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  • 1151.
    Čekaitė, Asta
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Deme, Edina
    Domeij, Karin
    Kovacs, Vera
    Lefebvre, Augustin
    Macsay, Krisztina
    Nyikos, Julia
    Zaray, Szilvia
    Att utveckla kommunikativa färdigheter genom konst: Handledarens manual2021Rapport (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Denna resursbok erbjuder en samling av praktiska aktiviteter som är utformade för att främja samarbete, kommunikation och konflikthantering hos unga människor, särskilt de som upplever betydande marginalisering och behöver förbättra sina så kallade mjuka färdigheter för att lättare kunna interagera i formella och professionella sammanhang. Denna handbok använder tre olika tillvägagångssätt: kognitivt, manuellt och kroppsligt beteende, och föreslår aktiviteter som simulerar och återskapar vardagliga situationer. Detta för att förbättra förmågor för att interagera med andra, för att dela med sig av åsikter, idéer och känslor, samt för att lära sig att fatta beslut, följa regler, känna ansvar för det som kan beröra andra, lösa problem genom att ta fram olika alternativ, interagera kroppsligt utan att använda verbalt språk, med mer. Uppgifterna som går ut på att observera, skaffa och dela med sig information, formulera berättelser eller beskrivningar tar sin utgångspunkt i konstverk. En gemensam egenskap för konstverken är att kan tolkas av alla, oavsett bakgrund eller utbildningsnivå. Det är självklart att tolkningarna kommer att variera, till och med uttrycka motstridiga åsikter. Det är just denna polysemi som gör att konstverken ger rika möjligheter för att organisera samspelssituation i deltagargrupper. Våra tidigare erfarenheter visar att deltagarna i konstworkshops kommer ihåg mer effektivt deras nyligen förvärvade kunskaper när de arbetar aktivt med konstverk och relaterar dem till personliga upplevelser och intryck. Å andra sidan är nyligen införskaffade kunskaper eller färdigheter bättre om man använder visuellt stöd eller om man arbetar i ett visst rumsligt sammanhang. Pedagogiska aktiviteter där deltagare deltar i situationer som liknar verkliga formella och professionella sammanhang medan de arbetar med konstverk kan bidra till att deltagarna lättare kan övervinna osäkerhet samt ändra deras sätt att samarbeta och därigenom upptäcka kompetenser som de inte visste om tidigare. De aktiviteter och uppgifter som vi föreslår går utöver språklig kommunikation och tar hänsyn till kroppslig kommunikation och till konstverk. Övningarna är utformade för att skapa gemensamma konstverk, inspirerade av riktiga konstverk. Övningarna innebär att deltagarna prövar olika konstnärliga tekniker och material, eller använder konstverk för att hämta inspiration från berättelser, teman eller olika konstnärliga representationer. Därigenom kan kreativa workshops också möjliggöra nya sätt att samarbeta och göra kompromisser. Workshops kan också visa på nya sätt att arbeta och lösa problem i en grupp, och hur man kan konkret bemöta varandra med respekt. Behovet och intresset för att arbeta med sociala färdigheter genom att använda språkliga och kroppsliga resurser, eller att använda ett fördjupat fokus på kroppen när man analyserar olika konstverk, har sin bakgrund i formell utbildning. I västerländska samhällen anses dock kroppen och kroppsliga handlingar ofta som frånkopplade från individens kognitiva färdigheter. Detta perspektiv associeras med Cartesiansk dualism. Tankesättet får många individer att antingen ignorera sina kroppar eller att tro att kroppsliga handlingar inte kan vara en resurs för att utveckla kognitiva eller sociala färdigheter. Men trender inom humanvetenskapen understryker den djupa kopplingen mellan kommunikationsfärdigheter och kroppsliga handlingar. Å andra sidan, om vi bortser från det västerländska kulturområdet, märker vi att dikotomin mellan kropp och sinnet hanteras annorlunda i andra sammanhang. I Japan, till exempel, uppfattas kroppsrörelserna, i synnerhet de som kampsporten föreslår, som en integrerad del av utbildningen. Således är utövandet av vissa kampsporter obligatoriskt inom gymnasial utbildning och universitetsutbildning. Tanken att kroppsligt samspel kan bidra till att utveckla välbefinnande och självförtroende genom att man investerar i den egna kroppen och interagerar med andra får mer vikt nuförtiden. COOBA–aktiviteterna inkluderar en modul (Uppvärmning med hjälp av kroppsligt samspel) vilka omfattar enbart rörelser och kontakt mellan kroppar. Aktiviteterna kan utföras i museet, utomhus eller på någon annan lämplig plats. Andra aktiviteter är inriktade på att observera kroppar i samspel med varandra för att tolka olika sociala situationer. Kroppsliga handlingar och kroppsligt samspel erbjuder rika resurser för att utveckla deltagares sociala kompetenser.

