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Elevtexter som sociosemiotiska uttryck: en studie av elevrespons och sociosemiotisk positionering i årskurs 3
Göteborgs universitet.
Göteborgs universitet.
2014 (svensk)Inngår i: Mångfaldens möjligheter: litteratur- och språkdidaktik i Norden / [ed] Peter Andersson, Per holmberg, Anna Lyngfelt, Anna Nordenstam & Olle Widhe, Göteborg: Nationella nätverket för svenska med didaktisk inriktning , 2014, s. 131-153Kapittel i bok, del av antologi (Fagfellevurdert)
sted, utgiver, år, opplag, sider
Göteborg: Nationella nätverket för svenska med didaktisk inriktning , 2014. s. 131-153
Serie
Texter om svenska med didaktisk inriktning, ISSN 1651-9132 ; 11
HSV kategori
Identifikatorer
URN: urn:nbn:se:hkr:diva-13450ISBN: 978-91-87850-56-1 (tryckt)OAI: oai:DiVA.org:hkr-13450DiVA, id: diva2:783814
Merknad

Artiklarna bygger på sjutton av de åttiotal föredrag som hölls vid konferensen SMDI 11 / NNMF 4 den 5 och 6 december 2013 vid Göteborgs universitet

Tilgjengelig fra: 2015-01-27 Laget: 2015-01-27 Sist oppdatert: 2018-03-12bibliografisk kontrollert
Inngår i avhandling
1. ”Det kan vara svårt att förklara på rader”: perspektiv på analys och bedömning av multimodal textproduktion i årskurs 3
Åpne denne publikasjonen i ny fane eller vindu >>”Det kan vara svårt att förklara på rader”: perspektiv på analys och bedömning av multimodal textproduktion i årskurs 3
2017 (svensk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

Drawing and coloring have been part of young students text making as  longas the writing system has been used, but with the increased use of digital tools and an enlarged focus on accountability of today there is a reinforced educational interest to understand what constitutes multimodal student texts in the context of classroom practice. This thesis project overall aim is to highlight and discuss the opportunities and difficulties in the assessment of language and knowledge-developing multimodal text work in a multilingual educational context.Conceptually the study is grounded in sociocultural theories, in sociosemiotic theory and in multiliteracies research. The methods used consist of qualitative multimodal text analysis and semi-structured interviews with students and their teacher.The three empirical studies were carried out, each having a different perspective. The first study looks at the text production of students in an integrated work of drawing, coloring and writing. The second study focuses how students reason when they choose to draw, write or both draw and write when they report to their teacher what they have learned. The third study discusses what the teacher highlights when assessing her students’ multimodal text productions. Overall, the results show that the semiotic resources, images and color, dominate students’ text productions and that the teacher attaches great importance to the illustrations, but that she, despite the best intentions, has trouble using multimodal criteria when assessing the students’ different ways of expressions and semiotic resources into a whole. It seems to be problematic for the teacher to allow students to freely interpret and independently design the task while she at the same time intends to make an overall assessment of how the content is presented. The results also indicate that it is difficult  for  the  students  to  verbalize  their  thoughts on the assessment and in practice; the teacher more often is focused on assessing abilities relating to how thoroughly the students carry out the process of documenting rather than encouraging the students to develop and express their knowledge. Finally, the thesis concludes with discussing the content of an ongoing need for research, especially regarding the consequences it may have for younger students, whatever language background they have.

sted, utgiver, år, opplag, sider
Göteborg: Acta universitatis Gothoburgensis, 2017. s. 150
Emneord
Multimodality, semiotic resources, meaning making
HSV kategori
Identifikatorer
urn:nbn:se:hkr:diva-17655 (URN)978-91-7346-937-1 (ISBN)978-91-7346-938-8 (ISBN)
Opponent
Veileder
Merknad

Ytterligare delarbeten

Borgfeldt, E., & Lyngfelt, A. (2017). ”Jag ritade först sen skrev jag”. Elevperspektiv på multimodal textproduktion i årskurs 3. Forskning om undervisning och lärande 2017: 1 vol. 5, s. 64-88. http://www.forskul.se/tidskrift/nummer18/jag_ritade_forst_sen_skrev_jag_ __elevperspektiv_pa_multimodal_textproduktion_i_arskurs_3Borgfeldt, E. (2017).

Multimodal textproduktion i årskurs 3 – analys av en lärares bedömning. Educare: 2017: 1, s. 118-151. Malmö: Lärande och samhälle, Malmö högskola. https://www.mah.se/upload/FAKULTETER/LS/Dokument%20LS/Educa re%2017.1%20muep.pdf

Tilgjengelig fra: 2017-11-29 Laget: 2017-11-29 Sist oppdatert: 2018-03-19bibliografisk kontrollert

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