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  • 1.
    Ingemansson, Mary
    Kristianstad University, Department of Humanities and Social Sciences.
    Att läsa och skriva om världen: om läsande och skrivande i funktion inom geografiämnet2005In: Geografi. Världen. [Lärarbok] / [ed] Ingrid Åsgård & Katarina Olsson, Stockholm: Natur och kultur , 2005, p. 6-8Chapter in book (Other (popular science, discussion, etc.))
  • 2.
    Ingemansson, Mary
    Kristianstad University, School of Education and Environment.
    "Det kunde lika gärna ha hänt idag": Maj Bylocks Drakskeppstrilogi och historiemedvetande hos barn i mellanåldrarna2010Doctoral thesis, monograph (Other academic)
  • 3.
    Ingemansson, Mary
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Historical fiction: close reading of literature in a didactic context2015Conference paper (Other academic)
    Abstract [en]

    My interest and talk concerns how to use historical text in close reading within the school subject History. The presentation is both didactic and literary. In my doctoral thesis from 2010, I studied 11-year-olds reading Maj Bylock ́s fictional historical trilogy about the Viking era. I analysed the novel Drakskeppet (1997) and made comparisons to the children’s historybooks. The thesis consists of a textual analysis part and an empirical one; the latter is discussion-based learning and shows results of close reading. My further empirical material consists of text talks to 11-year -olds during about seven months’ time with historical texts as the main text during lessons. I will in my presentation discuss three texts used in the learning process: a text from the middle ages and also Ronja, The Robber’s daughter by Astrid Lindgren as well as an American historical novel.The main subject is : Can text talks and close reading improve historical knowledge? There are two main aspects of the research: the didactic research question is how to become a reader with a deep understanding of text and the historical research area is about how to achieve a better understanding in the school subject History by discussions. The didactic methods and theoretical framework used are text talks inspired by professor Judith Langer, University of Albany, USA. Her work and ideas in Envisioning Literature: Literary Understanding and Literature Instruction (2010) is used. Her "envisioning buildning" structure including questions is used in close reading of texts, preferably historical texts. Her associate researchers Mary Adler and Eija Rougle has operationalized her work and give examples of close reading and discussion-based learning. My presentation will altogether discuss the impact historical fiction can have on the young people’s understanding of both the past and our time as well as howtexts may be best used in order to create knowledge and understanding of the past. Empirical classroom work about text talks will be included and some of the text discuss emigration and diaspora linked to research by Robin Cohen.

  • 4.
    Ingemansson, Mary
    Kristianstad University, School of Education and Environment.
    Historical novels and cultural encounters2009In: Children's Literature and Cultural Diversity in the Past and the Present / [ed] Sabine Berthold, Hans-Heino Ewers, 2009, p. 89-89Conference paper (Other academic)
    Abstract [en]

    Background: In my licentiate thesis The Reading of Fiction and Historical Awareness in Pre-Teenage Children (2007) I studied 11-year-olds reading Maj Bylock's fictional historical trilogy about the Viking era. In my continued work I analyse these novels: Drakskeppet (1997), Det gyllene svärdet (1999), and Borgen i fjärran (1999). Maj Bylock says that she reflects the present time in her historical texts and this is easier to do when events are placed several hundred years back in time. All irrelevant details may then be removed and timeless human issues instead given prominence. One human issue can be cultural encounters. The aim of the text analysis is to show the textual conditions for reading, which may help pupils become involved in their own historical awareness and identify with the characters in the novels. I study two particular functions of the historical novel: impressions of knowledge and analogy. Focusing on the main character Petite's development and intersectionality in order to compare gender, ethnicity, and class, I use postcolonial concepts to describe cultural encounters generated by migration, diaspora, and hybrid identity. I further portray female role models as fictional characters. This work focuses mainly on gender as a road towards empowerment, a term used by Brown/St.Clair about historical fiction. From the concepts above and ideas about how cultural encounters can be portrayed I analyse the cultural contexts in which Petite finds herself from the age of a young girl to adulthood, a story of coming of age. I will describe three examples of cultural encounters concerning analogy in the novels.

