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BETA
Magnusson, Lena O, lektorORCID iD iconorcid.org/0000-0003-3412-8486
Alternative names
Biography [eng]

Lena O Magnusson belongs to the research group Early Childhood Education (ECE). She is active in preschool research with a particular focus on photography, documentation, visual culture and digital technology. Her research interests are also directed towards aesthetic (learning) processes and aesthetic forms of expression and their place in preschool and teacher education. Her dissertation: Three-year-olds, cameras and preschools - a series of diffractive movements, have received attention in preschool and are today used as a basis for discussions concerning practical work with photographic documentation.

At the moment, Magnusson is in the process of launching a research study focusing on preschool children's use of digital technology. The aim of the study is, in its first part, to investigate visual and aesthetic possibilities in children's use of digital technology in preschool. The second part of the study is a project where preschool teachers and the researcher will create research circles to discuss and develop the use of digital technology in preschool.

Biography [swe]

Lena O Magnusson tillhör forskargruppen Early Childhood Education (ECE). Hon är aktiv inom praktiknära förskoleforskning med särskilt fokus på fotografi, dokumentation, visuell kultur och digitala teknik. Hennes forskningsintressen riktar sig också mot estetiska (lär)processer och estetiska uttrycksformer och deras plats inom förskola och lärarutbildning. Hennes avhandling: Treåringar, kameror och förskola – en serie diffraktiva rörelser, har fått stor uppmärksamhet i förskolan och används idag som underlag för diskussioner som berör praktiskt arbete med fotografisk dokumentation.

Just nu befinner sig Magnusson i uppstarten av en forskningsstudie med fokus på förskolebarns användande av digital teknik. Syftet med studien är i sin första del att undersöka visuella och estetiska möjligheter i barns brukandet av digital teknik i förskolan. Studiens andra delen är ett utvecklingsprojekt där verksamma förskollärare och forskaren kommer att skapa forskningscirklar för att diskutera och utveckla användandet av digital teknik. Projektet beräknas vara i mål under 2020. Projektet finansieras av interna meriteringsmedel.

Publications (10 of 30) Show all publications
Magnusson, L. O. (2020). Analoga och digitala lekar i ateljén. In: Erika Kyrk Seger (Ed.), Digitalt meningsskapande i förskolan: (pp. 149-163). Stockholm: Lärarförlaget
Open this publication in new window or tab >>Analoga och digitala lekar i ateljén
2020 (Swedish)In: Digitalt meningsskapande i förskolan / [ed] Erika Kyrk Seger, Stockholm: Lärarförlaget , 2020, p. 149-163Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Lärarförlaget, 2020
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-31389 (URN)978-91-88149-47-3 (ISBN)
Available from: 2020-01-09 Created: 2020-01-09 Last updated: 2020-01-10Bibliographically approved
Magnusson, L. O. (2020). Bild och bildskapande som didaktiska verktyg i förskolan - potential och möjlighet (1ed.). In: Kerstin Bäckman, Annika Elm, Lena O Magnusson (Ed.), Förskola, barn och undervisning – didaktik i förskolan: (pp. 53-70). Stockholm: Liber AB
Open this publication in new window or tab >>Bild och bildskapande som didaktiska verktyg i förskolan - potential och möjlighet
2020 (Swedish)In: Förskola, barn och undervisning – didaktik i förskolan / [ed] Kerstin Bäckman, Annika Elm, Lena O Magnusson, Stockholm: Liber AB , 2020, 1, p. 53-70Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber AB, 2020 Edition: 1
National Category
Educational Sciences Didactics
Identifiers
urn:nbn:se:hig:diva-31390 (URN)978-91-47-13159-4 (ISBN)
Available from: 2020-01-09 Created: 2020-01-09 Last updated: 2020-01-10Bibliographically approved
Magnusson, L. O. & Ivarsson, A. (2020). Den digitala tekniken i förskolans verksamhet: möjligheter och förhållningssätt med fokus på programmering (1ed.). In: Kerstin Bäckman, Annika Elm, Lena O Magnusson (Ed.), Förskola, barn och undervisning – didaktik i förskolan: (pp. 107-122). Stockholm: Liber AB
Open this publication in new window or tab >>Den digitala tekniken i förskolans verksamhet: möjligheter och förhållningssätt med fokus på programmering
2020 (Swedish)In: Förskola, barn och undervisning – didaktik i förskolan / [ed] Kerstin Bäckman, Annika Elm, Lena O Magnusson, Stockholm: Liber AB , 2020, 1, p. 107-122Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber AB, 2020 Edition: 1
National Category
Educational Sciences Didactics
Identifiers
urn:nbn:se:hig:diva-31391 (URN)978-91-47-13159-4 (ISBN)
Available from: 2020-01-09 Created: 2020-01-09 Last updated: 2020-01-10Bibliographically approved
Bäckman, K., Elm, A. & Magnusson, L. O. (2020). Didaktik i förskolan: - förskolans didaktik. In: Bäckman, K., Elm, A. & Magnusson, L.O. (Ed.), Förskola, barn och undervisning: Didaktik i förskolan (pp. 189-196). Stockholm: Liber
Open this publication in new window or tab >>Didaktik i förskolan: - förskolans didaktik
2020 (Swedish)In: Förskola, barn och undervisning: Didaktik i förskolan / [ed] Bäckman, K., Elm, A. & Magnusson, L.O., Stockholm: Liber, 2020, p. 189-196Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2020
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-31108 (URN)978-91-47-13159-4 (ISBN)
Note

