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  • 1.
    Ahlner Malmström, Elisabet
    Pedagogiska institutionen, Lunds universitet.
    Barns lärande i relation till den egengjorda bilden och intutitionens roll i självstyrt lärande. Presenterad vid Lärarhögskolan Stockholm: Högskoleverket,  Konferenstema, Pedagogik – historisk forskning – perspektiv, betydelse och funktion i dagens samhälle, 10 – 12 september1998In: Pedagogikhistorisk forskning: perspektiv, betydelse och funktion i dagens samhälle. D. 3 / [ed] Olofsson, Monika, 1998, p. 518-527Conference paper (Refereed)
  • 2.
    Ahlner Malmström, Elisabet
    Lunds universitet.
    En analys av sexåringars bildspråk: bilder av skolan1998Doctoral thesis, monograph (Other academic)
  • 3.
    Ahlner Malmström, Elisabet
    Lunds universitet.
    Är barns bilder språk?1991Book (Other academic)
    Abstract [sv]

    "Är barns bilder språk?" Det traditionella språkbegreppet har ändrat karaktär. Begrepp tenderar att bli utslitna - så även begreppet "språk". Bildspråk är en av byggstenarna i vår kommunikation.

    I denna bok presenteras en bildpedagogisk metod för barn i åldrarna 2-7 år. Författaren delar med sig av sina egna bildpedagogiska erfarenheter. Med många exempel i ord och bild visar hon hur en bildspråklig medvetenhet kan utvecklas hos barn. Inte minst framgår hur roligt barnen ofta tycker det är att prata om sina bilder, i synnerhet när de vuxna själva har utvecklat sitt bildkunnande. Här behandlas sådant som färgblandning, modellteckning och diktillustrering. Bildanalys pekar på vad som kan upptäckas i barnens bilder. Här finns dessutom en översikt över bildpedagogikens historia och dess olika teorier.

    Den välillustrerade boken ger en utmärkt grund för pedagoger - och föräldrar - som vill stimulera barnen att uttrycka sig i bild.

  • 4.
    Ekstrand, Britten
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Malmström, Elisabet
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Nadarevic, Sanela
    Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Nordin, Andreas
    Linnéuniversitetet, Växjö.
    International research articles as used and misused quality indicators in higher education2009Conference paper (Refereed)
  • 5.
    Malmström, Elisabet
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Kristianstad University, Forskningsmiljö med inriktning Relationell Pedagogik (FoRP).
    Action research with small children: aesthetic learning processes in contex2013Conference paper (Other academic)
    Abstract [en]

    The process of learning to become through handmade productions to sufficient respond to the complexities of the Self is unlikely to occur without guidance from relation with others. The main purpose of this paper is to inquire into teachers’ support to small children’s aesthetic learning processes. How may children’s aesthetic learning processes emerge and support the children’s becoming through questions to and from the children? The article highlights the small children’s approach to science by managing aesthetic material, colour and form and the teachers’ approach to good questioning. The methodology is inspired by deconstructive pragmatism and the design from action research. The methodology is further grounded in Charles Sanders Peirce’s triadic transdisciplinary pragmatic theory of semiotics where the interpretant relation between the child and the teacher is on focus. Understanding that Peirce semiotics, science of signs differs from two-valued logic and thus very well may incorporate feeling and aesthetics.  It was necessary to reconstruct the theories of Peirce for an actual appliance to the area of Aesthetic Learning processes. Mediation of the theme, to connect sign - action and mind builds on a hermeneutic model of mediation made by the author where sign features of icon, index, symbols and logical, social and emotional action codes are a few important tools of analysis.  The result from step one in this research shows that teachers’ questions are made to meet children’s different processes of orientation to sign-mindedness, from differentiation of Self from others as fundamental to more advanced, socially- shared sign meaning. This connects to the importance to relate to children as ‘educater’ in relation to the teacher and a link to relational education. The teachers’ were overwhelmed by the children’s knowledge and were stimulated to progress themselves in questioning. The result from step two shows that teachers’ questioning (to support children’s constructions of meanings to become) may be reachable at different levels of hermeneutic understanding. This support the teachers’ questioning quality of wholeness. This scientific understanding from a semiotic-cognitive perspective on children’s meaning emergence and teachers’ supported questioning and conversation could have consequences for the field of aesthetic learning processes in pre-school in the future.

