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  • 1.
    Aronsson, Mattias
    et al.
    Institutionen för språk, litteratur och lärande, Högskolan Dalarna.
    Dodou, Katherina
    Institutionen för språk, litteratur och lärande, Högskolan Dalarna.
    Svensson, Anette
    Jönköping University, HLK, Lärandepraktiker i och utanför skolan (LPS).
    Tema: Litteraturdidaktik – Litteraturstudiers relevans för skola och samhälle2021In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 15, no 2, p. 5-9Article in journal (Other (popular science, discussion, etc.))
  • 2.
    Lindberg, Ylva
    et al.
    Jönköping University, Communication, Culture and Diversity (CCD).
    Svensson, Anette
    Jönköping University, Communication, Culture and Diversity (CCD).
    Introduktion: Gränsöverskridande litteraturstudier2020In: Litteraturdidaktik: Språkämnen i samverkan / [ed] Lindberg, Ylva ; Svensson,Anette, Stockholm: Natur och kultur , 2020, p. 7-26Chapter in book (Other academic)
  • 3.
    Lindberg, Ylva
    et al.
    Jönköping University, Communication, Culture and Diversity (CCD).
    Svensson, AnetteJönköping University, Communication, Culture and Diversity (CCD).
    Litteraturdidaktik: Språkämnen i samverkan2020Collection (editor) (Other academic)
  • 4.
    Lundström, Stefan
    et al.
    Luleå tekniska universitet.
    Svensson, Anette
    Jönköping University, Språk-, litteratur- och mediedidaktik.
    Ungdomars fiktionsvanor2017In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 2, no 5, p. 30-51Article in journal (Refereed)
    Abstract [en]

    This article reports on a questionnaire study conducted among Swedish teenagers aged 17-18. The study aims to map out their use of fictional texts through various media forms in the two contexts school and recreational time. The study, which has a quantitative approach, focuses on mediation, gender, and study orientation, when exploring the media habits of Swedish teenagers. The results show that although the participants read fiction, they spend much more time using fictional texts in other media forms, such as computer games, TV-series, and films. Gender differences are visible in that men play computer games and women read literature to a greater extent. There are few prominent differences concerning the choice of educational programme. Instead, the results show that divergence should be considered on an individual level, and that large differences in media use can occur within the same school class. The results are discussed from a media ecological as well as a mediatization perspective, and in relation to an educational context.

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  • 5.
    Lundström, Stefan
    et al.
    Luleå university of technology.
    Svensson, Anette
    Jönköping University, Communication, Culture and Diversity (CCD).
    Worlds of many languages. Transformations in fictional text universes2020In: Nordic Journal of Literacy Research, E-ISSN 2464-1596, Vol. 6, no 3, p. 152-169Article in journal (Refereed)
    Abstract [en]

    This article presents a study of how meaning is created when participating in a fictional text universe, and thereby provides insight into literacy aspects of recreational use of fictional stories. The analysed material consists of transcriptions of pen-and-paper role-playing sessions. The results show that the role-players transform fragments of information from different languages, modalities and semiotic systems into the situated practice of role-playing. In the conclusion, the competence to transform in relation to the role-playing, and in a wider context to participate in text universes, is discussed as a multiliteracies competence needed in the situated activity. The way in which language and communication is used requires, among other things, the ability to integrate different languages, modalities and semiotic systems, which in turn opens up new perspectives on what literacy in a recreational use of text universes can be.

  • 6.
    Rosenbaum, Cecilia
    et al.
    Jönköping University, Högskolan för lärande och kommunikation.
    Runesson Kempe, Ulla
    Jönköping University, Matematikdidaktisk forskning.
    Svensson, Anette
    Jönköping University, HLK, Lärandepraktiker i och utanför skolan (LPS).
    Rikta blicken mot texten2021In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 9, no 1, p. 31-49Article in journal (Refereed)
    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.

  • 7.
    Rosenbaum, Cecilia
    et al.
    Jönköping University, Högskolan för lärande och kommunikation.
    Svensson, Anette
    Jönköping University, HLK, Communication, Culture and Diversity (CCD).
    Söderberg, Eva
    Högskolan Dalarna.
    En väv av förståelse: Mellanstadieelevers utsagor om sin fiktionsläsning2022In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 10, no 1, p. 119-139Article in journal (Refereed)
    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.

