Dalarna University's logo and link to the university's website

du.sePublications
Change search
Refine search result
352353354355356357358 17701 - 17750 of 25781
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 17701.
    Olson, Maria
    Dalarna University, School of Teacher Education, Educational Work. Stockholms universitet.
    Lära och lärande i Svenska kyrkan2019Other (Other (popular science, discussion, etc.))
  • 17702.
    Olson, Maria
    Högskolan i Skövde, Institutionen för kommunikation och information; Stockholms universitet, Institutionen för utbildningsvetenskap med inriktning mot humaniora och samhällsvetenskap.
    Swedish Education Policy on Active Citizenship: Fulfilment of self2010In: Lifelong Learning and Active Citizenship: Proceedings of the twelfth Conference of the Children´s Identity and Citizenship in Europe Academic Network / [ed] Cunningham, Peter & Fretwell, Nathan, London: CiCe , 2010, p. 297-305Conference paper (Refereed)
    Abstract [en]

    'Active citizenship' is a concept currently used in the supranational educational policy of the European Union. While alluding to a potential to promote democracy and human rights this policy seems to be increasingly influenced by neo liberal tendencies. In this article Swedish education policy is taken as a case in order to highlight how the concept of active citizenship education is handled in this ‘local’ national policy setting in Europe. It is argued that Swedish education policy on citizenship is marked out by a neo liberal orientation as regards the depiction of citizenship, where the envisioned ‘active’ citizen can be described as one marked out by a consuming attitude for self-making. To this end, Sweden appears to respond to supranational EU demands quite well as regards its education policy on citizenship. Nevertheless the 'neo' in Swedish education policy on citizenship is unsatisfactory, I argue, as it tends to gloss over important notions of citizenship and citizenship education necessary to consider in our times.

  • 17703.
    Olson, Maria
    Linköpings universitet, Utbildningsvetenskap / Linköpings universitet, Institutionen för beteendevetenskap och lärande.
    Textanalys - ett sätt att bygga ett innehållsligt fält för Homo Democraticus?2001In: Samhällets diskurser [Discourses of Society], 2001, 2001Conference paper (Refereed)
    Abstract [en]

    Aiming to study societal discourses, we need adequate methodological tools. That is analytical ways of seeing and doing in order to clarify the task of scientific interest. One way of doing this is to study the field of education, more precisely, national schools´ assignments to bring up democratic citizens. In this paper I suggest some methodological ways of seeing and doing, in order to bring about such studies.

  • 17704.
    Olson, Maria
    Högskolan i Skövde, Institutionen för kommunikation och information; Stockholms universitet, Institutionen för utbildningsvetenskap med inriktning mot humaniora och samhällsvetenskap.
    The European 'We': From Citizenship Policy to the Role of Education2012In: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, Vol. 31, no 1, p. 77-89Article in journal (Refereed)
    Abstract [en]

    This article sheds light on the European Union's policy on citizenship; on the collective dimension of this policy, its 'we'. It is argued that the inclusive, identity-constituting forces prominent in EU policy on European citizenship serve as a basis for the exclusion of people, which is illustrated by the recent expulsion of Romani from France. Based on a reading of Derrida, the twofold aim of this article is to reformulate the concept of a European citizenship 'we' and secondly, to outline some implications of this reframing as concerns the role of education in the formation of citizens.

  • 17705.
    Olson, Maria
    Linköpings universitet, Utbildningsvetenskap / Linköpings universitet, Institutionen för beteendevetenskap och lärande.
    The 'freedom of choice challenge' on equivalence - and the Swedish schools' assignment to bring up democratic citizens2005In: A Nordic Dimension in Education and Research - Myth or Reality?, 2005Conference paper (Refereed)
    Abstract [en]

    Among the different meanings of equivalence in Swedish Education policy in the 1990ies, one can be related to the concept of -freedom of choice-. Even though this relation doesn't contribute to a replacement of the historically more unambiguous meaning of equivalence, it coexists with it and represents a constant tension to it. This tension can be described in terms of a -freedom of choice challenge- on equivalence. In this text I aim to highlight this tension in relation to the Swedish schools-assignment to bring up democratic citizens in the early 1990ies. The question I try to answer is how can the freedom of choice challenge be considered to stand out in the political understanding of the schools- up bringing of democratic citizens in Sweden in the early 1990ies? I take my point of departure in some nationally encompassing Education policy texts.

  • 17706.
    Olson, Maria
    Stockholms universitet, Centrum för de humanistiska ämnenas didaktik (CeHum).
    To Be or not to Be a (properly educated) Citizen: comments on the ICCS 2009 study2012In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 21, no 1, p. 17-27Article in journal (Refereed)
    Download full text (pdf)
    fulltext
  • 17707.
    Olson, Maria
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Stockholms universitet, Högskolan i Skövde.
    Ungas medborgerliga engagemang i samhällsundervisningen2015In: Kontroversiella frågor: om kunskap och politik i samhällsundervisningen / [ed] C Ljunggren, T Englund & I Unemar Östh, Malmö: Gleerups Utbildning AB, 2015, 1, p. 169-186Chapter in book (Other academic)
    Abstract [sv]

    Kapitlet handlar om ungas medborgerliga engagemang i samhällsundervisningen i skolan. Mera precist handlar det om hur de unga själva tolkar och förstår detta engagemang - beroende på vilka frågor som de möter innanför och utanför klassrummet. Syftet är att lyfta fram lärarens roll i samhällsundervisningen; betydelsen av att hon eller hand reser olika slags frågor om medborgerligt engagemang. Eftersom de olika svar och reaktioner som dessa frågor ger både bär spår av och spårar vår samtid och vår framtid som medborgare i samhället.