kommande

Available from: 2019-11-27 Created: 2019-11-27 Last updated: 2019-11-27Bibliographically approved
Bäckman, K., Elm, A. & Magnusson, L. O. (Eds.). (2020). Förskola, barn och undervisning: Didaktik i förskolan. Stockholm: Liber
Open this publication in new window or tab >>Förskola, barn och undervisning: Didaktik i förskolan
2020 (Swedish)Collection (editor) (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2020. p. 196
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-31098 (URN)978-91-47-13159-4 (ISBN)
Available from: 2019-11-27 Created: 2019-11-27 Last updated: 2020-03-26Bibliographically approved
Magnusson, L. O. (2020). Visual research material and diffractive readings – a relational research story. QSE. International journal of qualitative studies in education
Open this publication in new window or tab >>Visual research material and diffractive readings – a relational research story
2020 (English)In: QSE. International journal of qualitative studies in education, ISSN 0951-8398, E-ISSN 1366-5898Article in journal (Refereed) Epub ahead of print
Abstract [en]

This article focuses on how the capacity of diffractive readings is put to work in a study of two different types of visual material in research conducted in a preschool. The analysis with the help of –the language of the flat ontology– and the diffractive readings take place in educational research among three-year-olds. Children’s photographs and video recordings produced by the researcher are seen as data that both interfere with and affects the outcome of the study. Diffractive methodologies are used to connect the research and the two kinds of visual data with previous research, some theoretical concepts from Karen Barad’s agential realism and the researcher’s experience of becoming and learning throughout the development of the entangled research process.

Keywords
Diffractive readings; intra- action; language of the flat ontology; photographic agency; visual data
National Category
Educational Sciences
Research subject
no Strategic Research Area (SFO)
Identifiers
urn:nbn:se:hig:diva-32038 (URN)10.1080/09518398.2020.1735564 (DOI)
Available from: 2020-03-12 Created: 2020-03-12 Last updated: 2020-03-23Bibliographically approved
Magnusson, L. O. (2019). I rörelse med en balaklava – att dela estetiska erfarenheter i högre utbildning. In: : . Paper presented at NEÄL 2019. Aesthetic Experience in Education Södertörns Högskola och Stockholms Musikpedagogiska institut, Stockholm, 11–13 november, 2019.
Open this publication in new window or tab >>I rörelse med en balaklava – att dela estetiska erfarenheter i högre utbildning
2019 (Swedish)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [sv]