  • 5.
    Ingemansson, Mary
    Kristianstad University, Department of Humanities and Social Sciences.
    Hur gör vi barn till goda läsare?2005In: Perspektiv på didaktik: svenskämnet i fokus / [ed] Sofia Ask, Stockholm: Svensklärarföreningen , 2005, p. 153-166Chapter in book (Other (popular science, discussion, etc.))
  • 6.
    Ingemansson, Mary
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    Lärande genom skönlitteratur: djupläsning, förståelse, kunskap2016Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Läsning och arbete med skönlitteratur i skolan förknippas ofta starkt med svenskämnet. I den här boken lyfter författaren fram skönlitteraturens roll i kunskapsutveckling och lärande även i andra ämnen än svenska. Här beskrivs bland annat läsningens grundförutsättningar – textsamtal och omläsning – som tillsammans skapar den djupläsning som leder till gediget lärande.

    Med avstamp i litteraturdidaktisk teori om läsning och litterära föreställningsvärldar resonerar författaren om hur lärare och elever i ett antal svenska och amerikanska klassrum arbetar med skönlitterära texter med historiskt innehåll och med fokus på migration, miljö och etik. Barns och ungdomars läsglädje är grundläggande, och genom välstrukturerade textsamtal, goda lässtrategier och engagerande ämnen väcks elevernas läslust och kunskapandet tar fart.

    Lärande genom skönlitteratur vänder sig till lärarstuderande och verksamma lärare i grundskolans olika ämnen, inte minst samhällsorienterande och naturorienterande ämnen.

  • 7.
    Ingemansson, Mary
    Kristianstad University, School of Education and Environment.
    Maj Bylocks Drakskeppstrilogi: analogi och kulturmöten2011In: Barnboken, ISSN 0347-772X, E-ISSN 2000-4389, Vol. 34, no 1, p. 114-126Article in journal (Refereed)
    Abstract [en]

    In my thesis “It could just as well have happened today”: Maj Bylock's Drakskeppstrilogi and historical consciousness in ten- to twelve-year-olds, I provide a textual, thematic analysis of the three novels from 1997–1998. Further, in an empirical study I have documented the reading of Bylock's fictitious, historical trilogy about the Viking era as done by 11-year-old children, whose thematic work and development of a historical consciousness also have been part of the study. This article deals only with the textual analysis aspect, which purpose is to show what in the texts might produce a historical consciousness in children as well as how the characters are portrayed in order for children to identify with them. Two functions of the novels are studied: knowledge and analogy. The focus is on the main character Petite/Åsa and her development with a view to gender, ethnicity and class as seen from an intersectional perspective. I use postcolonial concepts such as diaspora and hybrid identity in order to describe cultural encounters brought on by migration. I portray female characters gaining a higher level of empowerment, a term used by Joanne Brown and Nancy St. Clair. Bylock claims that she is reflecting the present in her historical texts and that this is more straightforwardly achieved when the events are set several hundred years ago. As a result irrelevant details can be removed and the focus be placed on timeless, human phenomena, for instance cultural encounters. In the light of the above and ideas about how best to describe cultural encounters I analyse the cultural contexts in which the main character finds herself focusing on her transition from a girl into a woman and her quest for a multicultural identity. I elaborate on the concepts mentioned in the previous by describing two cultural encounters which provide an analogy with the present.

  • 8.
    Ingemansson, Mary
    Kristianstad University, School of Education and Environment.
    Maj Bylocks Drakskeppstrilogi: analogi och kulturmöten2011In: Barnelitterært forskningstidsskrift, ISSN 2000-7493, E-ISSN 2000-7493, Vol. 2, p. 5835-Article in journal (Refereed)
    Abstract [en]

    In my thesis “It could just as well have happened today”: Maj Bylock's Drakskeppstrilogi and historical consciousness in ten- to twelve-year-olds, I provide a textual, thematic analysis of the three novels from 1997–1998. Further, in an empirical study I have documented the reading of Bylock's fictitious, historical trilogy about the Viking era as done by 11-year-old children, whose thematic work and development of a historical consciousness also have been part of the study. This article deals only with the textual analysis aspect, which purpose is to show what in the texts might produce a historical consciousness in children as well as how the characters are portrayed in order for children to identify with them. Two functions of the novels are studied: knowledge and analogy. The focus is on the main character Petite/Åsa and her development with a view to gender, ethnicity and class as seen from an intersectional perspective. I use postcolonial concepts such as diaspora and hybrid identity in order to describe cultural encounters brought on by migration. I portray female characters gaining a higher level of empowerment, a term used by Joanne Brown and Nancy St. Clair. Bylock claims that she is reflecting the present in her historical texts and that this is more straightforwardly achieved when the events are set several hundred years ago. As a result irrelevant details can be removed and the focus be placed on timeless, human phenomena, for instance cultural encounters. In the light of the above and ideas about how best to describe cultural encounters I analyse the cultural contexts in which the main character finds herself focusing on her transition from a girl into a woman and her quest for a multicultural identity. I elaborate on the concepts mentioned in the previous by describing two cultural encounters which provide an analogy with the present.