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    Handledarens handbok
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  • 1152.
    Čekaitė, Asta
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Deme, Edina
    n/a.
    Domeij, Karin
    n/a.
    Kovacs, Vera
    n/a.
    Lefebvre, Augustin
    n/a.
    Macsay, Krisztina
    n/a.
    Nyikos, Julia
    n/a.
    Zaray, Szilvia
    n/a.
    Developing communication skills through art: facilitators’ resource book2021Rapport (Annet (populærvitenskap, debatt, mm))
    Abstract [en]

    This resource book offers a set of practical activities, designed to foster cooperation, communication and conflict management skills for young people, especially those who are facing significant marginalisation and needing to improve their soft skills to interact with greater ease in formal and professional contexts. We have focused on three different approaches to learning: cognitive, physical and behavioural. The objective of these activities is to improve the following skills among the participants and proposes activities that simulate moments from everyday situations in order to improve participants’ ability to interact with others, to exchange not only opinions and ideas, but also feelings and emotions, to learn to make decisions, to follow rules, to endorse responsibilities which might concern others, to overcome problems by looking for alternatives and to interact with each other with their bodies without using speech. These tasks consist of observing, finding and sharing information. Formulating narratives or descriptions all take works of art as their starting resource. Works of art have the general property of being intelligible to anyone, regardless of their background or level of education. It goes without saying that the interpretations will be varied, and could even be totally different, at times. We believe that the polysemy of artworks is precisely what enables them to be such rich resources for organising interactions within groups of participants. From our practical experience in the field, we have learnt that participants in art-based workshops recall recently acquired knowledge more efficiently when they engage actively with artworks, and works and relate to them with personal accounts, impressions or experiences. On the other hand, newly learned information and skills are far better imprinted if they are associated with a visual support or to a particular spatial context. Pedagogical activities in which participants are placed in situations that mimic and model real-world contexts of formal and professional interactions, while engaging with artworks, can help to overcome fears or change mentalities on collaboration and reveal competencies the participants were unaware of. The particular activities and tasks that we offer in this document go beyond verbal communication, and take into account the unique reaction of the body to the presence of artworks. Some exercises are designed to create a collaborative painting, inspired by real artworks. These creative sessions invite the public to experiment with art techniques and materials, while demonstrating models of cooperation and the ability to adapt one’s opinion. They are inspired from the narratives depicted in the paintings. They discuss themes and practices of representation; they try to encourage a new perception of teamwork and problem-solving and to teach respect for different ways of being or thinking. The recognition that, either in formal education or in Western societies, the body — its perceptions, and its actions — is often dissociated from the mind, from intellectual or cognitive skills, has led us to choose to work on social skills via verbal and physical interactions, and to develop a deeper focus on the body: for example when observing artworks which feature characters in a particular situation. Cartesian dualism is the archetype of this type of perspective, which leads many individuals either to ignore their bodies or to think that bodily actions cannot be a resource for developing cognitive or social skills. However, trends in human sciences underline, on the contrary, the deep interconnection between communication skills and the body, which can be found in studies that look at the relationship between gestures and language, or forms of bodily intelligence. If we leave the western cultural area, we notice that the body/mind relationship is approached differently. In Japan, for example, body movements, in particular those proposed by the martial arts, are perceived as an integral part of the education process. The practice of certain martial arts is therefore compulsory in higher education. The idea that body interactions can also help to develop a form of well-being and self-confidence through the investment of one’s own body and through contact with the body of a partner is increasingly recognised nowadays. The COOBA activities include a module (Warming up with body interactions), based only on movements and contacts between participants, which can be carried out at the museum, outdoors or in any suitable place. Other activities are oriented towards the observation of situations where bodies are represented in an interrelation, in order to help participants interpret, with their own logic, the specific social context at stake in the painting. In all cases, body presence and the interactions between bodies are considered as resources for developing social skills.

