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  • 301.
    Bartholdsson, Åsa
    Dalarna University, School of Education and Humanities, Social Anthropology.
    "Dare to share": the meanings of therapeutic biographies in The Great Mother Confession2012In: 9th International Conference Crossroads in Cultural Studies Paris, July 2-6 2012, 2012Conference paper (Other academic)
    Abstract [en]

    "Dare to share " - the meanings of therapeutic biographies in The Great Mother Confession

    "Dare to share" is one of the catchy slogans presented on the website of the popular cultural event,  The Great Mother Confession. "To share" refers to the life improving, transformative powers ascribed to the act of "speaking out"  about ones feelings, and the construction of therapeutic biographies.

    The Great Mother Confession, was arranged in 2009 and 2010 by a Swedish newspaper group. It consisted of an all-day events each year with coaching and entertaining performances and a blog site for mothers public confessions. Based on material from ethnographic fieldwork conducted at the all-day arrangements and close readings of the confessional blogs, this paper aims to explore meaning-making aspects of (mother)confession through emic definitions of the meaning and function of the confessional act.  The confessions are also understood as comments on maternal norms.

  • 302.
    Bartholdsson, Åsa
    Dalarna University, School of Education and Humanities, Social Anthropology.
    Den venlige magtudøvelse: normalitet og magt i skolen2009Book (Other academic)
  • 303.
    Bartholdsson, Åsa
    Dalarna University, School of Education and Humanities, Social Anthropology.
    Den vänliga maktutövningens regim: Om normalitet och makt i skolan2008Book (Other academic)
  • 304.
    Bartholdsson, Åsa
    Dalarna University, School of Education and Humanities, Social Anthropology.
    Mamma-pappa-barn: Femåringar om den heterosexuella familjen som livsprojekt2010In: Livslinjer Berättelser om ålder, genus och sexualitet / [ed] Ambjörnsson, Fanny; Jönsson, Maria, Göteborg/Stockholm: Makadam , 2010Chapter in book (Other academic)
  • 305.
    Bartholdsson, Åsa
    Dalarna University, School of Education and Humanities, Social Anthropology.
    Med facit i hand: Normalitet, elevskap och vänlig maktutövning i två svenska skolor2007Doctoral thesis, monograph (Other academic)
  • 306.
    Bartholdsson, Åsa
    Dalarna University, School of Humanities and Media Studies, Social Anthropology.
    Narrating anger: Conceptualisations and representations of children’s anger in programmes for social and emotional learning2014In: Power and Education, ISSN 1757-7438, E-ISSN 1757-7438, Vol. 6, no 3, p. 295-306Article in journal (Refereed)
  • 307.
    Bartholdsson, Åsa
    Dalarna University, School of Humanities and Media Studies, Social Anthropology.
    Narrating anger: Conceptualizations and Representations of Childrens Anger in Programmes for Socio-emotional Training i Swedish Preschool and School.2014Conference paper (Other academic)
  • 308.
    Bartholdsson, Åsa
    Dalarna University, School of Education and Humanities, Social Anthropology.
    "Om man är snäll aldrig får man sitta på en stol jämt": Exponeringens och exkluderingens ordningsskapande finess i förskolan2011In: Praktiknära utbildningsforskning vid Högskolan Dalarna / [ed] Åsa Bartholdsson och Eva Hultin, Falun: Högskolan Dalarna , 2011, 1Chapter in book (Other academic)
  • 309.
    Bartholdsson, Åsa
    Dalarna University, School of Education and Humanities, Social Anthropology.
    Praktiknära utbildningsforskning vid Högskolan Dalarna2011Collection (editor) (Other academic)
  • 310.
    Bartholdsson, Åsa
    Dalarna University, School of Humanities and Media Studies, Social Anthropology.
    Pretending Democracy: Learning and Teaching Participation in Two Swedish Schools2003In: Building a Human Rights Culture: South African and Swedish Perspectives / [ed] Karin Sporre & H Russel Botman, Falun: Högskolan Dalarna, 2003, p. 128-141Chapter in book (Other academic)
  • 311.
    Bartholdsson, Åsa
    Dalarna University, School of Education and Humanities, Social Anthropology.
    På jakt efter rätt inställning: Att fostra positiva och reflekterande elever i en svensk skola2003In: Skolkulturer, Lund: Studentlitteratur , 2003Chapter in book (Other academic)
  • 312.
    Bartholdsson, Åsa
    Dalarna University, School of Education and Humanities, Social Anthropology.
    Shaping the Pupil: Normalization and Benevolent Governing in Two Swedish Schools2012In: International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Special Issue, ISSN 2042-6364, Vol. 2, no 2Article in journal (Refereed)
  • 313.
    Bartholdsson, Åsa
    Dalarna University, School of Education and Humanities, Social Anthropology.
    ”Vi måste få en ny uppfostran”: Hem, skola och föräldraskap i reformpedagogiskt världsförbättrande2012In: Människor, miljöer och läromedier: Femte nordiska utbildningshistoriska konferensen Umeå den 26-28 september 2012, 2012Conference paper (Other academic)
  • 314.
    Bartholdsson, Åsa
    et al.
    Dalarna University, School of Education and Humanities, Social Anthropology.
    Gustafsson Lundberg, Johanna
    Lunds universitet.
    Hultin, Eva
    Dalarna University, School of Education and Humanities, Education.
    A foot in the floor: A critical perspective on socio-emotional programs in Swedish preschools and compulsory school2012In: Proceedings of Canadian International Conference on Education, Guelph, Canada 18-21 juni 2012, 2012Conference paper (Refereed)
    Abstract [en]

    Today, Social emotional learning (SEL) is common in pre-school and school both in Europe and North America. An overall issue in this study concerns the how borders between private and public are constructed and negotiated in schools and pre-schools where socio-emotional programs are practiced. A specific aspect, dealt with in this paper, concerns the processes of internalization, among students and children, of the normative set of values proclaimed by these programs. In this first preliminary analysis we operate within a foucouldian perspective. With this as a point of departure, abilities such as self-control, regulation of emotions and social behavior, and a discursive and social competence for presenting the self are constructed through the production of docile, obedient bodies.

