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Svensson, A. (2024). Re-creating (hi)stories: Social and cultural empowerment. Educare (1), 163-191
Open this publication in new window or tab >>Re-creating (hi)stories: Social and cultural empowerment
2024 (English)In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 1, p. 163-191Article in journal (Refereed) Published
Abstract [en]

In response to the challenge to educate democratic citizens and prepare them for life in a global and digital world, a teaching design that focuses on stories that re-claim a place in the literary tradition for groups of people who have been marginalised or silenced in literary classics has been developed and implemented in the upper secondary EFL classroom. The aim of this article is to analyse essays where upper secondary school students compare Anne of Green Gables to Anne with an E in order to discuss how transmedia storytelling can function as social and cultural empowerment and encourage global and critical awareness. The method is design-based research, and the data consist of 89 comparative essays that have been thematically analysed, resulting in four themes: altered mood, altered characters, added characters, and the function and effect of transmedia storytelling. The results show that the students focus on new themes and characters, which are easier to relate to. By comparing the source text to the makeover, they notice that Anne with an E sheds light on aspects which are missing in Anne of Green Gables. As they compare, they question the historical accuracy of both the source text and the makeover, thus demonstrating critical awareness.

Place, publisher, year, edition, pages
Malmö University Press, 2024
Keywords
Intersectionality, Knowledge-in-action, Literature education, Makeover, Transmedia storytelling
National Category
Didactics
Identifiers
urn:nbn:se:mau:diva-65776 (URN)10.24834/educare.2024.1.863 (DOI)
Available from: 2024-02-06 Created: 2024-02-06 Last updated: 2024-02-08Bibliographically approved
Svensson, A. & Öhling, K. (2023). Hjältar och drakar i konsten och historien. In: J. Öberg, Y. Lindberg & L. Baccstig (Ed.), Undervisningens konst: (pp. 157-184). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Hjältar och drakar i konsten och historien
2023 (Swedish)In: Undervisningens konst / [ed] J. Öberg, Y. Lindberg & L. Baccstig, Lund: Studentlitteratur AB , 2023, p. 157-184Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2023
Keywords
Litteraturdidaktik
National Category
General Literature Studies Arts Didactics
Identifiers
urn:nbn:se:mau:diva-63863 (URN)9789144156095 (ISBN)
Available from: 2023-03-01 Created: 2023-11-24Bibliographically approved
Rosenbaum, C., Svensson, A. & Söderberg, E. (2022). En väv av förståelse: Mellanstadieelevers utsagor om sin fiktionsläsning. Forskning om undervisning och lärande, 10(1), 119-139
Open this publication in new window or tab >>En väv av förståelse: Mellanstadieelevers utsagor om sin fiktionsläsning
2022 (Swedish)In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 10, no 1, p. 119-139Article in journal (Refereed) Published
Abstract [sv]

Syftet med artikeln är att illustrera vilka litterära iakttagelser några elever i årskurs 4 ger uttryck för när de läser berättelsen "Draken med de röda ögonen" av Astrid Lindgren (1980) och hur dessa iakttagelser kan bidra med kunskap om vad som kan utgöra utgångspunkt och tas tillvara när en Litteraturundervisning planeras och genomförs på mellanstadiet. Datamaterialet består av nio semi-strukturerade intervjuer som transkriberats och därefter analyserats utifrån vilka litterära föreställningsvärldar eleverna bygger i mötet med berättelsen (Langer, 2017). Därefter diskuteras dessa föreställningsvärldar i relation till vilken litterär kompetens de intervjuade eleverna ger uttryck för (Torell,2002). Studien visar att de intervjuade elevernas läsprocess är dialogisk och att de lägger in sina personliga erfarenheter i texten samtidigt som de förhåller sig till textens förhållningssätt till textkonventionerna.

