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  • 1.
    Andersson, Katharina
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Swedish. Åbo Akademi, Pedagogiska fakulteten.
    Pojkar kan visst skriva!: skrivkompetenser på nationellt prov i svenska i årskurs tre i Sverige2014Doctoral thesis, monograph (Other academic)
    Abstract [en]

    10-year old boys are writing texts in a National Test in the spring of 2009. The aim of this study is to increase knowledge in and understanding of boys’ writing skills through description, analysis and interpretation of the texts produced by the boys in the National Test in Swedish for junior level year three, taken in Sweden in 2009. The material consists of texts produced by boys and is focused on their ability to write. Through avoiding relating to texts produced by girls, it is possible to search, review, interpret and observe without simultaneously comparing the two genders. The aim of the test is to measure writing proficiency from a normative perspective, while I am investigating content, reception, awareness, and other aspects relevant when producing text. Genres are described through the instruction given in the test, which defines the work that takes place in the classroom and thereby my approach to the analysis. The latter is focused on finding patterns in the competence of the students rather than looking for flaws and limitations. When competence is searched for beyond the relationship to syllabi or the demands of the test in itself, the boys’ texts from the test provide a general foundation for investigating writing proficiency. Person, place and social group have been removed from the texts thereby avoiding aspects of social positioning. The texts are seen from the perspective of 10-year old boys who write texts in a National Test. The theoretical basis as provided by Ivaničs (2004; 2012) offers models for theory on writing. A socio-cultural viewpoint (Smidt, 2009; Säljö, 2000) including literacy and a holistic view on writing is found throughout. By the use of abdicative logic (see 4.4) material and theory work in mutual cooperation. The primary method hermeneutics (Gadamer 1997) and analytical closereading (Gustavsson, 1999) are used dependent on the requirements of the texts. The thesis builds its foundation through the analysis from theoretically diverse areas of science. Central to the thesis is the result that boys who write texts in the National Test, are able to write in two separate genres without conversion or the creating hybrids between the two. Furthermore, the boys inhibit extensive knowledge about other types of texts, gained from TV, film, computers, books, games, and magazines even in such a culturally bound context as a test. Texts the boy has knowledge of through other situations can implicitly be inserted in his own text, or be explicitly written with a name of the main character, title, as well as other signifiers. These texts are written to express and describe what is required in the topic heading of the test. In addition other visible results of the boys’ ability to write well occur though the multitude of methods for analysis throughout the thesis which both search, and find writing competence in the texts written by the boys.

  • 2.
    Björkvall, Anders
    et al.
    Stockholm University, Sweden.
    Engblom, Charlotte
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Swedish.
    Young Children’s Exploration of Semiotic Resources during Unofficial Computer Activities in the Classroom2010In: Journal of Early Childhood Literacy, ISSN 1468-7984, E-ISSN 1741-2919, Vol. 10, no 3, p. 271-293Article in journal (Refereed)
    Abstract [en]

    The paper describes and discusses the learning potential of unofficial techno-literacy activities in the classroom with regards to Swedish 7–8-year-olds’ exploration of semiotic resources when interacting with computers. In classroom contexts where every child works with his or her own computer, such activities tend to take up a substantial amount of time. The children have access to a wide range of sites and programmes and show an interest in discovering these resources. The paper thus explores a previously often neglected site for learning, located in the official classroom context but involving self-chosen activities with contemporary technology. In terms of theory and methodology, social semiotic ethnography is introduced into the field of young children’s techno-literacies. It is illustrated how a social semiotic approach allows for a more detailed analysis of the semiotic resources, whereas ethnographic data are necessary for an understanding of how such resources are put to use.

  • 3.
    Blomquist, Sonia
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Swedish.
    Miljökritiken i Anderz Harnings kåserier i DN 1982-19922015In: / [ed] Eva Ekstrand, 2015Conference paper (Other academic)
    Abstract [en]

    Environmental Criticism in Anderz Harning's causeries in Dagens Nyheter (The Daily News) from 1982 to 1992

    A causerie is a short entertaining text published in a newspaper or magazine. The texts are often humorous and ironic and treat actual and everyday events from the perspective of the authors’ personal experiences.

