Malmö University Publications
Change search
Refine search result
1 - 7 of 7
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Hultberg Ingridz, Kristine
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).
    Söderling, Maria
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Between Inner and Outer Boundaries – Practitioner Research: A presentation and discussion of the choice of methods in relation to practitioner research2021Conference paper (Other academic)
  • 2.
    Söderling, Maria
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Att sätta erfarenheter i rörelse. En undersökning av hur elever i år 7 läser film och hur svenskundervisningen kan förvalta deras filmläsning2011Licentiate thesis, monograph (Other academic)
    Abstract [en]

    ABSTRACT This licentiate thesis is a study of the curriculum of the school subject Swedish from a socio-cultural perspective. The aim of the study is to obtain insights into how pupils in the seventh grade of the Swedish secondary school system read films, and further to investigate how the education in Swedish can manage and make the most of various approaches to film. The survey was conducted in a class which I teach myself, and the empirical data consists primarily of oral and written statements by the pupils, concerning the films they have seen. Furthermore the social context around the reception of the films has been mapped. As part of the empirical data there is also a record of a discussion in the classroom concerning filmmaking. With the reception model of Kathleen McCormick as a point of departure, the filmic repertoires of the pupils are analyzed, described and interpreted as they stand out within the framework of the study. The general repertoires of the pupils are also dealt with to some extent. The representations and non-representations of the readings are further discussed in a social semiotic perspective. The research shows that the pupils bring rich experiences of fiction from television as well as film to school. The research also indicates that there is a potential for specific learning processes in the reading of film, since the reception of film entails a possibility to widen the general and filmic repertoires as well as to be conscious of them. The most important potential for learning is in the meeting with films that create a tension between the general repertoires of the reader and the film itself, since the film in those cases stands for something hitherto unknown for the reader. The pupils in my survey do not, however, primarily watch film in order to obtain new experiences, or to learn something; they watch film as a means to feel and share experiences with others in order to strengthen their sense of belonging to a group. One exception appears to be films that the pupils interpret as based on reality, since there is a tendency among the pupils to be more openminded for clashes between their own repertoires and the repertoires in films when it comes to fiction anchored in reality. The true challenge of the teaching is to attract the pupils to develop conscious relationships to films that imply a tension between repertoires. The reasons for these tensions have furthermore to be investigated. When it comes to films based on reality, the study makes it clear that the population of pupils represents a diverse set of attitudes towards the films; some pupils read the films as pure facts, while others read them in a more reflective way, comparing the mediated images of reality in the actual films with other types of experiences. The teaching of Swedish with the intention to take care of the reception of film among school children must be conducted in an awareness of the fact that not all pupils are representing their readings in a way that makes it possible to create meeting places around them within the educational framework. In my view, the education in Swedish for the secondary school must in a more active way open up for the possibility for the pupils to acquire strategies for a conscious handling of their film readings, as well as access to a language by which they can make their representations. The fact that not all pupils are aware of how film can mediate constructions of reality makes it important to take care of the children’s readings in such a way that makes them aware of the semiotic resources of the cinematic medium. This is one reason why one should allow them make their own films. It is also important to use a diversity of semiotic resources when pupils are representing their readings in order to underline the plurality of interpretations and filmic repertoires. Finally, I discuss the results of my research in relation to the new curriculum of Swedish education as it is presented in the syllabus “Lgr 11” which will take effect as from the autumn semester of 2011. In my analysis I find that the space for work of the kind I have conducted in the classroom will be diminished due to the new curriculum. There are, however, still possibilities and a learning potential for a teaching in Swedish that in an active way will take care of film experiences, as well as other kinds of textual experiences.

    Download full text (pdf)
    FULLTEXT01
  • 3.
    Söderling, Maria
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Elever erfar och representerar världen visuellt: en utforskande studie om hur mellanstadieelever skapar mening genom fotografi2024Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Placed within language and literature didactics this qualitative practice-based study with a multimodal perspective aims to explore the potentials for meaning-making through photography. 

