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BETA
Eriksson (Barajas), KatarinaORCID iD iconorcid.org/0000-0003-2822-4789
Alternative names
Publications (10 of 51) Show all publications
Ehriander, H. & Eriksson Barajas, K. (2019). Att skriva fram ett barnperspektiv. In: Helene Ehriander (Ed.), Att skriva barn- och ungdomslitteratur: (pp. 27-37). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Att skriva fram ett barnperspektiv
2019 (Swedish)In: Att skriva barn- och ungdomslitteratur / [ed] Helene Ehriander, Lund: Studentlitteratur AB, 2019, p. 27-37Chapter in book (Other academic)
Abstract [sv]

När man skriver för barn kan begreppet barnperspektiv vara användbart. I detta kapitel undersöks hur begreppen barnperspektiv, barns perspektiv samt barnets perspektiv kan användas när man skriver texter som vänder sig till barn och unga och hur man kan använda sig av gestaltning för att uppnå ett barnperspektiv och skriva inifrån de barn man skildrar. Att tänka kring begreppen kan hjälpa författaren i skrivprocessen att få syn på det man vill gestalta. Det är viktigt att tänka igenom vad man lägger in i begreppet barnperspektiv och hur man förhåller sig till detta begrepp samt hur man kan använda sig av det för att man ska kunna välja att gestalta ur ett barnperspektiv om berättelsen kräver det. Det kan också vara intressant att låta sig inspireras av hur andra författare har tänkt kring och använt barnperspektivet för att stärka gestaltningen och därför är det viktigt att läsa barnlitteratur med detta i minnet. Barnperspektiv används inte bara inom litteraturvetenskapen och därför görs också en utblick mot angränsande forskningsfält för att vidare belysa hur man kan tänka kring och inspireras av begreppet.

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2019
National Category
Specific Literatures
Identifiers
urn:nbn:se:liu:diva-153573 (URN)9789144128085 (ISBN)
Available from: 2018-12-20 Created: 2018-12-20 Last updated: 2019-01-24Bibliographically approved
Eriksson Barajas, K. (2016). Eight Books to Promote Reading: Experiences from a Book Club in Grades 4-7. New Review of Children's Literature and Librarianship, 22(1), 15-35
Open this publication in new window or tab >>Eight Books to Promote Reading: Experiences from a Book Club in Grades 4-7
2016 (English)In: New Review of Children's Literature and Librarianship, ISSN 1361-4541, E-ISSN 1740-7885, Vol. 22, no 1, p. 15-35Article in journal (Refereed) Published
Abstract [en]

Drawing on a one-year-long ethnographic reader-response study of a book club activity in a Swedish school, the present article offers a narratological analysis of books used in the book club, as well as some didactical implications for practice. The analysis of the books shows a preponderance of male protagonists, foreign settings, and first-person and omniscient narrators. The books used were characterized by classic folktale plots. A majority of the books were about animals and adventures. And, many of them dealt with existential themes. When it comes to leading book clubs, the author suggests keeping in mind that struggling readers might be the greatest book lovers, and that stereotypical texts can be used to counteract stereotypes. Interpretations of what is “real” emerge in the book club were shown to be potential starting points for discussions on the conditions of fiction. To avoid ideological dilemmas, it is important to make clear what the aim of a book club is.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2016
Keywords
Book club · Children’s literature · Educational Practice · Narratological analysis · Reader response · Reading group · Uses of fiction
National Category
General Literature Studies Didactics
Identifiers
urn:nbn:se:liu:diva-125720 (URN)10.1080/13614541.2016.1120058 (DOI)
Projects
Boksamtal i skolan
Funder
Riksbankens Jubileumsfond, 1999-0341:01-02
Available from: 2016-03-01 Created: 2016-03-01 Last updated: 2017-11-30
Eriksson Barajas, K. (2015). Discursive Reception Studies: A Path toward Knowledge about Fiction in EverydayLife. Journal of Literary Theory, 9(1), 1-21
Open this publication in new window or tab >>Discursive Reception Studies: A Path toward Knowledge about Fiction in EverydayLife
2015 (English)In: Journal of Literary Theory, ISSN 1862-5290, E-ISSN 1862-8990, Vol. 9, no 1, p. 1-21Article in journal (Refereed) Published
Abstract [en]