    This paper examines environmental criticism from a collection of causeries by Anderz Harning which were published in the Swedish newspaper Dagens Nyheter between 1982 and 1992. Harning was a controversial writer whose work clearly highlights environmental problems nationally and internationally. He brought attention to the effects of the Chernobyl catastrophe and the general environmental situation in Sweden during the 1980’s and 90’s.

    The aim of this paper is to investigate how the criticism of the environment is portrayed and which stylistic tools the author used. The material that is the basis for this investigation consists of the collection of causeries from Harnings bästa droppar (1993), and scientific handbooks and dissertations in ideological criticism, style and rhetoric. In this work I have conducted a critical ideological analysis together with aspects of argumentation analysis. I have also closely studied the causeries to enable thematic categorisation.

    The results of my investigation show how causeries allow and emphasise environmental criticism by the use of irony and sarcasm. It also shows that Harning uses the classical rhetorical tools logos, ethos and pathos to influence the reader's intellect and emotions, and to present him as credible, honest and wise.

  • 4.
    Blückert, Ann
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Swedish.
    Juridikstudenters språkliga inskolning2015In: Retten i sproget: Samspillet mellem ret og sprog i juridisk praksis / [ed] Kjær, Anne Lise; Adrian, Lin; Brito Cederstrøm, Cecilie; Engberg, Jan; Gabrielsen, Jonas; Rosenmeier, Morten; Schaumburg-Müller, Sten, Köpenhamn: DJØF forlag, 2015, 1, p. 249-262Chapter in book (Refereed)
  • 5.
    Drion, Elisabeth
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Swedish.
    Grammar and language structures in a virtual student environment2013Conference paper (Refereed)
    Abstract [en]

    Swedish Language Structure has for many years been a subject that caused study delay for many students. SLS is a course in basic grammar including phonology and morphology and is part of the teacher’s program and the Swedish language program at the University of Gävle.When a large part of all our distance courses became completely IT-based, (i.e. without any physical meetings) SLS became an even greater obstacle for students. I decided that I wanted to try to create not only a virtual classroom, but a virtual student environment where students would have the opportunity to communicate in an informal way and become more connected to each other. When I discussed the issues with SLS, and especially the online version in pedagogical forum of humanities at HiG, I was given the opportunity to turn this idea into a pedagogical project with support from the Learning Center.

    I adjusted the course literature, presentations and communication tools so that they were easily used interactively in order to create a safe and inspiring learning environment. I also made use of social media and explored the possibilities of online examination. Finally, I changed the focus in the course from a theoretical, normative perspective on grammar to a practical, descriptive one.

  • 6.
    Drion, Elisabeth
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Swedish.
    Marston, Pamela
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, English.
    Action research in Swedish LSP practice: Can we do it? Can we get FUNDED for it?2013Conference paper (Other academic)
    Abstract [en]

    Action research is an internationally established method of inquiry, primarily within education.  It is not a research method that is widely practiced within Sweden, although given its specific focus, that of a disciplined inquiry undertaken by an instructor with the intent that this research will inform and possibly change her/his teaching practices in the future, this poster will explore the possibilities of using this method within LSP.

    This poster will outline the three basic types of action research ( individual, collaborative, and institutional) and will briefly note the benefits and drawbacks of each type from a Swedish university organizational perspective.  This poster will also present several direct examples/ eventual case studies of action research areas/ types of inquiries within two disciplines, English studies and Swedish studies, at Högskolan i Gävle.

    New research methods are adapted in direct relation to their possibility of being funded, and this poster will also address this.  Several of the major funding agencies in Sweden, including VR, RJ, SI, and STINT, will be examined here in terms of the possibilities of acquiring support for action research within the context of their respective guidelines.  The poster will present various potential inroads and research cluster constellations as possible options.

