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  • 51.
    Andersson, Helen
    Örebro University, School of Humanities, Education and Social Sciences.
    Skriva i sociala medier: i händelse av kris2014Book (Other (popular science, discussion, etc.))
  • 52.
    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.

  • 53.
    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.2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 54.
    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
  • 55.
    Andersson, Johanna
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Larsson, Anna-Lotta
    Örebro University, School of Humanities, Education and Social Sciences.
    Havet är djupt: En komparativ analys av H.C. Andersens och Disneys Den lilla sjöjungfrun2018Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Uppsatsen analyserar de adaptioner och/eller de transformationer som skett mellan H.C.

    Andersens saga Den lilla sjöjungfrun till Walt Disneys filmatisering av Andersens saga, med

    fokus på intrigerna och karaktärerna. Syftet med denna uppsats är att, genom en komparativ

    analys, få syn på hur intrigerna och karaktärerna framställs i de båda versionerna. Bland annat

    användes Claes-Göran Holmberg och Anders Ohlssons (1999) och Maria Nikolajevas (2004)

    för att får större förståelse till karaktärsanalyserna. Analysen visar att stora adaptioner och en

    del transformationer främst Disneys egen form av transformation, Disneyfication, har skett

    från sagan till filmen, både när det kommer till intrigen och karaktärerna.

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  • 56.
    Andersson, Jonas
    Örebro University, School of Humanities, Education and Social Sciences.
    Ronja Rövardotter: En komparativ analys av Astrid Lindgrens bok Ronja Rövardotter och Goro Miyazakis animerade tv-serie Sanzoku no musume Ronya2017Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Jonas Andersson (2017). Ronja Rövardotter – En komparativ analys av Astrid Lindgrens bok Ronja Rövardotter och Goro Miyazakis animerade tv-serie Sanzoku no Musume Ronya.Självständigt arbete, svenska, inriktning årskurs f-3, avancerad nivå, 15 högskolepoäng, institutionen för humaniora, utbildning och samhällsvetenskap.Den här uppsatsen är en komparativ studie med narrativa inslag vilken behandlar boken Ronja Rövardotter skriven av Astrid Lindgren och den animerade tv-serien Sanzoku no Musume Ronya skapad av Goro Miyazaki. Syftet med uppsatsen är att undersöka skillnader och likheter mellan boken och tv-serien, med fokus på framställningen av fyra karaktärer, samt att jämföra berättelsen som helhet i de två olika medierna. Utöver detta kommer även en diskussion om hur vida boken och tv-serien har någon didaktisk potential för undervisningen i årskurserna f-3. Studiens resultat visar att karaktärerna behåller sina egenskaper och personligheter i adaptionen, dock förändras de utseendemässigt. Även berättelsen som helhet förblir densamma. De ändringar som skett anses vara till fördel när berättelsen byter medium. Studien visar även att både boken och tv-serien kan på ett gott sätt användas i undervisningen för att eleverna ska ges möjlighet att uppnå delar av det centrala innehållet i läroplanen.

  • 57.
    Andersson, Kajsa
    Örebro University, School of Humanities, Education and Social Sciences.
    Lindgren och Holmberg slår två flugor i en smäll: En studie om hur genrer kombineras i Kati i Amerika och Skuggornas Hus2011Independent thesis Advanced level (professional degree), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [sv]

    Den här studien syftar till att visa hur Åke Holmberg och Astrid Lindgren gör för att ackommodera läsarens uppmärksamhet från en genre till en annan genom en genreanalys av Kati i Amerika och Skuggornas Hus. Genom en berättarteknisk analys avser jag även att undersöka hur ett genreinslag kan användas för att kompositionellt motivera övergången till ett inslag inom den andra genren. Båda romanerna har en berättarperson som också deltar i handlingen men frågan är om de båda romanerna ger samma intryck av äkta sceniskhet?

    Analysen av Kati i Amerika och Skuggornas Hus visar att Holmberg och Lindgren kombinerar två olika genrer var, som går parallellt i romanernas handlingar. I studien kommer jag fram till att författarna använder den ena genren för att kompositionellt motivera den andra genren och tvärtom. Detta fenomen är något tydligare i Skuggornas Hus än i Kati i Amerika. Resultatet bekräftar även min tes om att intrycket av ett berättande jag är starkare i en reseroman än i en äventyrsberättelse med inslag av thriller. Skuggornas Hus ger därför ett kraftigare intryck av äkta sceniskhet i förhållande till Kati i Amerika.

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  • 58.
    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
  • 59.
    Andersson, Mattias
    Örebro University, School of Humanities, Education and Social Sciences.
    Werkmäster möter Dickens: – Vad händer när Lysande utsikter skrivs om till en lättläst version?2017Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien analyserar Charles Dickens verk, översatt av Margareta Ångström, Lysande utsikter (1970) och kommer ställas emot en återberättad version av Johan Werkmäster (2011). Syftet med studien är att jämföra dessa två versioners paratext, språk och innehåll samt att undersöka om versionerna skulle passa till elever i årskurs 4–6.Studiens analys utgår från en komparativ metod och därför görs jämförelse versionerna emellan.Resultatet från analysen visar på att Werkmäster har genomfört en kraftig förenkling av Dickens original. Däremot har Werkmäster omarbetat handlingen på så vis att det centrala i händelseförloppen är kvar samt att han lyckats omarbetat den till en lättläst bok som mycket väl skulle fungera för elever i årskurs 4–6.