Abstract [en]

The aim of the article is to illustrate which literary observations nine pupils in year four express when they read the story "The Dragon with the Red Eyes" by Astrid Lindgren (1980), and how these observations can contribute with knowledge regarding what the lessons can be based on, and which aspects can be used when literature education is planned and carried out in middle school. The data material consists of nine semi-structured interviews that were transcribed. The interviews are analyzed based on Langer’s (2017) stances of envisionment as expressed by the interviewed pupils. Thereafter, the pupils’ envisionment building is discussed in relation to literary competence. The study shows that the interviewed pupils’ reading processes are dialogic and that they add their personal experiences to the reading process at the same time as they relate to the text’s approach to textual conventions.

Place, publisher, year, edition, pages
Lärarstiftelsen, 2022
Keywords
Literature teaching and learning, Literature education, Reading comprehension, Middle school, Stances of envisionment, Literary competence, litteraturdidaktik, läsförståelse, mellanstadiet, litterära föreställningsvärldar, litterär kompetens
National Category
Didactics
Identifiers
urn:nbn:se:mau:diva-56376 (URN)POA;;57989 (Local ID)POA;;57989 (Archive number)POA;;57989 (OAI)
Available from: 2022-12-01 Created: 2022-12-01 Last updated: 2023-01-11Bibliographically approved
Svensson, A. & Söderberg, E. (2022). Gästredaktionell kommentar. Forskning om undervisning och lärande, 10(1), 3-6
Open this publication in new window or tab >>Gästredaktionell kommentar
2022 (Swedish)In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 10, no 1, p. 3-6Article in journal, Editorial material (Other (popular science, discussion, etc.)) Published
Abstract [sv]

Inledande stycke: Detta temanummer av Forskning om undervisning och lärande sätter litteraturdidaktiska perspektiv på berättelser för barn och unga i centrum. Dessa berättelser hör till den stora och mångskiftande kategori texter som rubriceras barn- och ungdomslitteratur och som inom sig rymmer olika genre och medier, liksom skiftande estetiska uttryck. I de senaste decenniernas böcker för unga, till exempel bilderböcker, finns berättelser som många gånger är estetiskt avancerade, berättartekniskt intressanta, mångtydiga och som tar upp både vardagliga och mer komplicerade ämnen (se Kåreland, 2021).

Place, publisher, year, edition, pages
Lärarstiftelsen, 2022
Keywords
Litteraturdidaktik
National Category
Didactics
Identifiers
urn:nbn:se:mau:diva-56368 (URN)
Available from: 2022-07-20 Created: 2022-12-01 Last updated: 2022-12-01Bibliographically approved
Svensson, A. (2022). ”Lager på lager” – att möjliggöra och synliggöra kommunikativa, kreativa och narrativa kompetenser. Forskning om undervisning och lärande, 10(1), 55-77
Open this publication in new window or tab >>”Lager på lager” – att möjliggöra och synliggöra kommunikativa, kreativa och narrativa kompetenser
2022 (Swedish)In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 10, no 1, p. 55-77Article in journal (Refereed) Published
Abstract [sv]

I studien tillämpas en undervisningsdesign som sätter berättelser i olika uttrycksformer i centrum bland elever i lågstadiets årskurs 1. Syftet med studien är att undersöka lärares och elevers upplevelser och erfarenheter av att arbeta med undervisningsdesignen för att bidra med kunskap om hur undervisning med berättelsen i centrum kan möjliggöra och synliggöra elevers kommunikativa, kreativa och narrativa kompetenser. I linje med designbaserad forskning ämnar studien dels överbrygga klyftan mellan forskning och skolans praktik, dels utveckla praktiken. Studiens resultat visar att såväl receptivt som produktivt arbete med en berättelse i olika estetiska och mediala uttrycksformer möjliggör elevers kommunikation, kreativa skapande och förståelse av berättelsen. Berättelser utgör en stark didaktisk resurs i grundskolans tidigare år. Föreliggande studie visar att arbete med berättelser kan möjliggöra och synliggöra elevers narrativa kompetens, men en förutsättning för att så ska ske är en undervisning som är flexibel beträffande tidsramar och riktning.