  • 315.
    Barwén Trollvik, Denise
    Dalarna University, School of Humanities and Media Studies, Moving Image Production.
    Shall we dance?: Passion, intimitet och maskulinitet i Masayuki Suos Får jag lov? och Peter Chelsoms Shall We Dance? 2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med det här kandidatexamensarbetet är att undersöka hur den japanska filmen Får jag lov? från 1996, och den amerikanska remaken Shall We Dance? från 2004, skiljer sig från varandra utifrån hur karaktärerna uttrycker maskulinitet, intimitet och passion genom karaktärisering. Karaktärerna som undersöks är den manliga och kvinnliga huvudrollen samt en viktig biroll från varje film. Vidare undersöks även varför skillnaderna uppstår mellan Får jag lov? och Shall We Dance?. Analysen tyder på att skillnaderna i hur maskulinitet, intimitet och passion visas genom karaktärisering i de båda filmerna inte är så stora. Tvärtom så liknar filmerna varandra till stor del i dessa avseenden. Skillnaderna mellan de två filmerna visar sig däremot handla om kulturella skillnader, då filmerna är från två olika länder.

  • 316.
    Beckman, Daniel
    Dalarna University, School of Languages and Media Studies, Sound and Music Production.
    Datorspelsmusik: en undersökning om de känslor och associationer som den skapar hos lyssnare och huruvida kompositören lyckats förmedla spelets och musikens åsyftade känslor2004Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [sv]

    Daniel Beckman: Datorspelsmusik: En undersökning om de känslor och associationer som den skapar hos lyssnare och huruvida kompositören lyckats förmedla spelets och musikens åsyftade känslor. Högskolan Dalarna, Falun. Institutionen för Kultur, Media, Data. C-uppsats Vt. 2004. Genom att göra en undersökning med gymnasiestuderande, vana datorspelare, försöker uppsatsen påvisa på vilket sätt man som användare av datorspel lyssnar och anammar datorspelmusik. Eleverna fick lyssna på ett antal datorspelmusikstycken utan vetskap om till vilket spel musiken tillhörde. Samtidigt fyllde de i en enkät till varje stycke de hörde. De tämligen entydiga resultaten visade, att ungdomar med stor vana av datorspel, i många fall lätt kan avgöra någorlunda exakt vilka känslor som åsyftats att beskriva med musiken, samt även vilken typ av spel det rör sig om. Förförståelsen för känslor och yttringar som datorspelsmusik försöker förmedla har börjat bli så väl rotade hos den vane användaren, att man genom att bara höra musiken alltså kan bestämma både spelets karaktär och genre. Kompositörerna till musiken har då även lyckats väl med intentionerna att i toner beskriva spelets beskaffenhet.

  • 317.
    Beemsterboer, José Pauline
    Dalarna University, School of Humanities and Media Studies, Italian.
    Un’indagine sul dialetto di Nemi2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [it]

    Ci si può domandare se a Nemi si parla un dialetto. In fondo è un piccolo paese che è rimasto per lungo tempo isolato pur trovandosi soltanto a 30 km a sud di Roma. Nemi è situato sul promontorio di un vulcano antico e sovrasta il lago di Nemi. La sua torre e le sue mura furono costruite nel IX secolo e per tanti secoli i suoi abitanti sono rimasti prevalentemente dei contadini.

    Se i nemorensi o più semplicemente nemesi parlano un dialetto, quali sono le sue caratteristiche? E, visto che a Nemi risultano meno di 2000 residenti, usano forse un lessico particolare? Forse ci si trovano ancora parole che emanano dal latino o è piuttosto l’italiano regionale che ha influenzato la parlata?

    Per poter trovare una risposta a queste domande sono stati intervistati alcuni abitanti di Nemi ed è stata fatta un’analisi contrastiva tra la parlata nemorense, l’italiano standard e altri dialetti limitrofi.

    Il progetto nazionale LinCi1, un’abbreviazione per La lingua delle città, è stata la linea guida per svolgere questa breve indagine. È stato fatto un questionario di ventotto domande formate non solo da parole, ma anche da frasi brevi e costrutti grammaticali conformi al questionario della LinCi. Queste sono state presentate ad un gruppo selezionato di nemesi e le interviste sono state audio registrate. Dopodiché le risposte audio registrate sono state confrontate con diversi vocabolari:

    il vocabolarietto del dialetto di Nemi Un dialetto, un popolo (Marianecci s.d.), il Romanisches Etymologisches Wörterbuch (REW), il vocabolario del dialetto di Marino nel libro Origine della lingua italiana Dal attuale dialetto del volgo laziale Al dialetto del popolo romano del XIII secolo (Torquati 1886) e Il dialetto di Velletri e dei paesi finitimi in «Studj Romanzi», (Crocioni 1907), inoltre sono stati consultati il Profilo linguistico dei dialetti italiani (Loporcaro 2009), e la presentazione Il lessico alimentare a Nemi, tra derivazioni latine e sviluppi autonomi (Middei 2011).

  • 318.
    Beers Fägersten, Kristy
    Dalarna University, School of Languages and Media Studies, English.
    A case study of a distance degree program in Vietnam: Examples from a learner-centered approach to distance education.2010In: Cases on Professional Distance Education Degree Programs and Practices: Successes, Challenges and Issues / [ed] Sullivan, Kirk; Czigler, Peter; Hellgren, Jenny, Hershey, PA: Information Science Publishing , 2010Chapter in book (Other academic)
    Abstract [en]

    The English Department at Högskolan Dalarna, Sweden, participates in a distance learning program with the Faculty of Education at Vietnam National University. Students who enroll in this program are teachers of English at secondary or tertiary institutions, and will study half-time for two years to complete a Master’s degree in English Linguistics. The distance program, adapted specifically to accommodate the Vietnamese students in terms of cultural differences as well as inexperience with distance methodology, is characterized by three design features: testing, technical training, and fostering a community of learners. The design of the courses also reflects a learner-centered approach that addresses common problem areas in distance education by promoting interactivity. Central to the overall program is the maintenance of different channels of communication, reflecting an effort to support the students academically and socially, both as individuals and members of a learning community. In this way, the effects of physical and cultural distances are minimized.

  • 319.
    Beers Fägersten, Kristy
    Dalarna University, School of Languages and Media Studies, English.
    A corpus approach to discursive constructions of a hip-hop identity2008In: Corpora and Discourse: The challenges of different settings / [ed] Reppen, Randi; Ädel, Annelie, Amsterdam: John Benjamins , 2008, p. 211-240Chapter in book (Other academic)
    Abstract [en]

    This chapter is an analysis of a 100,000-word corpus consisting of message-board postings on hip-hop websites. A discourse analysis of this corpus reveals three strategies employed by the posters to identify themselves as members of the hip-hop community in the otherwise anonymous setting of the internet: (1) defined openings and closings, (2) repeated use of slang and taboo terms, and (3) performance of verbal art. Each strategy is characterized by the codification of non-standard grammar and pronunciations characteristic of speech, as well as by the use of non-standard orthography. The purpose of the discourse is shown to be a performance of identity, whereby language is used and recognized as the discursive construction of one’s hip-hop identity.