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  • 60.
    Andersson, Pär-Yngve
    Örebro University, School of Humanities, Education and Social Sciences.
    All dödlighets sång och skrian: Studier i Sven Rosendahls naturprosa2019 (ed. 1)Book (Other academic)
    Abstract [en]

    Pär-Yngve Andersson,”All dödlighets sång och skrian”: Studier i Sven Rosendahls naturprosa (The song and scream of all mortality: Studies in the nature writing of Sven Rosendahl)

    Sven Rosendahl (1913-1990) was an author of novels as well as of various books about landscape and animals. However, his nature writing has not been devoted much attention by critics or literary scholars. Rosendahl himself expressed at many times his dissatisfaction with this. This study is exclusively devoted to his nature writing, and the aim is thereby to fill a disturbing lacuna in Swedish literary research. Several of his most important books are analysed carefully, from Räven från Krackberget (1941) to Från himmelens fåglar… (1968). Major importance is attached to analyses of style and narrative technique, and issues concerning genres and borders between fact and fiction in this kind of nature writing are discussed. I also refer to researchers in environmental literature and philosophers interested in experiences of nature. Detailed lyrical description is regarded as a kind of basis in Rosendahl’s artful language, but his nature writings are at the same time existential literature. Man is clearly seen as a part of nature, but seems to be the only specie conscious of its own mortality. The author is considering man’s place in this world, among all the other species. Confidence in nature’s reiteration is played off against the mortality of the individual. In later parts of the authorship, his awareness about environmental pollution is clearly evident. It even threats the genre of nature writing itself.

  • 61.
    Andersson, Pär-Yngve
    Örebro University, School of Humanities, Education and Social Sciences.
    Alla förklädda till varandra: Lars Andersson: De våra2015In: Signum : katolsk orientering om kyrka, kultur, samhälle, ISSN 0347-0423, no 5, p. 56-59Article, book review (Other (popular science, discussion, etc.))
  • 62.
    Andersson, Pär-Yngve
    Örebro University, School of Humanities, Education and Social Sciences.
    Att bli Aurell2008In: Nya Argus, ISSN 0027-7126, Vol. 101, no 9-10, p. 174-176Article in journal (Other (popular science, discussion, etc.))
  • 63.
    Andersson, Pär-Yngve
    Örebro University, Department of Humanities.
    Att göra allt till konst: Tage Aurell och genrerna2008In: Gränser i nordisk litteratur = Borders in Nordic literature: IASS XXVI 2006. Vol. 1 / [ed] Heidi Grönstrand, Ulrika Gustafsson, Åbo: Åbo akademi , 2008Conference paper (Refereed)
  • 64.
    Andersson, Pär-Yngve
    Örebro University, School of Humanities, Education and Social Sciences.
    Att läsa för livet2019Conference paper (Other academic)
    Abstract [sv]

    I en tid där förmågan att konstruera exakta målskrivningar och välformulerade betygskriterier förefaller dominera många utbildningsdiskussioner, och där frågan om anställningsbarhet ses som central av många, verkar litteraturen ha svårt att motivera sin existens som ett frirum för den enskilde.   

    I den här framställningen argumenteras för att skönlitteraturens betydelse ofta undandrar sig alla välmenta försök till fixering och kategorisering. Relevanta listor på litteraturens olika förtjänster har upprättats av många, men enligt min uppfattning finns ett värde i att resonera på ett något annorlunda sätt.       

    Presentationen bygger inte på ett avgränsat empiriskt material, men vill visa hur skönlitteraturläsningen kan svara mot djupt personliga behov hos läsare i olika åldrar. Dessa behov behöver inte generaliseras, men kan vara av avgörande betydelse för den enskilde. Därigenom kan läsningen få en indirekt verkan i ett större socialt sammanhang.       

    Stöd hämtas från en mängd utsagor av forskare, kritiker och författare. Det argumenteras också för en undervisning där läsaren på olika sätt tränas i att öppna sig för verkets tilltal, och där den konstnärliga texten alltid betraktas som något mer än ett symptom på sin samtids uppfattningar. ”Litteraturen gör liksom konsten motstånd mot tidens arrogans – gör oss sömnlösa i rutinens salar”, skriver kritikern James Wood.       

    Läsupplevelsen ses som central i den didaktiska situationen, men ingen motsättning finns mellan detta och uppfattningen att undervisning om litteraturens olika verkningsmedel behöver förstärkas. Olika former av instrumentalisering av skolläsningen måste dock med kraft motarbetas om skönlitteraturen ska kunna bli en positiv upplevelse för allt fler. Detta ses som särskilt viktigt för elever som kommer från hem utan lästraditioner.

