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

Lena O Magnusson leads the research group Early Childhood Education (ECE). She is active in preschool research with a particular focus on photography, documentation, visual culture, STEAM education 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. 

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 är med i forskargruppen ROLE vid högskolan i Gävle och hon leder forskargruppen Early Childhood Education (ECE) tillsammans med Björn Haglund. Magnusson är aktiv inom praktiknära förskoleforskning med särskilt fokus på fotografi, dokumentation, visuell kultur, STEAM och digitala teknik. Hennes forskningsintressen riktar sig också mot estetiska (lär)processer och estetiska uttrycksformer och deras plats inom förskola och lärarutbildning.

Publications (10 of 51) Show all publications
Magnusson, L. O. (2023). Digital technology and the subjects of literacy and mathematics in the preschool atelier. Contemporary Issues in Early Childhood, 24(3), 333-345
Open this publication in new window or tab >>Digital technology and the subjects of literacy and mathematics in the preschool atelier
2023 (English)In: Contemporary Issues in Early Childhood, ISSN 1463-9491, E-ISSN 1463-9491, Vol. 24, no 3, p. 333-345Article in journal (Refereed) Published
Abstract [en]

In this article, the focus is on the entangled relation between digital technology, art activities, mathematics, literacy and children in Swedish preschool ateliers. As part of an ethnographic study, the researcher follows how children use digital technologies and non-digital materials (such as shells, pens, paper, wood, bubble wrap and light) to create and make the visual and aesthetic aspects of the technology seen. In the analysis of the children’s play-based and art-oriented activities in the atelier, the subjects of literacy and mathematics become visible. The analytical approach includes the use of sociocultural theory and multimodal theory, and looking at mathematics in accordance with the six organising principles described by Alan Bishop. The results show that the children’s activities with digital technology and non-digital artefacts appear to activate, expand and transform their understanding and use of literacy and mathematics.

Place, publisher, year, edition, pages
Sage, 2023
Keywords
atelier, art activity, digital technology, literacy, mathematics
National Category
Educational Sciences
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-34503 (URN)10.1177/1463949120983485 (DOI)000618501100001 ()2-s2.0-85100566767 (Scopus ID)
Available from: 2020-12-04 Created: 2020-12-04 Last updated: 2023-09-12Bibliographically approved
Kjällander, S., Walan, S., Nilsen, M., Petersen, P., Caiman, C., Godhe, A.-L., . . . Selander, S. (2023). Förskolan behöver en digitaliseringsstrategi. Svenska Dagbladet (18-jun)
Open this publication in new window or tab >>Förskolan behöver en digitaliseringsstrategi
Show others...
2023 (Swedish)In: Svenska Dagbladet, E-ISSN 2001-3868, no 18-junArticle in journal, News item (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Stockholm: , 2023
National Category
Educational Sciences
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-43441 (URN)
Available from: 2023-12-14 Created: 2023-12-14 Last updated: 2023-12-14Bibliographically approved
Björklund, E., Magnusson, L. O. & Fernström, I. (2023). Lärares perspektiv på breddat deltagande i högre utbildning: mångfald, omsorg och merarbete. Högre Utbildning, 13(2), 58-71
Open this publication in new window or tab >>Lärares perspektiv på breddat deltagande i högre utbildning: mångfald, omsorg och merarbete
2023 (Swedish)In: Högre Utbildning, E-ISSN 2000-7558, Vol. 13, no 2, p. 58-71Article in journal (Refereed) Published
Abstract [sv]

Forskning om breddat deltagande i högre utbildning tenderar att ta ett studentperspektiv snarare än ett lärarperspektiv. I den här artikeln presenteras en intervjustudie med lärare i fokus och hur de uppfattar konsekvenserna av det politiska målet om breddad rekrytering till högre utbildning i sitt undervisningsuppdrag. I studien görs en tematisering (Braun & Clarke, 2006) av informanternas beskrivningar av de konsekvenser som det breddade deltagandet, vilket följer på breddad rekrytering, får i undervisningspraktiken. Tre avskilda teman framträder i informanternas uppfattningar: professionell utveckling, socialisation av studenter och anpassningar av arbets- och examinationsformer. Dessa tre teman ramas in av förändrade ramvillkor. De förändrade ramvillkoren resulterar huvudsakligen i att lärare i stor utsträckning saknar tid för de förändringar som de behöver göra i sitt undervisningsuppdrag. Resultaten visar också på en uppfinningsrikedom i undervisningsplanering samt förändringar i lärares omsorgsarbete riktat mot studenterna. Informanterna uttrycker värdet av mångfald inom högre utbildning, samtidigt som de uppfattaratt den ökade mångfalden tillsammans med ett ökat omsorgsarbete skapar en komplex och krävandearbetssituation för lärare.

Place, publisher, year, edition, pages
NOASP, 2023
Keywords
breddat deltagande, lärarperspektiv, lärarprofession, mångfald, omsorgsarbete, undervisningsanpassningar
National Category
Educational Sciences
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-41771 (URN)10.23865/hu.v13.4013 (DOI)
Available from: 2023-05-15 Created: 2023-05-15 Last updated: 2023-05-26Bibliographically approved
Magnusson, L. O., Ilje-Lien, J. & Kaihovirta, H. M. (2023). Re-visioning the artographer: undisciplined polyphonic voices as echoes for the future. In: : . Paper presented at VIII Art of Research, Aalto University  30th November – 1st  December 2023.
Open this publication in new window or tab >>Re-visioning the artographer: undisciplined polyphonic voices as echoes for the future
2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In this presentation, we introduce a study in which we explore - artography - and the entangled process of being and becoming; artists - and - researchers - and – teachers within the context of higher education. The study is carried out as a collaboration between three researchers, artists, and teachers in three Nordic countries. Artography (cf. Springgay et al., 2008) is used and worn as an aim, theoretical playmate, data-producing method for inquiry and outcome. We approach artography as a polyphonic and rhizomatic (Deleuze & Guattari, 2013) practice using a digital arena where matter and materiality occur together with human bodies. We apply a performative post-qualitative data production (St. Pierre, 2020; Østern et al., 2021), moving beyond traditional data gathering, meaning the data produced is not given or formulated in advance. The data consists of recorded real-time dialogues (verbal voices and physical gestures in Zoom meetings), written texts, drawings, sculptures, digital drawings and photographs. The data is produced constantly and in motion with the study by following an entangled (cf. Barad, 2007) process. This entangled process produces knowledge in the ongoing "in-between" (Magnusson & Maapalo, 2020, p. 33), and the performative data production is polyphonic in its materiality and formation. By following data, we do not want to conclude; instead, we want to trace, map and re-vision the artographer and the capacity of artography as an approach to research, teaching and learning in higher education, with special interest in teacher education. KEYWORDS: artistic expressions, artography, higher education, process of becoming

Keywords
artistic expressions, artography, higher education, process of becoming
National Category
Educational Sciences
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-43225 (URN)
Conference
VIII Art of Research, Aalto University  30th November – 1st  December 2023
Available from: 2023-12-01 Created: 2023-12-01 Last updated: 2023-12-04Bibliographically approved
Magnusson, L. O. & Elm, A. (2023). The Entangled Intersection of Children’s and Educators’ Engagement in the Educational Environment of a Preschool. Early Childhood Education Journal
Open this publication in new window or tab >>The Entangled Intersection of Children’s and Educators’ Engagement in the Educational Environment of a Preschool
2023 (English)In: Early Childhood Education Journal, ISSN 1082-3301, E-ISSN 1573-1707Article in journal (Refereed) Epub ahead of print
Abstract [en]

The study presented in this article shows some aspects of how children between the ages of three and five and their educators perceive and describe the educational environment in early childhood education in Sweden. The data is generated using pedagogical walk-throughs with the educators and camera tours together with the children. The study is conducted as a case study with three municipalities as cases and shows how materiality, places and relationships appear in the intersection of the educators’ and children’s verbal and visual descriptions of the indoor educational environment. We put diffractive readings to work to follow the entangled inter-connections and the intra-acting agency of the sociomaterial assemblages (Barad, 2007; Fenwick et al., 2011). These assemblages consist of different types of materiality, spatial conditions, the educators’ verbal descriptions, the children’s photographs and their verbal and bodily actions when using the cameras. The findings suggest that children and educators use, engage in and relate to the educational environment and materiality in both different and similar ways. Moreover, the children transform the educational setting organised by the educators as place changers, while materiality constructs places as placemaking materiality. 

Place, publisher, year, edition, pages
Springer, 2023
Keywords
camera tour, diffractive analyses, pedagogical walk-throughs, place changers, placemaking materiality, sociomaterial assemblages
National Category
Educational Sciences
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-42687 (URN)10.1007/s10643-023-01533-4 (DOI)001022497300004 ()2-s2.0-85163941983 (Scopus ID)
Funder
Swedish Association of Local Authorities and Regions
Available from: 2023-07-05 Created: 2023-07-05 Last updated: 2023-09-05Bibliographically approved
Magnusson, L. O., Forsling, K. & Walldén Hillström, K. (2023). ”Titta, jag ser dig!” – kameran som resurs för delaktighet i förskolan. Utbildning och Lärande / Education and Learning, 17(4), 53-67
Open this publication in new window or tab >>”Titta, jag ser dig!” – kameran som resurs för delaktighet i förskolan
2023 (Swedish)In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 17, no 4, p. 53-67Article in journal (Refereed) Published
Abstract [sv]

 This article contributes knowledge concerning how the use of cameras as a digital resource can offer children participation and agency in the everyday education practice of preschool. The data is retrieved from three different research studies, and the analytical approach focuses on children's interaction with cameras as a photographic and cinematic resource. The data is analysed following multimodality (Goodwin, 2000; Jewitt, 2014) and using a participation model (Szönyi & Söderqvist Dunkers, 2020). The analyses carried out are based on re-analyses of previously produced data. Theoretically, the study is contextualised within the sociology of childhood, where one of the basic assumptions is that children are regarded as co-constructors with opportunities and abilities to independently act, interpret and reinterpret their lives (Corsaro, 2018). The results show that children's interaction with cameras as a digital resource enables participation in everyday practice from several aspects. Children's agency and participation become visible in the children's interaction with the camera function and between children and children, children and educators, where laughter, gazes, gestures, silence and the development of digital competence are part. 

Place, publisher, year, edition, pages
Institutionen för lärarutbildning, Högskolan Dalarna, 2023
Keywords
agency, digital cameras, digital competence, multimodality, participation, preschool, tablets
National Category
Educational Sciences
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-43226 (URN)10.58714/ul.v17i4.18259 (DOI)
Available from: 2023-11-22 Created: 2023-11-22 Last updated: 2023-11-23Bibliographically approved
Magnusson, L. O. & Bäckman, K. (2023). What is the capacity of A in the contexts of STEM?. Early years, 43(1), 123-136
Open this publication in new window or tab >>What is the capacity of A in the contexts of STEM?
2023 (English)In: Early years, ISSN 0957-5146, E-ISSN 1472-4421, Vol. 43, no 1, p. 123-136Article in journal (Refereed) Published
Abstract [en]

This article is based on a meta-approach to the results of two separate studies and concerns the areas of STEM (science, technology, engineering, mathematics) and STEAM (science, technology, engineering, arts, mathematics) in early childhood education. One of the studies focuses on how preschool teachers understand STEM and how it is taught in the preschool. The other concerns children?s perspectives and strategies in their use of digital technology as part of the preschool?s arts activities. Methodologically, the researchers have developed the idea of reading one study through the other using a meta-approach design. The results from this analytical approach show how different aspects of children?s agency in play and aesthetic activity in the art room (i.e. atelier) can develop and inspire the teachers? pedagogical content knowledge in the subjects of mathematics and science. The results of following children and their processes and actions in the atelier can also influence teachers? knowledge and didactic choices in selecting teaching content and strategies. The findings are considered useful for educators and researchers in the field of early childhood education.

Place, publisher, year, edition, pages
Taylor & Francis, 2023
Keywords
Art, children’s agency, meta-approach, preschool teaching, STEAM, STEM
National Category
Educational Sciences
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-35795 (URN)10.1080/09575146.2021.1914557 (DOI)000643853500001 ()2-s2.0-85104863357 (Scopus ID)
Available from: 2021-05-10 Created: 2021-05-10 Last updated: 2023-03-22Bibliographically approved
Magnusson, L. O. & Åkerblom, A. (2022). Children Taking Their Place in the Institutional Practice Through Their Photographic Voice. In: Hellman Anette, Garvis Susanne (Ed.), Local Childhoods in Global Times: (pp. 86-102). Bristol UK/Chicago, USA: Intellect Ltd.
Open this publication in new window or tab >>Children Taking Their Place in the Institutional Practice Through Their Photographic Voice
2022 (English)In: Local Childhoods in Global Times / [ed] Hellman Anette, Garvis Susanne, Bristol UK/Chicago, USA: Intellect Ltd., 2022, p. 86-102Chapter in book (Refereed)
Place, publisher, year, edition, pages
Bristol UK/Chicago, USA: Intellect Ltd., 2022
National Category
Educational Sciences
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-38018 (URN)9781789386073 (ISBN)
Note

kommande

Available from: 2022-02-25 Created: 2022-02-25 Last updated: 2022-08-04Bibliographically approved
Jusslin, S., Bodén, L., Magnusson, L. O. & Østen, T. P. (2022). Editorial - Post-approaches to education and the arts: Putting theories to work in arts educational practices. JASED - Journal for Research in Arts and Sports Education, 6(3), 1-10
Open this publication in new window or tab >>Editorial - Post-approaches to education and the arts: Putting theories to work in arts educational practices
2022 (English)In: JASED - Journal for Research in Arts and Sports Education, E-ISSN 2535-2857, Vol. 6, no 3, p. 1-10Article in journal, Editorial material (Other academic) Published
National Category
Educational Sciences
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-39253 (URN)10.23865/jased.v6.4017 (DOI)
Available from: 2022-08-30 Created: 2022-08-30 Last updated: 2022-08-31Bibliographically approved
Elm, A. & Magnusson, L. O. (2022). Framgångsfaktorer för funktionella förskolelokaler: Delrapport 2021. Stockholm: Sveriges Kommuner och Regioner
Open this publication in new window or tab >>Framgångsfaktorer för funktionella förskolelokaler: Delrapport 2021
2022 (Swedish)Report (Other academic)
Abstract [sv]

En stor del av dagens kommunala förskolelokaler är byggda för traditionella förskoleavdelningar om 18-24 barn. Det saknas dock relevanta forskningsresultat till stöd för kommunernas nybyggnation, vad gäller erfarenheter och framgångsfaktorer i att bygga förskolelokaler som stödjer samverkan mellan mindre barngrupper i enlighet med Skolverkets rekommendationer.

Därför har FoU-fonden för kommunernas fastighetsfrågor finansierat projektet ”Framgångsfaktorer för funktionella förskolelokaler”. Projektet studerar tre kommuners erfarenheter av framgångsfaktorer för att skapa och använda funktionella förskolelokaler som stödjer förskolans uppdrag och dagliga arbete. Denna delrapport utgör en första redovisning av projektets delstudie 1. Projektet planeras att slutföras under 2023 och då redovisas i en slutrapport.

Primär målgrupp för delrapporten är alla professioner som är involverade i processen att planera, bygga och använda lärmiljöer.

Place, publisher, year, edition, pages
Stockholm: Sveriges Kommuner och Regioner, 2022. p. 46
Keywords
utbildningsmiljö, förskolelokaler, funktionsförskola
National Category
Educational Sciences
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-38376 (URN)978-91-8047-007-0 (ISBN)
Funder
Swedish Association of Local Authorities and Regions
Available from: 2022-04-06 Created: 2022-04-06 Last updated: 2024-02-14Bibliographically approved
Projects
Framgångsfaktorer för funktionella förskolelokaler (FRAFFÖR); University of Gävle; Publications
Elm, A. & Magnusson, L. O. (2024). Framgångsfaktorer för funktionella förskolelokaler: Slutrapport FOU-fonden för kommunens fastighetsfrågor. StockholmMagnusson, L. O. & Elm, A. (2023). The Entangled Intersection of Children’s and Educators’ Engagement in the Educational Environment of a Preschool. Early Childhood Education JournalElm, A. & Magnusson, L. O. (2022). Framgångsfaktorer för funktionella förskolelokaler: Delrapport 2021. Stockholm: Sveriges Kommuner och RegionerEngström, A., Elm, A. & Magnusson, L. O. (2022). Förskolans lärmiljöer: möjligheter och begränsningar. Gävle
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-3412-8486

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