  • 7.
    Engblom, Charlotte
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Swedish.
    Media literacy i klassrummet2013In: Literacy-praktiker i och utanför skolan / [ed] Sangeeta Bagga-Gupta, Ann-Carita Evaldsson, Caroline Liberg och Roger Säljö, Malmö: Gleerups , 2013, 1, p. 65-85Chapter in book (Other academic)
  • 8.
    Engblom, Charlotte
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Swedish.
    Medier, flerspråkighet och multimodal texthantering2013In: Flerspråkighet, litteracitet och multimodalitet / [ed] Christina Hedman & Åsa Wedin, Lund: Studentlitteratur, 2013, 1, p. 189-208Chapter in book (Other academic)
  • 9.
    Engblom, Charlotte
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Swedish.
    Skärmbaserad multimodal texthantering i årskurs 1 och i hemmet: Rekontextualiseringsprocesser och lärande2011In: Svenskans beskrivning 31: Perspektiv på skrivande / [ed] Ann-Catrine Edlund & Ingmarie Mellenius, Umeå, 2011, p. 93-102Conference paper (Refereed)
  • 10.
    Engblom, Charlotte
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Swedish.
    Yngre barns skärmbaserade texthantering: Multimodala texter och nya perspektiv på progression och bedömning2012In: Åttonde nationella konferensen i svenska med didaktisk inriktning: Språket, kroppen och rummet - multimodala och digitala perspektiv på lärande / [ed] Jenny Magnusson, Anna Malmbjer & Daniel Wojahn, Stockholm, 2012, p. 35-50Conference paper (Other academic)
    Abstract [sv]

    Artikeln behandlar det läsande och skrivande i vid bemärkelse som yngre barn ägnar sig åt via datorn i hemmiljö och i skolmiljö, och hur det kan förstås utifrån en sociosemiotisk syn på texthantering. Syftet med artikeln är att beskriva barns multimodala texthantering och relatera den till tecken på lärande, progression och den nya kursplanen i svenska (Lgr 11). Artikeln ger därmed infallsvinklar på multimodal texthantering utifrån såväl yngre barn, lärare som kursplanen. Multimodalitet och skärmbaserad texthantering kan nog fortfarande betraktas som nya begrepp i diskussioner om kursplanen i svenska och undervisning i skolan och därmed är diskussioner om bedömning av multimodala texter och synen på vad som kännetecknar progression i skapande av multimodala texter också något nytt. För barn i årskurs 1 och 2 är däremot användningen av sådana texter inte nya, utan snarare en naturlig del av att delta i det nutida textlandskapet för att kommunicera, interagera, hämta information, utbilda och roa sig.

    Den nya kursplanens konkretisering av multimodala och skärmbaserade texter kommer att innebära både förändrade arbetssätt med redan befintliga texter i klassrummen och att nya texter används och skapas. I artikeln diskuteras hur multimodal texthantering kan förstås och erkännas utifrån delvis nya perspektiv på både processen och produkten. De nya perspektiven innebär t.ex. att inte bara innehållet utan också semiotiska modaliteter och resurser ska anpassas på ett medvetet sätt för särskilda syften och mottagare och att de tekniska möjligheterna för kommunikativ effekt ska övervägas. I artikeln framhålls att en vidgad syn på tecken på lärande inom svenskämnet bör vara viktig för att barnen ska kunna fungera som multimodala designer och för att lärande inom andra modaliteter än verbalspråket och i kombination med verbalspråket ska kunna erkännas. 

  • 11.
    Engblom, Charlotte
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Swedish.
    Björkvall, Anders
    Flerspråkighet och multimodalitet som lärandepotential2010In: Flerspråkighet, identitet och lärande: Skola i ett föränderligt samhälle / [ed] Åsa Wedin & Nigel Musk, Lund: Studentlitteratur , 2010Chapter in book (Other academic)
    Abstract [en]

    Dagens barn lever i ett mångfasetterat textlandskap och de flesta kommer tidigt i kontakt med olika sätt att hantera text. Barnen skriver med penna och papper eller via datorn och mobilen. De hanterar också text vid dataspelande och tevetittande. Texthanteringen sker i olika miljöer: i det egna hemmet, i kompisars hem, i skolan och, för många barn, på flera olika språk. Vi vet att dagens barn kommer att behöva använda och producera text på många olika sätt i framtiden. Vi vet också att flerspråkigheten är en resurs som såväl individen som samhället behöver ta vara på och utveckla. I kapitlet diskuteras hur flerspråkiga barns totala litteracitet kan utgöra en värdefull lärandepotential i skolan.

