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The Contemporary Fruition of Literature between Media Representation and Transmediation: A Comparative Analysis in the Anglophone Context
Full text linkThe materiality of the text (Hayles 2001) in contemporary literature is becoming increasingly complex, partly reflecting both the ‘pervasiveness’ and the ‘instantaneousness’ of digital culture. The form of the contemporary novel, especially in its experimental patterns, is gaining ‘concrete’ and ‘multimodal’ traits (McHale 1987, Hallett 2009, Bray & Gibbons 2012) that display further paratextual affordances in literary texts. Using Elleström’s theoretical framework, the aim of this contribution is not only to analyse the ways in which digital culture is represented on the printed page enacting different media relations, but also to highlight the effects of the digitisation of an experimental book in paper form. Moreover, the use of digital tools can enable multimodal literary experiences in which the page of a book and the screen of a mobile phone are combined to both create and join the narrative. In this presentation, I particularly refer to Rebecca Watson’s Little Scratch, Mark Z. Danielewski’s The Fifty Year Sword enhanced e-book and the Wonderland Cross-Media Escape Room I designed in 2021. In the latter case, I used augmented reality technologies in a mixed environment that features both analog and digital elements, transmediating Carroll’s storyworlds (Alice’s Adventures in Wonderland and Through the Looking-Glass). Since different media characteristics also affect the way in which readers get involved in the process of storytelling, Elleström’s media modalities are crucial for this analysis (2010, 2020, 2021)
Reenacting the Past. Visual Displays Through Literature and Theater: Guido Gozzano and Milo Rau
Full text linkThe contribution focuses on the representation of moving images (silent movies and digital displays) in early 20th century literature and theater in the 2000s.
Starting from the point of view of an Italian writer of the first decade of the 20th century, Guido Gozzano, a line is drawn to contemporary theater and one of its most impactful and innovative components, Milo Rau.
Gozzano (1883-1916) lived in Turin when the city was the capital of the newborn cinema: that is why his claims about the intermedial relationship between words and moving images can be placed at the beginning of the discourse on this topic. In his texts and articles, Gozzano reflects on the pros and cons of the new medium compared to literature, and argues its ability to simplify artistic expression. Moreover, he himself contributes to the making of some films: Gozzano’s movie script San Francesco d’Assisi is considered in the analysis, observed through the poles of literature and history.
A century later, Rau (1977) creates new interactions on the stage, by placing moving images juxtaposed with the actors’ words and performance. Rau’s teather incorporates digital displays in his dramatic structure: the play Orestes in Mosul (2019) is considered to highlight how the intermediality between the digital and the stage is used to multiply narratives and open new perspectives on history and literature, instead of simplifying reality as Gozzano imagined.
Based on the divergences existing between the works of the two artists, the analysis will show the changing use of visual displays by other media. The display has shifted from being a neutral analogue tool for literary and historical revivals with memorial intentions, to a critical digital tool for contemporary “re-enactment”, namely, meant as a form of reworking and re-acting the past and literature that may produce effects on the future
Ukraine war stories as experience technology
Full text linkOur research project Multimodal and Intermedial Technologies (MIT) revises the concept of technology so that it is not solely owned by the engineers. We will address the misunderstanding in which the job of the humanists is to produce content for devices manufactured by the engineers. The misunderstanding constitutes a scientific and cultural problem because it restricts innovation between the disciplines, and it affects the way academic research is discussed in public. MIT will fix this problem for experts from across the range of sciences to be able to cooperate with one another in developing the media technologies of the 2020s from the perspective of what user experience (UX) really is and how it is jointly produced. MIT reveals how experiences, as forms of human interaction including narrative and communicative texts, can be understood as technologies both digital and non-digital with specific qualities of design. We will launch new UX evaluation methods for service in public sector and industrial contexts beyond the academia.