  • 320.
    Beers Fägersten, Kristy
    Dalarna University, School of Languages and Media Studies, English.
    A Descriptive Analysis of the Social Functions of Swearing in American English2000Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The methodology of the present study, designed for the purpose of collecting quantitative and qualitative data, reflects a sociolinguistic approach to swearing, allowing for an investigation of the relationship between swear word usage and social context. Swearing utterances and details of the social context in which they were made were recorded discretely and anonymously with the use of field notes within the University of Florida undergraduate student speech community. Sixty members of this speech community also participated in a six-part questionnaire which elicited information regarding use of and attitudes towards swear words. Eleven of the questionnaire participants furthermore participated in an ethnographic interview to discuss the questionnaire and the subject of swearing in greater depth. Previous research had established swearing as both a frequently occurring speech behavior within the university speech community (Cameron, 1969; Jay, 1986; Nerbonne and Hipskind, 1972) as well as a highly offensive one (Driscoll, 1981; Jay, 1977, 1978, 1986; Mabry, 1975; Manning and Melchiori, 1974). The resulting ‘swearing paradox’ represents the question of how frequency and offensiveness can be directly related. The results of the present study explicate the swearing paradox by providing evidence of a discrepancy between the type of swearing that is most characteristic of social interaction within the university speech community and the type of swearing which is typically presented in offensiveness ratings tasks. The use of swear words in conversational American English was revealed to be a linguistic device used to affirm in-group membership and establish boundaries and social norms for language use. Intraspeaker and interspeaker variation in the use of and attitudes towards swear words was shown to be primarily a function of interlocutor gender and race. The data show evidence of males imposing standards of language use on females and suggest that different races use swear words to fulfil different social functions. Finally, the data suggest that the members of the focus speech community impose restrictions and standards on the swearing behavior of out-group members.

  • 321.
    Beers Fägersten, Kristy
    Dalarna University, School of Languages and Media Studies, English.
    A sociolinguistic analysis of swearword offensiveness2007In: Saarland Working Papers in Linguistics, Vol. 1, p. 14-37Article in journal (Refereed)
    Abstract [en]

    The methodology of the present study, designed for the purpose of collecting quantitative and qualitative data, reflects a sociolinguistic approach to swearing, allowing for an investigation of the relationship between swear word usage and social context. Previous research had established swearing as both a frequently occurring speech behavior within the university speech community and a highly offensive one. The resulting ‘swearing paradox’ represents the question of how frequency and offensiveness can be directly related. The results of the present study explicate the swearing paradox by providing evidence of a discrepancy between the type of swearing that is most characteristic of social interaction within the university speech community and the type of swearing which is typically presented in offensiveness ratings tasks.

  • 322.
    Beers Fägersten, Kristy
    Dalarna University, School of Languages and Media Studies, English.
    A sociolinguistic investigation of swearing in American English conversation: Applied linguistics and the social domain2000In: American Association of Applied Linguistics Annual Conference: Crossing Boundaries, Vancouver, 2000Conference paper (Other academic)
  • 323.
    Beers Fägersten, Kristy
    Dalarna University, School of Languages and Media Studies, English.
    Competing contractions in spoken English2006In: ICAME-27, Helsinki, Finland, 2006Conference paper (Refereed)
    Abstract [en]

    It is well established that contraction, like many other reduced forms, occurs more frequently in spoken than in written language (Biber 1988; Tobin 1994; Tottie 1991; Yaeger-Dror et al. 2002). Nevertheless, contracted forms in written texts have received the bulk of attention in corpus studies, traditionally seen as indicators of register and interaction type (Westergren Axelsson 1998; Biber 1988; Kjellmer 1998; Tobin 1994; Tottie 1991; Yaeger-Dror et al. 2002). In this paper, I investigate contractions occurring in the spoken conversation component of the BNC, first comparing occurrences of full and contracted forms then, following Yaeger-Dror et al. (2002), specifically focussing on competing aux- vs. not-contraction in similar contexts. The current analysis confirms a clear preference for contracted forms over full forms in the spoken corpus and, in so doing, sets the stage for characterizing the variation between two contracted versions of the same full form, for example, there’s not vs. there isn’t. Such competing aux- vs. not-contractions (Hiller’s “Janus Kontraktionen”) in the conversation component of the corpus encourage a lexico-grammatical analysis (cf. Tagliamonte & Smith 2002) as opposed to one strictly based on register, dialect or interaction type. In this paper, aux- and not-contraction are shown to prefer different grammatical and lexical environments. An explanation for this phenomenon is offered based on collocational preferences instead.

  • 324.
    Beers Fägersten, Kristy
    Dalarna University, School of Languages and Media Studies, English.
    Content management in adolescent-directed talk about sex2006In: Sociolinguistics Symposium 16, Limerick, Ireland, 2006Conference paper (Refereed)
    Abstract [en]

    In expert-novice exchanges, accommodation usually takes the form of 'content convergence' (Giles & Smith, 1979), where a lack of shared expertise on a particular topic may lead to the manipulation of content for the purpose of increasing comprehension and facilitating communication. Performed by the expert participant, such accommodation is based primarily on the limited knowledge of the novice. However, my data from expert-novice exchanges on the topic of sex and sexuality show content convergence to be negligible. Instead, accommodation in the form of `content management' characterized by access to or denial of information dominates. The research is based on conversations recorded at a youth center in Germany (German-language data). Five adult volunteers (four males, ages 20, 21, 24 and 39; 1 female, age 20) at the center each agreed to participate in one conversation about sex and sexuality with an inquisitive adolescent (14-year-old female or 13-year-old male) from the same youth center. Because of their social status as well as familiarity and experience with the topic, the adults represent the experts, while the adolescents freely admit to being novices. The adult experts manage the content of conversation by either accommodating the novices' desire to gain information or denying this desire through avoidance strategies. The extent of accommodation or avoidance is shown not to be a function of novice knowledge, but rather of age and gender. Experts accommodate to novices of the same gender and similar age by directly answering questions, being candid, joking and laughing. Their exchanges are further characterized by extensive topic exploration and detail. In exchanges among participants of dissimilar ages and genders, experts resort to avoidance strategies including requests for other-disclosure, hedging, opting out or making third-party references. Persistent topic exploration efforts by the novices are similarly and consistenty deflected, often resulting in conflict.