  • 12.
    Fransson, Göran
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies.
    Hammarström, Helena
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Swedish.
    Att få syn på sin egen praxis: en introduktion till boken och dess teman2012In: I mötet mellan vetenskap och lärande: 13 högskolepedagogiska utmaningar / [ed] Göran Fransson, Helena Hammarström, Gävle: Gävle University Press , 2012, p. 7-18Chapter in book (Other academic)
  • 13. Order onlineBuy this publication >>
    Fransson, Göran
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies.
    Hammarström, HelenaUniversity of Gävle, Faculty of Education and Business Studies, Department of Humanities, Swedish.
    I mötet mellan vetenskap och lärande: 13 högskolepedagogiska utmaningar2012Collection (editor) (Other academic)
  • 14.
    Grannäs, Jan
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Curriculum studies.
    Ljungquist, Sarah
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Swedish.
    Berättelsen som forum för kontroversiella frågor2015In: Kontroversiella frågor: Om kunskap och politik i samhällsundervisningen / [ed] Ljunggren, Carsten; Unemar-Öst, Ingrid & Englund, Thomas, Lund: Gleerups Utbildning AB, 2015, 1, p. 149-168Chapter in book (Other academic)
  • 15.
    Hammarström, Helena
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Swedish.
    Textrespons mellan nya väggar: från campus till distans på högskolan2012In: I mötet mellan vetenskap och lärande: 13 högskolepedagogiska utmaningar / [ed] Göran Fransson & Helena Hammarström, Gävle: Gävle University Press , 2012, p. 137-160Chapter in book (Other academic)
  • 16.
    Ljungquist, Sarah
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Swedish.
    And this feeling of shame silenced me: Women´s Self-blame and the Patriarchal Society´s View on Rape2015In: Gender in a Changing World / [ed] Rekha Pande, Hyderabad, India: Academic Publishing House of the University of Hyderabad , 2015, 1, p. 216-228Chapter in book (Refereed)
  • 17.
    Ljungquist, Sarah
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Swedish.
    The Image of Salander: Feminist Superhero or Victim?2014In: Literature and Law: Culture and Literature of the Scandinavian Nations in International and Interdisciplinary Perspective / [ed] Ausma Cimdina, Ivars Orehovs, Riga: University of Latvia , 2014, p. 160-171Conference paper (Refereed)
  • 18.
    Mårtensson, Lasse
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Swedish.
    Den fristående redaktionen av Karls þáttr vesæla: Undersökning, utgåva och översättning2013Book (Refereed)
  • 19.
    Mårtensson, Lasse
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Swedish.
    Skrivaren och förlagan: Norm och normbrott i Codex Upsaliensis av Snorra Edda2013Book (Refereed)
  • 20.
    Mårtensson, Lasse
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Swedish.
    Studier i Am 557 4to2011 (ed. 1)Book (Other academic)
    Abstract [en]

    The subject of this study is the manuscript AM 557 4to, sometimes known as Skálholtsbók. The manuscript contains 12 Icelandic sagas, independent þættir and chivalric sagas (riddarasögur), but it is probably best known for being one of the main manuscripts of Eiríks saga rauða. The manuscript, written in the first half of the fifteenth century, is unremarkable in appearance; many of its leaves are not of full size and were probably like this from the beginning.

    The author discusses the original composition of the manuscript, and also the content of the leaves now missing. A detailed investigation is made of the letter forms and their usage, and also of the orthography. Graphemic analysis is used in characterizing and grouping all the letters and signs in the manuscript; analysis of this data reveals that two scribes were responsible for producing AM 557 4to. The manuscript was previously dated to 1420–50, but the present study suggests that it may be somewhat older. The author compares AM 557 4to with the charter AM dipl. isl. fasc. VII 29, written on January 14, 1420, by one of the AM 557 4to scribes; the investigation suggests that the manuscript was produced before the charter.

    The present study is an important contribution to the field of manuscript studies. The investigation adds to our knowledge of fifteenth-century Icelandic manuscripts and also shows the importance of graphemics in examining medieval script, orthography and scribal hands.

  • 21.
    Mårtensson, Lasse
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Swedish.
    Veturliði, ÓskarssonInstitutionen för nordiska språk, Uppsala universitet.
    Scripta Islandica: Isländska sällskapets årsbok 66/20152015Collection (editor) (Refereed)
  • 22.
    Mårtensson, Lasse
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Swedish.
    Wahlberg, Fredrik
    Institutionen för informationsteknologi, Uppsala universitet.
    Brun, Anders
    Institutionen för informationsteknologi, Uppsala universitet.
    Digital Palaeography and the Old Swedish Script: The Quill Feature Method as a Tool for Scribal Attribution2015In: Arkiv för nordisk filologi, ISSN 0066-7668, Vol. 130, p. 79-100Article in journal (Refereed)
    Abstract [en]

    In this article, the so-called Quill Feature method is tested as a means for scribal attribution in mediaeval manuscripts and placed in a palaeographic context. The Quill Features encompass a range of measurable features such as stroke curvature and variation in the width of strokes that graphs are comprised of, giving consideration to the angle at which they are drawn. The construction of the mediaeval pen, the quill, creates variation in the width of strokes, most importantly due to direction and force of pressure. It has been assumed that individual patterns can be discerned in this variation. The manuscript chosen for investigation is Cod. Ups. C 61, which contains a number of St Birgitta's Revelations and other material connected with this saint. Earlier researchers claimed that three or four scribes produced this manuscript, and this assertion was tested with the Quill Feature method. It transpired that the resultant values, calculated through measuring the investigated features, were very similar for the pages produced by the same scribe, which means that the method identifies important regularities in the scribal hands. Nevertheless, some of the investigated hands showed great similarities and were difficult for the computer to separate. Finally, the strengths and weaknesses of the digital methods of script analysis are discussed. The main advantage of these approaches is that a computer can measure characteristics of the script that cannot be discerned with the naked eye, and with a high degree of exactness. One weakness is that the measurements obtained are given in numbers, and can thus be difficult to apply to the script signs. Furthermore, one single method cannot provide a full description of script characteristics, so a combination of methods, both digital and manual, is desirable.

  • 23.
    Mårtensson, Lasse
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Swedish.
    Óskarsson, VeturlidiUppsala universitet.
    Scripta Islandica: Isländska sällskapets årsbok 64/20132014Collection (editor) (Refereed)
  • 24.
    Mårtensson, Lasse
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Swedish.
    Óskarsson, VeturliðiInstitutionen för nordiska språk, Uppsala universitet.
    Scripta Islandica: Isländska sällskapets årsbok 65/20142014Collection (editor) (Refereed)
  • 25.
    Serrander, Ulrika
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Swedish.
    Formative Assessment in Online Teaching: The Case of Teaching Swedish as a Second Language2013In: Conference proceedings: ICT for Language Learning, Florence, Italy 2013 / [ed] Pixel, Florence: Libreria Universitaria, 2013, p. 71-74Conference paper (Refereed)
    Abstract [en]

