Globalisering, digitalisering och feministisk litteraturkritik har förändrat förutsättningarna för en kanon och vad som läses i skolan. Det är svenskläraren som måste välja vad som ska läsas.
I artikeln presenteras begreppen medieekologi, delningskultur och litteracitet med syfte att stimulera kollegial diskussion mellan lärare i alla ämnen i gymnasieskolan om undervisning och lärande i digitala miljöer.
This article draws on a research project called “Genres in Transition” which took place between 2003 and 2007 and involved about 1,500 pupils in two Swedish upper secondary schools (ages 16-18). The project aimed to investigate pupils’ writing practices in Swedish (the mother tongue). It drew on theory and research in the teaching of literature, pedagogy of writing and media studies as have been developed in Scandinavia under the influence of international research on reader response criticism, cultural studies, media studies, and genre theory. School texts in different formats and settings the pupils produced were collected and analysed. Interviews with both the pupils and teachers were also carried out. This article presents and discusses one of the 113 essays collected for the project. That essay was written by a boy in a vocational programme and, like the other collected essays, was written by hand on paper with a pencil. Drawing on this example, we want to discuss how writing competencies that pupils develop as cultural practices and values change when the media ecology changes. It is suggested that, when writing essays at school, pupils use experiences and strategies from a range of media. In so doing, we suggest the abandoning of the old dominant and Romantic conception based on a distinction between fact and fiction in favour of the experience from everything being mediated, i.e. a transformed epistemology as a result of media reflexivity.
Notions about the reception of print fiction as well as new media texts have a strong tendency to fall back upon the dichotomy between naïve and critical reading. It is presupposed that reception will be characterized by either the one or the other. We will try to critique this dichotomy on the basis of the hypothesis that media cultural change brings with it new and hybrid textual forms, ways of reading, and patterns of reception which not lend themselves to description in simple terms of naïve or critical. We make a case for the necessity of transgressing the dominant assumptions of transactional reception theory within literary studies and instead move in the direction of what we call creative reading and media-reflexivity.
Within the research project ”Genres in Transition – Aesthetic Writing Practices in Upper Secondary School” (carried through in cooperation with Per-Olof Erixon, Umeå university, Sweden) changing conditions for “capabilities for communicative action” in the media ecology of media culture have been studied. As a way to document media habits and media use among 17-year-old students in a media program in a Swedish upper secondary school, the students were asked to produce “media diaries” using multimedia software. The paper will be focused on relationships between and within verbal texts, images and music in one of the productions. The analysis aims to show how different semiotic resources/modalities are put into play and how these are means for identity formation. Basic concepts for analysis and interpretation are remediation, immediacy and hypermediacy, archive and narrative. The analysis and interpretation will result in a discussion of “media reflexivity” as a creative capability for communicative action.