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Graphical models for narrative texts: Reflecting and reshaping curriculum demands for Swedish primary school
Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.ORCID iD: 0000-0003-3711-3503
Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.ORCID iD: 0000-0002-2565-8875
2023 (English)In: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 73, article id 101137Article in journal (Refereed) Published
Abstract [en]

This study explores how graphical models, teaching resources and language arts curricula for primary school in Sweden represent features of narrative genre. Furthermore, it provides a conceptual and methodological approach for studying the recontextualization of genre knowledge in different educational contexts. We selected two particular models (the Story Face and the Obstacle Chart) because they are promoted by the Swedish National Agency of Education. We analyzed the models, curricula, and related teaching resources through Bernstein's concept of recontextualization fields, Martin's genre theory, and Kress and van Leeuwen's visual grammar. The results show that both graphical models use metaphors to evoke students' everyday experience and break down a narrative text to key story elements. Aligning with Swedish language arts curricula, the models de-emphasize the need to manage tension in narra-tives. Finally, the results show that the models' different ways of representing key story elements may be difficult for teachers and students to decode.(c) 2022 The Author(s). Published by Elsevier Inc. This is an open access article under the CC BY license ( http://creativecommons.org/licenses/by/4.0/ )

Place, publisher, year, edition, pages
Elsevier, 2023. Vol. 73, article id 101137
Keywords [en]
Graphical models, Literacy teaching, Primary education, Recontextualization fields, Social semiotics, Writing frames
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Didactics
Identifiers
URN: urn:nbn:se:mau:diva-58423DOI: 10.1016/j.linged.2022.101137ISI: 000906639700001Scopus ID: 2-s2.0-85143710175OAI: oai:DiVA.org:mau-58423DiVA, id: diva2:1740220
Available from: 2023-02-28 Created: 2023-02-28 Last updated: 2024-02-05Bibliographically approved

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Ridell, KimWalldén, Robert

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