     Despite that, the digitization of society has facilitated access to various modes of meaning-making and has had a major impact on how we communicate and learn, new possibilities for meaning-making using for example film or photography are poorly explored in both research and education. This justifies a broad aim and an explorative study. In aiming for an explorative methodology, cooperation was initiated with a group of interested teachers, and the design of the cooperation and the data collection was inspired by educational design research. Meaning-making processes through photography, editing, and discussions about photographs were explored with pupils aged 10-12 years in social science, religion, Swedish, Swedish as a second language, and English. The data comprises video documentation, observational notes, and the pupils’ photographs (and some films). The pupils used apps on iPads as tools for taking photographs and editing.

     A central concept in the study is affordance. The analysis focuses on what affordances for meaning-making pupils realize in their photographs and edited images and in literacy events when they take photographs, as well as edit and discuss photographs. With an ambition to contribute to a deeper understanding of the interplay between literacy events and realized affordances used for meaning-making an analytical model is created and used in the study based on social semiotic theory. The key for this model is the literacy event as an analytical unit within which semiosis as an iterative movement is emphasized. These literacy events are also analyzed with a focus on how the pupils move between different positions and perspectives. 

     An important finding is that pupils show a high level of agency in using different semiotic resources. Affordances related to both the materiality of the photograph as a 2d, static, and stable representation as well as abstract affordances as different kinds of relations between the inner interpretation and the photograph (iconic, symbolic, and indexical) and semiotic resources as boundaries and the negative space are realized. The meaning-making processes that occur when the pupils take photographs and edit are characterized by a high level of physical and cognitive motion, in contrast to the meaning-making processes when the pupils are supposed to discuss the photographs. However, in some situations, the type of questions posed by the teacher seem to contribute to more motion in this meaning-making process leading to an exploration of different possibilities to see with the help of other pupils’ utterances.

    The study contributes to the development of the research field of language and literature didactics by exploring meaning-making through photography, and the use of the literacy event as the analytical focus in exploring potentials for meaning-making. Besides that, it is argued that designing the data collection with inspiration from educational design research strengthens the theoretical contribution of the study.

    Download full text (pdf)
    fulltext
    Download (jpg)
    presentationsbild
  • 4.
    Söderling, Maria
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Kameran som ett verktyg för meningsskapande2020In: ABSTRACTS SMDI 14 den 18-19 nov 2020 Didaktiska perspektiv på språk och litteratur i en globaliserad värld, 2020, p. 64-64Conference paper (Refereed)
    Abstract [sv]

    Vi lever i ett samhälle där kommunikationen oss människor emellan blir allt tätare och där visuella representationer blir alltmer dominerande. Men medan unga människor erövrar en stor del av sina erfarenheter i multimodala miljöer där de är både konsumenter och producenter, möter de en undervisning som fortfarande domineras av muntligt och skriftligt verbalspråk. Studier visar också att när elever för möjlighet att representera sin förståelse genom flera teckenvärldar parallellt, bedömer lärarna endast de verbalspråkliga delarna (Borgfelt 2017; Godhe 2014). I Sverige har digitaliseringen av samhället bland annat inneburit att många elever får använda datorer eller iPads i undervisningen. Datorerna och iPadsen används som skriv- och sökverktyg samt till viss del också till att producera presentationer (SOU 2014:13). Potentialen som digitaliseringen har inneburit avseende att använda flera olika teckenvärldar för elever när de skapar mening, utnyttjas emellertid inte. Vilka är olika teckenvärldars styrkor och begränsningar för meningsskapande? Hur kan en kamera användas som verktyg för meningsskapande?

    Mitt doktorandprojekt har en socialsemiotisk utgångspunkt. Undersökningen kommer att genomföras i nära samarbete med en grupp lärare på en 4–6 skola. I den första fasen av arbetet kommer jag att tillsammans med lärarna utforska olika teckenvärldars styrkor och begränsningar när de skapar mening. Därefter undersöker vi den rörliga bildens styrkor och begränsningar.

  • 5.
    Söderling, Maria
    Malmö University, Disciplinary literacy and inclusive teaching. Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Potentials for meaning making when pupils experience and represent the world through photography2023In: Designing futures,  the 11th international conference on multimodality: Book of abstracts, 2023, p. 121-122Conference paper (Refereed)
    Abstract [en]

    How can a digital tool as the camera app be used to widen and deepen pupils’ possibilities to make meaning and develop their literacy? 