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  • 8.
    Svensson, Anette
    Umeå universitet, Institutionen för språkstudier.
    A translation of worlds: Aspects of cultural translation and Australian migration literature2010Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This study explores the exchange of cultural information that takes place in the meeting between immigrant and non-immigrant characters in a selection of Australian novels focusing on the theme of migration: Heartland (1989) by Angelika Fremd, A Change of Skies (1991) by Yasmine Gooneratne, Stella’s Place (1998) by Jim Sakkas, Hiam (1998) by Eva Sallis and Love and Vertigo (2000) by Hsu-Ming Teo. The concept cultural translation functions as a theoretical tool in the analyses. The translation model is particularly useful for this purpose since it parallels the migration process and emphasises the power relations involved in cultural encounters. Within the framework of the study, cultural translation is defined as making an unfamiliar cultural phenomenon familiar to someone. On the intratextual level of the text, the characters take on roles as translators and interpreters and make use of certain tools such as storytelling and food to effect translation. On the extratextual level, Fremd, Gooneratne, Sakkas, Sallis and Teo represent cultural translation in the four thematic areas the immigrant child, storytelling, food and life crisis.

    The first theme, the immigrant child, examined in chapter one, explores the effects of using the immigrant child as translator in communication situations between immigrants and representatives of Australian public institutions. In these situations, the child becomes the adult’s interpreter of the Australian target culture. The role as translator entails other roles such as a link to and a shield against the Australian society and, as a result, traditional power relations are reversed. Chapter two analyses how the second theme, storytelling, is presented as an instrument for cultural education and cultural translation in the texts. Storytelling functions to transfer power relations and resistance from one generation to the next. Through storytelling, the immigrant’s hybrid identity is maintained because the connection to the source culture is strengthened, both for the storyteller and the listener. The third theme, food as a symbol of cultural identity and as representation of the source and target cultures, is explored in chapter three. Source and target food cultures are polarised in the novels, and through an acceptance or a rejection of food from the source or target cultures, the characters symbolically accept or reject a belonging to that particular cultural environment. A fusion between the source and target food cultures emphasises the immigrant characters’ cultural hybridity and functions as a strategic marketing of culturally specific elements during which a specific source culture is translated to a target consumer. Finally, the fourth theme, life crisis, is analysed in chapter four where it is a necessary means through which the characters experience a second encounter with Australia and Australians. While their first encounter with Australia traps the characters in a liminal space/phase that is signified by cultural distancing, the second encounter offers a desire and ability for cultural translation, an acceptance of cultural hybridity and the possibility to become translated beings – a state where the characters are able to translate back and forth between the source and target cultures.

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  • 9.
    Svensson, Anette
    Jönköping University, Communication, Culture and Diversity (CCD).
    Adaptations, Sequels and Success: The Expanding Sense and Sensibility Text Universe2017In: The ESSE Messenger, E-ISSN 2518-3567, Vol. 26, no 2, p. 46-58Article in journal (Other academic)
    Abstract [en]

    This article asks why people are obsessed with Jane Austen’s stories and why her stories are spreading across the globe, across media forms, and across generations? In an attempt to analyse the Austenmania-phenomenon, this article examines various representations of Austen’s Sense and Sensibility in order to discuss what these representations contribute with to the understanding of the source text and to the text universe as a whole. The analysis shows that the re-presentations not only expand Austen’s story and provide insight into the characters and their actions, but also draw attention to historical and contemporary power hierarchies and gender roles.

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  • 10.
    Svensson, Anette
    Jönköping University, HLK, Lärandepraktiker i och utanför skolan (LPS).
    Aesthetic Dimensions of Literary Studies: Multimodality and Creative Learning2021In: Nordic Journal of English Studies, ISSN 1502-7694, E-ISSN 1654-6970, Vol. 20, no 2, p. 160-182Article in journal (Refereed)
    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.

  • 11.
    Svensson, Anette
    Jönköping University, Communication, Culture and Diversity (CCD).
    Food as function and food as figure: Cultural translation and cultural hybridity in A change of skies, Love and vertigo and Nina’s heavenly delights2020In: Moderna Språk, E-ISSN 2000-3560, Vol. 114, no 1(SI), p. 61-76Article in journal (Refereed)
    Abstract [en]

    Food is a major concern in popular culture and in literary studies at present and there are numerous novels, movies, and TV-shows that focus on food and its various functions – literary, cultural, and social. Food, which is a highly politicised subject, is one way in which cultural translation takes place as it is used to create an understanding of cultural transfer processes and their implications.