  • 17708.
    Olson, Maria
    Högskolan i Skövde, Institutionen för kommunikation och information.
    Utbildning & Demokrati: Tidskrift för didaktik och utbildningspolitik2012Collection (editor) (Refereed)
  • 17709.
    Olson, Maria
    Högskolan i Skövde.
    Utbildning & Lärande 2010:1: Tema: Nya textvärldar i vår tid2010Collection (editor) (Refereed)
    Download full text (pdf)
    fulltext
  • 17710.
    Olson, Maria
    Högskolan i Skövde.
    Utbildning & Lärande 2011:1: Tema: Att bilda lärare i digital kompetens2011Collection (editor) (Refereed)
    Download full text (pdf)
    fulltext
  • 17711.
    Olson, Maria
    Högskolan i Skövde.
    Utbildning & Lärande 2012:1: Tema: Utmaningar och perspektiv på verksamhetsförlagt lärande2012Collection (editor) (Refereed)
    Download full text (pdf)
    fulltext
  • 17712.
    Olson, Maria
    Högskolan i Skövde.
    Utbildning & Lärande 2012:2: Tema: Ett vidgat perspektiv på ämnesdidaktik2012Collection (editor) (Refereed)
    Download full text (pdf)
    fulltext
  • 17713.
    Olson, Maria
    Högskolan i Skövde.
    Utbildning & Lärande 2013:1: Tema: Perspektiv på gymnasial yrkesutbildning2013Collection (editor) (Refereed)
    Download full text (pdf)
    fulltext
  • 17714.
    Olson, Maria
    Linköpings universitet, Institutionen för beteendevetenskap och lärande / Linköpings universitet, Utbildningsvetenskap.
    Vilka medborgare skulle skolan fostra då? Och nu? Från medborgarfostran för politisk förändring till medborgarfostran för ekonomisk anpassning?2004In: Skolans moraliska och demokratiska praktik: Värdepedagogiska texter 1 / [ed] Colnerud, Gunnel, Linköping: Linköpings universitet , 2004, p. 121-141Chapter in book (Other (popular science, discussion, etc.))
    Abstract [en]

    In this text I investigate how the teachers´and Swedish schools´ assignment to bring up citizens is described in two different times when Democracy is found to be in crisis in Sweden; the 1940ies and the 1990ies. This is done be reading some steering documents for Swedish education. The purpose of this text is to contribute to further reflection for teachers, teacher students and other interested upon questions of the the role and prevalent assignment of Swedish compulsory schools to bring up democratic citizens.

  • 17715.
    Olson, Maria
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Stockholms universitet, Högskolan i Skövde.
    Vilken roll spelar rösten?: Förvaltandet av röster från barn och unga i för/skolan som inflytandets måttstock2015In: Barns och ungas röster i utbildning: Delaktighetens komplexitet i förskola och skola, 2015Conference paper (Refereed)
  • 17716.
    Olson, Maria
    Stockholms universitet, Centrum för de humanistiska ämnenas didaktik (CeHum); Högskolan i Skövde, Institutionen för kommunikation och information.
    What Counts as Young People's Civic Engagement in Times of Accountability?: On the Importance of Maintaining Openness about Young People's Civic Engagement in Education2012In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 21, no 1, p. 29-55Article in journal (Refereed)
    Abstract [en]

    One aspect of the ICCS study's measurement of young people's citizen competence is 'civic engagement'. In this article it is argued that even though the study's assessment captures important aspects of young people's civic engagement, too strong educational reliance on it may contribute to meagreness in the educaitonal assignment to see to an engaged citizenry. By providing deeper insight into the ICCS study's assessment rationale, and by presenting qualitatively derived examples of young people's civic engagement, it is suggested that in order to see to fruitful ways of approaching the educational task of providing for young people's civic engagement, we need to maintain openness to different depictions of civic engagement. Among them those that matter as such for the young people themselves in and through the social and material practices they take part in.

    Download full text (pdf)
    fulltext
  • 17717.
    Olson, Maria
    et al.
    Stockholms universitet, Centrum för de humanistiska ämnenas didaktik (CeHum).
    Andersson, Erik
    Högskolan i Skövde.
    Om att mäta och värdera ungdomars demokratiska medborgarkompetens2012Other (Other (popular science, discussion, etc.))
  • 17718.
    Olson, Maria
    et al.
    Stockholms universitet, Centrum för de humanistiska ämnenas didaktik (CeHum); Högskolan i Skövde, Institutionen för hälsa och lärande.
    Andersson, Erik
    University of Skövde.
    Political participation as public pedagogy: The Educational Situation in Young People´s Political Conversations in Social Media2014In: Journal of Social Science Education, E-ISSN 1618-5293, Vol. 13, no 4, p. 115-126Article in journal (Refereed)
    Abstract [en]

    In this article we argue that young people’s political participation in the social media can be considered ‘public pedagogy’. The argument builds on a previous empirical analysis of a Swedish net community called Black Heart. Theoretically, the article is based on a particular notion of public pedagogy, education and Hannah Arendt’s expressive agonism. The political participation that takes place in the net community builds up an educational situation that involves central characteristics: communication, community building, a strong content focus and content production, argumentation and rule following. These characteristics pave the way for young people’s public voicing, experiencing, preferences and political interests that guide their everyday political life and learning – a phenomenon that we understand as a form of public pedagogy. 

    Download full text (pdf)
    fulltext
  • 17719.
    Olson, Maria
    et al.
    Dalarna University, School of Teacher Education, Educational Work. Stockholms universitet.
    Blennow, Katarina
    Lunds universitet.
    Students’ narrative action in social science teaching in Swedish upper secondary schools – a call for increased attention to students’ storytelling as conditions for the renewal of society and of social science teaching2023In: NOFA9, Education, knowledge and Bildung in a global world: Book of abstracts / [ed] Åbo Akademi University, Vaasa: Åbo Akademi University , 2023, p. 101-Conference paper (Refereed)
    Abstract [en]