  • 6.
    Malmström, Elisabet
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Aesthetic learning processes in identity work: love of the self and wanting to become2013In: The International Journal of Arts Education, ISSN 1728-175X, Vol. 11, no 1, p. 33-90Article in journal (Refereed)
    Abstract [en]

    The process of learning to become and adequately respond to the complexities of the Self through handmade productions is unlikely to occur without guidance. The support of this article’s idea is the ‘language turn’ of education from the 70s. It also seems important that students learn about art-action in an image-based global culture, including how images are important forms of human expression and substance in becoming. Thus teachers need to know how they give instructions to stimulate thinking through students’ languages of arts (style). Educational sciences of today support this idea where a Peircean mode of education gives support to a wide concept of the text including semiotic resources other than the verbal language. Researchers thus proclaim a horizontal concept of the text for the same purpose of giving equal epistemological status to verbal and semiotic sign-action. For the purpose of stimulating humans’ becoming, I argue for a pragmatic semiotic perspective and that language and visual action do not only include the linguistic and the figurative picture but also the material used, a wide and horizontal view on communication to cooperation. The students show unique ways of art in action, including means to become unique. MyAesthetic Learning processes in identity work -Love of the self and wanting to become unique.My method to find out about mediation of different themes to connect sign -action and mind builds on a hermeneutic model of mediation made by the author; it is a semio-cognitive re-construction of the sign. The result shows features to the students’ different processes of orientation to sign-mindedness and style through which meanings are accessible to becoming. Another result is that the zone of proximal comm unication between students and students’ pictures/texture and teachers makes a difference to the student’s ultimate unique becoming. The result could be of great importance to school aesthetics in the future.

  • 7.
    Malmström, Elisabet
    Kristianstad University, Department of Behavioural Sciences.
     An educational semiotic perspective on learning: the handmade picture in school culture education. Paper presented at NERA´s 31st Congress, Copenhagen2003Conference paper (Refereed)
  • 8.
    Malmström, Elisabet
    Kristianstad University, School of Teacher Education.
    Beyond the word, within the sign: inquiry into pre-school children’s hand-made pictures about schooling2011In: Education Inquiry, ISSN 2000-4508, Vol. 2, no 1, p. 111-126Article in journal (Refereed)
    Abstract [en]

    This article reports reflections on a study addressing the role of a handmade picture in understanding pre-school children’s ideas about their future school context. How is it possible to handle communication by pictures dealt with in the framework of a general theory of signs to signify inquiry? The underlying aim of the study and related report are to deepen educational insights into drawing as communication, co-operation and discovery with meaning. This purpose will contribute to adeeper understanding of the role of picture breakdown and a semiotic modal-specific qualifyingconversation within integrative pedagogy. Interviews, picture explication as well as the children’s and teachers’ commentsare my empirical resources.The result features the children’s style and orientation to sign-mindedness, the pictures’ composition, and children’s discovery of the objectwith meaning and at the end a considered "figure of thought" from reconstruction the sign with a semio-cognitive potential.

  • 9.
    Malmström, Elisabet
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Bild och pedagogikens estetiska språk : en analys av nationella styrdokument2013In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 22, no 1, p. 109-135Article in journal (Refereed)
    Abstract [en]

    Today visual culture is important in society but not in school. This article outlines some features of guidance in the authorities about how to support children’s aesthetic learning processes in relation to meaning construction and becoming. The purpose is to highlight the aesthetic learning processes from a semiotic approach to the field of knowledge in terms of how well the aesthetic learning processes are formulated in state support and policy documents. The methodology presents a pragmatic discourse analysis made on Government bills in Sweden. The question asked is: How do Government texts support the aesthetic language of education including integrative aesthetic hermeneutic skills? Educational function of qualification, segregated, extended and integrative modes of education, as well as likeness (iconic), relation (indexical) and conventional (symbolic) features of learning are important semiotic resources used as analytical tools in this study. The result shows that aesthetic learning processes and concepts related to it are phasing out. The conclusion is that it is of great importance to challenge a hermeneutic paradigm in support of teachers’ aesthetic education. Socialization into aesthetic self sign and experience of art activity as a language of education is lacking and thus qualification is not taken seriously.

  • 10.
    Malmström, Elisabet
    Kristianstad University College, School of Teacher Education.
    Bilden som resurs i meningsskapande: estetiska ämnen i statliga styrdokument. Paper presented at The Third National Curriculum Theory Research Conference, 15-16 October 2009, What counts as knowledge in teacher education & in school? University of Växjö2009Conference paper (Refereed)
    Abstract [sv]