  • 325.
    Beers Fägersten, Kristy
    Dalarna University, School of Languages and Media Studies, English.
    Discourse strategies and power roles in student-led distance learning2008In: Journal of Research in Teacher Education, ISSN 1404-7659, Vol. 15, no 2, p. 11-21Article in journal (Refereed)
    Abstract [en]

    The assertion of identity and power via computer-mediated communication in the context of distance or web-based learning presents challenges to both teachers and students. When regular, face-to-face classroom interaction is replaced by online chat or group discussion forums, participants must avail themselves of new techniques and tactics for contributing to and furthering interaction, discussion, and learning. During student-only chat sessions, the absence of teacher-led, face-to-face classroom activities requires the students to assume leadership roles and responsibilities normally associated with the teacher. This situation raises the questions of who teaches and who learns; how students discursively negotiate power roles; and whether power emerges as a function of displayed expertise and knowledge or rather the use of authoritative language. This descriptive study represents an examination of a corpus of task-based discussion logs among Vietnamese students of distance learning courses in English linguistics. The data reveal recurring discourse strategies for 1) negotiating the progression of the discussion sessions, 2) asserting and questioning knowledge, and 3) assuming or delegating responsibility. Power is defined ad hoc as the ability to successfully perform these strategies. The data analysis contributes to a better understanding of how working methods and materials can be tailored to students in distance learning courses, and how such students can be empowered by being afforded opportunities and effectively encouraged to assert their knowledge and authority.

  • 326.
    Beers Fägersten, Kristy
    Dalarna University, School of Languages and Media Studies, English.
    Hesitations and repair in German2005In: Proceedings of DiSS’05, Disfluency in Spontaneous Speech Workshop, p. 71-76Article in journal (Refereed)
    Abstract [en]

    The occurrence of pauses and hesitations in spontaneous speech has been shown to occur systematically, for example, "between sentences, after discourse markers and conjunctions and before accented content words." (Hansson [15]) This is certainly plausible in English, where pauses and hesitations can and often do occur before content words such as nominals, for example, "uh, there's a … man." (Chafe [8]) However, if hesitations are, in fact, evidence of "deciding what to talk about next," (Chafe [8]) then the complex grammatical system of German should render this pausing position precarious, since pre-modifiers must account for the gender of the nominals they modify. In this paper, I present data to test the hypothesis that pre-nominal hesitation patterns in German are dissimilar to those in English. Hesitations in German will be shown, in fact, to occur within noun phrase units. Nevertheless, native speakers most often succeed in supplying a nominal which conforms to the gender indicated by the determiner or pre-modifier. Corrections, or repairs, of infelicitous pre-modifiers indicate that the speaker was unable to supply a nominal of the same gender which the choice of pre-modifier had committed him/her to. The frequency of such repairs is shown to vary according to task, with fewest repairs occurring in elicited speech which allows for linguistic freedom and therefore is most like spontaneous speech. The data sets indicate that among German native speakers, hesitations occurring before noun phrase units (pre-NPU hesitations) indicate deliberation of what to say, while hesitations within or before the head of the noun phrase (pre-NPH hesitations) indicate deliberation of how to say what has already been decided (cf. Chafe [8]).

  • 327.
    Beers Fägersten, Kristy
    Dalarna University, School of Languages and Media Studies, English.
    I have tagit med the Eimer with the Kuchen: Code-switching evidence for a single syntactic system among child bilinguals2005In: X. International Conference for the Study of Child Language, Berlin, 2005Conference paper (Refereed)
    Abstract [en]

    In the case of child bilingualism, much debate has been generated as to whether speech reflects one single syntactic system or two. Code-switching data from child bilinguals has served both sides of the issue. It has been suggested that code-switching, or language mixing, reflects either a) one syntactic system, with harmonious interaction between each language\'s lexical and morphosyntactic features, or b) evidence of limited ability in two separate systems (cf. De Houwer, 1990; Deuchar and Quay, 1998, 2000; Genesee, 1989; Köppe, 1997; Lanza, 1992, 1997; Lipski, 1998; Paradis and Genesee, 1996; Redlinger and Park, 1980). The controversy is fundamentally one of the have\'s versus the have-not\'s: bilingual children have either one large system at their disposal, or two small systems. Can the accuracy of either theory be determined by examining code-switching data from a child bilingual learning a second language? In this poster presentation, code-switching data is presented from an English-Swedish bilingual learning German in a second-language environment. Code-switching utterances involving the child\'s \"third language\", German, were collected over a period of 6 months (from age 2,8 to 3,4), and analyzed in terms of syntax and lexicon. Should the data have been limited to English-German and/or Swedish-German code-switching, the case for two systems would be supported. However, evidence of three-language code-switching suggests the existence of a single system, where switches to the \"third language\" reveal not limited resources in the other two languages, but rather an awareness of -as well as adventurous exploitation of- a further linguistic possibility.

  • 328.
    Beers Fägersten, Kristy
    Dalarna University, School of Languages and Media Studies, English.
    Real language: A corpus study of hip-hop language2005In: AAACL 6-ICAME 26 Joint Conference, Ann Arbor, MI, USA, 2005Conference paper (Refereed)
    Abstract [en]

    In this poster presentation, I present an analysis of a 100,000 word corpus consisting of message board entries on hip-hop music and culture. This sample corpus clearly shows that the contributors write in a manner characteristic of spoken language, but that they also exploit the medium of the message board to further identify themselves linguistically in ways which are not possible in speech. This corpus thus serves to exemplify the new wave of "real language" which corpus linguistics has yet to account for. Furthermore, the analysis addresses the problem of knowing "real speakers" by considering speaker identity not as a combination of sociolinguistic variables, but as a linguistic construction of self.

