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  • 551.
    Vladavic, Alma
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Naturvetenskap, teknik och digitala verktyg på fritidshem2017Conference paper (Other academic)
  • 552.
    Vladavic, Alma
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    "Nu kommer tornados" -  naturvetnskap, teknik och digitala verktyg på fritidshem2017Conference paper (Other academic)
  • 553.
    Vladavic, Alma
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Simonsson, Maria
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Markström, Ann-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Förskoleföräldrars tankar om utvecklingssamtal2017In: VENUE, ISSN 2001-788X, Vol. 7, p. 1-6Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Hur upplever föräldrar utvecklingssamtal i förskolan? I denna artikel presenteras några resultat från ett större forskningsprojekt om utvecklingssamtal i förskolan. I intervjuer uttrycker föräldrar att de anser utvecklingssamtalen som meningsfulla på olika sätt. De kan säkerställa en känsla av tillit och trygghet med professionella pedagoger som i föräldrarnas ögon tycks framstå som ”barnexperter”. Vidare kan utvecklingssamtalen bidra till att bekräfta föräldrarnas egen bild av barnet och sitt föräldraskap.

  • 554.
    Wadensjö, Cecilia
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Community interpreting2011In: Routledge Encyclopedia of Translation Studies / [ed] Mona Baker,Gabriela Saldanha, London: Routledge , 2011, 2, p. 33-37Chapter in book (Other academic)
    Abstract [en]

      

    Praise for the previous edition of the Encyclopedia of Translation Studies:

    'Translation has long deserved this sort of treatment. Appropriate for any college or university library supporting a program in linguistics, this is vital in those institutions that train students to become translators.' – Rettig on Reference

    'Congratulations should be given to Mona Baker for undertaking such a mammoth task and...successfully pulling it off. It will certainly be an essential reference book and starting point for anyone interested in translation studies.' – ITI Bulletin'This excellent volume is to be commended for bringing together some of [its] most recent research. It provides a series of extremely useful short histories, quite unlike anything that can be found elsewhere. University teachers will find it invaluable for preparing seminars and it will be widely used by students.' – The Times Higher Education Supplement' ... a pioneering work of reference ...'– Perspectives on Translation

    The Routledge Encyclopedia of Translation Studies has been the standard reference in the field since it first appeared in 1998. The second, extensively revised and extended edition brings this unique resource up-to-date and offers a thorough, critical and authoritative account of one of the fastest growing disciplines in the humanities.

    The Encyclopedia is divided into two parts and alphabetically ordered for ease of reference.

    Part One (General) covers the conceptual framework and core concerns of the discipline. Categories of entries include:

    • central issues in translation theory (e.g. equivalence, translatability, unit of translation)

    • key concepts (e.g. culture, norms, ethics, ideology, shifts, quality)

    • approaches to translation and interpreting (e.g. sociological, linguistic, functionalist)

    • types of translation (e.g. literary, audiovisual, scientific and technical)

    • types of interpreting (e.g. signed language, dialogue, court).

    New additions in this section include entries on globalisation, mobility, localization, gender and sexuality, censorship, comics, advertising and retranslation, among many others.

    Part Two (History and Traditions) covers the history of translation in major linguistic and cultural communities. It is arranged alphabetically by linguistic region. There are entries on a wide range of languages which include Russian, French, Arabic, Japanese, Chinese and Finnish, and regions including Brazil, Canada and India. Many of the entries in this section are based on hitherto unpublished research. This section includes one new entry: Southeast Asian tradition.

    Drawing on the expertise of over 90 contributors from 30 countries and an international panel of consultant editors, this volume offers a comprehensive overview of translation studies as an academic discipline and anticipates new directions in the field. The contributors examine various forms of translation and interpreting as they are practised by professionals today, in addition to research topics, theoretical issues and the history of translation in various parts of the world.

    With key terms defined and discussed in context, a full index, extensive cross-references, diagrams and a full bibliography the Routledge Encyclopedia of Translation Studies is an invaluable reference work for all students and teachers of translation, interpreting, and literary and social theory.

  • 555.
    Wallner, Lars
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Framing Education: Doing Comics Literacy in the Classroom2017Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Interest in comics as Swedish school material has risen in the last few years and the publication of comics for children and adolescents has also increased. Meanwhile, although research around new literacies has taken an interest in combinations of image and text, there is still little research on comics as a literacy material, especially as part of school practices. With comics’ rise in popularity, and their quality as examples of new literacies, this points to the relevance of exploring how meaning making with comics is done in schools. The purpose of this study is to contribute knowledge on how locally situated literacy practices are done, practices in which pupils and teachers make meaning with comics. The study combines literacy, comics and discursive psychology to investigate aspects of literacy not as individual, inner workings, but as part of participants’ social constructions, in line with New Literacy Studies. With this perspective, it is possible to investigate literary concepts such as narrative, and participants’ construction of story elements, through the way in which these aspects are utilized by participants to construct social action – what participants do with their utterances. To study this, video recordings have been made in one primary and one secondary school, in two different Swedish cities. The results of the study show constructions of a comics literacy, where participants engage with both visual and textual aspects of the material and negotiate focalization of narrative perspective and construction of narrative structure as well as narrative devices such as speech and thought bubbles. Furthermore, meaning making of comics literacy also includes the construction of discourses around comics as a specific type of story telling, either for material or literary reasons. The thesis discusses how participants construct classroom literature, and provides insight into how interaction around comics enables participants to construct and negotiate discourses around what comics literacy is and what it enables, as well as how to talk about, create, and read comics.

    List of papers
    1. Speak of the bubble - constructing comic book bubbles as literary devices in a primary school classroom
    Open this publication in new window or tab >>Speak of the bubble - constructing comic book bubbles as literary devices in a primary school classroom
    2016 (English)In: Journal of Graphic Novels and Comics, ISSN 2150-4857, E-ISSN 2150-4865Article in journal (Refereed) Published
    Abstract [en]

    This article investigates teachers’ and pupils’ use of speech and thought bubbles in a classroom literacy project involving comics. Through studying video data on naturally occurring classroom interaction whereby participants in Grade 3 (ages 9–10) talk about bubbles, the aim of this article is to increase knowledge of how bubbles are constructed as devices of literacy. The analysis focuses on the action-oriented aspects of discursive psychology: emphasis, word repetition, uptake and the use of signs, symbols, and text in the comics. Results show how participants negotiate combinations of shapes, symbols and text to construct common knowledge concerning bubbles. Furthermore, teachers use pupils’ drawn bubbles, adding to them a variety of multimodal expressions, thereby illustrating how narrative focalization and character prosody are constructed in the reading of comics. The study of how bubbles are constructed contributes to a larger theme of studying classroom instruction using comics as resources for doing literacy.

    Keywords
    classroom interaction, comics, discursive psychology, literacy didactics, speech bubbles
    National Category
    Pedagogical Work
    Identifiers
    urn:nbn:se:liu:diva-133848 (URN)10.1080/21504857.2016.1270221 (DOI)
    Available from: 2017-01-12 Created: 2017-01-12 Last updated: 2017-11-29Bibliographically approved
    2. Gutter Talk: Co-Constructing Narratives Using Comics in the Classroom
    Open this publication in new window or tab >>Gutter Talk: Co-Constructing Narratives Using Comics in the Classroom
    2019 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, no 6, p. 819-838Article in journal (Refereed) Published
    Abstract [en]

    This article combines theory on comics, narrative, and discursive psychology and analyses how the gutter is co-constructed for storytelling in classroom interaction. Closure of the gutter has previously been treated as a cognitive aspect. Here, interactional video data are analysed, with participants organizing ten separate comic panels. The analysis focuses on participants’ talk about the gutter, and how this constructs social actions. The results show how participants co-construct the gutter as meaningful space, hereby organizing time, actions, and events in narratives. The paper evinces that gutters are co-constructed as too narrow or too broad, relating chronologically and logically to surrounding panels. This contributes to sociocultural perspectives on literacy and use of comics for engaging with narratives in classroom practice.

    Place, publisher, year, edition, pages
    Routledge, 2019
    Keywords
    Classroom studies, Comic Books, Comics, Discursive Psychology, Education, Literacy, Multimodality, Narrative theory, Diskursiv psykologi, Klassrumsstudier, Litteracitet, Multimodalitet, Serietidningar
    National Category
    Pedagogical Work
    Identifiers
    urn:nbn:se:liu:diva-147607 (URN)10.1080/00313831.2018.1452290 (DOI)000479216200001 ()2-s2.0-85045421306 (Scopus ID)
    Projects
    Framing Education: Doings Comics Literacy in the Classroom
    Available from: 2018-04-26 Created: 2018-04-26 Last updated: 2019-08-26Bibliographically approved
  • 556.
    Wallner, Lars
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Gutter Talk: Co-Constructing Narratives Using Comics in the Classroom2019In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, no 6, p. 819-838Article in journal (Refereed)
    Abstract [en]

    This article combines theory on comics, narrative, and discursive psychology and analyses how the gutter is co-constructed for storytelling in classroom interaction. Closure of the gutter has previously been treated as a cognitive aspect. Here, interactional video data are analysed, with participants organizing ten separate comic panels. The analysis focuses on participants’ talk about the gutter, and how this constructs social actions. The results show how participants co-construct the gutter as meaningful space, hereby organizing time, actions, and events in narratives. The paper evinces that gutters are co-constructed as too narrow or too broad, relating chronologically and logically to surrounding panels. This contributes to sociocultural perspectives on literacy and use of comics for engaging with narratives in classroom practice.