    This paper aims to explore how representations of food accentuate the theme of migration and serve as sites for cultural translation in A change of skies by Yasmine Gooneratne (1991), Love and vertigo by Hsu-Ming Teo (2000), and Nina’s heavenly delights by Pratibha Parmar (2006). In addition to representing the source and target cultures, food illustrates the immigrant’s position in-between cultures, thus emphasising cultural hybridity, in particular through the fusion of food from the source and the target cultures.

  • 12.
    Svensson, Anette
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Jönköping University, HLK, Communication, Culture and Diversity (CCD).
    ”Lager på lager” – att möjliggöra och synliggöra kommunikativa, kreativa och narrativa kompetenser2022In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 10, no 1, p. 55-77Article in journal (Refereed)
    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.

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  • 13.
    Svensson, Anette
    Jönköping University, Språk-, litteratur- och mediedidaktik.
    Literature Teaching and Learning: An Overview2015In: Språkdidaktik: Researching Language Teaching and Learning / [ed] Eva Lindgren och Janet Enever, Umeå: Department of Language Studies , 2015, p. 31-42Chapter in book (Other academic)
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  • 14.
    Svensson, Anette
    Jönköping University, Språk-, litteratur- och mediedidaktik.
    Multimodala fiktioner i litteraturundervisningen - på gott eller ont?2014In: Interaktiva medier och lärandemiljöer / [ed] Elza Dunkels och Simon Lindgren, Malmö: Gleerups , 2014, p. 143-154Chapter in book (Other academic)
  • 15.
    Svensson, Anette
    Jönköping University, Språk-, litteratur- och mediedidaktik.
    “New technologies” and “old values”: The function of various text and media forms in literary studies2015In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 1, p. 117-138Article in journal (Refereed)
    Abstract [en]

    In a society where multimodal stories (movies, TV series, and computer games) have a big influence on young people, reports show that young people demonstrate a decrease in reading habits, reading comprehension, and reading abilities. This article analyses to what extent and in what way(s) various text and media forms are used in literary studies at upper secondary level in Sweden through interviews with five teachers, who offer their experiences, ideas, and thoughts on working with various fictional texts. The results show that novels are used most frequently, that the teachers struggle with the decrease in reading habits among their students, that the students prefer and show great knowledge about films, that there is an absence of multimodal fictional texts in literary studies, and that the teachers see that neither text form nor media form has an impact on student performance.

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  • 16.
    Svensson, Anette
    Umeå University.
    Pleasure and Profit: Re-presentations of Jane Austens’s Ever-Expanding Universe2013In: Global Jane Austen: Pleasure, Passion, and Possessiveness in the Jane Austen Community / [ed] Laurence Raw & Robert G. Dryden, New York: Palgrave Macmillan , 2013, p. 203-220Chapter in book (Other academic)
    Abstract [en]

    This chapter takes a closer look at some examples of the numerous re-presentations of Jane Austen’s Pride and Prejudice as it asks what these re-presentations add to the global Austen (text)-universe. By re-contextualizing the story, they emphasize past and present gender roles and same-sex relationships. They also illustrate the wish to interact with Austen’s novel, the desire to tell their side of the story, to alter or to continue the story. Austen’s readers take pleasure in her fiction and feel passionately for her characters. This chapter explores the expansion of the Austen (text)-universe and asks whether this expansion is about pleasure or profit.

  • 17.
    Svensson, Anette
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Re-creating (hi)stories: Social and cultural empowerment2024In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 1, p. 163-191Article in journal (Refereed)
    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.

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  • 18.
    Svensson, Anette
    Umeå universitet, Institutionen för språkstudier.
    Response2013In: Translation Studies, ISSN 1478-1700, E-ISSN 1751-2921, Vol. 6, no 1, p. 111-114Article in journal (Other academic)
  • 19.
    Svensson, Anette
    Umeå universitet, Institutionen för språkstudier.
    Samtiden enligt Jane Austen2013In: Västerbottenskuriren, ISSN 1104-0246, no 29 maj, p. 39-39Article in journal (Other (popular science, discussion, etc.))
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  • 20.
    Svensson, Anette
    Jönköping University, Communication, Culture and Diversity (CCD).
    Textuniversum, trösklar och litteraturstudier2020In: Litteraturdidaktik: Språkämnen i samverkan / [ed] Y. Lindberg & A. Svensson, Stockholm: Natur och kultur , 2020, p. 120-140Chapter in book (Refereed)
  • 21.
    Svensson, Anette
    Jönköping University, Communication, Culture and Diversity (CCD).
    The Challenge of Teaching English in a Heterogeneous Classroom2017In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, Vol. 17, no 2, p. 56-80Article in journal (Refereed)
    Abstract [en]

    The present study aims to explore in what way teachers at upper secondary level work in a diverse classroom with particular focus on the student's heterogeneous knowledge of the English language. This heterogeneity, the participants experience, is primarily caused by the discrepancy between those students who use English to a great extent outside the classroom through, for example, frequently playing computer games, and those students who do not use the English language at all outside a school context. In order to explore this aim, a pilot study was conducted where five teachers at upper secondary level were interviewed. The results show that this heterogeneity is their most challenging part of working as English teachers today. It thus adds to other factors, such as, multiculturalism, multilingualism, difficulties with reading and writing etc. and makes it an even more dificult task for teachers to support every student's individualised learning. The results futher show that despite the teachers' attempts to differentiate the English education, there is a lack of, and need for, strategies that are useful to support an individualised learning in a heterogeneous classroom. 

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  • 22.
    Svensson, Anette
    Jönköping University, Språk-, litteratur- och mediedidaktik.
    The media habits of young people in Sweden: The use of fictional texts in a school and a recreational context2014In: Education Inquiry, E-ISSN 2000-4508, Vol. 5, no 3, p. 337-357Article in journal (Refereed)
    Abstract [en]

    This article is based on a questionnaire study of the media habits of Swedish youth aged 17–18. It examines the time they spend on using fictional texts through various media forms as well as in relation to mode (production/consumption), context (spare time/school), and gender (male/female). It further analyses these media habits and, using media ecology theory, discusses their effects on the learning process. The study shows that the participants spend more time using fictional texts, predominantly through audio-visual media forms, in their leisure time than in school, that they consume more fictional texts than they produce, and that the female participants spend more time producing fictional texts than the male participants – a result that is coloured by the amount of time they spend blogging, tweeting and writing diaries. The effects of such life-writings on teaching and learning processes, as well as on school performances are also discussed.

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  • 23.
    Svensson, Anette
    Jönköping University.
    Tillsammans i Engelsfors: Socialt fiktionsbruk i Engelsforstrilogins digitala fangemenskap 2011-2016. Tuva Haglund.2022In: Tidskrift för litteraturvetenskap, ISSN 1104-0556, E-ISSN 2001-094X, Vol. 52, no 1, p. 106-109Article, book review (Other academic)
  • 24.
    Svensson, Anette
    et al.
    Jönköping University, HLK, Lärandepraktiker i och utanför skolan (LPS).
    Haglind, Therése
    Jönköping University, HLK, Lärandepraktiker i och utanför skolan (LPS).
    “From the Lightest Light to the Darkest Dark”: Re-Presenting Ronia, The Robber’s Daughter in the Third-Grade Classroom2021In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 3, p. 78-101Article in journal (Refereed)
    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.

  • 25.
    Svensson, Anette
    et al.
    Jönköping University, Communication, Culture and Diversity (CCD).
    Haglind, Therése
    Erik Dahlbergsgymnasiet, Jönköping, Sverige.
    Textuniversum och gränsöverskridande lärande: att arbeta med kreativt lärande i gymnasieskolans litteraturundervisning2020In: Grænsegængere og grænsedragninger i nordiske modersmålsfag / [ed] Nikolaj Elf, Tina Høegh, Kristine Kabel, Ellen Krogh, Anke Piekut & Helle Rørbech, Syddansk Universitetsforlag , 2020, p. 165-183Chapter in book (Refereed)
    Abstract [sv]

    Kapitlet fokuserar på ett gränsöverskridande lärande där de text- och medieformat elever möter i en fritidskontext lyfts in och fogas ihop med de text- och medieformat de möter i en skolkontext och använder detta som exempel på att möta utmaningen att undervisa i litteratur i en tid av digitalisering. Förändrade medievanor medför nya litteraturdidaktiska förutsättningar och syftet med studien är att bidra med kunskap om lärares och elevers erfarenheter av att arbeta med en textuniversumsbaserad undervisningsdesign i gymnasieskolans litteraturundervisning med fokus på kreativt lärande. Resultaten av studien visar att eleverna är vana vid filmatiseringar medan de är ovana vid större förändringar av berättelsen, samtidigt som en kontrastering av dessa kategorier bidrar till ett analytiskt perspektiv. Resultaten visar också att eleverna uppskattar det kreativa lärande som uppstår vid skapandet av egna re-presentationer medan lärarna upplever att detta utmanar den svenska ämnestraditionen.