  • 329.
    Beers Fägersten, Kristy
    Dalarna University, School of Languages and Media Studies, English.
    Review of Street Speak: Essential American Slang and Idioms2000In: The Sunshine State TESOL Journal, ISSN 1934-7030Article in journal (Other academic)
  • 330.
    Beers Fägersten, Kristy
    Dalarna University, School of Languages and Media Studies, English.
    Review of Swearing in English. Bad language, purity and power from 1586 to the present2006In: Applied Linguistics, ISSN 0142-6001, E-ISSN 1477-450X, Vol. 27, no 3, p. 542-545Article in journal (Refereed)
  • 331.
    Beers Fägersten, Kristy
    Dalarna University, School of Languages and Media Studies, English.
    Scrutiny on the Baltic: A Linguistic Diary from Sweden2000In: The Sunshine State TESOL MessengerArticle in journal (Other academic)
  • 332.
    Beers Fägersten, Kristy
    Dalarna University, School of Languages and Media Studies, English.
    Students’ Role in Distance Learning2008In: Opening Doors through Distance Learning Education: Principles, Perspectives and Practices / [ed] Goertler, Senta; Winke, Paula, Texas: CALICO , 2008, p. 43-66Chapter in book (Other academic)
    Abstract [en]

    1. Introduction Much of the support that students have in a traditional classroom is absent in a distance learning course. In the traditional classroom, the learner is together with his or her classmates and the teacher; learning is socially embedded. Students can talk to each other and may learn from each other as they go through the learning process together. They also witness the teacher’s expression of the knowledge firsthand. The class participants communicate to each other not only through their words, but also through their gestures, facial expressions and tone of voice, and the teacher can observe the students’ progress and provide guidance and feedback in an as-needed basis. Further, through the habit of meeting in a regular place at a regular time, the participants reinforce their own and each other’s commitment to the course. A distance course must somehow provide learners other kinds of supports so that the distance learner also has a sense of connection with a learning community; can benefit from interaction with peers who are going through a similar learning process; receives feedback that allows him or her to know how he or she is progressing; and is guided enough so that he or she continues to progress towards the learning objectives. This cannot be accomplished if the distance course does not simultaneously promote student autonomy, for the distance course format requires students to take greater responsibility for their own learning. This chapter presents one distance learning course that was able to address all of these goals. The English Department at Högskolan Dalarna, Sweden, participates in a distance learning program with Vietnam National University. Students enrolled in this program study half-time for two years to complete a Master’s degree in English Linguistics. The distance courses in this program all contain two types of regular class meetings: one type is student-only seminars conducted through text chat, during which students discuss and complete assignments that prepare them for the other type of class meeting, also conducted through text chat, where the teacher is present and is the one to lead the discussion of seminar issues and assignments. The inclusion of student-only seminars in the course design allows for student independence while at the same time it encourages co-operation and solidarity. The teacher-led seminars offer the advantages of a class led by an expert. In this chapter, we present chatlog data from Vietnamese students in one distance course in English linguistics, comparing the role of the student in both student-only and teacher-led seminars. We discuss how students navigate their participation roles, through computer-mediated communication (CMC), according to seminar type, and we consider the emerging role of the autonomous student in the foreign-language medium, distance learning environment. We close by considering aspects of effective design of distance learning courses from the perspective of a foreign language (FL) environment.

  • 333.
    Beers Fägersten, Kristy
    Dalarna University, School of Languages and Media Studies, English.
    Swearing and the discursive construction of identity among young adults2005In: 9th International Pragmatics Conference, Riva del Garda, Italy, 2005Conference paper (Refereed)
    Abstract [en]

    Research on swearing has traditionally focussed on swear words as single units, for example, in terms of definition, offensiveness, syntactic roles, or semantic categories. In the present study, spontaneous swearing utterances were recorded in naturally occurring social settings, in an attempt to observe the social conditions conducive to swear word usage. Data collected from a university speech community suggest an important role of swearing in the identity construction of young adults. It is hypothesized that their use of swear words functions as an element of the discursive construction of identity of self, while the non-use of swear words can be understood as a construction of the identity of other. The data of over 500 swearing utterances, 60 questionnaires and 11 interviews were collected within a university speech community. The spontaneous swearing utterances reveal clear tendencies among the subjects to use swear words with interlocutors who are most like themselves in terms of age, race and gender. Among the student (young adult) sample population, the use of swear words functions to identify the speaker (self) as similar to the hearer, thus establishing or confirming group solidarity. As interlocutor similarities decrease, however, so do the swearing utterances. For example, the data showed a decrease in swear word usage when interlocutors were of different gender and a further decrease among interlocutors of different race. The fewest occurrences of swearing, however, were among interlocutors of different age. In fact, the questionnaire and interview data revealed age of the hearer to be the most influential variable in determining the speaker’s likelihood to swear. The data indicate that, for young adults, to refrain from swearing is a way of actively constructing (or imposing) the identity of other, thus establishing or confirming social distance. Swearing is regarded as a proprietary linguistic marker of identity, which itself is bound to generation. Within this student/young adult speech community, the use of swear words both with and by younger or older interlocutors is decried as inappropriate. Generation is therefore an important variable in identity construction, as it can award or restrict linguistic freedom.

  • 334.
    Beers Fägersten, Kristy
    Dalarna University, School of Languages and Media Studies, English.
    The appropriation of media texts as conversational and pragmatic strategies2007In: 10th Conference of the International Pragmatics Association, Gothenburg, Sweden, 2007Conference paper (Refereed)
    Abstract [en]

    A cornerstone of pragmatic theories of the interpretation or negotiation of meaning is the concept of common ground (Stalnaker, 1978), common knowledge (Lewis, 1969), or joint knowledge (McCarthy, 1990), which Clark (1996:92) refers to as the “sine qua non for everything we do with others.” One thing we often do with others is watch television or movies, and subsequently we secure these activities as common ground through talk. In this paper, I analyze conversations among family members whose use of quoting from the dialogue of films and television programs represents conversational strategies whereby common ground is exploited for different purposes. In particular, quoting is shown to be used by children to showcase knowledge and hold the floor, and by parents to establish alignments with other members of the family or indirectly opinionate on an on-going conversation between other family members. The data come from recorded conversations among members of a four-person, Swedish-American family. Each family member speaks Swedish and English and uses both on a daily basis. Three members of the family also speak German and use it on a near-daily basis. The shared linguistic knowledge among the family members therefore represents an additional common ground, which enables the appropriation of media texts in different languages. The integration of quotes from film or television texts into conversation often results in code-switching and, due to the languages typically associated with the different possible familial dyads, crossing (Rampton, 1995) can be said to occur as well. The appropriation of a media text is therefore identified as an appropriation of and alignment with a linguistic identity, resulting in additional challenges to interlocutors with regards to the negotiation of meaning.