  • 65.
    Andersson, Pär-Yngve
    Örebro University, School of Humanities, Education and Social Sciences.
    Att röja plats för tystnaden: Tage Aurell som prosakonstnär2012Book (Refereed)
    Abstract [en]

    In the 1920s Tage Aurell travelled widely in several European countries, and he lived and studied in Paris during this era of high modernism. At the end of the decade he decided to go back to Sweden, where he and his wife settled in the village of Mangskog. From this rural perspective he began to write his taciturn stories, often emanating from memories or relating to incidents he heard in the neighbourhood.

       Aurell is a prose writer with a very special idiom. In short fiction and novellas he gives vivid pictures of ordinary people in the provinces, living their lives mostly in dull circumstances – longing, loving, suffering. In this study I will describe, through detailed textual analyses, how he writes; my aim is to give an account of his narrative techniques and his personal style.

       In the first three chapters I give a short overview of important influences such as dramatic or lyrical techniques, ordinary oral language and impressionistic prose of Jonas Lie and Herman Bang. I argue that Aurell’s prose is not just a representation of reality, but an aesthetic construct including a great variety of fragments or building-blocks. It is a kind of laconic, stylized prose by an author who rejects detailed commentary or analyses. He is not a story-teller in the usual sense of the word, but rather a constructor organizing his material.

       The following chapters are devoted to analyses of particular works. Aurell’s first novella, Tybergs Tenement (Tybergs gård, 1932), has no plot on the macro level, but consists of several ”small stories” with an episodic structure of a kind. I examine the ways in which he creates pictures of individuals and collectives in the tenement, and compare this art with well-known Nordic novels about collective entities with common goals.

       Martina is a very laconic story about a vicar who has fallen in love with one of his confirmation candidates. It is a tragic story about loneliness, tough love and people’s expectations. This specific ”narration of silence” is analysed in detail, and so is the use of many minor characters who reflect the grace and difficulties of love. Intertextual relations and humorous or ironic passages are considered important contributions to the narration.

       The short story ”The Assistant Pastor” (“Vice pastor”) is an I-narration. In this chapter I analyse Aurell’s frequent use of irony in the story. Although not presented as an evil character, the first person narrator does not act in accordance with the text’s norms, so he must be regarded as an unreliable narrator. The reader can perhaps recognize the character’s lack of courage and his unability to choose, but dissociates himself from his opinions.

       ”Whitsunbride” (”Pingstbrud”) is perhaps the most well-known of Aurell’s short stories. In this chapter I describe his narrative technique, especially how he gives an illusion of wholeness through fragmentary parts of scenes and stylized descriptions. I also pay attention to rhytmic and acoustic effects in the text.

      In a chapter about the two experimental short stories ”Gatepost” (”Grindstolpe”) and ”The Old Highway” (”Gamla landsvägen”) my aim is to show how the fragmentation of a narrative text implies the creation of new forms. ”The Old Highway” is a piece comparable with modernist poetry. I show the resemblance with Guillaume Apollinaire’s poem ”Lundi Rue Christine”, and propose that Aurell looks at his rural village through the lens of modernism.

      In the last part of the study I shortly address questions about fact and fiction in literature. The aim is to show how Aurell’s laconic style can be used even in other kinds of texts than narrative fiction. Four texts are analysed, two factual and two fictional, and I show how the author makes use of narrative forms, mostly used in fiction, even in his factual texts. This can be done without transforming them into fiction. Artfulness in texts is not the same as fictionality. 

  • 66.
    Andersson, Pär-Yngve
    Örebro University, School of Humanities, Education and Social Sciences.
    'Den fulländade metaren slarvar inte med mystiken': Om Sven Barthels möten med skärgårdsnaturen2020Conference paper (Other academic)
  • 67.
    Andersson, Pär-Yngve
    Örebro University, School of Humanities, Education and Social Sciences.
    Det djupast personliga och det gemensamma: Musikens funktioner i några nordiska poeters verk.2016In: Litteratur inter artes: Nordisk litteratur i samspill med andre kunstarter / [ed] Unni Langås och Karin Sanders, Kristiansand: Portal forlag, 2016, p. 206-223Chapter in book (Refereed)
  • 68.
    Andersson, Pär-Yngve
    Örebro University, School of Humanities, Education and Social Sciences.
    Från Hoppers Western Motel till irländskt julfirande i augusti: om ekfrasens töjbarhet och eventuella gränser2011In: Översättning - adaption, interpretation, transformation: IASS 2010 proceedings / [ed] Claes-Göran Holmberg, Per Erik Ljung, Lund: Lund University Open Access , 2011, p. 1-10Conference paper (Other academic)
  • 69.
    Andersson, Pär-Yngve
    Örebro University, School of Humanities, Education and Social Sciences.
    Från olika tider och kulturer: Att läsa Tage Aurell och Doreen Baingana i gymnasieskolan2017In: Svenskläraren, ISSN 0346-2412, no 3, p. 24-26Article in journal (Other (popular science, discussion, etc.))
  • 70.
    Andersson, Pär-Yngve
    Örebro University, School of Humanities, Education and Social Sciences.
    Förklädda till varandra2020In: Längs berättandets röst: Om Lars Anderssons romaner 1979-2019 / [ed] Erik Bergqvist, Uppsala: Edda , 2020, p. 191-196Chapter in book (Other (popular science, discussion, etc.))
  • 71.
    Andersson, Pär-Yngve
    Örebro University, School of Humanities, Education and Social Sciences.
    Lyrikläsning som didaktisk praktik2019In: Norsk pedagogisk tidsskrift, ISSN 0029-2052, E-ISSN 1504-2987, Vol. 103, no 1, p. 65-76Article in journal (Other academic)
    Abstract [en]