    Bakgrunden till föreliggande paper återfinns i utvecklingen av vårt samhälle som en ytlighetskultur där yta och inbillad skönhet ersatt intellektualitet, kunskaper och djup. Media kan påverka ungdomars identitetsbildning i en sådan riktning och bör enligt forskningen tas på allvar. Till detta ska tilläggas att lärarutbildning och skola, inte minst det nya förslaget till lärarutbildning, tycks försumma bildens roll som ämnesspecifik och ämnesintegrativ resurs, en vidgad syn på text och horisontell mediering. Studien tar sin utgångspunkt i kritisk diskursanalytisk teori där system och livsvärld respektive segregerad, utvidgad och integrativ syn på språk, text och didaktik utgör några analytiska redskap. Hur forskning stöder behovet av bilden som ett språkligt verktyg och semiotisk resurs för intellektuell, medveten och meningsskapande utveckling är fokus i problembelysningen. Syftet med föreliggande undersökning är att samla och reanalysera samhällets styrning när det gäller bilden som fysisk och intellektuell resurs i lärande och meningsskapande. Studiens empiri utgörs av SOU 2008:109, En hållbar lärarutbildning, betänkande av utredningen om en ny lärarutbildning (HUT 07); SOU 1992:94, Skola för bildning huvudbetänkande och SOU 1999:63, Att lära och leda - en lärarutbildning för samverkan och utveckling, slutbetänkande.

    Resultatet visar hur skilda diskurser råder och hur undervisning för meningsskapande genom bilden, ja även övriga estetiska ämnen, helt försummas i En hållbar lärarutbildning (SOU 2008:109) från att den i SOU 1999: 63 fokuserade estetiska kunskapens möjligheter efterfrågats, tankar som även följdes upp i den efterföljande regeringspropositionen (1999/2000: 135), En förnyad lärarutbildning. De estetiska ämnenas möjliga hantering för lärande diskuteras avslutningsvis i ett framtidsorienterat pedagogiskt sociosemiotisk perspektiv. Statlig styrning, som gör det möjligt för läraren att möta och stötta elevens estetiska läroprocesser bättre, efterfrågas.

  • 11.
    Malmström, Elisabet
    Kristianstad University, Department of Behavioural Sciences.
    Communication and identity: about the hand-made picture and an educational semiotic perspective2003Collection (editor) (Other academic)
  • 12.
    Malmström, Elisabet
    Kristianstad University, School of Teacher Education.
    En rörelse mellan aning och insikt om framtiden: högskolepedagogik som stimulerar intuition och lärande om det preliminära2001In: Pedagogik för intuition: rapporter från ett didaktiskt utvecklingsprojekt vid Lunds universitet, Lund: Universitetspedagogiskt centrum , 2001, p. 41-79Chapter in book (Other academic)
    Abstract [sv]

    Denna artikel belyser teoretiskt den intuitiva processen i studerandes sökande efter kunskap, på en kurs i deras utbildning. Utgångspunkten är intervjuer med sex blivande psykologer. Syftet är att nå ökad förståelse för hur de studerande förändrar och fördjupar sina kunskaper mot kursmål inom psykologyrket. Min slutsats av intervjuerna är att genom att genomföra underrvisningen med handlingsutrymme för studerandes självstyrning kan även utrymme för intuition och lärande om det preliminära stimuleras. Kanske pedagoger, forskare och didaktiker mer skulle syssla med en form av högskolepedagogik som ger detta utrymme?

  • 13.
    Malmström, Elisabet
    Kristianstad University, Department of Behavioural Sciences.
    Estetisk pedagogik och lärande: processer i bildskapandet, delaktighet och erkännande2006Book (Other (popular science, discussion, etc.))
  • 14.
    Malmström, Elisabet
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Integrative art: inquiry into meaning in early childhood fine art education2011Conference paper (Other academic)
    Abstract [en]

    The background of this article is that the educational sciences of today give priority to a wide concept of the text and researchers in Sweden proclaim a horizontal concept of the text for the same purpose of giving equal epistemological status to verbal and semiotic sign-action. Today’s ‘language turn’ and ‘visual turn’ do not only include the linguistic and the figurative picture but also the materials and its texture. The idea of this study is to inquire how small children use aesthetic materials for action and meaning and what teachers do and think about this. The meaning potential is the tension between the image’s character levels, the child’s lifeworld and the teachers’ subject-specific discourse with the child. The main purpose is to learn about how the zone of proximal communication between children and children’s pictures and teachers might become more stable. Therefore I find the meaning potential of interest to a pragmatic inquiry. The design is inspired from action research. The result features the children’s orientation to sign-mindedness from the ages of one to five as well as the teachers’ reflections on their own progress in meeting young children’s action regarding material to give them support in learning and development.

  • 15.
    Malmström, Elisabet
    Kristianstad University, School of Teacher Education.
     Orientation to picture–based communication. Paper presented at Culture NERA´s 34th Congress, University of Turku, Faculty of Education, March 15 – 172007Conference paper (Refereed)
    Abstract [en]

    What makes an aesthetic practice communicative? A wide view of language as opposed to a narrow view of verbal language is the focus of this presentation. Pictures are significant as signs, communicating how a person refers to and thinks about the world. Generally we do not count the hand-drawn picture (chirographic) as a statement. The informants in this study are students at an art school. They are mentally retarded and have a minor intellectual dysfunction. A theoretical framework called the "educational socio-semiotic perspective" (Ahlner & Malmström 1998) forms the basis of the present analysis. The world is recognised and interpreted by means of signs; signs allow us to speak of, refer to and think about how we think. The present research demonstrates with the aid of observations, interviews and picture analysis how a unique aesthetic practice can usefully employ participation and acknowledgement to enable the members to develop presence of mind and artistic uniqueness. The matrix of an extended social picture ground developed by the author has clear benefits, particularly with regard to the explication processes of aesthetic learning and meaning construction.