    Taking on a narrative analysis of social studies teaching carried out in Swedish upper secondary schools (Blennow & Olson, in press), the aim of the presentation is revealed: to stress the need to pay (increased) attention to the contextual and situated limits and openings of the conceivable repertoire of legitimate stories of social studies in the Swedish context and its related research. In focusing on students' unique situated and collective interweaving of their 'own' experiences with established cultural and political knowledge repertoires, we wish to make a case for the potential involved in this storytelling: a renewal of society and of students’ ways of acting and being in society. If meagre attention is provided to this interweaving, we argue that there is a danger that this renewal of society as well as of social studies education will get lost, or at least disturbed, in an undesirable way. The narrative analysis on which the presentation is based was based on is a) field notes from classroom observations of every social science lesson for approximately six weeks in each class, in a medium-sized city in southern Sweden, and b) 36 transcribed interviews with social studies teachers and students. The theoretical-analytical grid in the analysis was the sociologist Czarniawska’s (2004) narrative theory, where the students’ storytelling attempts at sense making and action in encounters with the subject matter content was approached in terms of emplotments. In the analysis, Frank's (2015) ethnographic advice, to be widely inclusive at this stage, ‘cultivating reflexive uncertainty about which stories will eventually be most useful’ (2015, p. 39), was followed. Through the analysis, the 'repertoire of legitimate stories' about society in social studies teaching and students' attempts at sense making and action through their own social studies storytelling was rendered visible. The analysis rendered visible to what extent and in what ways the students insert cultural narratives into the subject matter teaching repertoire through their own subject storytelling. Out of the analysis, the transformational potential of these encounters, i.e., the emplotments, concerning society and students' ways of acting and being in society. Furthermore, it indicates the limits and openings of social studies teaching itself as a matter of predetermined ‘truth telling’, that is, as already-established socio-political knowledge repertoires. 

  • 17720.
    Olson, Maria
    et al.
    Högskolan i Skövde, Institutionen för hälsa och lärande; Stockholms universitet, Centrum för de humanistiska ämnenas didaktik (CeHum).
    Dahlstedt, Magnus
    Linköping University.
    Citizenship formation for a new millennium in Sweden: a prognosis of our time2014In: The Journal for Critical Education Policy Studies, ISSN 2051-0969, E-ISSN 1740-2743, Vol. 12, no 2, p. 200-224Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to forecast the present situation of citizenship formation in the field of Swedish education. In highlighting trends and tendencies in the educational assignment to provide for democratic citizenship in the first decade of the 21st century, which can be characterised as lacking collective visions for change, three depictions of citizenship are prevailing: citizenship formation for deliberation, for entrepreneurship and for therapeutic intervention. These depictions are analysed in terms of the direction for action taking and attention that they stress and produce as concerns citizenship in the making. The first one, citizenship formation for deliberation, stresses an inward-looking and inward-feeling citizenship. The second one, citizenship formation for entrepreneurship, stresses an inward-looking and outward-making citizenship, and the third one, citizenship formation for therapeutic intervention, stresses an inward-looking and outward-making citizenship. Taking on this forecast, which actualises democracy as something that is already achieved as a consequence of an assumedly post political situation, we argue that citizenship as well as society itself risks being pictured as apolitical and democratically “saturated.” This situation is hazardous, we argue, as it does not open up for change to come into question as desirable or even possible. Put differently, it leaves us with the notion that things have to be as they are, as we are living in the best of worlds. 

    Download full text (pdf)
    fulltext
  • 17721.
    Olson, Maria
    et al.
    Stockholms universitet, Centrum för de humanistiska ämnenas didaktik (CeHum); Högskolan i Skövde, Institutionen för hälsa och lärande.
    Dahlstedt, Magnus
    Linköping University.
    Medborgarskapande för ett nytt millennium: utbildning och medborgarfostran i 2000-talets Sverige.2014In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 23, no 2, p. 7-25Article in journal (Refereed)
    Abstract [sv]

    Citizenship in the making for a new millenium – education and citizen formation in 21st century Sweden. The aim of this article is to analyse citizenship formation in Swedish education. In highlighting trends regarding the assignment of the educational system to provide for democratic citizenship there are certain depictions of citizenship prevail- ing. The first stresses an inward-looking and inward-feeling citizenship, characterizing the citizen as deliberative and emotional. The second stresses an inward-looking and outward-making citizenship, characterizing the citizen as entrepreneurial and willing. Here, democracy is portrayed as already achieved. This, we argue, is hazardous as society risk being pictured as apolitical and democratically ‘saturated’. This situation does not open up for democratic change to come into question as desirable or even possible. Put differently, it leaves us with the notion that things have to be as they are, as we are living in the best of worlds.

    Download full text (pdf)
    fulltext
  • 17722.
    Olson, Maria
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Stockholms universitet, Högskolan i Skövde.
    Dahlstedt, Magnus
    Linköpings universitet.
    Fejes, Andreas
    Linköpings universitet.
    Sandberg, Fredrik
    Lunds universitet.
    The formation of the willing citizen: Tracing reactive nihilism in late capitalist adult education2018In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 50, no 1, p. 95-103Article in journal (Refereed)
    Abstract [en]

    The role of education in citizen training has been well mapped out in youth education. What has been less studied is how this role comes into being in adult education. By providing illustrative empirical examples from a recently completed study of adult students enrolled in adult education, this article aims to offer a theoretical response to the question of the role of adult education in adult student citizen subjectivity formation. Taking on Diken’s concept of ‘reactive nihilism’, we wish to make the following arguments. First,that citizen formation in adult education, when students are asked about it, is actualised as processes of re(dis)covery of will in order to be(come) a successful and happy citizen in society. Secondly, that these processes point towards a role of adult education as one where these formation processes work in tandem with those of the reactive nihilists. This means that the citizen formation processes made possible in this educational site are those marked out by the desire to mobilise one’s will formation so that it adapts to the prevailing societal situation—that of late capitalism, which is a situation not considered by the adult students as possible to change.