As our case study in the presentation, I will analyze Ukraine War Stories (https://store.steampowered.com/app/1985510/Ukraine_War_Stories), a video game or digital "set of visual novels" as described by Starni Games who developed the game after the Russian invasion of Ukraine in 2022. I will focus on analyzing a walkthrough of the playable demo as an experience technology that is purposively designed in narrative content and medial form to elicit a sympathetic reaction from the end user, or the player
Formalanalys och formalism i det tjugoförsta århundradet
Full text linkI detta paper lyfts frågor dels om formalanalysens och formalismens ställning inom konst- och bildvetenskaplig forskning och undervisning i dag. Det handlar dels om den konstruktivistiska kritiken som rests emot form och formalismen under 1900- talet, som ställs emot bildanalysens grund i verkets plastiska skikt (och hur det uppfattas av betraktaren). Pappret avslutas i ett resonemang om ämneskonception - vad är konst- och bildvetenskapens kunskapsbidrag? Jag argumenterar att den grundas i de specifika metoder som används inom vår disciplin och hur dessa utgör basen för ämnets relevans inom forskning och undervisning idag och framöver. Stilen är resonerade och associativ
Konstvetenskapen i kolonicen
Full text linkOm vi vill att konstvetenskap ska fortsätta vara ett relevant fält för forskning och utbildning måste vi i högre grad än nu närma oss vår tids stora ödesfråga: den klimatkris och massutrotning som är en följd av vår överexploatering av planetens tillgångar, i synnerhet fossila bränslen. Det här är en fråga som redan engagerar konsthistoriker, och inom humaniora i stort hittar vi forskningsfält som miljöhumaniora och teoribildningar som posthumanism och nymaterialism. Jag tänker att forskningsdagarna är ett utmärkt tillfälle att utbyta erfarenheter, inventera pågående initiativ och tillsammans prata om hur vi som ämne kan ta chansen att inte bara spegla utan också ta aktiv del i den enorma omställningsprocess som vi har framför oss. Själv är jag på väg att styra in min forskning mot skärningspunkten mellan kolonialitet och klimatkris – och vad konst och konstvetenskap gör, och kan göra, på den platsen
Kravet på relevans gentemot samhällsutmaningar
Full text linkFörväntan har ökat på att universiteten ska möta samhällsutmaningar som klimatkrisen, politisk polarisering, hot mot demokratin och ökad mental ohälsa. Hur bör konstvetenskapen förhålla sig till detta? Bör vi värna den nyfikenhetsstyrda forskningen? Bör vi anpassa vår forskning till kraven på samhällsrelevans? Eller bör vi utmana förståelsen av vad som är samhällsrelevant i ljuset av dagens kriser
Fostering global listeners of diverse English accents: An intervention study
Full text linkThe Swedish national syllabus for English recommends that upper secondary English education promote competence in international communication (Skolverket, 2022). As pronunciation differences may be the major cause of misunderstandings in international communication (Deterding 2013), listening skills and positive attitudes related to diverse accents need to be part of English education (Forsberg et al. 2019; Jeong et al. 2021). However, there is a lack of research-based teaching methods and tools, reflecting the longstanding monolingual bias in the study of second language acquisition (Ortega 2014). We therefore investigate the effects of an intervention conducted over three weeks in an upper-secondary class (N=32) and using six listening activities designed based on contact theory (Allport 1954; Pettigrew & Tropp 2006) and the principles of high-variability perceptual training (Lindemann et al. 2016). Pre- and post-tests measuring the intervention’s effect on listening comprehension and attitudes towards unfamiliar accents will be compared with a similar class as a control (N=32). In addition, a focus group of pupils from the intervention group will share their experience of the activities and potentially demonstrate effects not measured by the quantitative data. The findings will provide evidence regarding the effectiveness of this contact- and perceptual-training approach with English learners, informing the development of global Englishes teaching and challenging the monolingual bias in research on second language acquisition
Swedish students' beliefs about learning a Modern Language in year 6 and 9
Full text linkThis presentation focuses on students’ experiences of learning a second foreign language (called Modern Languages) in Swedish compulsory school. With the aim of investigating students’ beliefs about languages and language learning, the current presentation emphasizes students’ motivation for learning, as well as their experiences of learning and having learnt a Modern Language. This follow-up study, conducted at the end of school year 9 (with 15- to 16-year-old students), builds upon data collected in school year 6 (students 12 to 13 years old). The data include qualitative (interviews) as well as quantitative (questionnaire) methods. Three language groups, at the same school (i.e., where the previous study was conducted) answered a questionnaire (n = 50) and seven students were interviewed. The three groups studied French, German and Spanish as a Modern Language.
