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  • 1.
    Adelswärd, Viveka
    et al.
    Linköping University, The Tema Institute, Department of Communications Studies. Linköping University, Faculty of Arts and Sciences.
    Sparrman, Anna
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Cromdal, Jakob
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Evaldsson, Ann-Carita
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Den väsentliga vardagen2009In: Den väsentliga vardagen: Några diskursanalytiska perspektiv på tal, text och bild, Stockholm: Carlssons , 2009, 1, p. 9-12Chapter in book (Other academic)
    Abstract [sv]

    Här ger arton forskare som alla varit doktorander till professor Karin Aronsson sin beskrivning av olika former av vardagliga fenomen. Det handlar om hur människor i olika sammanhang samspelar och skapar mening. Gemensamt för de författare som bidrar i boken är att de är eller har varit doktorander vid Institutionen Barn och tema Kommunikation, vid Linköpings universitet. Sedan mitten av 1980-talet har institutionen erbjudit en dynamisk forskningsmiljö för personer med intresse för samtal, kulturella uttryck och socialt liv i och utanför institutionella sammanhang.

  • 2.
    Cardell, David
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Sparrman, Anna
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Enacting money at an amusement park2012In: Situating child consumption: rethinking values and notions of children, childhood and consumption / [ed] Anna Sparrman, Bengt Sandin and Johanna Sjöberg, Lund: Nordic Academic Press , 2012, 1, p. 115-132Chapter in book (Other academic)
    Abstract [en]

    Providing extensive examples of the conditions of children's everyday consumption as well as how children themselves understand issues of work, money, scarcity, and consumer products, this book challenges the prevailing theories of consumption and opens up new ways of thinking about children. Arguing that consumption simultaneously reflects on the changing social role of children, family relations, market interaction, and state regulations, this account marries consumer studies with perspectives that emanate from the disciplines of childhood sociology and the history of childhood. With contributions from novice and established researchers, it generates consumer values no longer based on the idea of the naive or competent child.

  • 3.
    Cromdal, Jakob
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Sparrman, Anna
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Evaldsson, Ann-Carita
    Uppsala University.
    Adelswärd, Viveka
    Linköping University, The Tema Institute, Department of Communications Studies. Linköping University, Faculty of Arts and Sciences.
    Några diskursanalytiska perspektiv på tal, text och bild2009In: Den väsentliga vardagen: Några diskursanalytiska perspektiv på tal, text och bild, Stockholm: Carlssons , 2009, 1, p. 13-35Chapter in book (Other academic)
    Abstract [sv]

    Här ger arton forskare som alla varit doktorander till professor Karin Aronsson sin beskrivning av olika former av vardagliga fenomen. Det handlar om hur människor i olika sammanhang samspelar och skapar mening. Gemensamt för de författare som bidrar i boken är att de är eller har varit doktorander vid Institutionen Barn och tema Kommunikation, vid Linköpings universitet. Sedan mitten av 1980-talet har institutionen erbjudit en dynamisk forskningsmiljö för personer med intresse för samtal, kulturella uttryck och socialt liv i och utanför institutionella sammanhang.

  • 4.
    Eriksson (Barajas), Katarina
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute.
    Sparrman, Anna
    Linköping University, The Tema Institute.
    En flickkulturs uppgång och fall1997In: Kvinnovetenskaplig tidskrift, ISSN 0348-8365, Vol. 18, p. 76-78Article in journal (Other academic)
  • 5.
    Eriksson (Barajas), Katarina
    et al.
    Linköping University, The Tema Institute. Linköping University, Faculty of Arts and Sciences.
    Sparrman, Anna
    Linköping University, The Tema Institute. Linköping University, Faculty of Arts and Sciences.
    Hej och välkomna till barnens sagotimme: Barn leker barnkultur på fritids2002Report (Other academic)
    Abstract [sv]

    Barnkulturforskningen vilar på en lång tradition inom ämnen som estetiskt skapande, medier, leksaker, kamratkulturer, folklore, lek, litteratur, musik, teater och dans. Begreppet barnkultur definieras ofta som den samhällsstödda (kanoniserade) kultur som skapas av vuxna för barn (Hanson & Sommansson, 1998). Barns kultur kan däremot definieras som de sociala handlingar barn utför inom ramarna för friutrymmen som de skapar sig eller har att tillgå inom sociala institutioner som fritidshem, familj eller skola (Hanson & Sommansson, 1998; James, Jenks & Prout, 1998).

    Barnkulturforskning studerar och analyserar inte enbart samhällsstödd kultur. Den gemensamma nämnaren för denna forskningstradition är att de flesta inom området studerar och analyserar kulturella uttryck som vänder sig till barn, så som barnlitteratur, barnteater, data- och videospel, samt reklam riktad till barn alternativt föreställande barn.

    Det har inte bedrivits lika mycket forskning om barns kultur som om barnkultur. Merparten av den forskning som finns inom området bygger på likartade metodologiska utgångspunkter. Oftast utgår studierna från etnografiskt material eller från intervjusamtal.