Abstract [en]

In the study, a teaching design that focuses on stories in various forms of expression is applied in the first-grade classroom. The aim of the study is to examine teachers’ and pupils’ experiences of working with this teaching design in order to contribute with knowledge regarding how story-centred teaching can make possible and make visible pupils’ communicative, creative, and narrative competencies. In line with design-based research, an objective with the study is to bridge the gap between research and the educational practice, as well as to develop the educational practice. The results of the study show that working with a story through reception and production in various aesthetic and medial forms of expression make possible pupils’ communication, creative production, and deeper understanding of the story. Stories are strong resources for teaching and learning in the primary school classroom. Story-centred teaching can make possible and make visible pupils’ narrative competence, but in order for that to happen, there is a need for teaching that is flexible, particularly regarding time frames and directions.

Place, publisher, year, edition, pages
Lärarstiftelsen, 2022
Keywords
Literature teaching and learning, Literature education, Narrative competence, Creative literacy, Aesthetic learning, Creative production, litteraturdidaktik, lågstadiet, narrativ kompetens, kreativ literacy, estetiska uttrycksformer, kreativt skapande
National Category
Didactics
Identifiers
urn:nbn:se:mau:diva-56381 (URN)POA;;57987 (Local ID)POA;;57987 (Archive number)POA;;57987 (OAI)
Available from: 2022-12-01 Created: 2022-12-01 Last updated: 2023-01-11Bibliographically approved
Svensson, A. (2022). Tillsammans i Engelsfors: Socialt fiktionsbruk i Engelsforstrilogins digitala fangemenskap 2011-2016. Tuva Haglund. [Review]. Tidskrift för litteraturvetenskap, 52(1), 106-109
Open this publication in new window or tab >>Tillsammans i Engelsfors: Socialt fiktionsbruk i Engelsforstrilogins digitala fangemenskap 2011-2016. Tuva Haglund.
2022 (Swedish)In: Tidskrift för litteraturvetenskap, ISSN 1104-0556, E-ISSN 2001-094X, Vol. 52, no 1, p. 106-109Article, book review (Other academic) Published
Place, publisher, year, edition, pages
Föreningen for utgivande av Tidskrift for litteraturvetenskap, 2022
Keywords
Litteraturvetenskap, Litteraturdidaktik
National Category
Languages and Literature
Identifiers
urn:nbn:se:mau:diva-56527 (URN)10.54797/tfl.v52i1.8578 (DOI)
Available from: 2022-12-11 Created: 2022-12-11 Last updated: 2023-07-05Bibliographically approved
Svensson, A. (2021). Aesthetic Dimensions of Literary Studies: Multimodality and Creative Learning. Nordic Journal of English Studies, 20(2), 160-182
Open this publication in new window or tab >>Aesthetic Dimensions of Literary Studies: Multimodality and Creative Learning
2021 (English)In: Nordic Journal of English Studies, ISSN 1502-7694, E-ISSN 1654-6970, Vol. 20, no 2, p. 160-182Article in journal (Refereed) Published
Abstract [en]

In Sweden, the occurrence of fictional texts in various media formats, including TV series, films, and computer games, most of which are in English, is constantly growing. In an increasingly digitalised society, there is a need for teaching that understands and meets the demand for aesthetic values as well as multimodality and creativity. Highlighting the aesthetic dimension of literary studies, this article reports on a small-scale practice-based study that explores students’ experiences of working with a teaching unit that focuses on text universes, literary productions, and creative learning. It argues for an innovative type of course design with the potential to strengthen students’ engagement in, and their self-assessed understanding of, literary texts, which can inspire future English teachers to adopt similar approaches in their own teaching practice.

The teaching unit was included in a programme for upper-secondary subject teachers in English. The empirical data consists of 14 students’ responses to a questionnaire that was conducted after the completion of the unit. The study shows that although some students initially found the teaching unit challenging, they later acknowledged having acquired significant insights into their own and their peers’ creative processes. Because student autonomy and student responsibility are central aspects when teaching for creativity, the teaching unit provided the students with a model that addresses the what and the how of literature teaching and learning, a model that they themselves want to use in their future careers as English teachers at the upper secondary level.

Place, publisher, year, edition, pages
University of Gothenburg, 2021
Keywords
teacher education, literary education, literature teaching and learning, creativity, literary production, text universe, litteraturdidaktik
National Category
Didactics Languages and Literature
Identifiers
urn:nbn:se:mau:diva-56379 (URN)2-s2.0-85130563525 (Scopus ID)POA;;55209 (Local ID)POA;;55209 (Archive number)POA;;55209 (OAI)
Available from: 2022-12-01 Created: 2022-12-01 Last updated: 2022-12-02Bibliographically approved
Svensson, A. & Haglind, T. (2021). “From the Lightest Light to the Darkest Dark”: Re-Presenting Ronia, The Robber’s Daughter in the Third-Grade Classroom. Educare (3), 78-101
Open this publication in new window or tab >>“From the Lightest Light to the Darkest Dark”: Re-Presenting Ronia, The Robber’s Daughter in the Third-Grade Classroom
2021 (English)In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 3, p. 78-101Article in journal (Refereed) Published
Abstract [en]

The present study focuses on consuming and producing stories using various forms of expression in the third-grade classroom. The aim of the study is to examine pupils’ and teachers’ experiences of working with a teaching unit that encourages the use of various text and media forms through literary productions, re-presentations, of Ronia, the Robber’s Daughter in order to gain increased insight into the pupils’ narrative competence and identity development. Hence, in what ways can working with various text and media forms and various forms of aesthetic expression promote pupils’ identity development?

The empirical data consists of qualitative interviews with the two teachers and 19 of the 39 pupils who participated in the teaching unit. A thematic analysis of the interviews illuminated two focal themes: identity development and moving through various forms of expression. While looking at the results of the study in relation to Langer’s (2011) stances of envisionment, it becomes clear that applying a contrastive learning approach does the following: it contributes to the progress of the pupils’ identity development, it encourages a deeper understanding, and, consequently, it facilitates and makes visible their learning processes, and their ability to apply a meta-perspective on their learning processes.

Place, publisher, year, edition, pages
Malmö universitet, 2021
Keywords
aesthetic forms of expression, envisionment, identity development, narrative competence, third-grade classroom, litteraturdidaktik
National Category
Didactics General Literature Studies
Identifiers
urn:nbn:se:mau:diva-56362 (URN)10.24834/educare.2021.3.4 (DOI)POA;;53687 (Local ID)POA;;53687 (Archive number)POA;;53687 (OAI)
Available from: 2021-06-23 Created: 2022-12-01 Last updated: 2023-03-28Bibliographically approved
Svensson, A. & Malmqvist, J. (2021). Från finrummet till vardagsrummet: Transmedialt berättande som litteraturdidaktisk underhållning. Utbildning och Lärande / Education and Learning, 15(2), 149-166
Open this publication in new window or tab >>Från finrummet till vardagsrummet: Transmedialt berättande som litteraturdidaktisk underhållning
2021 (Swedish)In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 15, no 2, p. 149-166Article in journal (Refereed) Published
Abstract [en]

This study explores re-creation processes, through transmedia storytelling, that are made visible in the Swedish TV-programme Helt lyriskt (2018), where music artists transmediate Swedish poems into songs. The aim is to analyse, through a close-reading method, two episodes of Helt lyriskt in order to discuss how processes of transmedia storytelling make literary analyses visible and accessible to the general public. The analysis shows that the episodes employ pedagogical strategies to encourage the audience to partake in, and learn about, poetry and how to conduct literary analyses. One strategy is to illuminate the artists’ interpretation and analysis processes. Thus, the audience experiences the textual and musical adaptations that the artist Molly Sandén makes in her re-creation of Edith Södergran’s “Vierge moderne” (1916), in which she transfers the main theme of the poem, the early twentieth-century modern woman, to a song intended for the modern woman of today. Another strategy, brought up in relation to Annika Norlin’s re-creation of Karin Boye’s “I rörelse” (1927), is to question what liberties may be taken with a literary work, when she adopts the main theme of the poem, to always strive for more, by adding self-composed lyrics to the poem.