Preliminary findings indicate that the students in year 9 have a lower motivational level and a more negative sense of capability in the Modern Language, in comparison with the findings from year 6. In addition, the students expressed a rather instrumental view of learning. Several students stated that the main reason for learning a Modern Language was the extra qualification points which are added to the grade point average for those students who con tinue to study their Modern Language in upper secondary school. These qualification points can also enhance access to university. Hence, the students’ engagement shown in school year 6 seems to have changed into considering Modern language learning as a transition to higher education and future careers. These findings hold significant implications for language education and educators, and support strategies to enhance students' motivation and proficiency in learning modern languages
Swedish-speaking children with developmental language disorder in comparison with second language learners: A new look at grammatical challenges
Full text linkThe focus of this project is language processing in children with Developmental Language Disorder (DLD) and bilingual children learning Swedish as their second language (L2). DLD is characterized by difficulty learning a native language and is associated with poor literacy and academic development. Children with DLD and children learning Swedish as L2 are similarly challenged by Swedish grammar. Comprehension depends on rapid analysis and integration of different aspects of linguistic information including the sound, word and sentence levels. Studies from other languages have shown that children use the cues provided in the article of the noun phrase to retrieve nouns. Using a Visual World Paradigm, we investigate the link between comprehension and production of the Swedish noun phrase which has two genders (uter and neuter), in sentences with different grammatical complexity. We let children produce noun phrases, measure their vocabulary skills, and study processing in a picture identification task while tracking eye gaze. Visual attention and processing of auditory stimuli are closely time-locked; an eye-tracker monitors visual attention using non-invasive technology.
Our aim is two-fold:
1. Using eye-gaze, we aim to determine:
if the groups of participants differ in their use of the cue provided by the article topredict which of the nouns represented by four pictures will follow;
whether the low-frequency neuter gender is more challenging to process than thecommon gender;
if increased sentence-level sentence complexity influencesprocessing of the noun phrase;
2. Using production data, we aim to determine:
if noun phrase production skills predict accuracy in the picture identification task;
if processing of the information provided by the article is linked to vocabulary skills.
We expect the different groups of children to show different patterns of strengths and weaknesses. More knowledge about how children use the gender cues provided in the article may affect how we support word learning, for example if new nouns should be taught in the context of the noun phrase and within a hierarchy of sentence complexity
“I felt as free as a bird!”: Exploring multilingual writing strategies to talk about migration
Full text linkIn recent years, research has highlighted the benefits of multilingual education in classrooms, such as developing students’ metalinguistic awareness, positively impacting literacy, and promoting a favourable attitude towards linguistic diversity (Ascenzi Moreno & Espinosa, 2018). Due to various factors, like emergent bilinguals’ linguistic skills and lack of materials (García & Kleifgen, 2020), research has mainly focused on oral activities. Yet, analysing students’ writing practices is crucial, as it reveals how their linguistic repertoire shapes every stage of writing, and it allows for an examination of written texts as social constructions. Drawing from this research gap, this presentation aims to explore the impact of multilingual education on biliteracy, both for children with migratory backgrounds and monolinguals. To do so, we will present the results of a study conducted within the broader AltRoParlante project, a network of Italian schools that, since 2016, has adopted multilingual pedagogies as an integral part of the curriculum (Carbonara & Scibetta, 2021). The data collection process involved gathering written texts on the themes of migration and travel from students aged 10 to 14, as well as conducting focus groups with the same students. Employing a mixed-method approach, the written texts were analysed both from a linguistic perspective using an observation grid and from a thematic perspective. Moreover, the focus groups were explored through a Reflexive Thematic Analysis (Braun & Clarke 2021) in order to identify (multilingual) writing strategies and motivations. Results showed diverse linguistic and stylistic strategies, indicating both a persistent monolingual ideology in written work and the potential of systematic multilingual education to counter this, fostering positive attitudes and producing creative, socially significant texts