The study of mainstream consumers of fiction is still limited, as is research of naturalistic reading situations. In this paper I argue that a combination of reception theory and discursive psychology – discursive reception research – can be a fruitful method for empirical literary studies. Reception theory gains both a way to adequately analyze conversations about literature (and other aesthetic products), and the opportunity to study how the reception is done and how literature is used, while discursive psychology, in turn, gains the opportunity to »dementalize« a practice that has previously been surrounded by a strict cognitivist paradigm. Literature and other aesthetic products such as film and theater often deal with existential questions. In this way, conversation data on aesthetic reception provides a greater breadth of such content than does other natural conversation data. I argue that discursive psychology provides systematic tools and concepts for analyzing talk that can be useful for literary scholars who mostly deal with fiction. In addition, discourse analysis of conversation transcripts resembles the analysis of literary texts, making talk seem less alien to analyze for those who are accustomed to studying written text. The analytical tools used in discursive psychology thus provide literary scholars with adequate help for the analysis of conversations. The advantage of using discursive psychology and discourse analysis when researching reception is that a detailed analysis of the interaction reveals how participants create a shared reading of literature (Fish 1998). In much of the previous reception research, the researcher has only considered the respondent’s answer and not how the answer, or the reading, emerges in the conversation. In some examples, I show how an interactional focus on booktalk enables us to highlight children’s voices as part of a common social practice, for example in a discussion about withdrawing when one is feeling sad. I also show how the booktalk participants refer to traditional gender positions in a conversation about the characters in a book. I show how a teacher presents his own hypothesis about people from other parts of the world in booktalk. My hope is to add another dimension and in this way highlight the importance of teachers taking careful consideration when they use fiction – books as well as film – in an attempt to create contrasting images to undemocratic conditions, as the Swedish school curriculum requires. In addition to the experiences conveyed in the conversations, I also show examples of how people in conversation about literature – can position themselves as, e.g., a booklover, a guy or as enlightened. This type of analysis also gives insights into how booktalk reception is done. Detailed analyses of conversations about books provide opportunities to study the connection between fiction and life. In this way, our knowledge of literature in practice increases, allowing us to address questions such as: How is literature used to create ourselves and position others, to portray us as good or well-read, as belonging to the cultural elite or as not being a snob? How can discussions about literature be used to quarrel, flirt, make friendships, etc.? How are the concepts ›reader‹ and ›non-reader‹ construed in young people’s identity work?

Place, publisher, year, edition, pages
Walter de Gruyter, 2015
Keywords
Discursive psychology; empirical method; naturally occurring data; reader response; reception
National Category
General Literature Studies
Identifiers
urn:nbn:se:liu:diva-113228 (URN)10.1515/jlt-2015-0002 (DOI)
Projects
Samtal om film och teater som social interaktion
Funder
Swedish Research Council, 2010-2183
Note

Special Issue: Empirical Methods in Literary Studies

Available from: 2015-01-12 Created: 2015-01-12 Last updated: 2017-12-05Bibliographically approved
Eriksson Barajas, K. (2015). Var Pippis pappa kanadensare?: styrkan som ledmotiv i Astrid Lindgrens Långstrumptrilogi. In: Helene Ehriander, Martin Hellström (Ed.), Nya läsningar av Astrid Lindgrens författarskap: (pp. 90-102). Stockholm: Liber
Open this publication in new window or tab >>Var Pippis pappa kanadensare?: styrkan som ledmotiv i Astrid Lindgrens Långstrumptrilogi
2015 (Swedish)In: Nya läsningar av Astrid Lindgrens författarskap / [ed] Helene Ehriander, Martin Hellström, Stockholm: Liber, 2015, p. 90-102Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2015
Keywords
Lindgren, Astrid Långstrump, Pippi
National Category
General Literature Studies Didactics
Identifiers
urn:nbn:se:liu:diva-121266 (URN)9789147114955 (ISBN)
Available from: 2015-09-10 Created: 2015-09-10 Last updated: 2016-01-13Bibliographically approved
Eriksson Barajas, K. (2014). How to (or not to) research reception of fiction in public spaces: methodological reflections. In: : . Paper presented at 14th conference of the International Society for the Empirical Study of Literature and Media, Turin, Italy, 21-25 July 2014.
Open this publication in new window or tab >>How to (or not to) research reception of fiction in public spaces: methodological reflections
2014 (English)Conference paper, Oral presentation only (Other academic)
Abstract [en]