    Current didactic research stresses the formative aspects of assessment of teaching [1]. Formative assessment is considered to enhance students´ performance when including direct subject guidance through interaction. This is a challenge for teachers working online and exclusively with computer based student interaction. I teach courses in the didactics of Swedish as a second language, and the absolute majority of the students are teachers of Swedish or Swedish as a second language in primary school. The subject of this particular course segment was genre pedagogy and the challenge was to create a self-assessment test that gives the students direct feedback in the form of right answers. Students answer a number of multiple-choice questions and find out immediately whether they have given the right answer. In addition, a short explanation is posted in writing next to the right answer. Using the Blackboard platform for online teaching I wanted to create an online assignment in an attempt to create a learning path. It consists of several multiple-choice and yes/no question linked to. They are interdependent so that students can only proceed to the following question when answering the previous question correctly. Thus, the test features progression and students can be guided along a line of thought. Unfortunately, one of the questions was inadequately conveived and I had to record a short video in which I explained that question. I changed the settings for that particular question so that students could proceed without having to answer correctly, but they had to watch the video before they could go on with the remainder of the test. Interestingly, by giving the wrong answer and benefiting from further explanations about the concept to which that question referred, students later showed a better understanding of that particular concept in comparison with other notions for which they were tested at the exam. This was indicated in the final (summative) assessment and confirmed by the students themselves in their evaluations of the course. This incident has made me reflect upon the importance of the quality of the feedback used in online teaching and assessment. I identify this as one of our main challenges in online teaching and assessment right now.

    [1]    Giota, Joanna (2006). Självbedöma, bedöma eller döma?: Om elevers motivation, kompetens och prestationer i skolan. Pedagogisk forskning i Sverige, 11(2), 94–115.

  • 26.
    Serrander, Ulrika
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Swedish.
    Second language academic writing at university level: Benefits of tutoring dialogue2014Conference paper (Other academic)
    Abstract [en]

    Second language academic writing at university level – Benefits of tutoring dialogue

     

    Fifty years of immigration has resulted in a highly multilingual society and today Sweden hosts around 150-200 mother tongues beside Swedish. Teachers and researchers in both mandatory as well as higher education are struggling to find new ways to meet the challenge of teaching students in their second language.

    The most significant measure taken at Swedish universities to meet this challenge, has been to implement academic recourse centers and academic text labs where students are offered tutoring by instructors specialized in academic writing. The University of Gävle offers academic text counceling in such a text lab which is visited by students from all subject areas.

    We know from prior research that second language learners in higher education struggle with the formal features of academic texts. Research has also established that learning generally benefits from scaffolding and dialogue. But there is very little research on the benefits of tutoring academic text skills through dialogue in higher education.

    The present paper focuses on academic texts written by second language learners of Swedish at university level. The data consists of comparison between second language texts before text and after text tutoring. The primary research question concerns which linguistic and textual features are successfully improved in the second version of the text. This study will contribute to our understanding of second language writing tutorship, the nature of qualitative second language writing feedback as well as second language writing development in higher education. 

  • 27. Serrander, Ulrika
    et al.
    Ljungquist, Sarah
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Swedish.
    Tedremaa-Levorato, Kristiina
    Tallin University.
    One step toward Sweden: Development of Educational Material in Swedish as a Foreign Language2014Conference paper (Refereed)
    Abstract [en]

    The aim of the present poster board proposal is to introduce new pathways in pedagogy and language in higher education concerning the teaching of Swedish as a foreign language. Five universities in the Baltic-Scandinavian region initiated a project called ”One step toward Sweden”, running from 2013 to 2016, financed by the Nordic Council. The five universities are the University of Daugavpils in Latvia, University of Klaipeda in Lithuania, University of Tallinn in Estonia, Turku University of Applied Science in Finland and University of Gävle in Sweden.

     

    The primary purpose of the project is to develop educational materials for teaching the Swedish language, culture, literature and social life. The material will be developed specifically for young people in the Baltic region among whom the interest for the Swedish language and culture is increasing. Ten chapters will be outlined, centered around themes which are easily accessible for young people, relating to real life situations and containing natural dialogue. All chapters will be associated with a sound file containing natural speech of different speech genres (formal and informal for example). The teaching material will primarily be made accessible digitally, and will be made available free of charge.

     

    A second purpose of the project is to create an innovative network for cooperation within the field of teaching Swedish as a foreign language between the teachers and researchers of the universities participating in the project. The project will stimulate student and teacher mobility and enable the implementation of technology in foreign language teaching. 