    The digitization of society has made a range of different modes more accessible for meaning making and has had a major impact on how we communicate and learn (Jewitt (Ed.), 2014; Selander & Kress, 2010; Kress, & van Leeuwen, 2021). In my PhD study, I have chosen to explore one of the possibilities that the digitization has made more accessible: photography. 

    In close collaboration with a group of teachers and their pupils aged 10–12 years, I explore the potentials for meaning making when pupils experience and represent the world through photography. The study has a multiliteracies perspective and is framed by social semiotic theory. The empirical data consists of field notes, video documentation and the pupils’ photographs when they visually answer questions like: What is geography?; What is a noun?; Where is your favourite place in school?; What is power?; What is faith?, and when the children create storybooks, document their work during lessons and argue visually. In my material I identify ‘visual literacy events’ when children photograph, edit and read photographs, and in the analytical process I explore the children’s meaning making with121‘strata’, ‘metafunctions’ and ‘positions’ as analytical tools (Arvedsen & Illeris, 2011; Illeris, 2012; Kress & van Leeuwen, 2001, 2021).

    The preliminary findings show that when pupils experience and represent the world through photography different kinds of practices are established with different potentials för meaning making. At ICOM-11 I will discuss the potentials for meaning making of these practices under the headings ‘experience’, ‘agency’, ‘perspective’ and ‘epistemological commitment’ in relation to literacy. 

    Keywords: photography, meaning making, agency, visual literacy event and literacy 

    References

    Arvedsen, K. & Illeris, H. (2011). Visual Phenomena and Visual Events. SomeReflections around the Curriculum of Visual Culture Pedagogy. Research in Arts and Education, 2011(2), 44-63. https://doi.org/10.54916/rae.118750

    Jewitt, C. (2014). The Routledge handbook of multimodal analysis. Routledge.

    Kress, G. & van Leeuwen, T. (2001). Multimodal discourse: the modes and media of contemporary communication. Arnold.

    Kress, G. & van Leeuwen, T. (2021). Reading images: the grammar of visual design. Routledge.

  • 6.
    Söderling, Maria
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    To experience and represent the world through photography2022In: EDUCATION AND INVOLVEMENT IN PRECARIOUS TIMES ABSTRACT BOOKNERA CONFERENCE 2022 / [ed] MICHAEL DAL, 2022, p. 565-566Conference paper (Refereed)
    Abstract [en]

    What is power? How can liberty be portrayed? What and why would you like to change in the classroom? How does it feel to be photographed? What is going on in this photograph?

    The digitization of society has made a range of different modes more accessible for meaning making and has had a major impact on how we communicate and learn (Erixon (Ed.), 2014; Jewitt (Ed.), 2016; Kress & Selander, 2017; Kress, & van Leeuwen, 2021). But while young people today gain a lot of their experiences in multimodal environments, schools provide learning environments dominated by verbal modes (Kress, 2000:159).

    In Sweden, a lot of schools provide their students with computers or tablets as resources, showing the impact of digitization in society today. The technical devices are used for writing, searching information and to some extent making presentations (SOU 2014:13), but the new possibilities for using different modes as tools for meaning making are poorly explored (Erixon (Ed.), 2014). And in situations where pupils represent their understanding using other modes, for example visually or audibly in a multimodal text, teachers assess only the oral or written parts (Godhe, 2014; Åkerfeldt, 2014; Hernwall m fl 2016; Borgfelt, 2017).

    With my phd project I want to contribute to a deeper understanding of how different modes can be used as tools for meaning making and learning, in order to widen the possibilities for teachers to let their pupils use multimodal experiences and computers/tablets as resources in school. The aim of the study is to explore how pupils make meaning and learn when they experience and represent the world through one of the new possibilities: photography.

    As ‘the photographic mode’ has mainly been shaped outside a school context and not used as a tool for meaning making and assessment in schools, I have chosen to work closely with a group of teachers and their 10-year-old pupils in an EDR-inspired study. The study has a multimodal and social semiotic perspective. Video documentation of lessons is an important material category together with the children’s photographs.565At NERA I will use the preliminary results to describe how the pupils use different resources in their meaning making when they photograph and interact around each other’s photographs. I will also explore the potential for meaning making and learning focusing on the high degree of involvement and interaction between the children, especially when they edit their photographs.