Föreliggande presentation har för avsikt att med hjälp av något som kan liknas vid en autoetnografisk metod (Ellington & Ellis, 2008) lyfta fram och diskutera en mindre forskningsstudie med fokus på estetiska uttrycksformer och estiska processer. Undersökningen inbegriper en intervention med lärare och studenter inom högre utbildning. Interventionen tar form som workshopar där först en grupp lärare och sedan en grupp studenter möter samma konstverk och samma konstpedagogiska uppgift. Med utgångspunkt i produktion av olika slags datamaterial och med erfarenheter från workshopar berör undersökningen bland annat frågor som: Vad kan estiska erfarenheter och estiska processer bidra med inom högre utbildning? Vilka dialoger och samtal öppnar den här typen av processer för?  Vilken roll spelar de gemensamma estetiska erfarenheterna för dessa samtal? Datamaterialet består av gestaltningar som inbegriper: lera, plast, tredimensionella konstruktioner, ljusbord, fotografi, glas, olika sorters papper, färger och tapetklister men också samtal och texter i olika former. I ett möjligt resultat berörs affekter och flyktlinjer (Deleuze & Guattari, 2015) med utgångspunkt i de estiska processerna och användandet av estetiska uttryck. Genom användandet av autoetnografi lyfts aspekter i data som lyser särskilt starkt (MacLure, 2010) och data som häftar vid forskarens intresse och inte lämnar henne ifred (MacRae, Hackett, Holmes, & Jones, 2018).  

Keywords
estetisk erfarenhet, estetiska processer, autoetnografi, affekt, flyktlinjer, högre utbildning
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-30981 (URN)
Conference
NEÄL 2019. Aesthetic Experience in Education Södertörns Högskola och Stockholms Musikpedagogiska institut, Stockholm, 11–13 november, 2019
Available from: 2019-11-17 Created: 2019-11-17 Last updated: 2019-12-06Bibliographically approved
Magnusson, L. O. & Bäckman, K. (2019). STEM and STEAM - in the intercept of teacher's perspective and children'sperspective. In: : . Paper presented at NERA 2019, EDUCATION IN A GLOBALIZED WORLD, 6 – 8 mars 2019, Uppsala, Sweden.
Open this publication in new window or tab >>STEM and STEAM - in the intercept of teacher's perspective and children'sperspective
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Over the past decades, the concepts of STEM and STEAM has been discussed and used in educational research in different ways. This paper is based on the results from two separate studies. One concerning preschool teachers' understanding of science, technology, engineering and mathematics, STEM, in relation to teaching in preschool. The other study concern children’s perspective and strategies in their use of digital technology concerning visual aspects of arts, the A in STEAM. The purpose of this paper is to compare and connects results from the two studies out of the question: What does the A in STEAM add to manners of teaching the subjects referred to in STEM? One theoretical point of departure derives from Shulman's (1986) theory of how knowledge develops in teaching and that teachers use special knowledge in teaching, i.e. pedagogical content knowledge, PCK. We also relate to the concepts of children’s perspective and child perspective (Halldén, 2003; Sommer, Pramling Samuelsson, & Hundeide, 2011) as well as the complexity of diffractive readings (Barad 2014; Magnusson, 2017). The two studies that are in focus are conducted in different ways, with varying methodological approaches and analysed with different theoretical perspective. In this paper, we want to do a meta-analysis with the help of the concepts of children’s perspective and child perspective. By doing that we hope to find new knowledge and thereby contribute to teacher knowledge about teaching STEAM areas. The research follows guidelines for research ethics adopted in the humanities and social sciences in Sweden (codex.vr.se). The preliminary results of the meta-analyses presented in this paper concern how different aspects of the intercept of teacher’s perspective/child perspective and children's perspective, in the two studies, can come to show learning, teaching/education and knowledge practice concerning the contribution of A in STEAM in relation to STEM. In an extension, we mean that the result can influence teacher knowledge and their didactic choices in teaching when it comes to the selection of content and strategies. The study can also contribute to a deeper understanding of what A in STEAM mean from children’s perspective in preschool education.

Barad, K. (2014). Diffracting Diffraction: Cutting Together Apart. Parallax, 20(3), 168–18

Halldén, G. (2003). Barnperspektiv som ideologiskt eller metodologiskt begrepp. Pedagogisk Forskning i Sverige, (1), 12.

Magnusson, L. O. (2017). Treåringar, kameror och förskola – en serie diffraktiva rörelser. [Three-year-olds, cameras and preschool: A series of diffractive movements]. Doctoral dissertation, University of Gothenburg. Sweden.