Place, publisher, year, edition, pages
Högskolan Dalarna, 2021
Keywords
literature teaching and learning, transmedia storytelling, Helt lyriskt, Edith Södergran, Karin Boye, litteraturdidaktik
National Category
Didactics General Literature Studies
Identifiers
urn:nbn:se:mau:diva-56366 (URN)POA;;53690 (Local ID)POA;;53690 (Archive number)POA;;53690 (OAI)
Available from: 2021-06-23 Created: 2022-12-01 Last updated: 2022-12-02Bibliographically approved
Rosenbaum, C., Runesson Kempe, U. & Svensson, A. (2021). Rikta blicken mot texten. Forskning om undervisning och lärande, 9(1), 31-49
Open this publication in new window or tab >>Rikta blicken mot texten
2021 (Swedish)In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 9, no 1, p. 31-49Article in journal (Refereed) Published
Abstract [sv]

Inom svensk forskning om läsundervisning har det framhållits att elever redan på mellanstadiet (åk 4-6) behöver utveckla litterär kompetens och få vägledning i hur de kan angripa och bearbeta en text för att utveckla fördjupad läsförståelse. Syftet med föreliggande artikel är att ge ett kunskapsbidrag beträffande hur undervisning som syftar till att utveckla förmågan att dra slutsatser om en skönlitterär huvudpersons karaktärsdrag kan utformas. En specifik litteraturdidaktisk aktivitet som utvecklats inom ramen för en Learning study i årskurs 4 och 5 studerades närmare. Syftet med undervisningen var att eleverna skulle utveckla sin förmåga att dra slutsatser om en huvudpersons karaktärsdrag utifrån en läst text. 15 timmars videoinspelade lektioner, där samma berättelse användes i samtliga cykler, analyserades med utgångspunkt i variationsteori. Analysen visar att de olika cyklerna erbjöd olika lärandemöjligheter beroende på hur läraren gav instruktioner till lärandeaktiviteten, hur uppgiften formulerades och utformades, om texten och huvudpersonens karaktärsdrag kom i fokus och relaterades till varandra samt vilka aspekter som öppnades upp som dimensioner av variation.

Abstract [en]

In Swedish research on reading instruction, it has been emphasized that students already in middle school (grades 4-6) need to develop literary competence and receive guidance on how they can process a text in order to develop in-depth reading comprehension. The aim of the article is to contribute with knowledge regarding how teaching that aims to develop the ability to draw conclusions about a fictional protagonist’s character traits can be designed. A specific activity focusing literature education that was developed within the framework of a Learning study in grades 4 and 5 was studied in more detail. The purpose of the teaching unit was that the students would develop their abilities to draw conclusions about a protagonist’s character traits in a fictional text. 15 hours of video-recorded lessons, where the same story was used in all cycles, were analyzed using variation theory. The analysis shows that the different cycles offered different learning opportunities depending on how the teacher gave instructions to the learning activity, how the task was formulated and designed, if the text and the protagonist’s character traits came into focus and related to each other, and which aspects were opened up as dimensions of variation.

Place, publisher, year, edition, pages
Lärarstiftelsen, 2021
Keywords
Variation theory, Learning study, Middle school education, Literature education, Reading comprehension, Literary competence, Inferences, Character traits, inferenser, karaktärsdrag, läsförståelse, learning study, litterär kompetens, litteraturdidaktik, mellanstadieundervisning, variationsteori
National Category
Didactics
Identifiers
urn:nbn:se:mau:diva-56375 (URN)POA;;53682 (Local ID)POA;;53682 (Archive number)POA;;53682 (OAI)
Available from: 2022-12-01 Created: 2022-12-01 Last updated: 2022-12-07Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-6665-3990

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