    Central references

    Erixon, Per-Olof (Ed.) (2014). Skolämnen i digital förändring. En medieekologisk undersökning. Lund: Studentlitteratur.

    Kress, Gunther & Leeuwen, Theo van (2021). Reading images. The grammar of visual design. Third edition. London & New York: Routledge.

    McKenney, Susan & Reeves, Thomas C. (2012/2018). Conducting educational design research. London: Routledge.

  • 7.
    Söderling, Maria
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    To visualise and transduct representations2021In: Abstracts7th International Designs for Learning conference: Remediation of Learning, 2021Conference paper (Refereed)
    Abstract [en]

    What is power? How can liberty be portrayed? How can you visualise what you have been workingwith during this lesson? What is going on in this photograph? The globalization and the digitization ofsociety have had a major impact on how we communicate and learn in both informal and formalsettings. But while young people today gain a lot of their experiences in multimodal environmentswhere they are both consumers and producers, the schools provide learning environmentsdominated by oral and written modes. In situations where the students get the possibilities torepresent their understanding using other modes, for example visually and audibly in a multimodaltext, teachers seem to assess only the oral or written parts (Borgfelt 2017; Godhe 2014). In Sweden,a lot of schools provide their students with computers or iPads as resources, showing the impact ofdigitization in society today. The technical devices are used for writing, searching information and tosome extent making presentations (SOU 2014:13), but the new possibilities for different modes astools for meaning-making are poorly explored.This PhD project has a multimodal and social semiotic approach. The aim of the study is to explorehow students make meaning and learn when they communicate by photographing. The results of thestudy will deepen understanding of how to use the camera as a tool for meaning-making and how toacknowledge students’ visual experiences and meaning-making in education.These are the preliminary research questions:• What resources do students use when they communicate by photographing and how do they usethem?• What signs of learning do the students make when they photograph and interact around eachothers photographs?The design of my PhD project is inspired by educational design research. During a first phase 20/21 Icollaborate with eight teachers. During the autumn we have explored how students, (10–12 yearsold) can use the camera on their iPads in different subjects and for different purposes. We have alsoexplored the students’ interaction with another around photographs. The students have for example,answered questions, represented opinions, portrayed feelings, and documented processes.Together, we noticed the high level of engagement among the students during the photographing,an engagement that didn ́t always last to the interaction around the photographs. During the spring,the work in the first phase continues. The teachers have designed different learning sequences inwhich the students will photograph and interact around each others photographs in differentsubjects and for various purposes. In the second phase of the study (August–December 2021) aninvestigation will be designed based on the findings from the first part of the study.At an oral presentation at the conference I will describe and discuss the students’ meaning-makingduring three different learning sequences in which they use the camera for various purposes andinteract with one another around photographs. I will also explore the meaning-potential and possibleaffordances in the photographing and interacting parts of the learning sequences.

    Central references

    Borgfeldt, Eva (2017). ”Det kan vara svårt att förklara på rader” Perspektiv på analys och bedömningav multimodal textproduktion i årskurs 3. Göteborg: Göteborgs universitet.

    Godhe, Anna-Lena (2014). Creating and assessing multimodal texts - Negotiations at the boundary.Göteborg: Göteborgs universitet.

    Jewitt, Carey (red.) (2016). The Routledge Handbook of Multimodal Analysis. London & New York:Routledge.

    Kress, Gunther & van Leeuwen, Theo (2021). Reading images. The grammar of visual design. Thirdedition. London & New York: Routledge.

    McKenney, Susan & Reeves, Thomas C. (2012/2018). Conducting educational design research.London: Routledge.

    Rasmussen, Helle (2017). Kompleks betydningsfremstilling i digitalt billedarbejde og billedæstetiskkompetenceudvikling i skolen. Aalborg Universitet: Aalborg.

    SOU 2014:13. En digital agenda i människans tjänst - en ljusnande framtid är här.

1 - 7 of 7
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf