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Lindstrand, Fredrik
Publications (10 of 38) Show all publications
Lindstrand, F. (2013). Att urskilja och erkänna: Om betydelsen av att se och synliggöra barns kompetens. Gävle: Folkteatern i Gävle
Open this publication in new window or tab >>Att urskilja och erkänna: Om betydelsen av att se och synliggöra barns kompetens
2013 (Swedish)Other (Other (popular science, discussion, etc.))
Place, publisher, year, pages
Gävle: Folkteatern i Gävle, 2013
Keywords
Barn, lärande, kompetens, multimodalitet, tecken, teckenskapande
National Category
Didactics Learning Pedagogy
Identifiers
urn:nbn:se:hig:diva-14780 (URN)
Note

Publik föreläsning inom Folkteaterns föreläsningsserie på temat "Hur man blir en människa". Föreläsningen ägde rum i samband med en öppen repetition i februari 2013.

Available from: 2013-06-27 Created: 2013-06-27 Last updated: 2018-03-13Bibliographically approved
Lindstrand, F. (2013). Competent Toddlers: A Study of Engagement, Social Interaction and Meaning Making In Front Of The TV Screen. In: : . Paper presented at ECER 2013, Creativity and Innovation in Educational Research, Istanbul, September 10-13 2013.
Open this publication in new window or tab >>Competent Toddlers: A Study of Engagement, Social Interaction and Meaning Making In Front Of The TV Screen
2013 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Based on the results from a Swedish research project, this paper investigates young children's meaning-making in relation to moving images in a preschool context. The specific focus of the paper is to look at if – and how – two year-old children can be said to make meaning during the screening of a series of short animated films at their preschools. What kind of meanings are made and how are they communicated by the children? How do the films become resources for childrens meaning making and to what extent can social interaction with peers and preschool teachers be said to influence childrens meaning making during the screening of the films? The results presented are based on analyses of both interaction in front of the TV screen and of the animated films.

The theoretical framework is based on a social semiotic (Hodge & Kress, 1988; Kress, 2003; van Leeuwen, 2005) and multimodal (Kress & van Leeuwen, 2001; Jewitt, 2009) approach, which implies a view of communication and representation as a social process of signmaking. Both theories are united in a common interest in understanding how people communicate and make meanings with a wide range of resources, or modes. Semiotic resources are used both to produce and interpret texts, in the same way as signs are made both externally and internally. The analyses of both interaction and of the animated films were guided by the theoretical assumptiom that all texts simultaneously construct different types of meanings through three metafunctions (Jewitt & Oyama, 2001; Iedema, 2001; van Leeuwen, 2005). They represent some aspect of the world (the ideational metafunction); represent and construct relations between represented and interactive participants (the interpersonal metafunction); and are organised as coherent texts (the textual metafunction). Meanings are made through the use of various modes in relation to these different aspects.

The project included studies at eight preschools spread over three Swedish municipalities. Approximately 150 children in the ages from two to four participated in the project. They watched the films in groups of four to six children. Nine screenings were recorded with video camera and mp3 recorders. All video material was transcribed multimodally and analysed by means of the social semiotic and multimodal framework presented above. Aspects that were attended to specifically in the transcriptions included verbal interaction, gaze/eye movements, gestures, posture, mimics and motions. Apart from the filmed material, interviews were made with children, parents and preschool teachers. The role of the interviews was to construct a background in terms of how moving images were used in the preschools and how familiar the children were with different kinds of media etc. Accordingly, interviews were transcribed more thematically than the video material.

The paper shows that the children indeed make meaning in relation to the fillms and that they make a number of forms of meaning during the screenings. The meanings are made in different modes and are influenced by a number of factors, such as the social interaction with peers and preschool teachers, whether or not the stories are familiar to the children from before, and the childrens previous experiences of moving images . The paper also shows that the young children are highly competent in practicing literacy skills during the screenings, exemplified by their expertise in interpreting various aspects related to film language

References

Banks, Marcus (2001): Visual Methods in Social Research. London: SAGE Publications.Hodge, Robert & Kress, Gunther (1988): Social semiotics. Ithaca, New York: Cornell University Press.Iedema, Rick (2001): “Analysing film and television: a social semiotic account of Hospital: an Unhealthy Business”. In Van Leeuwen, Theo & Jewitt, Carey (red): Handbook of Visual Analysis. London: SAGE Publications. P 183-206.Jewitt, Carey (ed.)(2009): The Routledge Handbook of Multimodal Analysis. London & New York: Routledge.Jewitt, Carey & Kress, Gunther (eds)(2003): Multimodal literacy. London: Routledge. Jewitt, Carey & Oyama, Rumiko (2001): “Visual meaning: a social semiotic approach”. In van Leeuwen, Theo & Jewitt, Carey (eds): Handbook of Visual Analysis. London: SAGE Publications. P 134-156Kress, Gunther (1993): “Against arbitrariness: the social production of the sign as a foundational issue in critical discourse analysis”. In Discourse & society, vol 4(2). P 169-191.Kress, Gunther (1997). Before writing. Rethinking the paths to literacy. London: Routledge.Kress, Gunther (2003): Literacy in the New Media Age. London: Routledge.Kress, Gunther; Jewitt, Carey; Ogborn, Jon; Tsatsarelis, Charalampos (2001): Multimodal Teaching and Learning. The Rhetorics of the Science Classroom. London: Continuum.Kress, Gunther & van Leeuwen, Theo (2001): Multimodal Discourse. The modes and media of contemporary communication. London: Arnold.Lindstrand, Fredrik (2006) Att göra skillnad. Representation, identitet och lärande i ungdomars arbete och berättande med film. Doctoral thesis. Stockholm: HLS Förlag.Lindstrand, Fredrik (1998) "Snuttefilm i förskolan - en studie av engagemang och meningsskapande". In Rönnberg, M. (ed.): Blöjbarnsteve. Uppsala: Filmförlaget.Van Leeuwen, T. (2005) Introducing social semiotics. London & New York: Routledge.

Keywords
children, preschool, toddlers, multimodality, TV, interaction, meaning-making, video
National Category
Didactics Learning Pedagogical Work
Identifiers
urn:nbn:se:hig:diva-14024 (URN)
Conference
ECER 2013, Creativity and Innovation in Educational Research, Istanbul, September 10-13 2013
Available from: 2013-04-03 Created: 2013-04-03 Last updated: 2018-03-13Bibliographically approved
Leijon, M. & Lindstrand, F. (2013). Socialsemiotik och design för lärande: två multimodala teorier om lärande, representation och teckenskapande. Pedagogisk forskning i Sverige, 17(3-4), 171-192
Open this publication in new window or tab >>Socialsemiotik och design för lärande: två multimodala teorier om lärande, representation och teckenskapande
2013 (Swedish)In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 17, no 3-4, p. 171-192Article in journal (Refereed) Published
Keywords
Multimodalitet, socialsemiotik, design för lärande, högre utbildning, lärande, teckenskapande, representation
National Category
Educational Sciences Didactics Learning Pedagogy
Identifiers
urn:nbn:se:hig:diva-14779 (URN)
Available from: 2013-06-27 Created: 2013-06-27 Last updated: 2018-03-13Bibliographically approved
Lindstrand, F. (2013). Språkutveckling genom estetiska uttrycksformer: vad kan barnen lära oss?. In: : . Paper presented at Konstarter i Pedagogiken - Art in Education, Edsbyn, Ovanåker, 7-8 januari 2013.
Open this publication in new window or tab >>Språkutveckling genom estetiska uttrycksformer: vad kan barnen lära oss?
2013 (Swedish)Conference paper, Oral presentation only (Other (popular science, discussion, etc.))
Abstract [sv]

Populärvetenskaplig föreläsning vid konferensen Konstarter i Pedagogiken - Art in Education, Edsbyn 7-8 januari 2013.