  • 16.
    Malmström, Elisabet
    Kristianstad University, Department of Behavioural Sciences.
    Pedagogik för intuition: praktiska tillämpningar i högskolepedagogik. Presenterad vid Högskoleverkets fjärde nationella kvalitetskonferens i samarbete med Lindköpings universitet på Campus i Norrköping2001Conference paper (Refereed)
  • 17.
    Malmström, Elisabet
    Kristianstad University College, Department of Behavioural Sciences.
    Reflections on a didactical socio-semiotic orientation to sign-mindedness and learning : Peirce´s Semiotic and Pedagogy2007In: SEMIO Istanbul: Volume I / [ed] Yrd. Doc. Dr. Mehemet Ustunipek, Istanbul: Istanbul KulturUniversitesi Yayinlari , 2007, p. 633-Conference paper (Refereed)
    Abstract [en]

    The intention of this paper is to reflect upon the relevance of Semiotics to Pedagogy and make a didactical application to the relations between the triad communicator – production – tutor. A wide view of language as opposed to a narrow view of verbal language on pedestal is of focus. Pictures are significant as signs, communicating how a person refers to and thinks about the world. Generally we do not count the hand-drawn picture or a sculpture as an argument. The informants are students at an art school, Unikum. They are mentally challenged and have a minor intellectual dysfunction. A theoretical educational socio-semiotic framework (Ahlner Malmström 1998) forms the basis of present research; the world is recognised and coded by means of signs. Signs allow, according to the American pragmatic philosopher Charles Sanders Peirce (1839 – 1914), people to speak of, refer to and think about how they think.

    The present research demonstrates with observations, interviews and art productions how a unique aesthetic practice usefully creates participation and acknowledgement to enable the members develop presence of mind and artistic uniqueness.  A matrix of an extended social sign ground developed by the author, has benefits with regard to the explication processes of aesthetic learning and meaning construction. Everyday work in an aesthetic practice allows tutoring and answering questions as: What room outside the picture is a production a picture of?  What is the graphic style of the subject?  What code is known or is to be learned? What knowledge and codes does the subject initiate? What is unique in a piece of art that makes the subject´s authenticity comes to mind? It is the author’s conclusion that this aesthetic practice proposes a context that opens up for nuances in knowledge about what constructional aesthetic work can be to subject construction.

    Key words: educational semiotics, authentic communication, learning, sign, aesthetic reflection, meaning construction.

  • 18.
    Malmström, Elisabet
    Kristianstad University, Department of Behavioural Sciences.
     Reflections on the mediated sign in visual culture: visual analysis, methodology and science, an arena of aesthetic learning to reach identity and integrity. Paper presented at NERA´s 33rd Congress, University of Oslo, Faculty of Education, March 10 – 122005Conference paper (Refereed)
    Abstract [en]

    The purpose of this paper is to clarify how visual analysis of a handmade picture function in between at least two views, the creator and the respondent. The starting point is to look upon the picture as a symbol system, no matter who made it and if the product is art or not art. Pictures originate from art and media but also from our hands and minds in learning. The function of lines and colours, is the basis for externalised interpretation. My point is that the more externalised views and minds, the better the tutor gets to know the student, and the better the student gets to know her- or himself and the better the student and tutor meet in symmetry. The critical view to the Habermas ´ concept of symmetry in pedagogical practice, is that there is always one that is supposed to know more (tutor) than the other (student). Learning is relational and so defined in terms of a variation. This means that an aspect of the social within us is externalised and interpreted in a unique communicative form (of the object), different from that of others. All together the different artefacts about a specific phenomena can inside the student or between students open up for an awareness of other ways of experiencing the specific and lead to deep learning. My point is that visual analysis and understanding, it’s methodology and science, is an arena of not only aesthetic educational learning but gives birth to more of symmetrical relations, to creator personal identity and integrity.

  • 19.
    Malmström, Elisabet
    Kristianstad University, Department of Behavioural Sciences.
    Three ways of deliberative talking to handle aesthetic “utterances” to reach democratic goals. Paper presented at NERA´s 32nd Congress, Iceland University of Education, Reykjavik, Marsch 11 – 132004Conference paper (Refereed)
1 - 19 of 19
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