  • 557.
    Wallner, Lars
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Speak of the bubble - constructing comic book bubbles as literary devices in a primary school classroom2016In: Journal of Graphic Novels and Comics, ISSN 2150-4857, E-ISSN 2150-4865Article in journal (Refereed)
    Abstract [en]

    This article investigates teachers’ and pupils’ use of speech and thought bubbles in a classroom literacy project involving comics. Through studying video data on naturally occurring classroom interaction whereby participants in Grade 3 (ages 9–10) talk about bubbles, the aim of this article is to increase knowledge of how bubbles are constructed as devices of literacy. The analysis focuses on the action-oriented aspects of discursive psychology: emphasis, word repetition, uptake and the use of signs, symbols, and text in the comics. Results show how participants negotiate combinations of shapes, symbols and text to construct common knowledge concerning bubbles. Furthermore, teachers use pupils’ drawn bubbles, adding to them a variety of multimodal expressions, thereby illustrating how narrative focalization and character prosody are constructed in the reading of comics. The study of how bubbles are constructed contributes to a larger theme of studying classroom instruction using comics as resources for doing literacy.

  • 558.
    Weatherall, Ann
    et al.
    Victoria University of Wellington, New Zealand.
    Danby, Susan
    Queensland University of Technology, Australia.
    Osvaldsson, Karin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Cromdal, Jakob
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Emmison, Michael
    University of Queensland, Australia.
    Pranking in children's helpline calls2016In: Australian Journal of Linguistics, ISSN 0726-8602, E-ISSN 1469-2996, Vol. 36, no 2, p. 224-238Article in journal (Refereed)
    Abstract [en]

    Pranking can be understood as challenging a normative social order. One environment where pranking occurs is in institutional interaction. The present study examines a sample of pranking calls to telephone helplines for children and young people. Some cases had been posted on YouTube by the person doing the pranking; others were from a subcollection of possible pranks, extracted from a larger corpus of Australian children’s counselling helpline calls. Drawing on ethnomethodology and conversation analysis we aim to understand the inferential and sequential resources involved in pranking within telephone-mediated counselling services for children and youth. Our analysis shows pranksters know the norms of counselling helplines by their practices employed for subverting them. YouTube pranksters exploit next turns of talk to retrospectively cast what the counsellor has just said as a possible challenge to the perception of the call as anormal counselling one. One practice evident in both sources was the setting up of provocative traps to break a linguistic taboo. This detailed study of pranking in interaction provides documentary evidence of its idiosyncratic yet patterned local accomplishment in telephone-mediated counselling services aimed at children and youth.

  • 559.
    Wedin, Ann-Sofi
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Hultman, Glenn
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Schoultz, Jan
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Influens och konsistens: Om vad som påverkar handledningen under den verksamhetsförlagda perioden inom lärarutbildningen2012In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 17, no 1-2, p. 81-98Article in journal (Refereed)
  • 560.
    Wessbo, Simon
    et al.
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Educational Sciences.
    Rahm, Lina
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Forsell, Johan
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Martín-Bylund, Anna
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Vestergren, Sara
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Open issue2017In: Confero: Essays on Education, Philosophy and Politics, ISSN 2001-4562, Vol. 5, no 1, p. 5-10Article in journal (Other academic)
    Abstract [en]

    This open issue of Confero presents four essays that all relate to questions of education and power. Laila Nielsen and Ralph Leighton compare how conditions of citizenship regarding ethnicity, gender, and social class are understood, based on interviews with teachers and students in upper secondary schools in England and Sweden. The second essay is written by Rasoul Nejadmehr who gives a thorough account of the "scientific education" as the dominant educational paradigm of the present. Through a historical analysis, Nejadmehr shows how this paradigm is deeply embedded with racial, colonial, and Eurocentric biases. The third essay by Marcus Samuelsson analyzes offical and unofficial inspections of the classroom that takes place when authorities conduct audits, but also when pupils post videos on social media. In the fourth essay of this issue, Tomas Wedin discusses changes in the Swedish school during the period of 1946-2000. 