Thepaper is based on an interdisciplinary empirical research project on theuse of fiction. Reader response/reception theories and discursive psychology (Edwards & Potter, 1992) are combined in theproject. The approach, called discursive reception studies (Eriksson Barajas& Aronsson, 2009), provides possibilities to analyse the role of socialinteraction in the co-construction of the experience of, in this case, a filmor a play. Thepaper deals with methodological issues: i) how to get access to ‘naturally’occurring practices around fiction – when people went to cafés after seeing afilm together and in the pause at the theatre; ii) how to record data in suchpractices; iii) how to use data collection methods and analysis methods adaptedto the type of data collected. One advantage with the used method for datacollection is that I have come across “dream participants” – that is correctmatch between participants and film content.

Keywords
Discursive psychology, empirical method, film response, naturally occurring data, reception, theatre response
National Category
General Literature Studies Studies on Film Performing Art Studies
Identifiers
urn:nbn:se:liu:diva-104861 (URN)
Conference
14th conference of the International Society for the Empirical Study of Literature and Media, Turin, Italy, 21-25 July 2014
Projects
Samtal om film och teater som social interaktion
Funder
Swedish Research Council, 2010-2183
Available from: 2014-02-28 Created: 2014-02-28 Last updated: 2014-02-28
Eriksson Barajas, K. (2014). Pace as a measure of aesthetic value. In: Online Proceedings of the Annual Conference of the Poetics and Linguistics Association (PALA): . Paper presented at PALA 2014. Poetics and Linguistics Association Annual Conference.
Open this publication in new window or tab >>Pace as a measure of aesthetic value
2014 (English)In: Online Proceedings of the Annual Conference of the Poetics and Linguistics Association (PALA), 2014Conference paper, Published paper (Other academic)
Abstract [en]

The overarching aim of the present paper is to suggest a new way of looking at fiction in use. Genette argues that the duration of an oral narrative is measurable, in contrast to the duration of a written narrative, which is determined by its performance (1988: 33-34). The duration of a written narrative must be converted into length of text, then into duration of reading in order to compare the duration of the narrative with the duration of reading. The present paper deals with yet another temporal relation: that between actual film or play duration and experienced duration, and how this relation is used in conversation. The paper provides insights into how cinema- and theatregoers use pace as a value measure. Hume asks how the speeded up pace of contemporary fiction "affect[s] audiences and their attitudes towards the text" (2005: 105). The paper examines variations in what slow and fast can mean when used to express a view on a cinema experience in a multiparty conversation. Baetens and Hume (2006) describe how a book can be judged as too fast or too slow paced. In the present study, a combination of reader-reception studies (cf. Fish, 1998) and discursive psychology (Edwards and Potter, 1992) is used as the point of departure. This approach has been called discursive reception studies (Eriksson Barajas and Aronsson, 2009), which entails a discursive-psychological analysis of reader-reception data. Such an approach provides opportunities to analyse the role of social interaction in the co-construction of the experience of watching a film or a play.

Keywords
reader response, empirical, discursive reception studies, film, theatre, uses of fiction
National Category
General Literature Studies
Identifiers
urn:nbn:se:liu:diva-113234 (URN)
Conference
PALA 2014. Poetics and Linguistics Association Annual Conference
Projects
Samtal om film och teater som social interatktion
Funder
Swedish Research Council, 2010-2183
Available from: 2015-01-13 Created: 2015-01-13 Last updated: 2015-01-13
Eriksson Barajas, K. (2014). Pace as a measure of aesthetic value. In: : . Paper presented at PALA 2014 - Poetics and Linguistics Association Annual Conference, 16th to 20th July 2014, University of Maribor, Slovenia..
Open this publication in new window or tab >>Pace as a measure of aesthetic value
2014 (English)Conference paper, Oral presentation only (Other academic)
Abstract [en]

The overarching aim of the paper is to contribute knowledge on fiction in use. The paper deals with the temporal relations between fictional duration and experienced duration (cf. Genette, 1988). More specifically, the paper gives insight in how cinema- and theatregoers use pace as a value measure. The analysed empirical material consists of recordings of naturally-occurring conversations in theatre pauses and at cafés after seeing a movie. In the study, discursive psychology (Edwards & Potter, 1992) is used on reader-reception data. This  approach is called discursive reception studies (Eriksson Barajas & Aronsson, 2009). Such approach provides possibilities to analyse the role of social interaction in the co-construction of the “reading” of a fictional oeuvre. An initial result is that cinema- and theatregoers orient towards emotions, temporalities and narrative pace. Examples of how a long film can be experienced as having had a short duration and vice versa will be presented.

National Category
Studies on Film Performing Art Studies General Literature Studies
Identifiers
urn:nbn:se:liu:diva-104868 (URN)
Conference
PALA 2014 - Poetics and Linguistics Association Annual Conference, 16th to 20th July 2014, University of Maribor, Slovenia.
Projects
Samtal om film och teater som socail interaktion
Funder
Swedish Research Council, 2010-2183
Available from: 2014-02-28 Created: 2014-02-28 Last updated: 2014-02-28
Eriksson Barajas, K. (2013). Eliciting discussions of fundamental values in school: the use of film:  . Paper presented at Nationell konferens i pedagogiskt arbete, 16-17 maj, Falun.
Open this publication in new window or tab >>Eliciting discussions of fundamental values in school: the use of film:  
2013 (English)Conference paper, Oral presentation only (Other academic)
National Category
Pedagogical Work Educational Sciences
Identifiers
urn:nbn:se:liu:diva-90987 (URN)
Conference
Nationell konferens i pedagogiskt arbete, 16-17 maj, Falun
Available from: 2013-04-10 Created: 2013-04-10 Last updated: 2013-09-25
Eriksson Barajas, K. (2013). Pace as a Measure of Emotional Value. In: : . Paper presented at International Conference on Narrative, 27-29 June 2013, Manchester, UK (pp. 31-32).
Open this publication in new window or tab >>Pace as a Measure of Emotional Value
2013 (English)Conference paper, Oral presentation with published abstract (Other academic)
Keywords
reader response, empirical, discursive reception studies, film, theatre
National Category
General Literature Studies
Identifiers
urn:nbn:se:liu:diva-88402 (URN)
Conference
International Conference on Narrative, 27-29 June 2013, Manchester, UK
Projects
Samtal om film och teater som social interaktion
Funder
Swedish Research Council, 2010-2183
Available from: 2013-02-04 Created: 2013-02-04 Last updated: 2014-01-31
Eriksson Barajas, K., Forsberg, C. & Wengström, Y. (2013). Systematiska litteraturstudier i utbildningsvetenskap: Vägledning för examensarbeten och vetenskapliga artiklar (1ed.). Stockholm: Natur och kultur
Open this publication in new window or tab >>Systematiska litteraturstudier i utbildningsvetenskap: Vägledning för examensarbeten och vetenskapliga artiklar
2013 (Swedish)Book (Other (popular science, discussion, etc.))
Abstract [sv]

Den ökande kunskapstillväxten ställer krav på att dagens lärare ska kunna hantera nya forskningsrön och kritiskt värdera fakta. Systematiska litteraturstudier i utbildningsvetenskap tar upp hur man söker, analyserar och värderar information om forskningsrön samt hur man beskriver och presenterar resultatet. Med hjälp av systematiska litteraturstudier kan resultat från flera vetenskapliga studier vägas samman så att ny, evidensbaserad kunskap fås inom ett område. Boken riktar sig till studerande på lärarutbildningen och är utmärkt i samband med uppsatsskrivande.

Place, publisher, year, edition, pages
Stockholm: Natur och kultur, 2013. p. 216 Edition: 1
Keywords
Academic writing and Academic writing, Forskningsmetodik, Pedagogisk forskning -- metodik, Utbildningsvetenskap och Vetenskapligt skrivande
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-89121 (URN)978-91-27-13411-9 (ISBN)
Available from: 2013-02-20 Created: 2013-02-20 Last updated: 2014-06-11Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-2822-4789

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