegrepp, 2007Conference paper (Other academic)
  • 47.
    Björkvall, Anders
    et al.
    Stockholms universitet, Institutionen för nordiska språk, Stockholm, Sweden.
    Engblom, Charlotte
    Gävle University, Gävle, Sweden.
    Young children’s exploration of semiotic resources during unofficial computer activities in the classroom2010In: Journal of Early Childhood Literacy, ISSN 1468-7984, E-ISSN 1741-2919, Vol. 10, no 3, 271-293 p.Article in journal (Refereed)
    Abstract [en]

    The article describes and discusses the learning potential of unofficial techno-literacy activities in the classroom with regards to Swedish 7–8-year-olds’ exploration of semiotic resources when interacting with computers. In classroom contexts where every child works with his or her own computer, such activities tend to take up a substantial amount of time. The children have access to a wide range of sites and programs and show an interest in discovering these resources. The article thus explores a previously often neglected site for learning, located in the official classroom context but involving self-chosen activities with contemporary technology. In terms of theory and methodology, social semiotic ethnography is introduced into the field of young children’s techno-literacies. It is illustrated how a social semiotic approach allows for a more detailed analysis of the semiotic resources, whereas ethnographic data are necessary for an understanding of how such resources are put to use.

     

  • 48.
    Björkvall, Anders
    et al.
    Stockholms universitet, Institutionen för nordiska språk, Stockholm, Sweden.
    Gunnarsson, Britt-Louise
    Design and accessibility of baby-food labels from the consumer's point of view: Swedish report2000Report (Other academic)
  • 49.
    Björkvall, Anders
    et al.
    Stockholms universitet, Institutionen för svenska och flerspråkighet, Stockholm, Sweden.
    Jacquet, Ewa
    Att göra mångfalden synlig för språkläraren: Etnografin som verktyg för att relevantgöra och bedöma högstadieelevers språkförmågor2014In: Mångfaldens möjligheter: Litteratur- och språkdidaktik i Norden / [ed] P. Andersson, P. Holmberg, A. Lyngfelt, A. Nordenstam & O. Widhe, Göteborg: Nationella nätverket för svenska med didaktisk inriktning (SMDI) , 2014, 215-236 p.Chapter in book (Refereed)
  • 50.
    Björkvall, Anders
    et al.
    Stockholms universitet, Institutionen för svenska och flerspråkighet, Stockholm, Sweden.
    Jacquet, Ewa
    Åbo Akademi, Vasa, Finland.
    Skrivande och textskapande med datorer i högstadiet: Ett ekologiskt perspektiv på möjligheter och utmaningar med ”en-till-en”-projekt2014In: Viden om Læsning, ISSN 1902-3472, E-ISSN 2245-2761, no 16, 18-27 p.Article in journal (Other academic)
    Abstract [sv]

    Då individuella datorer delas ut till elever för att användas för skrivande och lärande i allmänhet brukar man tala om ”en-till-en”-projekt: en dator per elev. I den här artikeln diskuterar författarna hur ett ekologiskt perspektiv på bärbara datorer i relation till fysiska och virtuella platser (t.ex. bloggar eller andra webbsidor) kan ge sätt att tänka kring textskapande och lärande i ”en-till-en”-miljöer. Resonemangen illustreras med exempel från elever från två svenska högstadieskolor i en kommun i Stockholmsområdet. Artikeln lyfter fram den skrivpedagogiska potential som datorn har när det gäller gränsöverskridande textskapande.

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