  • 335.
    Beers Fägersten, Kristy
    Dalarna University, School of Languages and Media Studies, English.
    The discursive construction of identity in an Internet hip-hop community2006In: Revista Alicantina de Estudios Ingleses, ISSN 0214-4808, E-ISSN 2171-861X, Vol. 19, p. 23-44Article in journal (Refereed)
    Abstract [en]

    In this paper, the Internet message board forum is proposed as an example of a community of practice (Eckert and McConnell-Ginet, 1992) in which contributors exhibit common linguistic conventions and forms of participation. The emergence of individual identities in interaction is examined in the genre-specific context of hip-hop Internet message boards. A corpus analysis of message board postings clearly shows that contributors systematically exploit the spoken and written qualities of the language of message boards, the “third medium” (Crystal, 2001) to identify themselves linguistically. Linguistic conventions or practices reveal a tendency among contributors to discursively construction their identities via a “social positioning of self and other” (Bucholtz and Hall, 2005) as experts or non-experts in the hip-hop community. Contributors’ identities as experts or simply in-group members are further corraborated or established by the codification not only of non-standard pronunciations and grammar characteristic of speech, but also of non-standard orthography, which demands a written forum to be appreciated, as it is neutralized and unremarkable in speech. Because of the written and spoken qualities of message board discourse, both the content and the form of postings can be manipulated to showcase familiarity with hip-hop discursive practices. Internet message boards therefore represent the ideal forum for discursively constructing a hip-hop identity.

  • 336.
    Beers Fägersten, Kristy
    Dalarna University, School of Humanities and Media Studies, English.
    Using discourse analysis to assess social co-presence in the video conference environment2010In: Cases on Online Discussion and Interaction: Experiences and Outcomes / [ed] Shedletsky, Lenny; Aitken, Joan, Information Science Publishing , 2010Chapter in book (Other academic)
    Abstract [en]

    In this chapter, I analyze computer-mediated communication in the form of online, synchronous, professional discourse in the multimodal video conference environment with the aim of assessing social co-presence (Kang et al., 2008). I argue for the applicability of discourse analysis methodology by presenting extracts of video conference communication which illustrate how talk-in-interaction contributes to or threatens the three elements of social co-presence: co-presence, social richness of the medium, and interactant satisfaction. Examples of interaction illustrate how disruptions in mediation serve to threaten co-presence by isolating interlocutors, how multiple modes of communication are exploited to ground participants in a shared communicative environment thereby establishing social connectedness, and how multimodal communication allows for iconic or paralinguistic support of the discursive expression of emotional stance. The chapter concludes with feature recommendations for video conference software development from the perspective of social co-presense.

  • 337.
    Beers Fägersten, Kristy
    et al.
    Dalarna University, School of Languages and Media Studies, English.
    Cox Eriksson, Christine
    Dalarna University, School of Languages and Media Studies, English.
    So you think you can type: Knowledge performance in net-based learning2009In: National Forum for English Studies in Sweden, Malmö, 2009Conference paper (Other academic)
    Abstract [en]

    In this workshop, we consider how the use of new media technologies in net-based education can facilitate or impair knowledge performance. Our examples come from net-based courses offered by the English Department at Högskolan Dalarna, and show different kinds of technologies and educational tools in use. The examples reflect not only the student perspective, but also a teacher perspective, in acknowledgement of the fact that teachers are also performers of knowledge and users of new media technologies. The goal of the workshop is to share experiences of both successful and unsuccessful performances of knowledge in the net-based education environment, and, by including both the student and teacher perspectives, encourage workshop participants to discuss how they and their students can more effectively interact with technology.

  • 338.
    Beers Fägersten, Kristy
    et al.
    Dalarna University, School of Languages and Media Studies, English.
    Holmsten, Elin
    Dalarna University, School of Languages and Media Studies, English.
    Cunningham, Una
    Dalarna University, School of Languages and Media Studies, English.
    Multimodal communication and meta-modal discourse2010In: Handbook of Research on Discourse Behavior and Digital Communication: Language Structures and Social Interaction / [ed] Taiwo, Rotimi, Information Science Publishing , 2010Chapter in book (Other academic)
    Abstract [en]

    This chapter presents an analysis of recordings of workplace interactions conducted with videoconferencing software. Video-conferencing offers users the widest variety of channels, or modes, of interaction, combining video with voice chat, text chat, whiteboard capabilities and collaborative document manipulation. The video-conferencing environment is therefore conducive to multimodal communication, defined in this chapter as the collaborative use of any one of these modes or combination of modes within one communicative event. The standard form of multimodal communication is a combination of video, voice chat and whiteboard application. The use of other modes is shown to reflect distinct communicative functions. Communicating via multiple modes can be technologically demanding and consequently affect usability, potentially necessitating the use of meta-modal language among video-conference participants. Overtly attending to the modes of communication during online interaction is therefore shown to be part and parcel of video-conferencing, serving to initiate repairwork and facilitate the progression of communication.

  • 339.
    Beers Fägersten, Kristy
    et al.
    Dalarna University, School of Languages and Media Studies, English.
    White, Jonathan
    Dalarna University, School of Languages and Media Studies, English.
    Discourse strategies and power roles in student-led distance learning2007In: Identity and Power in the Language Classroom, Umeå, 2007Conference paper (Other academic)
    Abstract [en]

    The assertion of identity and power via computer-mediated communication in the context of distance or web-based learning presents challenges to both teachers and students. When regular, face-to-face classroom interaction is replaced by online chat or group discussion forums, participants must avail themselves of new techniques and tactics for contributing to and progressing interaction, discussion, and learning. During student-only chat sessions, the absence of teacher-led, face-to-face classroom activities requires the students to assume leadership roles and responsibilities normally associated with the teacher. This situation raises the questions of who teaches and who learns; how students discursively negotiate power roles; and whether power emerges as a function of displayed expertise and knowledge or rather the use of authoritative language. In this descriptive study, we examine a corpus of task-based discussion logs among students of distance learning courses in English linguistics. The data reveal recurring discourse strategies used by students for the purpose of 1) negotiating the progression of the discussion sessions, 2) asserting and questioning knowledge, and 3) assuming or relinquishing power and responsibility. The data contribute to a better understanding of how working methods and materials can be tailored to distance learning students, and how such students can be afforded opportunities or even more effectively encouraged to assert their knowledge and authority.