  • 9.
    Ingemansson, Mary
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Migration and identity in Swedish and Canadian historical novels for children2012In: Forum for World Literature Studies, ISSN 1949-8519, E-ISSN 2154-6711, Vol. 4, no 2, p. 250-259Article in journal (Refereed)
  • 10.
    Ingemansson, Mary
    Kristianstad University, Department of Humanities and Social Sciences.
    Skolbibliotek som läromiljö2002In: Skolbibliotek Syd, no 1Article in journal (Other (popular science, discussion, etc.))
  • 11.
    Ingemansson, Mary
    Kristianstad University, School of Education and Environment.
    Skönlitterär läsning ger intryck av kunskap2009In: Historier: Arton- och nittonhundratalens skänlitteratur som historisk källa / [ed] Christer Ahlberger et. al., Göteborg: Institutionen för historiska studier, Göteborgs universitet , 2009, p. 147-153Chapter in book (Other academic)
  • 12.
    Ingemansson, Mary
    Kristianstad University, Department of Humanities and Social Sciences.
    Skönlitterär läsning och historiemedvetande hos barn i mellanåldrarna2007In: Skolbibliotek Syd, no 2, p. 7-Article in journal (Other (popular science, discussion, etc.))
  • 13.
    Ingemansson, Mary
    Kristianstad University, Department of Humanities and Social Sciences.
    Skönlitterär läsning och historiemedvetande hos barn i mellanåldrarna2007Licentiate thesis, monograph (Other academic)
    Abstract [en]

    “ if you only read the book … you get the knowledge into your head once. If you talk about it, you get a more distinct memory of it, I think” (Emma, 11)

    This thesis shows how a novel by Maj Bylock, Drakskeppet, was used in education within thematic work, the Viking Age, among ten-year-olds and eleven-year-olds for five weeks. The aim of the project was to investigate if and how pupils create or develop an historical consciousness when they had written and talked about the text in a novel. The study examines and analyses how three pupils in particular look upon history and ‘time’ in this process and if identification with characters in the novel takes place.

    In the theoretical framework, which focuses on Judith Langer and her theories on ‘envisionment building’, that is on how children create text worlds , a general survey presents research findings about how children (10-12 years) interpret fiction. Furthermore the very complex construct of ‘historical consciousness’ is discussed.

    In the second part, the study is described and its results are discussed: When these children form their personal historical consciousness their focus on the past and the present is apparent, while they have few links to the future. From the way characters’ lives are presented in Drakskeppet these young readers notice social differences in this fictional society of the past. Even though they also see parallels with the time they live in, they often conclude that ”things were worse” in the past. Another result is that an historical consciousness is generally developed when children can emotionally connect to their own lives.

    A second conclusion drawn in the analysis of this project is that children should read fiction to learn about and understand History. In thematic work of this kind, pupils are offered opportunities to develop their reading and interpreting capacities even though the purpose of the work is the emergence of the pupils’ historical consciousness. It should be understood from this investigation, though, that reading without talking about the texts seems to have very little effect on how children develop their understanding of texts or an historical consciousness.

  • 14.
    Ingemansson, Mary
    Kristianstad University, School of Education and Environment.
    Skönlitterär läsning och historiemedvetande hos barn i mellanåldrarna: Licentitatavhandling med fokus på läsning inom tematiskt arbete om vikingatiden2007In: Femte Nationella konferensen i svenska med didaktisk inriktning: forskningens tillämpning i skolan. Växjö den 29-30 november 2007 / [ed] Lindgren, Maria, Växjö: Växjö University Press , 2007, p. 71-88Chapter in book (Other academic)
  • 15.
    Ingemansson, Mary
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    Till minne: Hans Holmberg2016Other (Other (popular science, discussion, etc.))
1 - 15 of 15
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