  • 561.
    Åström, Maria
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Betyg och bedömning i NO2012In: Betyg i teori och praktik: ämnesdidaktiska perspektiv på bedömning i grundskola och gymnasium / [ed] Nordgren, Kenneth, Odenstad, Christina och Samuelsson, Johan, Malmö: Gleerups Utbildning AB, 2012, 2, p. 131-140Chapter in book (Other (popular science, discussion, etc.))
  • 562.
    Ødegaard, Marianne
    et al.
    Naturfagsenteret, Oslo universitet, Norge.
    Möller Andersen, Hanne
    Aarhus universitet, Danmark.
    Schoultz, Jan
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Arts and Sciences.
    Hultman, Glenn
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Arts and Sciences.
    Lund Nielsen, Birgitte
    Aarhus universitet, Danmark.
    Löfgren, Ragnhild
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Mork, Sonja M
    Naturfagsebteret, Oslo universitet, Norge.
    Explora: Koding av elevers og læreres samtaler ved praktisk arbeid i skandinaviske klasserom2011Report (Other academic)
    Abstract [no]

    Vi håper at dette heftet kan inspirere og at kodeskjemaet (i vedlegget) kan fungere som et redskap til å observere og analysere klasseromsinteraksjoner, enten man skal analysere videoopptak eller sitte og observere i klasserom. Explora er et ekte skandinavisk samarbeidsprosjekt som har kommet i stand takket være økonomisk støtte fra Nordisk samarbeidsnemnd for humanistisk og samfunnsvitenskapelig forskning (HS-NOS). Tusen takk!

    Jan, Glenn og Ragnhild fra Linköpings universitet, Hanne og Birgitte fra Aarhus Dniversitet og Sonja og Marianne fra Dniversitetet i Oslo har mottes til eksplorerende workshops i Sverige, Danmark og Norge og jobbet fram dette produktet som du na holder i handa. Til dette arbeidet har vi fatt hjelp og go de råd fra bl.a. Lasse Bjørklund, Kirsti Klette, Nina Arnesen og Berit Haug. Tusen takk!

    Pa workshopene observerte vi klasseromsvideoer fra hverandres land, kodet, diskuterte og utvekslet erfaringer. Mange naturfaglige utfprdringer er samtalet om i vennlige omgivelser, og ikke minst har vi fatt økt innsikt i likheter og forskjeller i de skandinaviske naturfags-klasserom.

    For a fremheve det skandinaviske samarbeidet har vi valgt å skrive pa alle tre språk. Noen avsnitt er skrevet pa svensk, noen på dansk og noen på norsk. Ulike eksempler på bruk av kodeskjemaet er også presentert på ulike mater for å understreke variasjon og fleksibilitet.

    Vi anbefaler flere å prøve skandinavisk samspill!

    Marianne Ødegaard

  • 563.
    Sultan, Ulrika (Contributor)
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Svenningsson, Maria (Curator)
    Linköping University, University Library.
    Igelström, Peter (Curator)
    Linköping University, University Library.
    Wiberg, Marie (Curator)
    Linköping University, University Library.
    Lindgren, Ulf (Contributor)
    Linköping University, University Library.
    Tjejer och teknik2019Artistic output (Unrefereed)
    Abstract [sv]

    Studier visar att intresset för teknikämnet i skolan sjunker dramatiskt bland flickor mellan årskurs 5 och årskurs 8. Är det verkligen så att flickor tappar allt intresse för teknik eller visar siffrorna på något annat? Ulrika Sultan, doktorand i teknikens didaktik vid Institutionen för samhälls- och välfärdsstudier vid Linköpings universitet, menar att flickor ÄR intresserade av teknik och GÖR teknik hela tiden, men att de inte definierar det de gör som teknik.

    Arbetsgivarorganisationen Teknikföretagen lyfter fram att för att Sverige ska kunna behålla sin position i framkant när det gäller industriell utveckling och innovation behövs en breddad rekrytering till tekniska yrken.

    Utställningen tar med besökaren till miljöer där kvinnor, flickor och tjejer i olika åldrar rör sig i teknikens värld. Här lyfts kvinnliga förebilder fram, eldsjälar och föreningar som jobbar för att stärka tjejers tekniska självförtroende.

    Utställningsperiod 30/8-19/12 2019

9101112 551 - 563 of 563
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