  • 17723.
    Olson, Maria
    et al.
    Stockholms universitet, Centrum för de humanistiska ämnenas didaktik (CeHum).
    Edling, Silvia
    Uppsala universitet.
    Liljestrand, Johan
    Högskolan i Gävle.
    Demokrati i aktuell svensk lärarutbildning och skola2012In: Demokrati og laererbevissthet, 2012Conference paper (Other academic)
  • 17724.
    Olson, Maria
    et al.
    Stockholms universitet, Centrum för de humanistiska ämnenas didaktik (CeHum).
    Edling, Silvia
    Uppsala universitet.
    Liljestrand, Johan
    Högskolan i Gävle.
    Demokratiperspektiver i svensk laererutdanning: ”tre om svensk lärarutbildning”.2013Report (Other academic)
  • 17725.
    Olson, Maria
    et al.
    Stockholms universitet, Centrum för de humanistiska ämnenas didaktik (CeHum); Högskolan i Skövde, Institutionen för kommunikation och information.
    Edling, Silvia
    Uppsala universitet.
    Liljestrand, Johan
    Högskolan i Gävle.
    Andersson, Erik
    Högskolan i Skövde.
    Är du mätbar nog, lilla vän?: Mätbarhetskultur, ICCS 2009 och ungdomars medborgarkompetens2012In: Skola och Samhälle, ISSN 2001-6727Article in journal (Other (popular science, discussion, etc.))
  • 17726.
    Olson, Maria
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Fejes, Andreas
    Dahlstedt, Magnus
    Nicoll, Katherine
    Citizenship discourses: production and curriculum2015In: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346, Vol. 36, no 7, p. 1036-1053Article in journal (Refereed)
    Abstract [en]

    This paper explores citizenship discourses empirically through upper secondary school student’s understandings, as these emerge in and through their everyday experiences. Drawing on a post-structuralist theorisation inspired by the work of Michel Foucault, a discourse analysis of data from interviews with students is carried out. This analysis characterises three discourses of the active citizen – a knowledgeable citizen, a responsive and holistic citizen, and a self-responsible ‘free’ citizen. The analysis raises questions over the implications of contemporary efforts for the intensification of standardising forces through citizenship education. It also stresses the notion that engaging students actively does always also involve discourses other than those stressed through the curriculum, which nurtures the body and nerve of democracy itself.

  • 17727.
    Olson, Maria
    et al.
    Stockholm University, Sweden.
    Fejes, Andreas
    Linköpings universitet, Pedagogik och vuxnas lärande.
    Dahlstedt, Magnus
    Linköpings universitet, REMESO - Institutet för forskning om Migration, Etnicitet och Samhälle.
    Nicoll, Katherine
    University of Stirling, Scotland, UK.
    Citizenship production beyond the curriculum2013Conference paper (Other academic)
  • 17728.
    Olson, Maria
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Fejes, Andreas
    Linköpings universitet.
    Dahlstedt, Magnus
    Linköpings universitet.
    Sandberg, Fredrik
    Linköpings universitet.
    Rahm, Lina
    Linköpings universitet.
    The last exodus? Discourses on the production of citizens in adult education2015In: Symposium: Citizenship in the making – Adult and popular education as bunkers of failures, computers and recognition, 2015Conference paper (Refereed)
  • 17729.
    Olson, Maria
    et al.
    Högskolan i Skövde, Institutionen för kommunikation och information.
    Fernandez, Christian
    Lund University.
    Education as a Citizen right of Being and/or Becoming?: Shortcomings and Potentials in Liberal Education2011Conference paper (Refereed)
  • 17730.
    Olson, Maria
    et al.
    Stockholms universitet, Centrum för de humanistiska ämnenas didaktik (CeHum); Högskolan i Skövde, Institutionen för hälsa och lärande.
    Gamalielsson, Jonas
    Gustavsson, Susanne
    Lundell, Björn
    Addressing Democratic and Didactic Implications of Different Technological Offerings in Compulsory School Teaching Practices2014In: NGL 2014. Next Generation Learning Conference: Conference Summary / [ed] Erik Brunnert Walfridsson, Falun: Högskolan i Dalarna , 2014, p. 52-62Conference paper (Refereed)
    Abstract [en]

    This paper draws from a multidisciplinary research study that aims to identify and analyse democratic and didactic implica- tions of different technological offerings in compulsory school teaching practices. The research study also aims to develop strate- gies to promote learning through open knowledge processes in Swedish educa- tional contexts. The overarching goal of our research is to contribute to systematic and in-depth knowledge of specific, educa- tion-related challenges in one of today’s most important ongoing changes in schools, the implementation of IT. In this paper we report on the current state of practice concerning the use of technologi- cal offerings in school and its democratic and didactic implications to the aim of elaborating on pedagogical and technolog- ical challenges in the context of compulsory school. 

  • 17731.
    Olson, Maria
    et al.
    Högskolan i Skövde, Institutionen för kommunikation och information.
    Gustafsson, GerdHögskolan i Skövde, Institutionen för kommunikation och information.
    Nya textvärldar i vår tid2010Collection (editor) (Refereed)
    Download full text (pdf)
    FULLTEXT01
  • 17732.
    Olson, Maria
    et al.
    Högskolan i Skövde, Institutionen för kommunikation och information.
    Gustavsson, SusanneHögskolan i Skövde, Institutionen för kommunikation och information.
    Tema: att bilda lärare i digital kompetens2011Collection (editor) (Refereed)
    Download full text (pdf)
    FULLTEXT01
  • 17733.
    Olson, Maria
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Stockholms universitet, Högskolan i Skövde.
    Irisdotter Aldenmyr, Sara
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Avslutning2016In: SO-undervisning på mellanstadiet: Forskning och praktik / [ed] Maria Olson & Sara Irisdotter Aldenmyr, Malmö: Gleerups Utbildning AB, 2016, p. 161-163Chapter in book (Other academic)
  • 17734.
    Olson, Maria
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Stockholms universitet, Högskolan i Skövde.
    Irisdotter Aldenmyr, Sara
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Inledning: Samhällsorienterande ämnen för mellanåren2016In: SO-undervisning på mellanstadiet: Forskning och praktik / [ed] Maria Olson & Sara Irisdotter Aldenmyr, Malmö: Gleerups Utbildning AB, 2016, 1, p. 7-12Chapter in book (Other academic)
  • 17735.
    Olson, Maria
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Stockholms universitet, Högskolan i Skövde.
    Irisdotter Aldenmyr, SaraDalarna University, School of Education, Health and Social Studies, Educational Work.
    SO-undervisning på mellanstadiet: Forskning och praktik2016Collection (editor) (Other academic)
  • 17736.
    Olson, Maria
    et al.
    Högskolan i Skövde, Institutionen för kommunikation och information; Stockholms universitet, Centrum för de humanistiska ämnenas didaktik (CeHum).
    Irisdotter Aldenmyr, Sara
    Stockholms universitet, Humanistiska fakulteten, Centrum för de humanistiska ämnenas didaktik (CeHum).
    “Thera-Teachers” And “Not-Yets”: Implications Of The Current Trend Of Therapeutic Education?2012Conference paper (Refereed)
  • 17737.
    Olson, Maria
    et al.
    Dalarna University, School of Teacher Education, Educational Work. Stockholm University.
    Mathé, Nora Elise HesbyUniversitetet i Oslo.
    Eleven som subjekt i samfunnsfagene og samfunnsfagenes potensial i elevers liv2023Collection (editor) (Other academic)
    Abstract [en]