    The aim of this paper is to discuss the significance of the lyric genre in a school context, according to actual research. The genre seems to have an unutilized potential in these days, when narrative is the predominant form and issues about exams or marking are frequently debated. It is argued that too much attention is payed to reader response-theories at the expense of text studies. However, text studies are not a goal in itself. The teaching should be focused on how the special language use in poems can contribute to affective reading experiences, and the atmosphere in class should be generous and friendly. The aim of the education should be that pupils by better knowledge of lyrical texts get new opportunities for good reading experiences in the future.

  • 72.
    Andersson, Pär-Yngve
    Örebro University, Department of Humanities.
    Lyrisk roman: en omöjlig genre?2003In: Genrer och genreproblem: teoretiska och historiska perspektiv / [ed] Beata Agrell, Ingela Nilsson, Göteborg: Daidalos , 2003, p. 315-328Conference paper (Other academic)
  • 73.
    Andersson, Pär-Yngve
    Örebro University, School of Humanities, Education and Social Sciences.
    Modernism on the Fringes: Tage Aurell as a Prose Artist2013In: Alternative Modernisms, 2013Conference paper (Other academic)
  • 74.
    Andersson, Pär-Yngve
    Örebro University, School of Humanities, Education and Social Sciences.
    Modernist Technique and Provincial Life: Tage Aurell as Prose Artist2019In: Scandinavica - International Journal of Scandinavian Studies, ISSN 0036-5653, Vol. 58, no 1, p. 96-112Article in journal (Refereed)
    Abstract [en]

    Tage Aurell's breakthrough as an author came in the early 1940s, about a decade after his debut. His narrative technique is very distinctive, and some of his short stories are minor classics, but he is not among the best-known Swedish aurthors of the twentieth century.

    While Aurell travelled and studied in Europe in the 1920s, during the age of high modernism, he then settled in the village of Mangskog in Western Sweden. From this rural vantage point he wrote most of his laconic and profoundly local stories.

    My aim in this article is to show how the laconism and fragmentary style of Aurell’s narrative texts entails the creation of new artistic forms. Examples of his narrative technique are gathered from ‘Pingstbrud’ (‘The Whitsun Bride’), ‘Grindstolpe’ (‘Gatepost’) and ‘Gamla landsvägen’ (‘The Old Highway’).  In ‘Pingstbrud’, Aurell depicts in sparse scenes a rural community and how it reacts to the illness and death of a young woman. In ‘Grindstolpe’, two very different kinds of stories are intertwined in an unusual way. ‘Gamla landsvägen’ is Aurell’s most experimental text, a montage. I show the resemblance with Guillaume Apollinaire’s poem ‘Lundi Rue Christine’, and propose that Aurell looks at his rural village through the lens of modernism. Although the village people he describes seem hardly influenced by modernity, his textual composition is modernist. In these and other short stories Aurell renewed 1940s Swedish prose in a remarkable way.

  • 75.
    Andersson, Pär-Yngve
    Örebro University, Department of Humanities.
    Narrativ rörelse och poetisk koncentration: om berättarteknik i Birgitta Lillpers romaner2004In: Fortaellingen i Norden efter 1960: den 24. IASS-studiekonference 2002 / [ed] Anker Gemzøe, Søren Gornitzka, Peter Kierkegaard, Louise Mønster, Aalborg: Aalborg Universitetsforlag , 2004Conference paper (Refereed)
  • 76.
    Andersson, Pär-Yngve
    Örebro University, School of Humanities, Education and Social Sciences.
    Naturessäer, spännande faktaberättelser eller djurromaner?: tankar kring naturskildringar i gränslandet mellan fakta och fiktion2014In: Berättande - Liv - Mening: Fakta & fiktion, biografi, narrativ metod / [ed] Greger Andersson, Christina Carlsson Wetterberg, Carina Lidström, Sten Wistrand, Örebro: Örebro universitet , 2014, p. 179-187Chapter in book (Other academic)
  • 77.
    Andersson, Pär-Yngve
    Örebro University, School of Humanities, Education and Social Sciences.
    Närvarande i sitt språk: Om Erik Rosenbergs Fåglar i Sverige2017Book (Other academic)
    Abstract [en]

    Pär-Yngve Andersson, Närvarande i sitt språk: Om Erik Rosenbergs Fåglar i Sverige (Present in his Language: About Erik Rosenberg’s Birds in Sweden)

    Erik Rosenberg’s field guide Fåglar i Sverige (Birds in Sweden) was first released in 1953, and has since then been published in several revised editions. In 2010 it was published once again, but this time without pictures and maps of distribution, just focusing on the originality and value of the text itself.   

    Reviewers of the book have recognized what they call literary values, but no extensive study of what this really means has been carried out. The aim of this study is to describe the characteristics of Rosenberg’s language and style, and thereby discern what separates his field guide from others.   

    An introductory survey of some important predecessors, mainly belonging to what has been called the Linnéan tradition in Swedish nature writing, is followed by a section where I discuss the difficult question of how to describe what we really mean when we talk about concepts like “literature” and “literary art”. The main sections are devoted to analyses of Fåglar i Sverige, including close readings of numerous examples from the text.     

    Rosenberg’s prose is rich and varied, and includes short narrative passages. He avoids lists of many very short, descriptive phrases, which are so typical of other field guides. He often describes birds in their environment, and there are many scenic parts in which we can feel the author’s own presence and his ability to create a lyrical mood, even as he stays on topic. Depictions are often charged with feeling, and even botanical names or nouns describing limited or uncommon kinds of biotopes, can produce poetic effects in their textual contexts. At the same time, readers may feel as if they are also getting firsthand information.   

    A personal use of language, for example a great many uncommon similes concerning bird calls and appearances, is characteristic of Fåglar i Sverige. Transcriptions of bird calls are frequently used, and Rosenberg is attentive to acoustic details in his descriptive language. It is possible to describe some of his strategies as a kind of “foregrounding”, although his primary aims are communicative and pedagogical, entirely in line with the genre expectations.

  • 78.
    Andersson, Pär-Yngve
    Örebro University, School of Humanities, Education and Social Sciences.
    Paradoxernas konst: tankar om lyriska romaner2009In: Borderliners: searching the boundaries of narrativity and narratology / [ed] Per Krogh Hansen, Copenhagen: Medusa , 2009, p. 157-171Chapter in book (Other academic)
  • 79.
    Andersson, Pär-Yngve
    Örebro University, School of Humanities, Education and Social Sciences.
    Plats, identitet, minne: Några nedslag i Selma Lagerlöfs verk i folkomflyttningarnas tid2018Conference paper (Other academic)
    Abstract [sv]

    Utifrån några exempel på modern forskning inom olika ämnesdiscipliner kring frågor om platsens betydelse, om minne och hemkänsla, kommenteras några texter av Selma Lagerlöf där just minnen, längtan tillbaka och associationer till hemorten klart uttrycks. Några jämförelser görs helt kort med vår samtids migration och människors fysiska uppbrott från tidigare livsmiljöer.   

    Syftet är primärt att ytterligare belysa hur Lagerlöfs verk på ett konkret plan är knutna till en specifik plats – barndomens formande plats där identitetens grund läggs. Gaston Bachelard skriver: ”Det rum som intas av föreställningen kan inte förbli ett likgiltigt rum […] Det är upplevt. Och det upplevs inte bara genom att det bejakas utan med alla föreställningens delvärden.” Djuppsykologiska tolkningsförsök undviks dock, och i studien kommenteras främst texter som tar upp frågeställningar om hem och minnen på ett uttalat sätt. 

    Episka förlopp är oftast viktigare än deskriptioner av hembygdens natur hos Lagerlöf, något som konstaterats av tidigare forskning och bekräftats av författarinnan själv. Ett antal kortare realistiska naturskildringar kommer emellertid att särskilt lyftas fram, då landskapet har stor betydelse för vad som kan kallas ”sense-based memory”. Detta gäller inte minst barndomens starka och livskraftiga intryck. Historikern Simon Schama konstaterar också att ett landskap delvis är ett verk av intellektet. Scenerier ”är uppbyggda av lagrade minnen i lika hög grad som av lagrade bergarter.” En plats är mer än enbart ett fysiskt rum. Minnet ses som en totalitet av konkreta erfarenheter med känslomässiga kopplingar och tidsöverskridande konstruktioner. Det förlorade kan räddas över i konst, samtidigt som jaget i någon mening kan helas.   

  • 80.
    Andersson, Pär-Yngve
    Örebro University, School of Humanities, Education and Social Sciences.
    Tid för litteraturdidaktiskt paradigmskifte?2010In: Tidskrift för litteraturvetenskap, ISSN 1104-0556, E-ISSN 2001-094X, Vol. 40, no 3-4, p. 91-106Article in journal (Refereed)
    Abstract [en]

    Time for a Paradigmatic Shift in Literature Didactics?

    An increasing number of literary scholars are involved in the didactic education of university students studying to become teachers. In this article I discuss the difficulties and possibilities of the task in a changing media landscape where reading fiction seems to be losing popularity. I argue that the paradigm in literature didactics has hitherto been rather one-sided, dominated by reader response-theory and pedagogy based on the high valuation of individual experience, but neglecting the learning of literary skills and strategies. However, several researchers have pointed to the fact that Swedish pupils seem to interpret texts in rather subjective ways, in a kind of private readings. They have difficulties in understanding fictional texts, especially when the aesthetic forms are unfamiliar.

    The study of literature didactics cannot be restricted to the reader response-paradigm, but must make use of other perspectives in literary theory. In my opinion, the future teachers have to provide a widening of their pupils’ horizons. They must read a great variety of literature together, talk and write about it, and discuss relevant interpretations. Teachers cannot neglect teaching aesthetics, and they must, beginning in the early years of schooling, explain to their pupils the value of literary reading. Learning literary strategies is important for anyone, but especially for low performing readers. I argue that literature has a potential for increasing the sense of individual freedom and cultivating one’s mind, but also that literary studies can provide argumentative skills and raise a critical consciousness. In the visual and interactive culture of our days, the study of literature can be an alternative opportunity where slowness and critical reflection is honoured.

  • 81.
    Andersson, Pär-Yngve
    Örebro University, School of Humanities, Education and Social Sciences.
    Tradera och kritisera: Barnlitteraturen som ideologisk arena i skola och samhälle2017In: Unga läser: Läsning, normer och demokrati / [ed] Åse Hedemark & Maria Karlsson, Möklinta: Gidlunds förlag, 2017, p. 155-167Chapter in book (Refereed)
    Abstract [en]

    This article discusses children’s literature and teachers’ task of preparing young pupils for citizenship in a multicultural society. How can teachers help them become good citizens and simultaneously develop their individual personalities? Listening to the pupils properly and propounding democracy and humanist principles (such as gender equality) as expressed in the curriculum, are considered vital. The value of disseminating high-quality, varied literature is also emphasised.

    Various kinds of ideology and zeitgeist may be discerned in children’s books. The article discusses the question of how to respond if schoolchildren and their families do not unequivocally affirm norms in the books or the curriculum. Advocates of critical literacy are censured for tending to reduce the complexity of literature and life issues. It is argued that a good literary education takes both literature and young people’s varied experiences seriously. Open classroom discussions about norms in books and real life can bring about better understanding of others and their opinions.

  • 82.
    Andersson, Pär-Yngve
    Örebro University, School of Humanities, Education and Social Sciences.
    Världen är alltid större än mina tankar: diktläsning, litterär förståelse och känslomässig inlevelse utifrån ett skolperspektiv2015In: Litteratur och läsning: litteraturdidaktikens nya möjligheter / [ed] Maria Jönsson, Anders Öhman, Lund: Studentlitteratur AB, 2015, 1, p. 215-238Chapter in book (Other academic)
  • 83.
    Andersson, Pär-Yngve
    Örebro University, Department of Humanities.
    Överskridandets strategier: lyrisk romankonst och dess uttryck hos Rosendahl, Trotzig och Lillpers2004Doctoral thesis, monograph (Other academic)
    Abstract [en]

    In this thesis I describe and analyse the concept of ”lyrical novel” in relation to concrete textual examples. Referring to Waismann’s open texture (porösität) and Wittgensteins family resemblance” I study texts that resemble each other although their lyrical features may not be identical. The language itself attracts attention in these novels. They often involve static descriptions, structural patterns of meaningful contrasts and symmetries, visionary or epiphanic moments. A conventional plot is often fragmented or attenuated. I argue that a reader of a lyrical novel imagines a lyrical language game, thereby focusing details and nuances in the prose text that might otherwise be neglected. After a short survey of the Romantic roots of the lyrical novel, I give various examples of novels from the period 1850-1950. The purpose is to give a broad description of lyrical techniques. The last three chapters consist of more detailed analyses of some Swedish novels from the latter part of the 20th century. In Sven Rosendahl’s Gud Fader och tattaren the narrative progression of the story is broken in lyrical passages of great strength. Some of them can be regarded as epiphanic moments. Birgitta Trotzig is in Dykungens dotter trying to loose the ties of sequential time, giving an all-embracing view of the characters’ circumstances. A hopeful identification with the suffering of Christ is at the centre of this modernist novel, where borders between inner and outer worlds at times seem to be of less importance. The plots in Birgitta Lillpers’ three novels Blomvattnarna, Iris, Isis och skräddaren and Medan de ännu hade hästar are attenuated. There are allegorical veins, but events are seldom of dramatic intensity. The language is full of feeling, and a reader becomes aware of a kind of ”lyrical lingering”, when the author affords each passage a value of its own.

  • 84.
    Andersson, Pär-Yngve
    et al.
    Örebro University, Department of Humanities.
    Skalin, Lars-Åke
    Örebro University, Department of Humanities.
    Dröm om förändring2007In: små bokstäver - Stora Ord: vittnesgill livsfrestare : minnesskrift om Harald Forss 1911-1996 / [ed] Bob Engelbertsson, Örebro: Harald Forss gille , 2007, p. 11-15Chapter in book (Other (popular science, discussion, etc.))
  • 85.
    Andersson, Rebecca
    Örebro University, School of Humanities, Education and Social Sciences.
    Vilka interventioner kan förbättra läsförståelsen hos elever med ADHD? -En systematisk litteraturstudie2019Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Elever med diagnosen ADHD har samtidigt ofta andra svårigheter. En bristande läsförståelse är en sådan vanligt förekommande svårighet. Syftet med denna uppsats var därför att undersöka vilka interventioner som kan stärka läsförståelsen hos dessa elever. För att ta reda på det genomfördes en systematisk litteraturstudie i vilken tio artiklar granskades. Resultatet visade att metoder som hjälper eleverna strukturera läsningen är gynnsamma. I flertalet studier användes grafiska organisatörer med fält i vilka eleverna kunde plocka ut det centrala i en text. Något som även blev tydligt var betydelsen av digitala redskap och deras möjlighet att fånga koncentrationen hos elever med ADHD. I iPads och datorer kan olika program användas för att lära eleverna lässtrategier. Relaterat till det diskuteras även lärspelens potential att utveckla eleverna samtidigt som likvärdigheten problematiseras då skolor har olika tillgång till dessa resurser. Resultatet visade även på att texternas innehåll påverkar elever med ADHD och lässvårigheter. Texter de finner spännande och engagerande gör att de förstår på ett bättre sätt. Två studier undersökte hur överstrykningar med färger påverkar elevernas läsförståelse. Även detta visades ge en positiv effekt och kan adderas till texter för att stötta läsningen. Detta bör dock inte användas för ofta då det riskerar att minska den intresseväckande effekten. En ytterligare intervention som hade en positiv inverkan var att förbättra deras självförtroende och visa en tillit till deras läsförmåga. Vad som inte gav någon förbättrad läsförståelse var medicinering. Det kunde dock minska symtomen och därmed eventuellt ge förbättra läsförståelse på sikt. Att medicinera och genomföra interventioner samtidigt gav dock effekt.

    I uppsatsen diskuteras hur de gynnsamma interventionerna kan implementeras i skolan. Det faktum att studierna genomförts med enskilda elever eller små grupper i egna lokaler med en handledare eller forskare ställs i kontrast till skolans möjlighet att tillhandahålla liknande förutsättningar. Resultatet av denna systematiska litteraturstudie har visat på olika interventioner som kan påverka läsförståelsen positivt för elever med ADHD. Dock så kan de behöva anpassas och justeras för att fungera och få effekt i praktiken.

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  • 86.
    Andersson, Sara
    Örebro University, School of Humanities, Education and Social Sciences.
    VALET FÖR FRIHETEN: En struktur- och genreanalys av Niklas Krogs fantasyroman En krigares hjärta2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
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  • 87.
    Andersson, Therese
    Örebro University, School of Humanities, Education and Social Sciences.
    Kan man läsa det man inte förstår?: – en kvalitativ studie om lärares arbete med läsförståelse i årskurserna F-3.2018Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Läsförståelse är ett komplext arbete som kräver att läsaren behärskar flera olika

    strategier för att kunna bemästra olika texter. Det ökande kravet på förståelse för vad

    man läser ställer allt högre krav på lärare att förse elever med de verktyg som krävs

    för att kunna läsa olika typer av texter. Studien avser att ta reda på hur lärare på en

    skola i årskurserna F-3 arbetar med läsförståelse samt vad lärarnas uppfattningar kring

    läsförståelse är. Totalt har fem stycken lärare med olika lång arbetslivserfarenhet

    medverkat i studien. Materialet har samlats in genom semistrukturerade intervjuer

    som sedan transkriberats och analyserats. Resultatet visar på att lärarna och den

    presenterade litteraturen till stor del är av samma åsikt gällande läsförståelse och dess

    betydelse. Högläsning i hemmet redan som liten är av stor betydelse för den fortsatta

    utvecklingen av läsförståelse. Diskussion är det arbetssätt som de intervjuade lärarna

    framhåller som det absolut främsta sättet att lära ut läsförståelse på för just dem och

    deras elevgrupper.

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  • 88.
    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
  • 89. Archer, Arlene
    et al.
    Björkvall, Anders
    Örebro University, School of Humanities, Education and Social Sciences.
    The 'semiotics of value' in upcycling2018In: Advancing multimodal and critical discourse studies: Interdisciplinary research inspired by Theo van Leeuwen's social semiotics / [ed] Sumin Zhao, Emilia Djonov, Anders Björkvall, Morten Boeriis, New York: Routledge, 2018, 1, p. 165-180Chapter in book (Other academic)
    Abstract [en]

    The last twenty years has seen the rise of global consumer movements that critique overconsumption, focusing on looking at the whole life of a product or artefact. Practices like ‘recycling’ (re-use without necessarily adding value) and ‘upcycling’ (re-use with obvious value adding) are part of such movements. This chapter looks at value adding in artefacts from a social semiotic perspective in order to explore upcycling as branding in a global context. It draws on van Leeuwen’s (2005) distinction between theoretical and actual semiotic potential of semiotic resources when key branding resources, such as typography, shape, materials, and colour are identified in upcycled artefacts. The connotative and experiential provenance (Kress and van Leeuwen, 2001) of these resources are of key importance for our analysis. We look at how resources are resemiotizised and recontextualised and, to various degrees, recognised in upcycled artefacts  that  move between South Africa and Europe. One of the conclusions is that the processes of value adding through re-branding can be described as spatio-linguistic re-branding or sensory re-branding (cf. Djonov and van Leeuwen, 2011).