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

Sommer, D., Pramling Samuelsson, I., & Hundeide, K. (2011). Barnperspektiv och barnens perspektiv i teori och praktik. Stockholm: Liber.

www.codex.vr.se

Keywords
children’s perspective, child's perspective, teacher knowledge, preschool education, STEM, STEAM
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-29364 (URN)
Conference
NERA 2019, EDUCATION IN A GLOBALIZED WORLD, 6 – 8 mars 2019, Uppsala, Sweden
Available from: 2019-03-08 Created: 2019-03-08 Last updated: 2019-12-09Bibliographically approved
Magnusson, L. O. (2019). Visual research data and diffractive readings. In: : . Paper presented at NERA 2019, EDUCATION IN A GLOBALIZED WORLD, 6 – 8 mars 2019, Uppsala, Sweden.
Open this publication in new window or tab >>Visual research data and diffractive readings
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Over the past decade post-humanism, new materialism and aspects of post-qualitative research methods have been used in early childhood research in the Nordic countries. This presentation concerns the visual material from an ethnographic study in preschool in which three-year-olds were given access to digital cameras in their daily activities (Magnusson, 2017, 2018). In the study, the children's photographs and the video data produced by the researcher were analysed by using diffractive readings (Barad, 2007, 2014). As a result of using these analytical readings, the researcher read the children's photographs through and with the video data. The two types of different visual materials were also read through previous research, the researcher's own experience and the potential of the theoretical framework.

By applying and using diffractive readings, not only did people and their actions in the analyses appear, but there was also a strong focus on the digital cameras, the video camera, directed and re-directed gazes, and they were all regarded as active, entangled and performing forces that took place in the analyses. By using diffractive readings, the analyses came to move back and forth and include not only data but also the ongoing data production. The presentation aims to highlight how the diffractive readings act as an analytical tool and how they can ask questions as well as demonstrate previously unknown knowledge and experience that concern children and children's perspective in their daily preschool activities. I propose, supported by the results, in the study concerned, and with the support of other theorists and researchers (Barad, 2007, 2014; Lenz Taguchi & Palmer, 2013) that the diffractive readings indicate knowledge and knowing we do not yet know –and that this is what constitutes the strength in the use of the analytical method in education research.

Barad, K. (2007). Meeting the universe halfway: quantum physics and the entanglement of matter and meaning. Durham, N.C. ; London: Duke University Press.

Barad, K. (2014). Diffracting Diffraction: Cutting Together Apart. Parallax, 20(3), 168–187.

Lenz Taguchi, H., & Palmer, A. (2013). A more ‘livable’ school? A diffractive analysis of the performative enactments of girls’ ill-/well-being with(in) school environments. Gender and Education, 25(6), 671–687.

Magnusson, L. O. (2017). Treåringar, kameror och förskola – en serie diffraktiva rörelser. [Three-year-olds, cameras and preschool: A series of diffractive movements]. Doctoral dissertation, University of Gothenburg. Sweden.

Magnusson, L. O. (2018). Photographic agency and agency of photographs: Three-year-olds and digital cameras. Australasian Journal of Early Childhood, 43 (3), 34–42.

 

 

Keywords
diffractive readings, early childhood, new materialism, photography, post qualitative methods, video data
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-29362 (URN)
Conference
NERA 2019, EDUCATION IN A GLOBALIZED WORLD, 6 – 8 mars 2019, Uppsala, Sweden
Available from: 2019-03-08 Created: 2019-03-08 Last updated: 2019-03-11Bibliographically approved
Magnusson, L. O. (2018). Camera, Aesthetics, Democracy, and Pre-school: in a Photographic World with Three-year-olds (1ed.). In: Karlsson Häikiö, Tarja and Eriksson, Kajsa G. (Ed.), Art-Based Education: An Ethics and Politics of Relations: (pp. 37-54). Gothenburg: HDK - Academy of Design and Crafts, University of Gothenburg
Open this publication in new window or tab >>Camera, Aesthetics, Democracy, and Pre-school: in a Photographic World with Three-year-olds
2018 (English)In: Art-Based Education: An Ethics and Politics of Relations / [ed] Karlsson Häikiö, Tarja and Eriksson, Kajsa G., Gothenburg: HDK - Academy of Design and Crafts, University of Gothenburg , 2018, 1, p. 37-54Chapter in book (Other academic)
Place, publisher, year, edition, pages
Gothenburg: HDK - Academy of Design and Crafts, University of Gothenburg, 2018 Edition: 1
Series
Making Narratives ; 3
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-27539 (URN)978-91-980618-6-4 (ISBN)
Available from: 2018-07-05 Created: 2018-07-05 Last updated: 2018-09-03Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-3412-8486

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