    Allison James, Chris Jenks och James Prout (1998) argumenterar för empiriska studier av barns kultur som synliggör dynamiken mellan individ och samhälle. Författarna beskriver barns kultur som ett sätt att vara barn bland andra barn med en speciell kulturell stil men de menar samtidigt att detta alltid hänger samman med specifika tider, rum och platser. Deras perspektiv på barns kultur definieras som samhälleligt kontextualiserade sociala handlingar och inte enkom som skämt, ramsor eller folklore vilket var vanligt i tidigare forskning (jfr exempelvis Opie & Opie, 1970). Författarna menar att barn inte endast anpassar sig till de strukturer eller institutioner de omges av. Genom tillägnande, transformering och motstånd blir barnen aktörer i förhållande till rådande diskurser (James et al., 1998). Barns kultur blir därmed ett begrepp som präglas av både rörelse, pluralism och fragmentering, vilket i sin tur innebär att barns kultur egentligen bör benämnas barns kulturer.

    Att studera barns kultur medför en förståelse av barn som individer med aktörskap. Att studera barn som aktörer kan innebära olika saker. I detta arbete menas med aktörskap ett studium av barns egna handlingar i vardagen. Det innebär att vår förståelse av barn är att de är samhällsvarelser som både influeras av och blir influerade av sin omvärld.

    En vanlig vuxeninitierad barnkulturpraktik är sagostunden, vanligast förekommande inom förskolan (se till exempel Asplund Carlsson & Graneld, 1995) och på bibliotekens barnavdelning.

    Barns språkutveckling och metod för att utläsa och förstå sin tillvaro börjar långt tidigare än förmågan att tala och läsa, hävdar Shirley Brice Heath i What no bedtime story means: Narrative skills at home and school (1982). Heath refererar bl a till ett medelklassområde med stark anknytning till skolkulturen i sydöstra USA, kallat Maintown. Där uppmuntras barnen tidigt av sina föräldrar att lära sig läsa och tolka sin tillvaro genom identifikation av objekt och föremål i till exempel bilderböcker. Dessutom uppmanas dessa medelklassbarn att se samband mellan avbildade föremål och bild; en metod som Heath kallar what-reasoning.

    Genom att studera barn som leker1 en sådan vuxeniniterad barnkulturpraktik – sagostund – kan man få ökad kunskap om hur barn ser på kulturevenemang som vuxna förser dem med. Denna studie kan därmed sägas anlägga ett dubbelt fokus: på barns kultur och på barnkultur.

  • 6.
    Evaldsson, Ann-Carita
    et al.
    Uppsala University.
    Sparrman, Anna
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Barns kamratkulturer (hjärta) visuella kulturer = Sant. Två analyser av barns samtal om reklam2009In: Den väsentliga vardagen:: Några diskursanalytiska perspektiv på tal, text och bild / [ed] Anna Sparrman, Jacob Cromdal, Ann-Carita Evaldsson & Viveka Adelswärd, Stockholm: Carlsson , 2009, 1, p. 94-134Chapter in book (Other academic)
    Abstract [sv]

       Det handlar om hur människor i olika sammanhang samspelar och skapar mening. Gemensamt för bokens skribenter är att de är eller har varit doktorander för  professor Karin Aronsson vid Institutionen Barn och tema Kommunikation, vid Linköpings universitet. Sedan mitten av 1980-talet har institutionen erbjudit en dynamisk forskningsmiljö för personer med intresse för samtal, kulturella uttryck och socialt liv i och utanför institutionella sammanhang. Boken vänder sig till studenter, lärare, forskare samt praktiker med intresse för samtal, kulturella utryck och andra vardagliga fenomen som t.ex. tolkade samtal, flerspråkighet, visuell kultur, kamratrelationer, läsning, bildanvändning, grupparbete, etc. Kapitlen i boken kan med fördel användas såväl inom utbildning, arbetsliv som på fritiden för att fördjupa förståelsen av igenkännbara vardagliga fenomen och öka kunskapen om dessa fenomens komplexitet och mångfacetterade betydelser.

  • 7.
    Helgesson, Claes-Fredrik
    et al.
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Sparrman, Anna
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Values on and off display: Visual practices in funeral parlours2011Conference paper (Other academic)
  • 8.
    Lindgren, Anne-Li
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Sparrman, Anna
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Blogging Family-like Relations when visiting Theme and Amusement Parks: The Use of Children in Displays Online2014In: Culture Unbound. Journal of Current Cultural Research, ISSN 2000-1525, E-ISSN 2000-1525, Vol. 6, no 55, p. 997-1013Article in journal (Refereed)
    Abstract [en]

    This paper combines sociological perspectives on family display, internet studies on family and private photography and a child studies perspective on the display of children. The paper proposes that blogging practices related to visits to theme and amusement parks in Sweden provide a new arena for people to displayfami-ly-like relationships. In the different displays,adults mainly use pictures of chil-dren in the blogs to demonstratetheir ability to perform family-likerelationships. The paper suggests that thisform of child-centred display,a visualized child-centredness, done during the park visit as well as in the blogging, is part of the construction of contemporary childhoods and what it means to be a child today and has not been theorized in earlier research on the display of family-like rela-tions.