  • 90.
    Archer, Arlene
    et al.
    University of Cape Town, South Africa.
    Westberg, Gustav
    Örebro University, School of Humanities, Education and Social Sciences.
    Establishing authenticity and commodifying difference: a social semiotic analysis of Sámi jeans2020In: Visual Communication, ISSN 1470-3572, E-ISSN 1741-3214Article in journal (Refereed)
    Abstract [en]

    This article investigates a semiotic phenomenon within the global fashion industry: the branding of designer jeans as ‘authentic’ and ‘genuinely local’, focusing on the Swedish brand Sarva. Drawing on a social semiotics approach, the authors see authenticity as a discursive construct and look at the ways in which Sarva authenticate their jeans as Sámi in multimodal texts. The aim is: (1) to reveal how places and narratives are commodified in texts that accompany the jeans; and (2) to explore how authenticity is materially instantiated in the jeans by using different resources. The article focuses on the connotative provenance and affordances of different semiotic materials for the rendering of authenticity. The analysis of the jeans as semiotic entities reveals how the thickness of the garment, texture and leather details, and the choice of materials, languages as well as iconography, evoke ideas about historical and local ‘Sáminess’, whilst at the same time indexing a global ideology that regiments what quality jeans are. The analysis shows how authenticity can be reinvented and relocated in ways that allow a commodity to travel between the local and the global. It also shows how this movement is not neutral or straightforward, but rooted in power relations that underlie globalization and advanced capitalism.

  • 91.
    Arnkärr, Linnea
    Örebro University, School of Humanities, Education and Social Sciences.
    CHILDREN’S FICTION FROM AGENDER PERSPECTIVE: A study of gender differences in Peter Pan and Alice inWonderland2015Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
  • 92.
    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.

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  • 93.
    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
  • 94.
    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
  • 95.
    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
  • 96.
    Axelsson Berg, Lina
    Örebro University, School of Humanities, Education and Social Sciences.
    Bambi: – en komparativ analys av Felix Saltens bok och Walt Disneys film2017Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Lina Axelsson Berg (2017). Bambi – en komparativ analys av Felix Saltens bok och Walt Disneys film. (Bambi – a comparative analysis of Felix Salten’s book and Walt Disney’s film). Independent project, Swedish, Specialization in Grades 4-6, Advanced Course, 15 credits. School of Humanities, Education and Social Sciences.

    The aim of this study is to examine the changes that have occurred when Saltens novel Bambi was adapted to Disney’s Bambi. The specific elements that are examined are the scenes, some of the characters and the environment. This has been done through a comparative analysis. The results shows that the changes that has been done when Disney adapted Bambi is fairly small but the (for some) underlying meaning of Saltens Bambi, that it can be read as an allegory, is gone. There has been a change of characters, for Disney has chosen to ignore a couple of the significant characters in Salten and choose to add a couple of new characters which is a reason to why the underlying meaning of the story has changed.

    The study also examines if and how the story of Bambi (mostly Saltens) can be used in school subjects, primary when working with human values and how human treat animals. The result shows that the story can be used for that purpose but that the pedagogy who chooses to use is have to see to their own students and how they would react to a story like Saltens.

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  • 97.
    Bagerius, Henric
    Örebro University, School of Humanities, Education and Social Sciences.
    Ane Gurli Linder2018In: Svenskt kvinnobiografiskt lexikon, Göteborg: Göteborgs universitet , 2018Chapter in book (Other academic)
  • 98.
    Bagerius, Henric
    et al.
    Institutionen för historiska studier, Göteborgs universitet, Göteborg, Sweden.
    Håkansson, Carl
    Att bryta det epokala1998In: Svenskläraren, ISSN 0346-2412, no 4, p. 42-44Article in journal (Other (popular science, discussion, etc.))
  • 99.
    Bagerius, Henric
    et al.
    Göteborgs universitet, Göteborg, Sweden.
    Håkansson, Carl
    Elevcentrerad undervisning1999In: Svenskläraren: Tidskrift för Svensklärarföreningen, ISSN 0346-2412, no 1, p. 42-42Article in journal (Other (popular science, discussion, etc.))
  • 100.
    Bagga-Gupta, Sangeeta
    Örebro University, Department of Education.
    Explorations in bilingual instructional interaction: a sociocultural perspective on literacy2002In: Learning and instruction, ISSN 0959-4752, E-ISSN 1873-3263, Vol. 12, no 5, p. 557-587Article 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.

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