    Fulltekst (pdf)
    Developing communication skills through art
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  • 1153.
    Čekaitė, Asta
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Domeij, Karin
    Lefebvre, Augustin
    Deme, Edina
    Macsay, Krisztina
    Nyikos, Julia
    Zaray, Szilvia
    Plan för en samskapande workshop: Ett interaktionellt förhållningssätt till gruppsammanhållning2022Rapport (Annet vitenskapelig)
  • 1154.
    Čekaitė, Asta
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Domeij, Karin
    Lefebvre, Augustin
    Mascay, Krisztina
    Nyikos, Julia
    Zaray, Szilvia
    Evaluating communication skills in social interaction2022Rapport (Annet vitenskapelig)
  • 1155.
    Čekaitė, Asta
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Evaldsson, Ann-Carita
    Department of Education, Uppsala University, Uppsala, Sweden.
    Stance and footing in children’s multilingual play: Rescaling practices in a Swedish preschool2019Inngår i: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 144, s. 127-140Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study examines how young immigrant children in multilingual playful activities with peers and adults engage with and explore heritage language forms (e.g., their features, social values and pragmatic uses), as well as transgress boundaries between different language varieties. It is argued that such ludic language practices – located and enacted within micro-interactional processes – in turn link to and contribute to macro-level socio-cultural values and tensions of languages. The selected data constitute a case study based on a video-ethnography of multilingual language practices in a preschool (for 3- to 6-year-olds) with a Swedish monolingual policy. It is found that the children's multilingual play involve the exploitation of heritage language and linguistic incongruities: it takes the shape of exaggerated repetitions, transformations of language forms (phonetic, morphological and syntactic features), various keying resources, i.e., affective (serious or ludic) and metalinguistic stances. The findings underscore the importance of taking into account young immigrant children's agency in creating new spaces (e.g., ludic or instructional activities) for heritage language forms and varieties as they are used for entertaining, rather than educational purposes.

  • 1156.
    Čekaitė, Asta
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Goodwin, Marjorie Harness
    University of California, Los Angeles.
    Human Touch2023Inngår i: The New Wiley-Blackwell Companion to Linguistic Anthropology / [ed] Alessandro Duranti, Rachel George, Robin Conly Riner, Hoboken: Wiley-Blackwell Publishing Inc., 2023, s. 391-409Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    Touch is multifaceted; it is used for communicative, explorative, and affective purposes. Neuroaffective and cognitive sciences approach touch by examining its physiological and somatic dimensions. This chapter describes how human touch, language and other modalities are configured in greeting and farewell encounters. It explains how affectionate, compassionate touch is used during soothing, empathetic intertwinings; and how touch accomplishes guidance and instruction across diverse age cohorts. The chapter discusses how forceful, violent touch can become a target of judgement or neutral assessment. A distinctive moral order is indeed implied through reciprocal greetings of talk and gesture in Tzotzil culture. Greetings and farewells in private can extend to the expression of passionate emotions through touch, depending on the cultural and moral ideas of a given society. Haptic greetings and communication through touch generally are important means of communication in atypical conditions. Practices of haptic sociality are often observable in compassionate acts towards someone in distress.

  • 1157.
    Čekaitė, Asta
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Keisanen, Tiina
    Oulu university.
    Rauniomaa, Mirka
    Oulu university.
    Siitonen, Pauliina
    Oulu university.
    Carrying out carrying:: Language, touch and movement in the organization of assisted mobility in family interaction2021Inngår i: Gesprächsforschung, ISSN 1617-1837, Vol. 22, s. 476-513Artikkel i tidsskrift (Fagfellevurdert)
  • 1158.
    Čekaitė, Asta
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Keisanen, Tiina
    Oulu Univeristy.
    Rauniomaa, Mirka
    Oulu University.
    Siitonen, Pauliina
    Oulu university.
    Human-assisted mobility as an interactional accomplishment2021Inngår i: Gesprächsforschung, ISSN 1617-1837, Vol. 22, s. 469-475Artikkel i tidsskrift (Fagfellevurdert)
  • 1159.
    Čekaitė, Asta
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Lefebvre, Augustin
    Nyikos, Julia
    Deme, Edina
    Karin, Domeij
    Macsay, Krisztina
    Communication, collaboration and conflict management in social interaction: how to foster youngsters’ soft skills in art and bodily workshops?2020Rapport (Annet vitenskapelig)
    Abstract [en]

    Communication, collaboration and conflict management are central skills in everyday life. In COOBA we will address these skills as social phenomena that occurs in social interaction between individuals and propose methodologies for their practice and improvement among disadvantaged youngsters. The goal of this new methodology is to foster social inclusion of young people with fewer opportunities and/or with migrant backgrounds, to facilitate their integration into the labour market. 

    Communication, collaboration and conflict management constitute a part of social processes and relational, everyday mundane practices. This perspective implies that the identification, as well as the improvement of youngsters’ skills in communication, collaboration and conflict management will be accomplished through the participants’ use of linguistic and embodied resources during social interactions. This document aims to describe, explain and exemplify these phenomena and relate them to specific episodes that can occur as a part of art workshops. 