  • 9.
    Lindgren, Anne-Li
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Sparrman, Anna
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Om att bli dokumenterad. Etiska aspekter på förskolans arbete med dokumentation2003In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 1-2, p. 59-70Article in journal (Refereed)
    Abstract [sv]

    I dagens förskola har dokumentation fått en prioriterad position som arbetsmetod. Hur dokumentation ska gå till och vad den kan användas till finns det relativt utförliga instruktioner om, däremot saknas etiska diskussioner omkring vad dokumentation innebär för de barn som blir dokumenterade. Arbetsmetoden beskrivs ur ett vuxenperspektiv och vi argumenterar här för varför det är angeläget att föra in ett etiskt tänkande i förhållande till de barn som dokumenteras. Barn som dokumenteras bör ges samma skydd som exempelvis forskare erbjuder de barn de beforskar.

  • 10.
    Lindgren, Anne-Li
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Sparrman, Anna
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Eriksson (Barajas), Katarina
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Film i klassrummet reser välfärdsfrågor2005In: Locus, ISSN 1100-3197, Vol. 3-4, p. 14-25Article in journal (Other academic)
    Abstract [sv]

    Vad händer när unga ser film i skolan? I denna artikel redgör författarna för innehållet i de diskussioner tonåringar förde efter att ha sett filmerna Lilya 4-ever, Ondskan och Om en pojke. I samtalen lyftes bland annat frågor om välfärdspolitik. Författarna menar att populärkultur inte bör betraktas som "skräp" eller "bara" underhållning eftersom man då missar en viktig del av barns och ungas meningsskapande.

  • 11.
    Lindgren, Anne-Li
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Sparrman, Anna
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Eriksson Barajas, Katarina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    From Instruction to Reflection: Film in Education in Sweden2012In: Research in media education / [ed] Chi-Kim Cheung, New York: Nova Science Publishers, Inc., 2012, p. 151-174Chapter in book (Other academic)
    Abstract [en]

    Today, people know what is happening around them through radio, television, newspapers and the like. With the advance of the telecommunication technology, people are now also familiar with the use of personal computers, the Internet and so on. The mass media is now regarded as essential for keeping people up to date with the world around them. In view of this, the innovation of a new curriculum, media education or the study of the mass media, has been recommended. This book examines the prevailing perspectives regarding media education in different countries around the world and what kinds of research is being conducted in the field of media education.

  • 12.
    Lindgren, Anne-Li
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Sparrman, Anna
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Eriksson Barajas, Katarina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Young people co-construct meanings of welfare and responsibility in film-talk2008In: Abstracts. Communication Policies and Culture in Europe: European Communication Research and Education Association (ECREA), 2nd European Communication Conference, Barcelona, 2008, p. 230-231Conference paper (Refereed)
    Abstract [en]

    This present paper takes its staring point in School-Cinema programmes in Sweden. Such programmes aim at using popular culture as an educational tool, as a part of learning processes and as learning sites (Ashcraft, 2003; Buckingham, 1998; 2000a; 2000b; Buckingham & Sefton-Green, 1994; Duncan-Andrade 2004). The films within School-Cinema programmes are commercial films and seldom singled out as specific films for children or youth. Moreover, the films are selected by public institutions such as the Swedish Film Institute and schools (Sparrman & Eriksson 2005). As this indicates, School-Cinema programmes transgress traditional borders of commercial- and educational films (Lindgren, Sparrman & Erikson, 2005).

    A standard procedure in School-Cinema programmes is that pupils watch films at a theatre and then meet in class-room discussions about the films, even though other forms of follow up activities can be initiated. The paper presents data collected in a media ethnographic fieldwork conducted in the autumn 2003 around two films concerning political and societal issues: The Evil (2003) treats penalism at a boarding school in the 1950s and Lilya 4-ever (2002) treats sex trafficking in women and children (Sparrman & Eriksson, 2005). The school-framing of Lilya 4-ever was to discuss trafficking in women and children (cf. Sparrman 2007; Eriksson, forthcoming), and The Evil was supposed to prompt talk about bullying. The films are fictional but both have strong connections to real life events; The Evil is based on an autobiographical book, and Lilya 4-ever is based on a real trafficking case that got a lot of attention in Sweden through a Swedish investigative news program 2000. Both films have been launched internationally, The Evil after its Oscar nomination and Lilya 4-ever by, among other things, being presented in the Russian Duma and The White House as a means to discuss trafficking in women and children.

    The aim in the present paper is to highlight different meanings young people create about welfare and responsibility when discussing popular films in joint discursive activities. The analytical framework is critical discourse analysis (cf. Fairclough, 1992; 2003) in an educational context. Moreover, the focus is on the participating pupils' meaning constructions and not on teachers' role in knowledge production (cf. Sparrman 2007). By analysing the talk-in-interaction it is possible to understand how young people co-construct meanings concerning important contemporary issues such as welfare and agency. Three topics will be addressed in the paper, all emanating from pupils’ film-talk: Discourses on sameness and difference, Discourses on solutions and Discourses of responsibility. The paper will end with a discussion film-talk about visual popular culture, learning and young peoples political engagement in relation to film-talk.