  • 340.
    Beiranvand, Amin
    Dalarna University, School of Languages and Media Studies, English.
    Racial Conflict in the United States of America: A Deconstructive Perspective on Native Speaker by Changrae Lee2010Independent thesis Advanced level (degree of Master (Two Years))Student thesis
    Abstract [en]

    Written about the time of the Golden Venture incident, Chang-rae Lee’s Native Speaker makes a particular reference to that incident, whereby implying that particular immigrants, on the grounds of their racial identities, are mistreated and considered as aliens by some Americas. While some whites discriminate against immigrants, there is widespread ethnic tension between Korean Americans and African Americans. Significantly, racial conflict between Koreans and blacks and the racist attitude of some whites toward immigrants are mirrored in the relationship between the Korean-American protagonist Henry and his American wife Lelia. That is, due to their different racial identities they do not understand each other and they always argue. However, toward the end of the novel, Henry and Lelia come to understand each other. While ethnic conflict between Koreans and blacks and certain whites’ discriminatory attitudes toward immigrants is serious one, the novel suggests the unimportance of racial identity. In other words, the novel concludes that there is no discriminatory treatment of immigrants and, in fact, every one is a native Speaker in America. In the novel there is no message of how racial conflict could be resolved. However, this essay suggests that by investigating how the tension between Henry and Lelia is resolved, one could suggest a solution for the ethnicity problem in America and in real life.

  • 341.
    Bell, Vincent
    Dalarna University, School of Languages and Media Studies, Sound and Music Production.
    Död eller levande?: Vad anser branschfolk i skivbolagen om bolagens position och roll i Sverige?2011Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [sv]

    I denna uppsats läggs fokus på skivbranschen och vad folk inom branschen anser om dess funktion och roll. Syftet med uppsatsen är att återge skivbolagens egna tankar och åsikter och jämföra dessa med årsredovisningar från branschorganisationer, rapporter, litteratur, vetenskapliga artiklar samt den allmänna uppfattningen hämtad från blogg- och foruminlägg och tidningsartiklar. Uppsatsen bygger till största delen av intervjuer med totalt sex personer som är verksamma i branschen från den allra högsta nivån av multinationella bolag till de absolut minsta. Den bild som framkommer i uppsatsen visar på att den vanligt förekommande uppfattningen om att skivbolagen idag spelat ut sin roll är felaktig. Skivbolagen hjälper artister med bl.a. marknadsföring, utvecklingen av musik, all administrering samt att de har de resurser som krävs för att nå ut till den breda massan. Det är dock beroende på var i karriären man befinner sig och vad artisten själv vill uppnå. För vissa kan det således vara onödigt. Uppsatsen visar även att skivbolagens roll förändrats drastiskt på grund av bl.a. utbredningen av ny digital teknik. Det är också möjligt att på grund av dessa nya förutsättningar kan rollen förändras ytterligare i framtiden. Skivbolagen arbetar numera på en betydligt bredare front än tidigare. Verksamheten centreras inte runt den fysiska försäljningen utan förlags- och licensieringsverksamheter är mycket aktuella. Samarbetet mellan små och stora skivbolag påvisas tydligt, en form av samarbete där båda parterna i många fall är beroende av varandra. De mindre bolagen förefaller även vara mer benägna att ta risker i samband med kontraktering av nya akter.

  • 342.
    Bender Pulido, Barbara
    Dalarna University, School of Education and Humanities, Social Anthropology.
    Ta den spanska tjuren vid hornen: Katalansk nationell identitet ur ett socialantropologiskt perspektiv2008Independent thesis Basic level (degree of Bachelor)Student thesis
  • 343.
    Bengtsson, Anders
    Dalarna University, School of Education and Humanities, History.
    Kolerahanteringen i Falun år 1834 & 1853: En studie av sundhetsnämndens agerande2004Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [sv]

    Syftet med uppsatsen är att undersöka vilka åtgärder som Falu stad, genom sundhetsnämnden, vidtog när farsoten kolera spreds i Sverige år 1834 respektive år 1853 samt om dessa åtgärder skiljer sig över tid. Frågeställningarna som används är: Vilka förebyggande åtgärder mot kolera vidtog staden genom sundhetsnämnden år 1834 och år 1853? Hur agerade läkarna i Falun mot kolerahotet? Skiljer sig Falu sundhetsnämnds åtgärder i jämförelse med andra städers sundhetsnämnder? Skiljer sig sundhetsnämndens åtgärder mellan åren 1834 och 1853? Materialet som används består av sundhetsnämndens mötesprotokoll från åren 1834 och år 1853, kolerakungörelser från de båda tidpunkterna, stadsläkare- och gruvläkarapporter samt utdrag från Tidning för Falu län och stad. Resultatet visar, att Falun vid båda tillfällena spärrades av genom att vaktstationer upprättades vid vägarna och vid stadens gräns. En karantänsstation upprättades vid stadens hälsobrunn för att ta om hand personer som inte vistats på kolerafri ort de 10 senaste dagarna. Staden delades in i tio distrikt som bemannades med en distriktschef samt några uppsyningsmän, som kontrollerade att staden hölls ren och att invånarna var rena. Stadens läkare var väldigt aktiva under sundhetsnämndens möten år 1834 och gav flera förslag på vad som behövdes göras medan de år 1853 intog en mer passiv roll. Åtgärderna i Stockholm år 1834 är snarlika de åtgärder som genomfördes i Falun samma år, huvudstaden delades också in i distrikt och det tillsattes även distriktschefer och uppsyningsmän. En annan likhet är att både Falun och Stockholm beställde färdiga likkistor för att ha i beredskap. Såväl sundhetsnämnderna i Karlskrona, Ystad och Arboga liksom Falun år 1853 vidtog i stort sett samma åtgärder som gjordes redan år 1834 t ex spärrningsåtgärder, karantänsskydd, införandet av kolerasjukhus och extra insatser för de mest utsatta i samhället.

  • 344.
    Bengtsson, Elias
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Lärares selektionsprocesser för skönlitteratur i andraspråksundervisning: Två sva-lärares berättelse om skönlitteratur i sin undervisning2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien syftar till att synliggöra vilka faktorer som styr valet av skönlitterärt material och beskriva skönlitteraturens roll i relation till kursplanen. Genom en intervjustudie synliggörs två gymnasielärares selektionsprocesser för skönlitterärt material i SVA. Diskussionen förankras i tidigare forskning kring ett sociokulturellt perspektiv på lärande, litteraturdidaktik och forskning rörande skönlitteratur i andraspråksundervisning. Studien pekar på att litteraturundervisningen i SVA är elevcentrerad och att det skönlitterära materialet väljs utifrån elevens språkliga förmåga och personliga preferenser för att stödja läs- och språkutveckling. Dessutom pekar studien på att litteraturvetenskapligt inriktad undervisning står tillbaka i SVA för en didaktik som influeras av reader-response teori.