    Social studies in school in the Nordic countries consist of several subjects (social science, history, geography, and religious education), which together and apart are aimed at helping children and young people to participate in society in various arenas and ways, for example through work, culture and politics. But the school subjects also address students’ own lives and their Bildung. In sum, these processes concern the potential of social studies in terms of facilitating students’ opportunities to ‘be’ and to ‘act’ in the world. This special issue focuses on this being and acting, in and outside of school, related to social studies and takes inspiration from the political philosopher Hannah Arendt (2004, 2013). Arendt was concerned with the significance of the situated and experiential for a rich and qualified understanding of the world and society, which highlights the importance of the very process through which the students as unique beings give rise to their own unique understanding and formation of the world and society through social studies teaching and learning (Persson & Olson, n.d.).

    Our goal with this special issue is to help gather and systematize ongoing social studies research in the Nordic countries based on various theoretical, empirical and methodological frameworks with a focus on the student as a subject. In this way, we want to contribute to advancing the social studies didactic field of knowledge in a way that facilitates continued Nordic knowledge accumulation and dialogue in the field.

    Research in the Nordic context has pointed to the need for more insight into how students’ role as citizens comes through in the social studies classroom, how teachers relate the subject matter to student perspectives, and how various activities in social studies can contribute to student engagement, responsibility, historical and value-based understanding and the different ways in which these processes can matter in students’ lives in and outside of school (Björklund & Sandahl, 2020; Blanck & Lödén, 2017; Blennow, 2019; Børhaug, 2017; Christensen, 2011; Deldén & Törnegren, 2020; Dessen Jankell & Örbring, 2020; Edling, Sharp, Löfström, & Ammert, 2020; Ledman, 2019; Mathé, 2018; Olson 2020; Persson & Thorp, 2017; Sandahl, 2015; Sandahl & Olson, n.d.; Solhaug, 2021; Tväråna, 2019).

    Possible topics may include, but are not limited to:

    Focus on students’ lifeworld in the subject teachingTeacher and student perspectives on the significance of the social studies for the students’ role as citizensLinks between the social studies and students’ leisure timeStudents’ opportunities to challenge/influence teaching and the subjectsSubject didactic theory and method development related to the students as subjects in the social studiesTeacher, student and disciplinary perspectives on the role and function of social studiesThis special issue focuses on the importance of opening up to and strengthening students’ expanded opportunities to take a place in the world and society as independent, unique beings through the social studies subjects in school. Of clear relevance here is also the question of how the students bring with them academic and value-based perspectives, knowledge and skills into their lives in and outside of school.

    We hereby invite contributions that focus on the relationship and potential tensions between social studies and the students’ lifeworld. By drawing attention to this, our hope is to contribute with knowledge about the potential of social studies in students’ expansion of opportunities to ‘be’ and ‘act’ in the world.

    We invite contributions in Scandinavian languages or in English. If their abstract is accepted, authors should be prepared to act as peer reviewers together with external peer reviewers for another article submitted to the special issue.

    About the editors

    The editors of the special issue are Professor Maria Olson (Stockholm University and Dalarna University) and Associate Professor Nora E. H. Mathé (University of Oslo and member of the Acta Didactica Norden's editorial team).

  • 17738.
    Olson, Maria
    et al.
    Dalarna University, School of Teacher Education, Educational Work. Stockholms universitet.
    Mathé, Nora Elise Hesby
    Universitetet i Oslo.
    The student as the subject in social studies and the potential of social studies in students’ lives2023In: Acta Didactica Norden, E-ISSN 2535-8219, Vol. 17, no 2, p. 1-12, article id 0Article in journal (Other academic)
    Abstract [en]

    Social studies education in schools in the Nordic context consists of four subject areas: social science, history, geography 1 and religious education. Which of these subject areas are included in the mandatory social studies subjects varies between the Nordic countries. Each of these subject areas, and all of them together, are aimed at offering children and young people space for subject specific growth of different kinds. Social studies address a historically established group of school subjects in the Nordic educational context that can provide students ground for being and acting with other people, in society and in the world. This special issue of Acta Didactica Norden focuses on the potential of social studies to offer such possibilities, in and outside of school. Inspired by the political philosopher Hannah Arendt (2006, 2018), it addresses a specific encounter – that between the student(s) and the social studies subjects in school. Arendt was concerned with the significance of the situated and the experiential for a rich and qualified understanding of the world and society. This concern addresses the potential of social studies to offer a rich understanding of work, culture and the political, the three realms that she pointed out as key for being and acting in the world (2018). Arendt’s concerns are further linked with the importance of gaining insight into the processes, content and aims of any educational situation, from the point of view of students’ possibility for growth, as well as from the point of view of the teachers’ ways of (re)presenting the ‘old world’ to them (2006). Taking on these Arendtian concerns, the special issue highlights the social studies subjects, their teaching and related research. We aim to discern and point out central themes, conditions and concerns related to the question of what kinds of potentials for the students becoming, being and acting in society and the world that are or could be made possible in or through social studies education.

    Our goal with this special issue is to make a research-oriented overview of significant ongoing social studies research in the Nordic countries related to the special issues’ concern; that is, research based on various theoretical, empirical and methodological frameworks focusing on the student as a subject in the encounter with the social studies subjects’ varying content matters and types of knowledge. With Deng (2020) and Biesta (2017, 2022), two established edu-cational theorists from contrasting traditions (Anglo-Saxon curriculum tradition and continental philosophical tradition respectively), these differences can be related t o diverse positions regarding the relationship to knowledge and the relationship to education. Regarding the relationship to knowledge, there are three or four different “perceptions of knowledge” to which the articles can be related (see Deng & Luke, 2008; Wahlström, 2020). And these perceptions of knowledge can, in addition, be tentatively put in relation to different “orientations to [social studies, authors’ comm.] education” (Biesta, 2017, 2022). Together, the two con-ceptualisations – perceptions of knowledge and orientations to [social studies] education – may provide a way of rendering visible the inborn field of tension in the social studies didactic research in the special issue. Given the diversity of approaches to social studies education in school, our aim is to contribute to advancing the social studies didactic field of knowledge in a way that enables continued Nordic knowledge accumulation and dialogue in the field.The scientific motives underpinning this aim are several, and stem from various perspectives. Social studies didactic research in the Nordic context has long pointed to the need for deepened and qualified empirical insight about students as knowledgeable, growing persons, critical beings and skilled indi-viduals in and for democracy and citizenship, into how these abilities and opportunities relate to students’ perspectives, and further how they come through in the social studies classroom. There is also a need for empirical as well as theoretical exploration of how agency and existential aspects linked with Nordic social studies teaching, knowledge and understanding contribute to enlarged thinking, agency, student engagement and responsibility, qualified belief, moral, and value-based judgment in society, in their own lives, and in relation to the educational situation of social studies subject teaching. Insight is also needed abouy of the different ways in which these processes can matter in elementary and secondary students’ lives in and outside of school, in society and in the world (Ammert et al., 2022; Bergström & Ekström, 2015; Björkgren et al., 2019; Bladh et al., 2018; Bråten & Skeie, 2020; Børhaug, 2023; Christensen et al., 2017; Christensen & Mathé, in press; Christensen, 2011; Gullberg, 2014; Iversen, 2019; Jägerskog et al., 2022; Larsson & Ledman, 2023; Nordgren, 2023; Osbeck et al., 2023; Sandahl et al., 2022; Skjæveland, 2020; Solhaug et al., 2020).

    Download full text (pdf)
    Olson and Mathé 2023 The student as the subject in social studies and the potential of social studies in students’ lives Editorial ADNO
  • 17739.
    Olson, Maria
    et al.
    Stockholms universitet, Centrum för de humanistiska ämnenas didaktik (CeHum).
    Skeie, GeirStockholms universitet, Centrum för de humanistiska ämnenas didaktik (CeHum).
    Spänningsfyllda erfarenheter: ämnesdidaktik i skilda kontexter2013Collection (editor) (Refereed)
    Abstract [sv]

    Denna skriftserie ska bidra till att stärka ämnesfältet humanioras ämnesdidaktik

    genom att belysa såväl specifika ämnesdidaktiska frågor och övergripande tematiker

    som skilda metoder och teoretiska impulser. Skriftserien lyfter även fram hur

    olika ämnesdidaktiska perspektiv kan belysa de frågor som gäller undervisning

    och lärande i humanistiska ämnen. På detta sätt ämnar skriftserien vara ett tillskott

    i diskussionen om humanioras relation till frågan om vad ämnesdidaktik är

    och kan vara i förhållande till olika utbildningspraktiker, sammanhang och (skol)

    ämnesområden. Skriftserien lyfter fram ämnesdidaktikens tvärvetenskaplighet

    och dess komplexitet. Vår målgrupp är lärarstuderande, verksamma lärare och

    lärarutbildare samt forskare. De olika utgåvorna av skriftserien kan användas som

    kurslitteratur eller i fortbildningssyfte.

  • 17740.
    Olson, Maria
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Stockholms universitet, Högskolan i Skövde.
    Zimenkova, Tatjana
    Technische Universität Dortmund, Germany.
    (Hidden) Normativity in Social Science Education and History Education2015In: Journal of Social Science Education, E-ISSN 1618-5293, Vol. 14, no 1, p. 2-5Article in journal (Other academic)
    Download full text (pdf)
    Olson & Zimenkova JSSE 1-2015 Editorial
  • 17741. Olson, R. S.
    et al.
    Hintze, Arend
    Michigan State University, East Lansing, United States.
    Dyer, F. C.
    Knoester, D. B.
    Adami, C.
    Predator confusion is sufficient to evolve swarming behaviour2013In: Journal of the Royal Society Interface, ISSN 1742-5689, E-ISSN 1742-5662, Vol. 10, no 85Article in journal (Refereed)
    Abstract [en]

    Swarming behaviours in animals have been extensively studied owing to their implications for the evolution of cooperation, social cognition and predator-prey dynamics. An important goal of these studies is discerning which evolutionary pressures favour the formation of swarms. One hypothesis is that swarms arise because the presence of multiple moving prey in swarms causes confusion for attacking predators, but it remains unclear how important this selective force is. Using an evolutionary model of a predator-prey system, we show that predator confusion provides a sufficient selection pressure to evolve swarming behaviour in prey. Furthermore, we demonstrate that the evolutionary effect of predator confusion on prey could in turn exert pressure on the structure of the predator's visual field, favouring the frontally oriented, high-resolution visual systems commonly observed in predators that feed on swarming animals. Finally, we provide evidence that when prey evolve swarming in response to predator confusion, there is a change in the shape of the functional response curve describing the predator's consumption rate as prey density increases. Thus, we show that a relatively simple perceptual constraint-predator confusion-could have pervasive evolutionary effects on prey behaviour, predator sensory mechanisms and the ecological interactions between predators and prey. © 2013 The Author(s) Published by the Royal Society. All rights reserved.