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  • 1160.
    Čekaitė, Asta
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Lefebvre, Augustin
    Nyikos, Julia
    Domeij, Karin
    Deme, Edina
    Macsay, Krisztina
    Kommunikation, samarbete och konflikthantering i socialt samspel: hur man kan främja ungdomars mjuka sociala färdigheter genom deltagande i konst och fysiska workshops2020Rapport (Annet (populærvitenskap, debatt, mm))
    Fulltekst (pdf)
    fulltext
    Download (png)
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  • 1161.
    Čekaitė, Asta
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Mondada, LorenzaUniversity of Basel, Switzerland.
    Touch in social interaction: touch, language, and body2021Collection/Antologi (Fagfellevurdert)
    Abstract [en]

    This book is about touching as a situated practice. Rooted in multimodal conversation analysis and based on video recordings of naturally occurring social interactions, it contributes in a novel way to the growing interest in the study of touch and its relation to the body, socio-material activity contexts, language and other communicative resources. The proposed approach on touch in social interaction is inspired by social, interactional, and phenomenological perspectives conceptualizing human action as embodied, situated and lively experienced within the social and material world.

    The book examines the social and communicative features of corporeal engagements, conceptualizing touch as an interactional phenomenon, and proposes a methodology for studying touch in a multimodal ethnomethodological and conversation analytic perspective. Attention is directed to social situations where touching features as a naturally occurring part of everyday and institutional life. The analyses of this book propose to examine how touching is temporally and sequentially organized; how it is coordinated by the co-participants with various multimodal resources, such as talk, gaze, body movements. They show how these forms of organization secure and make recognizable the legitimacy, accountability, morality, and normativity of touch conduct. The collection of studies highlights the social meaning of touch for the participants in social interaction in families between caregivers and children, in leisure activities, such as martial arts and dance, in health care, between patients and health practitioners; and ways of touching and sensing objects as a part of professional practices of geologists, cheese shop sellers or surgeons. 

  • 1162.
    Čekaitė, Asta
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Mondada, Lorenza
    University of Basel, Switzerland.
    Towards an interactional approach to touch in social encounters2021Inngår i: Touch in social interaction.: touch, language, and body / [ed] Asta Cekaite, Lorenza Mondada, Oxon: Routledge, 2021, s. 1-26Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    Touch is a pervasive human action, which plays an important role in interpersonal relationships, in private as well as in institutional contexts, and which constitutes a fundamental way of sensing the materiality of the world. This introductory chapter offers an overview of the current scientific literature on touch, starting from perspectives that emanate from the neuro-cognitive sciences as well as from social-historical approaches. It then focuses on the contributions of interactional studies, namely within the field of ethnomethodology and conversation analysis, by pinpointing the originality of this perspective in revealing the social, intersubjective, intercorporeal, and interactional dimensions of touch. The chapter elaborates on this interactional conceptual framework by highlighting its methodological consequences and by emphasizing the contribution of video-based multimodal studies of touch. It thus offers a global and explicit synthesis of the conceptual and analytical foundations of this approach, which are then implemented and further elaborated upon in the empirical studies collected in the volume.

  • 1163.
    Čekaitė, Asta
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Wirzén, Madeleine
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Social and Emotional Functions of Institutional Touch in the Relational Care of Young Children2024Inngår i: Child & Family Social Work, ISSN 1356-7500, E-ISSN 1365-2206Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study reports results concerning close embodied practices, involving touch, in early childhood care settings in Sweden during the COVID-19 pandemic. The data—video recordings of everyday practices in contexts of childcare—were collected during various phases of the pandemic. The study demonstrates a broad range of uses of touch, by adults and children themselves in various age groups and for various social purposes. Touch as embodied intimacy was initiated by educators, and by children, both within their peer group and towards educators. Touch served the purposes of embodied intimacy, emotion regulation, social affiliation, social control, instructions and play. We highlight the detailed ways in which practitioners' actions sustain children's bodily integrity and provide them with embodied agency, participation and learning. Professional touch practices with young children are discussed in the context of ‘no-touch’ views in social work and care work with children. It is suggested that insights into the social and emotional uses of institutional touch can inform social work practice, especially child and family social work, and residential care.

    Fulltekst (pdf)
    fulltext
  • 1164.
    Janson, Malena ()
    Centrum för barnkulturforskning, Stockholms universitet, Sverige.
    Dahlqvist, Ulf ()
    Statens medieråd, Sverige.
    Eriksson, Katarina ()
    Litteraturhuset Trampolin, Sverige.
    Janson, Malena ()
    Centrum för barnkulturforskning, Stockholms universitet, Sverige.
    Sjöblom, Björn ()
    Institutionen för Barn- och ungdomsvetenskap, Stockholms universitet, Sverige.
    Sparrman, Anna ()
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Wasserman Westlin, Ingeborg ()
    Litteraturhuset Trampolin, Sverige.
    Den flytande fritiden: Ett samtal om hur barn gör och upplever kultur idag2021Inngår i: Favorit i repris!: bruk och återbruk inom barnkulturen / [ed] Janson, Malena; Wester, Moa, Stockholm: Centrum för barnkulturforskning, Stockholms universitet, Sverige , 2021, s. 76-87Kapittel i bok, del av antologi (Annet vitenskapelig)
21222324 1151 - 1164 of 1164
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