  • 345.
    Bengtsson, Håkan
    Dalarna University, School of Education and Humanities, Religious Studies.
    Bibliska motiv i tidig kristen konst i Rom2004In: Saga & sanning : berättandets konst och berättelsens budskap : Humanistdagarna vid Uppsala universitet 2003, Uppsala: Uppsala Universitet , 2004Chapter in book (Other academic)
  • 346.
    Bengtsson, Håkan
    Dalarna University, School of Education and Humanities, Religious Studies.
    ‘Undergångens man’: om utgestaltningen av Judas Iskariot i två moderna passionsspel2004In: Svensk Exegetisk Årsbok, 2004, Vol. 69, p. 124-143Chapter in book (Other academic)
  • 347.
    Bengtsson, Håkan
    Dalarna University, School of Education and Humanities, Religious Studies.
    Varför just dessa böcker?: om bibelns kanon2004In: Tolkning för livet : åtta teologer om bibelns auktoritet, Stockholm: Verbum , 2004, p. 27-65Chapter in book (Other academic)
  • 348.
    Bengtsson, Moa
    Dalarna University, School of Humanities and Media Studies, Art Education.
    Digitala verktyg i bildlärarutbildningen: En intervjustudie om studenters erfarenheter och upplevelser av digitala verktyg inom bildlärarundervisning2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie har varit att undersöka hur bildlärarstudenter och nyutexaminerade bildlärare upplever att digitala verktyg implementerats i deras bildlärarutbildning. Studien har haft en kvalitativ ansats och genomförts genom intervjuer. Åtta bildlärarstudenter och två nyutexaminerade bildlärare, som studerar eller har studerat vid olika svenska lärosäten, har deltagit i undersökningen. Ett sociokulturellt lärandeperspektiv ligger som teoretisk bakgrund. Inledningsvis behandlas teman som bildämnets historia, bildlärarutbildningen, läroplanernas mål och den digitala revolutionen. Resultatet visar att endast två av tio upplever att de har undervisats om och med digitala verktyg i tillräckligt stor utsträckning i sin bildlärarutbildning. Deltagarna påpekar att digitala verktyg bör integreras i bildämnet, men poängterar samtidigt att dessa inte bör ta överhanden. En majoritet av de undersökta bildlärarna har en kommunikativ ämneskonception, som betonar vikten av att förbereda elever för vårt visuella samhälle, där digitala verktyg spelar en viktig roll. Studiens informanter beskriver en ojämlik verklighet i grund- och gymnasieskolans bildundervisning, där ramfaktorer samt bildlärarens egen förmåga och kompetens påverkar graden av implementering av digitala verktyg i ämnet. Det egna intresset spelar roll för hur den digitala kompetensen ser ut. En majoritet av bildlärarstudenterna/de nyutexaminerade bildlärarna upplever olika grader av osäkerhet inför att undervisa om och med digitala verktyg – och en del anser sig inte förberedda alls. En slutsats som tas är att en kompetenshöjning på det digitala området inom lärarutbildningarna behövs. En annan slutsats gäller att teoretiska ramverk för digitala verktygs implementering finns, men att det krävs mer explicita praktiska satsningar. En slutlig konklusion är att med ett sociokulturellt perspektiv kan den typen av insatser främja på fler plan i lärandet – och öppna för att olika verktyg samspelar. Ett sådant perspektiv skulle kunna leda till att de digitala verktygen jämställs med de traditionella och får en naturlig och integrerad plats inom såväl bildämnet som bildlärarutbildningen. Arbetet avslutas med förslag till vidare forskning.

  • 349.
    Bengtsson, Moa
    Dalarna University, School of Humanities and Media Studies, Art Education.
    Digitaliseringen av bildämnet: En litteraturstudie om lärares olika förhållningssätt till digitala verktygs implementering i bildämnet - samt dess konsekvenser för elevers lärande2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att undersöka vad forskning kommit fram till gällande lärares förhållningssätt till digitala verktygs implementering i bildämnet samt dess konsekvenser för elevers lärande. Metoden för studien är en systematisk litteraturstudie där avhandlingar, vetenskapliga artiklar och publikationer valts ut och analyserats för att kunna besvara frågeställningarna. Publikationerna är både nationella och internationella med fokus på högstadiet och gymnasiet. Forskningen visar att bildlärare framförallt har två förhållningssätt som präglas av antingen öppenhet eller skepticism till digitala verktyg och dess implementering i bildämnet. Konsekvenser av öppenhet och en framgångsrik implementering är att eleverna får en möjlighet att utveckla sina visuella förmågor vilka de behöver för att kunna delta i vårt visuella samhälle och arbetsliv. Ett skeptiskt förhållningssätt och konsekvenserna av att inte implementera digitala verktyg i bildundervisningen, leder således till att eleverna berövas möjligheten att inom bildundervisningen få lära sig att arbeta kreativt med digitala verktyg. Eftersom eleverna använder digitala verktyg till bildskapande på fritiden leder det skeptiska förhållningssättet även till att klyftan mellan elevernas livsvärldar och skolan ökar. Implementeringen av digitala verktyg i bildämnet går långsamt framåt och sker i olika grad eftersom lärarens förhållningssätt avgör i vilken grad det sker. Lärares ämneskonception spelar även en stor roll och de nya digitala teknikerna har svårt att konkurrera med traditionell teckning och målning. Även faktorer som tid, stoffträngsel, lärares kompetens, skolans resurser samt politikers och skollednings beslut påverkar både implementering och lärares förhållningssätt.

  • 350.
    Bengtsson, Philip
    Dalarna University, School of Languages and Media Studies, Moving Image Production.
    Previsualisera Filmteknik: En insikt i att skapa och tolka en teknisk previs2010Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [sv]

    Previsualisation är en arbetsprocess som i ett tidigt stadie ger oss preliminära versioner av bilder eller sekvenser. Den är till för att kunna uppskatta produktionskraven, visualisera ideér och en gemensam vision. En teknisk previsualisation är en mer specifik term där teknisk exakthet är avgörande. En teknisk previs kan skapas i programmet FrameForge Pré-viz Studio som denna text redogör för. Previsualisationen som beskrivs i denna text lägger grund för diskussioner kring hur den kan användas på en filminspelning. I en jämförelse mellan den previsualiserade och filmade versionen av en filmscen kan vi se att tekniska skillnader förekommer dem sinsemellan. Resultatet tyder ändå på att de är tillräckligt lika varandra för att möjliggöra att planera, ta både tekniska och estetiska beslut inför inspelning.

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