  • 28.
    Wahlberg, Fredrik
    et al.
    Centrum för bildanalys, Uppsala universitet/Sveriges lantbruksuniversitet.
    Dahllöf, Mats
    Inst. för lingvistik och filologi, Uppsala universitet.
    Mårtensson, Lasse
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Swedish.
    Brun, Anders
    Centrum för bildanalys, Uppsala universitet/Sveriges lantbruksuniversitet.
    Spotting Words in Medieval Manuscripts2014In: Studia Neophilologica, ISSN 0039-3274, E-ISSN 1651-2308, Vol. 86, no 1, p. 1-16Article in journal (Refereed)
    Abstract [en]

    This article discusses the technology of handwritten text recognition (HTR) as a tool for the analysis of historical handwritten documents. We give a broad overview of this field of research, but the focus is on the use of a method called ‘word spotting’ for finding words directly and automatically in scanned images of manuscript pages. We illustrate and evaluate this method by applying it to a medieval manuscript. Word spotting uses digital image analysis to represent stretches of writing as sequences of numerical features. These are intended to capture the linguistically significant aspects of the visual shape of the writing. Two potential words can then be compared mathematically and their degree of similarity assigned a value. Our version of this method gives a false positive rate of about 30%, when the true positive rate is close to 100%, for an application where we search for very frequent short words in a 16th-Century Old Swedish cursiva recentior manuscript. Word spotting would be of use e.g. to researchers who want to explore the content of manuscripts when editions or other transcriptions are unavailable.

  • 29.
    Wahlberg, Fredrik
    et al.
    Uppsala universitet.
    Mårtensson, Lasse
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Swedish.
    Brun, Anders
    Uppsala universitet.
    Large scale style based dating of medieval manuscripts2015In: Proceedings of the 3rd International Workshop on Historical Document Imaging and Processing (HIP’15), New York: ACM Digital Library, 2015, p. 107-114Conference paper (Refereed)
    Abstract [en]

    In this paper we propose a novel approach for manuscript dating based on shape statistics. Our goal was to develop a strategy well suited for a large scale dating effort where heterogeneous collections of thousands of manuscripts could be automatically processed. The proposed method takes the gray scale image as input. Uses the stroke width transform and a statistical model of the gradient image to find ink boundaries. Finally, a distribution over common shapes, quantified using shape context descriptors, is produced for each manuscript image. The proposed method is binarization free, rotational invariant and requires minimal segmentation. Also, we propose parameters estimation schemes, simplifying the deployment process. We evaluate our work on the 10000+ manuscripts collection “Svenskt diplomatariums huvudkarotek”, consisting of charters from the medieval period of todays Sweden. The images, originally intended for web viewing, were of low quality and had compression artifacts, but could still be dated with a median absolute error of < 19 years. Due to unsupervised feature learning and regression, we get these results using only 5% of the labels in the estimator training

  • 30.
    Wahlberg, Fredrik
    et al.
    Department of Information Technology, Uppsala University, Uppsala, Sweden.
    Mårtensson, Lasse
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Swedish.
    Brun, Anders
    Department of Information Technology, Uppsala University, Uppsala, Sweden.
    Scribal Attribution using a Novel 3-D Quill-Curvature Feature Histogram2014In: 14th International Conference on Frontiers in Handwriting Recognition (ICFHR 2014), IEEE conference proceedings, 2014, p. 732-737Conference paper (Refereed)
    Abstract [en]

    In this paper, we propose a novel pipeline for automated scribal attribution based on the Quill feature: 1) We compensate the Quill feature histogram for pen changes and page warping. 2) We add curvature as a third dimension in the feature histogram, to better separate characteristics like loops and lines. 3) We also investigate the use of several dissimilarity measures between the feature histograms. 4) We propose and evaluate semi-supervised learning for classification, to reduce the need of labeled samples. Our evaluation is performed on 1104 pages from a 15th century Swedish manuscript. It was chosen because it represents a significant part of Swedish manuscripts of said period. Our results show that only a few percent of the material need labelling for average precisions above 95%. Our novel curvature and registration extensions, together with semi-supervised learning, outperformed the current Quill feature.

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