  • 13.
    Lindgren, Anne-Li
    et al.
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Sparrman, Anna
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Samuelsson, Tobias
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Cardell, David
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Enacting (real) fiction: Materializing childhoods in a theme park2015In: Childhood, ISSN 0907-5682, E-ISSN 1461-7013, Vol. 22, no 2, p. 171-186Article in journal (Refereed)
    Abstract [en]

    Even though fiction and fantasy are fundamental to how childhoods today are understood, thisis a topic that is seldom explored either theoretically or academically. We address the questionof how the relationship between material real and fictive real can be understood in new ways incontemporary society. We suggest that fiction can be understood in other ways than the hithertodichotomized approaches to it, and our aim is to focus on the hybridity that is created throughthe interconnecting word and, as in fiction and childhood and material real and fictive real. Thisarticle explores how fiction can be understood as hybrid and interrelated rather than a pure andseparate phenomenon, and in particular how materiality as something real and fiction as realmingle. This article introduces ways to talk about the fictive real as realunreality and highlightsthe drawbacks that might stem from these concepts since in several ways they re-enact childhoodinnocence and nostalgia, as well as negative differences between childhood and adulthood, wheredifferent childhoods share a subordinate position in society.

  • 14.
    Samuelsson, Tobias
    et al.
    Jönköping högskola, Sweden.
    Sparrman, Anna
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Cardell, David
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Lindgren, Anne-Li
    Stockholms universitet, Sweden.
    The Active, Competent Child, Capable of Autonomous Action: An inherent quality or the outcome of a research process?2015In: AnthropoChildren, E-ISSN 2034-8517, no 5, p. 1-19Article in journal (Refereed)
    Abstract [en]

    Abstract

    The present article explores how “the active, competent child capable of autonomous action” is enacted through the methodological consequences of participant observations. The underlying idea is to investigate what ethnographic participant observations can tell us about child culture. Methodological choices and the ways in which researchers approach a field are not neutral processes. Moreover, the methodological choices made produce the ‘realities’ of the topic under study. The article highlights how a research project’s methodological outline, the way the field was approached, and the way the researcher and research participant interacted during the study enacted notions of the active, competent child capable of autonomous action in child culture. This is done by exploring – using detailed analyses of a single example – how research methodologies, in general, and participant observation, in particular, can tell us something about a research topic.

  • 15.
    Sparrman, Anna
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Access and gatekeeping in researching children's sexuality: Mess in ethics and methods2014In: Sexuality & Culture, ISSN 1095-5143, E-ISSN 1936-4822, Vol. 18, no 2, p. 291-309Article in journal (Refereed)
    Abstract [en]

    There is a general idea that research methods help researchers investigate realities “out there”. Recent arguments, however, suggest that research methods are themselves productive, i.e., we can learn about a research topic by investigating aspects and details of the methods used in a research process. The present text investigates methods for gaining access to a research field in a project examining young children’s own (age 9–12 years) notions of sexuality. The article explores how and by whom the issue of children and sexuality is enacted as sensitive when trying to negotiate access to the research field. A whole variety of actors are involved in enacting children’s sexuality: institutions, groups of people, individuals, images, and architectural arrangements. The analysis reveals relationships in which fears, responsibilities, and the cultural attribution of vulnerability (sensitivity) are negotiated by adults, children, and the researcher.

  • 16.
    Sparrman, Anna
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Aktörsblick, observatörsblick och kameraöga. Videoinspelning som visuell forskningsmetod.2003In: Visuella spår: Bilder i samhälls- och kulturanalys / [ed] Anna Sparrman & Ulrika Torell & Eva Åhrén Snickare, Lund: Studentlitteratur , 2003, 1, p. 202-215Chapter in book (Other academic)
    Abstract [sv]

    Hur kan man använda och studera bilder i kultur- och samhällsvetenskapliga sammanhang?I denna bok ges en bred introduktion till dem som vill söka ny kunskap i nya källmaterial. Författarna ger exempel på hur reklamfotografier eller veckopressbilder kan användas i studier av sociala roller, etnicitet och genus, av normalitet och avvikande eller idealbilder av vardagen och människan. De argumenterar för att bredda synfältet och söka kunskap i visuella material - och visar även hur det kan göras.

  • 17.
    Sparrman, Anna
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Ambiguities and paradoxes in children's talk about marketing breakfast cereals with toys2009In: Young Consumers, ISSN 1747-3616, Vol. 4, no 10, p. 297-313Article in journal (Refereed)
    Abstract [en]

    Purpose – The purpose of this paper is to understand, from children's perspectives, the commercial marketing strategy of selling breakfast cereals with “insert toys” targeted at children.

    Design/methodology/approach – The study is based on four focus group interviews conducted with 16 children (8-9 years of age) concerning 18 different breakfast cereal packages. The theoretical framework integrates childhood sociology, critical discourse analysis and talk-in-interaction. This theoretical and methodological combination is used to show how children, in local micro settings of talk, make use of the discourses that are available to them to produce and reproduce social and cultural values about marketing with “insert toys”.