  • 26.
    Svensson, Anette
    et al.
    Jönköping University, Communication, Culture and Diversity (CCD).
    Lundström, Stefan
    Kärlek och galenskap: intertextualitet i Anne på Grönkulla och Batman som textuniversum2019In: Digitalt: Svensklärarens årsskrift 2018 / [ed] Anna Nordenstam & Suzanne Parmenius-Swärdh, Stockholm: Natur och kultur , 2019, p. 44-59Chapter in book (Refereed)
  • 27.
    Svensson, Anette
    et al.
    Jönköping University, Communication, Culture and Diversity (CCD).
    Lundström, Stefan
    Department of Arts, Communication and Education, Luleå University of Technology, Luleå, Sweden.
    Text universe: A pedagogical strategy to teach literary classics2019In: Virtual sites as learning spaces: Critical issues on languaging research in changing eduscapes / [ed] Sangeeta Bagga-Gupta, Giulia Messina Dahlberg & Ylva Lindberg, Cham: Palgrave Macmillan , 2019, p. 153-180Chapter in book (Refereed)
    Abstract [en]

    Svensson and Lundström focus on teaching literary classics across analogue and digital media spaces by using a text universe, that is a source text and its various re-presentations, as a way to challenge educational discourses and create opportunities for students to expand socio-political boundaries. In the chapter, the Pride and Prejudice-universe is analysed in order to explore what the different re-presentations add to the particular universe as well as how they contribute to the understanding of the source text, Austen’s novel. Focusing on intersectionality in remakes (adaptations) and makeovers (fan fictions and variation novels), the analysis demonstrates how the text universe provides scope for subaltered voices within the intersectional framework and presents a counter-discourse to the historical space of the classic Pride and Prejudice, thus becoming a virtual learning site for socially negotiated knowledge.

  • 28.
    Svensson, Anette
    et al.
    Jönköping University, HLK, Lärandepraktiker i och utanför skolan (LPS).
    Malmqvist, Jenny
    Jönköping University, HLK, Lärandepraktiker i och utanför skolan (LPS).
    Från finrummet till vardagsrummet: Transmedialt berättande som litteraturdidaktisk underhållning2021In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 15, no 2, p. 149-166Article in journal (Refereed)
    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.

  • 29.
    Svensson, Anette
    et al.
    Jönköping University, Språk-, litteratur- och mediedidaktik.
    Manderstedt, Lena
    Luleå tekniska universitet.
    Palo, Annbritt
    Luleå tekniska universitet.
    "Think of it as a challenge": Problematizing pedagogical strategies for progression when assessing web-based university courses in literary studies2015In: Læring og Medier, ISSN 1903-248X, E-ISSN 1903-248X, Vol. 8, no 13, p. 1-24Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to analyse how a taxonomy-based course design can support students’ qualitative learning processes in online university courses. The paper presents a case study based on two online courses in comparative literature in Swedish and English. A document analysis has been applied to analyse the empirical material, which includes the syllabuses, study guides, and examination assignments connected to the courses. Socio-cultural aspects of learning processes, assessment and feedback, course design using a taxonomic structure (SOLO), and a progressive theory of literary studies (Langer’s theories of envisionment) function as a framework. The results show that the examination assignments aim to further the students’ educational processes from stage 2 to stage 5 of the SOLO-taxonomy and, at the same time, through Langer’s four stances. While the course structure has a positive effect on the students’ general as well as literary progress, there are some pedagogical challenges with online teaching in literature that are discussed. In addition, the examination assignments could have been used as ways to strengthen the students’ socio-cultural learning. Furthermore, with little alterations, the examination assignments, which were all used as means of summative assessment, could also have been used formatively to assess the students’ progress.

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  • 30.
    Svensson, Anette
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Jönköping University, HLK, Communication, Culture and Diversity (CCD).
    Söderberg, Eva
    Högskolan i Dalarna.
    Gästredaktionell kommentar2022In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 10, no 1, p. 3-6Article in journal (Other (popular science, discussion, etc.))
    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).

  • 31.
    Svensson, Anette
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Jönköping University, HLK, Communication, Culture and Diversity (CCD).
    Öhling, Klas
    Jönköping University, KunskapsKulturer & UndervisningsPraktiker.
    Hjältar och drakar i konsten och historien2023In: Undervisningens konst / [ed] J. Öberg, Y. Lindberg & L. Baccstig, Lund: Studentlitteratur AB , 2023, p. 157-184Chapter in book (Other academic)
1 - 31 of 31
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