Keywords
språkutveckling, estetiska uttrycksformer, lärande, barn, kompetens
National Category
Educational Sciences Learning
Identifiers
urn:nbn:se:hig:diva-15037 (URN)
Conference
Konstarter i Pedagogiken - Art in Education, Edsbyn, Ovanåker, 7-8 januari 2013
Available from: 2013-08-20 Created: 2013-08-20 Last updated: 2018-03-13Bibliographically approved
Insulander, E. & Lindstrand, F. (2013). Towards a social and ethical view of semiosis: Examples from the museum. In: Margit Böck, Norbert Pachler (Ed.), Multimodality and Social Semiosis: Communication, Meaning-making, and Learning in the Work of Gunther Kress (pp. 225-236). New York: Routledge
Open this publication in new window or tab >>Towards a social and ethical view of semiosis: Examples from the museum
2013 (English)In: Multimodality and Social Semiosis: Communication, Meaning-making, and Learning in the Work of Gunther Kress / [ed] Margit Böck, Norbert Pachler, New York: Routledge, 2013, p. 225-236Chapter in book (Refereed)
Place, publisher, year, edition, pages
New York: Routledge, 2013
Series
Routledge Studies in Multimodality
Keywords
lärande, museum, meningsskapande, etik, socialsemiotik, multimodalitet, kress, design
National Category
Learning Didactics
Identifiers
urn:nbn:se:hig:diva-9973 (URN)000340909100025 ()2-s2.0-84920511022 (Scopus ID)978-0-415-50814-8 (ISBN)0415508142 (ISBN)
Available from: 2011-09-25 Created: 2011-09-01 Last updated: 2018-03-13Bibliographically approved
Elm Fristorp, A. & Lindstrand, F. (2012). Design för lärande i förskolan (1ed.). Stockholm: Norstedts Förlag
Open this publication in new window or tab >>Design för lärande i förskolan
2012 (Swedish)Book (Other academic)
Abstract [sv]

Hur ser vi på barns lärande? Vad säger deras nyfikenhet oss? Och hur bekräftar vi den kunskap de själva kommit fram till?Hur kan vi tolka barns uttryck så att de hjälper oss förstå hur vi ska vägleda dem i deras spontana sökande efter kunskap? De konkreta exemplen i Design för lärande i förskolan är inriktade på språk och kommunikation, naturvetenskap och matematik. Genom inspirerande analyser som är kopplade till exemplen, ger boken en inblick i allt det lärande som ständigt pågår i barns vardag.För att ta vara på de oändliga möjligheterna som finns i förskolan, behöver vi förstå hur lärande går till och hur det kommer till yttryck. På samma sätt måste vi uppmärksamma vår egen roll i barnens lärande - hur interaktion med barnen, vårt utformande av resurser, miljöer och aktiviteter får betydelse för barnens möjligheter att engagera sig, lära och förstå.Design för lärande i förskolan vänder sig till blivande och verksamma förskollärare och förskolechefer.

Place, publisher, year, edition, pages
Stockholm: Norstedts Förlag, 2012. p. 208 Edition: 1
Keywords
Förskola, lärande, multimodalitet, design, designorienterat perspektiv, socialsemiotik, teckenskapande, meningsskapande, barn, förskollärare
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-12866 (URN)978-91-130439-0-6 (ISBN)
Available from: 2012-09-12 Created: 2012-09-12 Last updated: 2018-03-13Bibliographically approved
Diamantopoulou, S., Insulander, E. & Lindstrand, F. (2012). Making meaning in museum exhibitions: design, agency and (re-)representation. Designs for Learning, 5(1-2), 11-29
Open this publication in new window or tab >>Making meaning in museum exhibitions: design, agency and (re-)representation
2012 (English)In: Designs for Learning, ISSN 1654-7608, Vol. 5, no 1-2, p. 11-29Article in journal (Refereed) Published
Keywords
museum, agency, multimodal, meaning-making, visitors, (re-)representation
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-15035 (URN)
Funder
Swedish Research Council
Available from: 2013-08-20 Created: 2013-08-20 Last updated: 2018-03-13Bibliographically approved
Diamantopoulou, S., Insulander, E., Kress, G. & Lindstrand, F. (2012). Making meaning in an exhibition: design, agency and (re-)design. In: Kristiansen, Erik (Ed.), Proceedings of the DREAM conference The Transformative Museum: . Paper presented at The Transformative Museum, 23-25 May 2012, Roskilde University, Denmark (pp. 110-127).
Open this publication in new window or tab >>Making meaning in an exhibition: design, agency and (re-)design
2012 (English)In: Proceedings of the DREAM conference The Transformative Museum / [ed] Kristiansen, Erik, 2012, p. 110-127Conference paper, Published paper (Refereed)
Keywords
museum, agency, multimodal, meaning-making, visitors, (re-)representation
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-15257 (URN)978-87-995472-0-3 (ISBN)
Conference
The Transformative Museum, 23-25 May 2012, Roskilde University, Denmark
Available from: 2013-09-15 Created: 2013-09-15 Last updated: 2018-03-13Bibliographically approved
Lindstrand, F. & Selander, S. (2012). REMAKE : Representation, resources and meaning-making: The Middle Ages as a knowledge domain in different learning environments. In: 6ICOM. 6th International Conference on Multimodality. London. August 22-24, 2012.. Paper presented at 6ICOM. 6th International Conference on Multimodality. London. August 22-24, 2012..
Open this publication in new window or tab >>REMAKE : Representation, resources and meaning-making: The Middle Ages as a knowledge domain in different learning environments
2012 (English)In: 6ICOM. 6th International Conference on Multimodality. London. August 22-24, 2012., 2012Conference paper, Oral presentation only (Refereed)
Abstract [en]

This paper discusses the outline and implications of a recently initiated research project, ”REMAKE: Representations, resources and meaning-making. The Middle Ages as a knowledge domain in different learning environments”, funded by the Swedish research council. The aim of the project is to study how – and with what social and epistemological consequences – a knowledge domain is realized in different learning environments. Here, we look at how the subject of history, and more specifically “the Middle Ages”, is realized in pre-school, compulsory school and upper secondary school contexts.

Based on a design-theoretic, multimodal perspective on learning and communication (Rostvall & Selander, 2008; Selander & Kress, 2010), the project takes a starting point in the assumption that a given knowledge domain is realized in different ways in different learning environments, as a result of a complex interaction of selections, representations and actions by the participants involved. There is not a given core or consensus of what this domain is or what parts or aspects the subject area should encompass.

The project will put an emphasis on the resources used by teachers and learners in their work to design and re-design the subject content, and on how specific designs for learning shape the possibilities for how one can learn and engage with a certain knowledge domain. The resources brought into play will be analysed in terms of how they are used, what they add to the representation of the historical epoch in focus, and how they affect the learners’ possibilities to make meaning.

By means of classroom observations, where all work around the Middle Ages will be documented in a selection of groups and classes, the project will investigate a) teachers didactic design; b) different representations of the Middle Ages and c) how children/pupils interpret, transform and design their conception of the knowledge domain. Doing this, we deal with questions of agency, cultures of recognition (what is acknowledged as history, as knowledge/knowing in relation to history and as resources for learning about history) and the uses of history in different contexts.

On a more comprehensive level, the project aims at comparing the differences within the educational system. We ask ourselves: How do the representations of the middle ages differ in pre-school, compulsory school and upper secondary school? What may the long term consequences of these differences be in terms of learners’ abilities to engage with and deepen their understanding of the specific domain?

Keywords
Multimodalitet, socialsemiotik, lärande, design, didaktik, representation, meningsskapande, medeltid, förskola, grundskola, gymnasium
National Category
Didactics
Identifiers
urn:nbn:se:hig:diva-12614 (URN)
Conference
6ICOM. 6th International Conference on Multimodality. London. August 22-24, 2012.
Projects
REMAKE
Funder
Swedish Research Council
Available from: 2012-08-17 Created: 2012-08-17 Last updated: 2018-03-13Bibliographically approved
Lindstrand, F. & Insulander, E. (2012). Setting the ground for engagement: multimodal perspectives on exhibition design. Designs for Learning, 5(1-2), 30-49
Open this publication in new window or tab >>Setting the ground for engagement: multimodal perspectives on exhibition design
2012 (English)In: Designs for Learning, ISSN 1654-7608, Vol. 5, no 1-2, p. 30-49Article in journal (Refereed) Published
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-15036 (URN)
Funder
Swedish Research Council
Available from: 2013-08-20 Created: 2013-08-20 Last updated: 2018-03-13Bibliographically approved
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