    Findings – The present findings suggest that, from children's perspectives, “insert toys” are constituted by cultural and social patterns extending far beyond the “insert toy” itself. For example, the analysis shows that it is not biological age that defines what and how consumption is understood.

    Research limitations/implications – The focus group material provides understandings of marketing strategies and consumption practices from children's perspectives. When the children talk about children and adults, hybrid agents of the “child-adult”, the “adult-child” and the “childish child” are constructed. These hybrids contradict research that dichotomizes children and adults likewise children's understandings of consumption based on age stages. Accordingly, age is rationalized into an empirically investigated category rather than being used as a preset category set out to explain children's behaviours.

    Originality/value – Analysis of the focus group interactions shows that the way the market and marketing as well as children and adults are talked about is crucial to understanding children's and parents' actions as consumers.

  • 18.
    Sparrman, Anna
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Barn tecknar nakenhet - och sexualitet?2014In: Barn tecknar världen / [ed] Yvonne Eriksson, Lund: Studentlitteratur AB, 2014, p. 47-76Chapter in book (Other academic)
  • 19.
    Sparrman, Anna
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Barnkulturens sociala estetik2011In: Locus, ISSN 1100-3197, no 3-4, p. 25-44Article in journal (Refereed)
  • 20.
    Sparrman, Anna
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Thematic Studies, Department of Child Studies.
    Barns bruk av mediebilder - Girl Power och ishockeydrömmar2002In: Idol, Image, Identitet / [ed] Anne Banér, Centrum för barnkulturforskning: Stockholm , 2002, p. 25-46Chapter in book (Other academic)
    Abstract [sv]

    Att ha en egen personlighet, en identitet, är livsavgörande. Att hitta sin personlighet, om man nu kan säga att det finns en sådan, är en livslång process som påverkas från många olika håll. Ofta spelar idoler av olika slag en stor roll an tingen det handlar om en barnboksgestalt, om musiker, om idrottshjältar, om bilder eller om djur, i detta fall hästar. Särskilt viktigt kan behovet av idoler vara för invandrade barn och ungdomar som berövats sin naturliga kulturella omgivning. Om detta och mycket annat handlar denna skrift.

  • 21.
    Sparrman, Anna
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Barns och ungas medievanor2010Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    Den 4 september 1956 inleddes de första reguljära tvsändningarna av Radiotjänst (sedermera Sveriges Radio och därefter SVT) och detta brukar ses som televisionens officiella startdatum. Under de följande dryga 50 åren har teknikutvecklingen inom medieområdet varit enorm. Mycket har hänt bara under de senaste tio åren med hänvisning till Internet, mobiltelefoni och spelindustri. Dagens barn och unga växer upp i ett tekniktätt samhälle. Tekniken, precis som innehållet i och användningen avmedier formar kunskapsflöde, vardagsliv och inte minst sociala relationer.

    Detta avsnitt baseras på statistik från Medierådets rapport Ungar & Medier 2008 som i form av enkäter har undersökt 1 000 barns (9–12 år) och 1 000 ungas (12–16 år) medievanor. Totalt svarade 69 procent, det vill säga 1 395, barn och unga på enkäten. Det finns inga signifikantaskillnader mellan barn och unga i studien, däremot kan det finnas signifikanta skillnader i användningen av olika medier mellan barn och unga. Könsfördelningen av dem som svarat är jämn; 51 procent flickor och 49 procent pojkar.

  • 22.
    Sparrman, Anna
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Barns visuella kulturer - skolplanscher och idolbilder.2006Book (Other (popular science, discussion, etc.))
    Abstract [sv]

      

  • 23.
    Sparrman, Anna
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Book review: David Marshall (Ed.), Understanding Children as Consumers2012In: Journal of Consumer Culture, ISSN 1469-5405, E-ISSN 1741-2900, Vol. 12, no 1, p. 112-114Article, book review (Other academic)
  • 24.
    Sparrman, Anna
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Children's consumer culture2015In: The Wiley Blackwell Encyclopedia of Consumption and Consumer Studies / [ed] Daniel Thomas Cook and J. Michael Ryan, London: Wiley-Blackwell, 2015, 1Chapter in book (Refereed)
  • 25.
    Sparrman, Anna
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Coco Pops, Kalaspuffar och leksaker: En visuell analys av barntilltalet på flingpaketen2010In: Burkar, påsar och paket: Förpackningarnas historia i vardagens konsumtionskulturer / [ed] Ulrika Torell, Roger Qvarsell och Jenny Lee, Stockholm: Nordiska museets förlag , 2010, 1, p. 209-234Chapter in book (Other academic)
    Abstract [sv]