  • 17742. Olson, R. S.
    et al.
    Hintze, Arend
    Michigan State University, East Lansing, United States.
    Dyer, F. C.
    Moore, J. H.
    Adami, C.
    Exploring the coevolution of predator and prey morphology and behavior2016In: Proceedings of the Artificial Life Conference 2016, ALIFE 2016, MIT Press Journals , 2016Conference paper (Refereed)
    Abstract [en]

    A common idiom in biology education states, “Eyes in the front, the animal hunts. Eyes on the side, the animal hides.” In this paper, we explore one possible explanation for why predators tend to have forward-facing, high-acuity visual systems. We do so using an agent-based computational model of evolution, where predators and prey interact and adapt their behavior and morphology to one another over successive generations of evolution. In this model, we observe a coevolutionary cycle between prey swarming behavior and the predator’s visual system, where the predator and prey continually adapt their visual system and behavior, respectively, over evolutionary time in reaction to one another due to the well-known “predator confusion effect.” Furthermore, we provide evidence that the predator visual system is what drives this coevolutionary cycle, and suggest that the cycle could be closed if the predator evolves a hybrid visual system capable of narrow, high-acuity vision for tracking prey as well as broad, coarse vision for prey discovery. Thus, the conflicting demands imposed on a predator’s visual system by the predator confusion effect could have led to the evolution of complex eyes in many predators. © 2016 MIT Press. All rights reserved.

  • 17743.
    Olsso, Katarina
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Återkopplingens betydelse i matematikundervisningen: En kvalitativ intervjustudie med fem matematiklärare i år F-52015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med den här studien är att undersöka hur lärare ger återkoppling på matematiklektionerna samt vilket undervisningssätt de anser leder till återkoppling. Vidare syftar studien till att undersöka vilket lärande lärarna anser att återkoppling i matematikundervisningen leder till. Undersökningen utfördes med en kvalitativ metod som bestod av fem halvstrukturerade intervjuer. Intervjuerna analyserades sedan med hjälp av Björklund Boistrups (2010) fyra diskurser om återkopplingssituationer samt hennes teorier om hur återkoppling kan ges i undervisningen. Det framkommer i studiens resultat att lärarna anser undervisning som leder till återkoppling är problemlösningsuppgifter med öppna utsagor och dessa ansågs kunna leda till att eleverna samtalade, argumenterade och redogjorde för frågeställningar och slutsatser. Det är som det framgår i resultatet dock inte alltid undervisningen ser ut som lärarna önskar.

    Download full text (pdf)
    fulltext
  • 17744.
    Olsson, Agnes
    et al.
    Dalarna University, School of Education, Health and Social Studies, Social Work.
    El Amrani, Maria
    Dalarna University, School of Education, Health and Social Studies, Social Work.
    KONTAKTMANNASKAP INOM HEMTJÄNSTEN: EN KVALITATIV STUDIE AV KONTAKTMANNASKAP OCH DESS MÖJLIGHET TILL BRUKARINFLYTANDE2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The present study's purpose was to investigate the home care staff's experiences of working as key workers, which factors they consider is relevant to key working and what obstacles and opportunities they experience in their work as a key worker. The study also focused on how the home care staff perceive that key working can enable user influence. A qualitative approach was used and the material for the study was collected through semi-structured interviews. The result shows that there are areas for improvement that may develop key working. The study shows that the staff generally feel that working as a key worker works well and that it can enable user influence in many areas. The study finally illustrates factors such as continuity, working relationship oriented, and taking responsibility, as significant for key working to work as successfully as possible.

    Download full text (pdf)
    fulltext
  • 17745.
    Olsson, Alexander
    Dalarna University, School of Humanities and Media Studies, Sound and Music Production.
    Produktion av inspelad folkmusik: Intervjuundersökning om producentens roll under produktion av inspelad folkmusik2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna uppsats är att bidra med kunskap om vilka roller producenter av inspelad folkmusik i Sverige intar, för fortsatt forskning om producentroller inom ljudoch musikproduktion. Djupintervjuer med fem producenter verksamma i Sverige har genomförts. Tidigare forskning visar att producenter av inspelad musik som syftar till att skapa intäkter till skivbolag agerar ur olika roller. Teori för analys används från Gullö (2009) och Burgess (2013). Med användning av Gullös teoretiska modell för analys av producenters arbetssätt i inspelningsstudio visar resultatet att producenterna som skapar inspelad folkmusik intog en stöttande roll för att hjälpa artisten genomföra sina intentioner. Från resultatets jämförelse med Burgess producentyper agerade folkmusikproducenter nära typerna Artist, Underlättande eller Samarbetsvillig. Min tolkning av varför producenterna intar dessa roller är att folkmusikgenren är väldigt icke-kommersiell i den mening att artistens primära intentioner inte är att sälja så mycket som möjligt av en låt eller produktion.  

    Download full text (pdf)
    fulltext
  • 17746.
    Olsson, Amanda
    et al.
    Dalarna University, School of Education, Health and Social Studies, Caring Science/Nursing.
    Nilsson, Isabel
    Dalarna University, School of Education, Health and Social Studies, Caring Science/Nursing.
    Sjuksköterskans riskbedömning och omvårdnadsåtgärder för att förebygga malnutrition på äldreboenden: En litteraturöversikt2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syfte: Syftet med denna litteraturöversikt var att belysa hur sjuksköterskan bedömer malnutrition

    samt vilka omvårdnadsåtgärder som används för att förebygga malnutrition på äldreboenden.

    Metod: Studien genomfördes som en litteraturöversikt där artiklar söktes via databaserna

    CINAHL with Fulltext och PubMed. Sökningarna resulterade i 13 artiklar som analyserades för

    att hitta skillnader och likheter och resulterade i kategorier och underkategorier som svarade mot

    litteraturöversiktens syfte och frågeställningar. Resultat: Resultatet visade att det vanligaste

    mätinstrumentet för att bedöma malnutrition på äldreboenden var MNA. Där mätinstrument inte

    användes, användes ofta BMI i stället av sjuksköterskor för att få en bild av den äldres

    nutritionsstatus. Omvårdnadsåtgärder som visat ge god effekt var utbildning av vårdpersonalen,

    individuella matplaner och energi- och proteintillskott i mat och dryck. Slutsats: Mer kunskap

    till sjuksköterskor om vikten att utföra nutritionsbedömning för alla äldre vid inskrivning och

    kontinuerligt och även hur de bör använda mätverktygen. Behov av individanpassade

    omvårdnadsåtgärder med energi- och proteinberikad mat, energi-proteintillskott, en god

    munhälsa och måttlig fysisk aktivitet har god effekt.