    I en vanlig svensk livsmedelsbutik finns tusentals olika varor. De allra flesta är förpackade, klädda i färger, bilder, symboler och tjusiga varunamn som vi möter när vi ska hitta rätt mjölk, lämplig middagsmat och en god frukostmarmelad. I frukt- och delikatessdiskarna kan man se och kanske vidröra själva varan, annars är det förpackningarnas beskriv ningar av maten som vi köper.Den här boken handlar om hur förpackningarna omgestaltat våra konsumtionskulturer. Hur de förändrade produktionen, distributionen och konsumenternas vardag och villkor i butiken. Handeln rationali serades och alla de problem som hade att göra med hållbarhet, för varing och långa transporter kunde lösas. Från betjäningsbutiker med försäljning över disk gick vi till snabbköp där kunden på egen hand plockar sina varor. I det nya masskonsumtionssamhället ökade också antalet varianter av en och samma vara och varumärket blev det som tydligast skiljde dem åt.Boken berättar också om hur förpackningarna intagit en viktig plats i våra vardagliga visuella miljöer. Inte bara i butikerna utan också på annonspelare, tidningssidor, i köksskåpen och på frukostborden. Den förpackade maten ger oss möjlighet att välja stil, värderingar och kanske rent av identitet. En burk varmkorv eller ett paket rättvisemärkt kaffe i varukorgen berättar olika saker om oss. Förpack ningarnas bilder på den färdiga maten visar hur trevligt vi kan få det vid middagsbordet men talar sällan om för oss vad vi egentligen äter. Bakom arbetet med boken ligger ett fl erårigt samarbete mellan Nordiska museet och Linköpings universitet.

  • 26.
    Sparrman, Anna
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Film as a political and educational device: talk about men, male sexuality and gender among Swedish youth2006In: Visual Studies, ISSN 1472-586X, E-ISSN 1472-5878, Vol. 21, no 2, p. 167-182Article in journal (Refereed)
    Abstract [en]

       

  • 27.
    Sparrman, Anna
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Finns det Nattpäron? En längtansvärd gnu hittade en ostsmörgås i ett par tofflor2007Other (Other (popular science, discussion, etc.))
    Abstract [sv]

      

  • 28.
    Sparrman, Anna
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Marketing breakfast cereals with toys - Children talking about market strategies2008In: The 3rd international conference on multudisciplinary perspectives on child and teen consumption 2008,2008, 2008Conference paper (Refereed)
    Abstract [en]

         

  • 29.
    Sparrman, Anna
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Men and male sexuality: Upper secondary school pupils' talk about the film 'Lilya 4-ever'2005In: Sex and sexuality: Exploring critical issues,2005, 2005Conference paper (Refereed)
  • 30.
    Sparrman, Anna
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Mysteriet med staden2010In: UEF UtställningsestetisktforumArticle, book review (Other (popular science, discussion, etc.))
  • 31.
    Sparrman, Anna
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Power of children's products(?)2008In: 1ST Workshop on imagining business,2008, 2008Conference paper (Refereed)
    Abstract [en]

         

  • 32.
    Sparrman, Anna
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Queering the sexual child?2013In: NORA: Nordic Journal of Feminist and Gender Research, ISSN 0803-8740, E-ISSN 1502-394X, Vol. 21, no 1, p. 79-83Article, book review (Other academic)
  • 33.
    Sparrman, Anna
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Seeing (with) the 'sexy' body: young children's visual enactment of sexuality2015In: Children, sexuality and sexualization / [ed] Emma Renold, Jessica Ringrose and R. Danielle Egan, Basingstoke: Palgrave Macmillan, 2015, p. 123-140Chapter in book (Refereed)
  • 34.
    Sparrman, Anna
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Thematic Studies, Department of Child Studies.
    Spectatorship in a visual world - sexuality in children's interactions2002In: Sensuality and power in visual culture / [ed] Raoul J. Granqvist, Publications from the Department of Modern Languages: Umeå University , 2002, 1, p. 110-120Chapter in book (Other academic)
  • 35.
    Sparrman, Anna
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Up the walls! Children's talk about visual artifacts in their own rooms2007In: Children, media and consumption: On teh front edge / [ed] Karin M. Ekström och Birgitte Tufte, Göteborg: NORDICOM , 2007, p. 301-318Chapter in book (Other academic)
    Abstract [en]

            The aim of this book is to present research and recent studies carried out by researchers working in the field of consumption and media in relation to children, in order to shed light on the relationship between consumption, media and communication in general and in particular in relation to children and adolescents. The idea behind the book came - among other inspirations - from the International Conference on Child and Teen Consumption which took place at the Copenhagen Business School in 2006. The authors of the articles express different disciplinary traditions and various perspectives on the above mentioned themes.

  • 36.
    Sparrman, Anna
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Thematic Studies, Department of Child Studies.
    Video recording as interaction: Participant observation of children's everyday life.2005In: Qualitative Research in Psychology, ISSN 1478-0887, E-ISSN 1478-0895, Vol. 2, no 3, p. 241-255Article in journal (Refereed)
    Abstract [en]

    This article investigates methodological and analytical implications of video-based techniques for conducting participant observations with children (6 to 8 years of age). Video-based data are used to illustrate arguments concerning how children use different interaction strategies while being observed with a video camera. It is also argued that visual recordings comprise a source of knowledge in their own right. Hence, a strong claim is made concerning the importance of researchers reflecting upon recording procedures. The article also offers a discussion of some methodological issues that play a crucial role in video recording young children-s peer interactions. The article emphasizes the need to attend to and reflect upon all components of the research process, including procedures for data collection, visual analysis as well as how the visual material is reproduced in the written text.

  • 37.
    Sparrman, Anna
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Visual consumption2015In: The Wiley-Blackwell encyclopedia of consumption and consumer studies / [ed] Daniel Thomas Cook, J. Michael Ryan, London: Wiley-Blackwell, 2015, 1, p. 556-558Chapter in book (Other academic)
  • 38.
    Sparrman, Anna
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Visual marketing of breakfast cereals to children - containers, gadgets and gender2007In: The Nordic Consumer Policy Research Conference,,2007, 2007Conference paper (Refereed)
    Abstract [en]

       

  • 39.
    Sparrman, Anna
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Visual representations of childhood2013In: Oxford Bibliographies in Childhood StudiesArticle, review/survey (Refereed)
  • 40.
    Sparrman, Anna
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Visuell kultur i barns vardagsliv2003In: FärgNotiser. Från Stiftelsen Svenskt färgcentrum, ISSN 0283-507X, no 69Article in journal (Other (popular science, discussion, etc.))
  • 41.
    Sparrman, Anna
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Visuell kultur i barns vardagsliv - bilder, medier och praktiker2002In: Barn, ISSN 0800-1669, no 3, p. 21-33Article in journal (Other academic)
  • 42.
    Sparrman, Anna
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Visuell kultur i barns vardagsliv: Bilder, medier och praktiker2002Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This study concerns visual culture in 64 children-s (6- to 8-year-olds) everyday practices at a Swedish after-school center. It draws on an interdisciplinary theoretical framework, ranging from visual culture to discourse analysis, exposing the complexity of visuality in children-s social interactions, when talking about TV-programs, mimicing Spice Girls videos, drawing caricatures or looking at picture books. The central questions of the study are: What are children-s visual practices? What do children-s everyday practices tell us about visual culture and finally: What do these practices tell us about children-s agency?

    The data draw on media ethnographic fieldwork. The total material consists of 90 hours of videotaped after-school practices, 500 slides, and 79 drawings and objects produced by the children. Also, it contains 8 hours of interviews with children from the center, in their own rooms at home. The material covers 419 practices that reflect visual culture. Verbal as well as nonverbal interaction (gaze, gestures, voice) was transcribed on a micro level according to transcription rules set up by conversation analysis. The analyses combine this discursive method with a media ethnographic approach, which makes it possible to study the children as agents, investigating their relation to visual culture, both from the perspective of reproduction and from that of resistance and subversion.

    An overall finding was that children-s appropriation of visual culture was interactionally grounded. At the center, the children constantly negotiated visual meaning. As a consequence of the collaborative nature of visual culture, the social meaning of a picture could not be fixated or established a priori. Looking at a TV-program, creating scientific models, acting as a Sonic fan, or comparing tattoos were not just part of larger cultural processes, but were also processes, under continuous negotiation, far beyond the specific situation in which the practices were initially situated. Simultaneously, the children negotiated and renegotiated power relations and friendship alliances.

    It is also argued that the children exploited visual culture as a tool in, for example, gender identity work, since they both positioned each other through visual discourse and were positioned by visual culture. Thereby, this study contributes to an understanding of visuality as both a resource and a restriction in children-s lives. Title in translation: Visual culture in the everyday life of children - pictures, media and practices.

  • 43.
    Sparrman, Anna
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Young peoples' consumption of visual culture: Collector gadgets, sexuality and identity.2006In: Nordicom Review, ISSN 1403-1108, E-ISSN 2001-5119, Vol. 27, no 1, p. 114-116Article in journal (Other academic)
    Abstract [en]

      

  • 44.
    Sparrman, Anna
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Åtta fotografiska bildserier. Om engångskameror och ungdomar som medforskare.2007In: Sosiologi i dag, ISSN 0332-6330, E-ISSN 1893-4617, Vol. 37, no 1, p. 53-76Article in journal (Refereed)
  • 45.
    Sparrman, Anna
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Aarsand, Pål
    Pedagogiska institutionen, Uppsala universitet.
    Towards a critical approach on children and media2009In: Journal of children and media, ISSN 1748-2798, Vol. 3, no 3, p. 301-307Article, review/survey (Other academic)
  • 46.
    Sparrman, Anna
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Aronsson, Karin
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Barn, konsumtion och estetik. Pogs - ett spel i tiden2002In: Bild i skolan : Lärarförbundets tidskrift för bildpedagogik : konst, media, design, ISSN 0349-2117, no 2002:3, p. 24-28Article in journal (Other academic)
  • 47.
    Sparrman, Anna
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Aronsson, Karin
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Pog game practices, learning and ideology: Local markets and identity work.2003In: Investigating educational policy through etnhnography. / [ed] Geoffrey Walford, Oxford: JAI Elsevier Sciences , 2003, p. 169-192Chapter in book (Other academic)
    Abstract [en]

    The present study draws on ethnographic work in an after-school centre for 6 to 8 year-old children, focusing on visual culture and its role in children-s everyday interaction and informal learning. In Sweden, collector games of visual artefacts, such as Pokemon cards, have recently been banned in many schools and pre-schools. The present children-s play and conversations were video recorded in relation to pog game practices involving negotiations, trade and actual play with pog disks, that is, a set of small round disks, featuring geometric patterns, comic strip characters, fantasy motifs or other motifs from commercial culture for children. By analysing actual play practices, we hope to move beyond moral panics around commercial childhood culture, on the one hand, and romantic idealisation of modern childhood, on the other. The analyses primarily concern informal learning in the children-s negotiations about the symbolic and economic value of individual pogs, a type of informal mathematics or symbolic calculus in a local field of symbolic power. Much as in the game of marbles, a substantial part of children-s playing time was devoted to metacommunication on the game, more specifically to play presequences or other play commentaries, rather than to the playing as such. The children engaged in extensive negotiations about local value hierarchies, for instance, how many pogs of type-x that would match one pog of type-y. Such value hierarchies were invoked both in economic trade negotiations, and in conversations on the aesthetic qualities of distinct pogs. These negotiations had a bearing both on access rituals in children-s play and in the subject positioning of the players and co-players. Moreover, the give and take of these game practices played a role in the formation of notions of equal rights and democratic values. Ultimately, pog game practices formed a symbolic arena for the display and negotiations of local identities.

  • 48.
    Sparrman, Anna
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Cromdal, JakobLinköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.Evaldsson, Ann-CaritaLinköping University, Faculty of Arts and Sciences.Adelswärd, VivekaLinköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Communications Studies.
    Den väsentliga vardagen: Några diskursanalytiska perspektiv på tal, text och bild.2009Collection (editor) (Other academic)
    Abstract [sv]

    Det handlar om hur människor i olika sammanhang samspelar och skapar mening. Gemensamt för bokens skribenter är att de är eller har varit doktorander för professor Karin Aronsson vid Institutionen Barn och tema Kommunikation, vid Linköpings universitet. Sedan mitten av 1980-talet har institutionen erbjudit en dynamisk forskningsmiljö för personer med intresse för samtal, kulturella uttryck och socialt liv i och utanför institutionella sammanhang. Boken vänder sig till studenter, lärare, forskare samt praktiker med intresse för samtal, kulturella utryck och andra vardagliga fenomen som t.ex. tolkade samtal, flerspråkighet, visuell kultur, kamratrelationer, läsning, bildanvändning, grupparbete, etc. Kapitlen i boken kan med fördel användas såväl inom utbildning, arbetsliv som på fritiden för att fördjupa förståelsen av igenkännbara vardagliga fenomen och öka kunskapen om dessa fenomens komplexitet och mångfacetterade betydelser.

  • 49.
    Sparrman, Anna
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Eriksson (Barajas), Katarina
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Skolbio studerad genom kameralinsen: Erfarenheter från ett forskningsfält.2004In: Didaktisk Tidskrift, ISSN 1101-7686, Vol. 14, no 2-3, p. 71-90Article in journal (Other academic)
    Abstract [sv]

    I denna artikel beskrivs erfarenheter som gjorts före och under en materialinsamling till ett nystartat forskningsprojekt: Från fostran till reflektion - lärares och elevers användning av skolfilm och skolbio. Den initiala planeringen och tillträdet till det nya forskningsfältet diskuteras, med särskilt fokus på de teoretiska och metodologiska omprövningar som insamlingsarbetet resulterat i. I artikeln diskuteras moment som förändrat projektet: till exempel resulterade kontakten med skolbioaktörer i en kartläggning av skolbiofältet och kontakten med potentiella informanter gjorde att perspektivet ändrades från att följa specifika skolbioprojekt till att följa utvalda filmer. Eftersom materialinsamlingen genomfördes i skolmiljö påverkade den pedagogiska verksamheten förutsättningarna för forskarnas användning av videokameror. Därför prövar artikeln även olika förhållningssätt till att använda videokamera vid en etnografisk materialinsamling, och till forskarens roll vid videoinspelning.

  • 50.
    Sparrman, Anna
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Lindgren, Anne-Li
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Visual Documentation as a Normalizing Practice: A New Discourse of Visibility in Preschool2010In: Surveillance & Society, ISSN 1477-7487, E-ISSN 1477-7487, Vol. 7, no 3/4, p. 248-261Article in journal (Refereed)
    Abstract [en]

    The visual documentation of education for pedagogical purposes focuses on preschool children’s activities and is used by educators to improve their understanding of children while strengthening their own professionalism. By analysing three educational TV programmes concerning visual documentation in preschools, this paper challenges the positivistic way visual documentation is portrayed. Moreover, it questions political documents and the TV programmes’ unproblematic description of children as always ready to be visually documented. Applying a child perspective and children’s perspectives, the paper demonstrates that there is a fine line between being documented and surveilled using visual technologies. The paper describes how doing on-looking-ness (onlooker) versus being looked-at-ness (looked at) can be understood as specific discursive formations.

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