  • 17747.
    Olsson, Amber
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Att använda engelska i undervisningen: En empirisk studie om hur mycket det engelska språket används ochpå vilket sätt under engelsklektioner i årskurs 2 och 32017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Engelskan har en stor påverkan i det svenska språket och i det svenska samhället idag. Många

    elever kan därför redan ha ett ordförråd i engelska när de börjar skolan, från till exempel film

    eller spel. När man undervisar barn i årskurserna 1-3 är det viktigt att eleverna blir exponerade

    till det engelska språket, för att utveckla ett eventuellt redan befintligt ordförråd. Detta

    examensarbete är en empirisk studie och innebär att egen datainsamling har gjorts, i detta fall

    observationer och enkäter. Syftet med denna studie är att undersöka hur mycket engelska

    används och i vilken form i årskurserna 2 och 3. I resultatet upptäcktes det från observationerna

    att engelska används i olika mängder, huvudsakligen genom läromedel, lärarna pratar svenska

    och engelska i undervisningen och eleverna är i största grad delaktiga. Det som gemensamt

    hittades i enkäten var att lärarna tycker om att undervisa engelska, det är svårt/utmanande att få

    eleverna att våga prata, lärarna försöker prata mycket engelska och eleverna tycker om att lära

    sig engelska. Ett förslag till vidare forskning är att fortsätta forska om olika fenomen inom

    engelska för unga åldrar.

    Download full text (pdf)
    fulltext
  • 17748.
    Olsson, Amber
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Att undervisa unga elever i engelska - arbetsmetoder för en andraspråksinlärning: En litteraturstudie om framgångsrik undervisning i engelska som andraspråk för årskurserna 1–32017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Engelskundervisningen idag i årskurserna 1-3 är enligt min åsikt och erfarenhet, inte tillräckligt prioriterat. Många av eleverna kan redan vid skolstarten ha engelskkunskaper med sig och de måste nationellt ges möjligheten till att utveckla dessa. Läraren kan ha stor betydelse i barnens andraspråks- och språkinlärning. Det är av vikt att läraren har kompetens, skapar en trygg miljö och har en varierad undervisning. Andra aspekter som är avgörande för elevernas förståelse är som tidigare sagt miljö och även engagemang från eleverna. Detta examensarbete är en litteraturstudie och innebär att sökningar har gjorts och litteratur har sammanställts inom ett valt område. Syftet med den här litteraturstudien är att undersöka om arbetsmetoder mot yngre barn samt vad tidigare forskning säger om andraspråks- och språkinlärning för barn. I resultatet upptäcktes att det är många faktorer som spelar in vid barns språkinlärning i de valda studierna. Det som gemensamt hittades bland studierna var vikten av repetition, imitation och kommunikation vid undervisning. Att börja med språkundervisning i årskurs 1 och att ta vara på elevernas egna inlärningsstrategier skapar de bästa förutsättningarna för språkinlärning. Ett förslag till vidare forskning är att undersöka hur lärare idag arbetar med engelska språkinlärning mot yngre barn.

    Download full text (pdf)
    fulltext
  • 17749.
    Olsson, Anders
    et al.
    Dalarna University, Information Technology Engineering.
    Nordin, Johan
    Dalarna University, Information Technology Engineering.
    Webbaserat tidbokningssystem med ASP.net2003Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [sv]

    Vi fick av netweb.se uppdraget att tillverka ett webbaserat tidbokningssystem. Detta tidbokningssystem skulle vara möjligt att applicera på många olika typer av verksamheter. Kunden framlade ett önskemål om att systemet skulle byggas i ASP.net. Tillsammans med detta system har vi även fördjupat oss i användbarhet och utnyttjat denna studie till att göra ett användbarhetstest. Resultaten av testet har utvärderats och applicerats på systemet. Projektet ledde till ett färdigt tidbokningssystem. Resultatet av användbarhetstestet visade på skillnader mellan yrkesgrupper, där människor inom databranschen hade störst svårigheter att ta till sig systemet. Anledningar till detta kan vara att utvecklare och datatekniker fokuserar på fel saker när de bedömer ett system, samt inte tänker som en användare. Även skillnader mellan kön och åldersgrupper visade sig i resultatet av användbarhetstestet.

    Download full text (pdf)
    FULLTEXT01
  • 17750.
    Olsson, Angelique
    et al.
    Dalarna University, School of Information and Engineering.
    Al-Sam, Husham
    Dalarna University, School of Information and Engineering.
    Varumärkesidentitet på sociala medier: Hur varumärken kan driva marknadsföringskampanjer med interaktiv storytelling2021Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Background: With the technological development, the concept of interactivity has become increasingly debated, not only in the prodution of interactive stories. Interactive storytelling is a relatively new area of research, which has opened a new way of running a marketing campaign. However, no research has been found regarding how an interactive marketing campaign can be run and visualized, on social media. The study is therefore, considered significant for the development of a new approach for businesses to interact with their target audience.

    Purpose: The purpose of this study is to map out the process for how companies can run and visualize interactive marketing campaigns, on social media.

    Method: The study used design and creative as a strategy, where the methods used consisted of a qualitative literature study, visual content analysis, three web surveys and prototyping. The methods have collected data through an iterative approach. The selection of the visual content analysis consisted of a total of 20 marketing campaigns with storytelling. The sample for the web surveys consisted of the convenience sampling, where the sample consisted of 677 graphic designers.

    Results: The result of the study indicates that it’s possible to create an interactive campaign using available poll functions on social media, where two to six parallel actions are made possible through voting. Furthermore, the study resulted in a prototype of an interactive campaign, with two parallel actions.

    Conclusions: In conclusion the study resulted in the creation of a process map, with the purpose of guiding companies to visualize and run interactive marketing campaigns, on social media.

    Download full text (pdf)
    fulltext
352353354355356357358 17701 - 17750 of 25781
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf