557 research outputs found
Educare 2011:1 : Tema: Svenska med didaktisk inriktning
No full textTema: Svenska med didaktisk inriktning Innehåll: Förord Lotta Bergman Den friska boken och den sjuka läsaren: Om litteratur som medicin Magnus Persson; Lyssnandets århundrade? Att lyssna på den talande boken Kent Adelmann; Kroppen läser och skriver? Läsningens och skrivandets kroppslighet i ljuset av Merleau-Pontys kroppsfilosofi Cecilia Nielsen; Texter, språk och skrivande med utgångspunkt i de nya kurs- och ämnesplanerna i svenska Annbritt Palo & Lena Manderstedt; Den retoriska arbetsprocessens betydelse för möjligheten att framstå med starkt och trovärdigt ethos i muntlig framställning Cecilia Olsson Jers; Vad kan vi lära oss av berättelser? Det fiktivas funktion i svenska som främmande språk Lisa Källströ
Educare 2011:1 : Tema: Svenska med didaktisk inriktning
No full textTema: Svenska med didaktisk inriktning Innehåll: Förord Lotta Bergman Den friska boken och den sjuka läsaren: Om litteratur som medicin Magnus Persson; Lyssnandets århundrade? Att lyssna på den talande boken Kent Adelmann; Kroppen läser och skriver? Läsningens och skrivandets kroppslighet i ljuset av Merleau-Pontys kroppsfilosofi Cecilia Nielsen; Texter, språk och skrivande med utgångspunkt i de nya kurs- och ämnesplanerna i svenska Annbritt Palo & Lena Manderstedt; Den retoriska arbetsprocessens betydelse för möjligheten att framstå med starkt och trovärdigt ethos i muntlig framställning Cecilia Olsson Jers; Vad kan vi lära oss av berättelser? Det fiktivas funktion i svenska som främmande språk Lisa Källströ
Educare 2011:1 : Tema: Svenska med didaktisk inriktning
No full textTema: Svenska med didaktisk inriktning
Innehåll:
Förord
Lotta Bergman
Den friska boken och den sjuka läsaren: Om litteratur som medicin
Magnus Persson;
Lyssnandets århundrade? Att lyssna på den talande boken
Kent Adelmann;
Kroppen läser och skriver? Läsningens och skrivandets kroppslighet i ljuset av Merleau-Pontys kroppsfilosofi
Cecilia Nielsen;
Texter, språk och skrivande med utgångspunkt i de nya kurs- och ämnesplanerna i svenska
Annbritt Palo & Lena Manderstedt;
Den retoriska arbetsprocessens betydelse för möjligheten att framstå med starkt och trovärdigt ethos i muntlig
framställning
Cecilia Olsson Jers;
Vad kan vi lära oss av berättelser? Det fiktivas funktion i
svenska som främmande språk
Lisa Källströ
Educare 2011:1 [Elektronisk resurs] : Tema: Svenska med didaktisk inriktning
No full textTema: Svenska med didaktisk inriktning Innehåll: Förord Lotta Bergman Den friska boken och den sjuka läsaren: Om litteratur som medicin Magnus Persson; Lyssnandets århundrade? Att lyssna på den talande boken Kent Adelmann; Kroppen läser och skriver? Läsningens och skrivandets kroppslighet i ljuset av Merleau-Pontys kroppsfilosofi Cecilia Nielsen; Texter, språk och skrivande med utgångspunkt i de nya kurs- och ämnesplanerna i svenska Annbritt Palo & Lena Manderstedt; Den retoriska arbetsprocessens betydelse för möjligheten att framstå med starkt och trovärdigt ethos i muntlig framställning Cecilia Olsson Jers; Vad kan vi lära oss av berättelser? Det fiktivas funktion i svenska som främmande språk Lisa Källström</p
Reluctant Authorities : the Author in the Classroom
No full textAs in the literary public sphere in general, there is a renewed desire to get close to the author behind the work also in the teaching of Swedish as a school subject. By this we do not mean teachers’ and pupils’ possible tendency to interpret the works through a biographical filter, but rather the author's actual physical presence in the classroom. Each year, more than 2,000 author visits are conducted in Swedish schools. Author visits constitute a large and important part of the recurrent policy efforts to get more culture into schools. Pupils’ literacy development is typically highlighted as a main goal for these efforts. But what actually happens during such author visits?
In an ongoing project, we have followed and documented the highly popular and critically acclaimed Swedish author of books for young people Per Nilsson's visits in three different secondary school classes. In our presentation, we will show how the author’s performance can be described as an interaction between four various roles: author, narrator, debater and actor. In particular, we will focus on how the author’s authority over the interpretation of his own text is subjected to extensive and contradictory negotiations
Reluctant Authorities : the Author in the Classroom
No full textAs in the literary public sphere in general, there is a renewed desire to get close to the author behind the work also in the teaching of Swedish as a school subject. By this we do not mean teachers’ and pupils’ possible tendency to interpret the works through a biographical filter, but rather the author's actual physical presence in the classroom. Each year, more than 2,000 author visits are conducted in Swedish schools. Author visits constitute a large and important part of the recurrent policy efforts to get more culture into schools. Pupils’ literacy development is typically highlighted as a main goal for these efforts. But what actually happens during such author visits? In an ongoing project, we have followed and documented the highly popular and critically acclaimed Swedish author of books for young people Per Nilsson's visits in three different secondary school classes. In our presentation, we will show how the author’s performance can be described as an interaction between four various roles: author, narrator, debater and actor. In particular, we will focus on how the author’s authority over the interpretation of his own text is subjected to extensive and contradictory negotiations.</p
Supporting academic literacies : university teachers in collaboration for change
No full textDenna artikel behandlar ett aktionsforskningsprojekt, där en grupp universitetslärare från olika discipliner reflekterar över och successivt utökar sin kunskap om hur lärare kan stödja studenter i att utveckla sitt skrivande, läsande och kritiska tänkande integrerat. Projektet genomfördes inom ramen för en "forskningscirkel " (Bergman 2014), där lärarna involverades i en kontinuerlig dialog där erfarenhetsbaserad och forskningsbaserad kunskap kunde mötas. Den två år långa processen delades in i tre faser: utbyte av erfarenheter och kunskaper, småskaliga empiriska undersökningar i deltagarnas egen undervisning och presentationer av resultatet av forskningscirkelns arbete. Huvudfokus i denna artikel är den andra fasen. Valet av småskaliga undersökningar och hur dessa diskuterades och utvecklades i gruppens kollaborativa arbete sätts i förgrunden, liksom de förändringar som skett i deltagarnas undervisning och hur deltagarna värderar resultatet av forskningscirkeln arbete.This article deals with an action research project, where a group of university teachers from different disciplines reflected on and gradually extended their knowledge about how to support students’ academic literacy development. The project was conducted within a ‘research circle’ (Bergman 2014), in which the teachers engaged in a continuous dialogue where experience-based and research-based knowledge could meet. The two-year long process was divided into three phases: exchange of experiences and knowledge, small-scale empirical investigations in the participants own teaching, and presentations of the outcome of the research circle work. The main focus in this article is the second phase. The choice of small-scale-investigations, and how they were discussed and developed in the collaborative work, will be foregrounded as well as the changes that occurred in the participants’ teaching practices and how the participants value the outcome of the research circle work
Prime osservazioni sul rapporto tra il reato di “Diffusione illecita di immagini o video sessualmente espliciti” e le libertà di corrispondenza e di manifestazione del pensiero
No full textL’articolo concerne il rapporto tra il reato di “Diffusione illecita di immagini o video sessualmente espliciti” (art. 612-ter c.p.) e le libertà costituzionali di corrispondenza (art. 15 Cost.) e di manifestazione del pensiero (art. 21 Cost.). Nello specifico, l’Autore si chiede se il reato di cui all’art. 612-ter incida sulle libertà di cui all’art. 15 e all’art. 21
Cost. Invero, l’unico obiettivo del reo è quello di ledere l’identità morale e l’onorabilità della vittima. Per questo motivo, non deve indurre in errore la circostanza che la condotta descritta dall’art. 612-ter verrà (esclusivamente) posta in essere utilizzando mezzi di comunicazione, deputati alla trasmissione del pensiero. Infatti, l’Autore ritiene che il fondamento costituzionale dell’art. 612-ter c.p. è da rinvenirsi negli artt. 2, 3 e 13 (intesa quale libertà di autodeterminarsi) Cost., mentre la libertà di corrispondenza e la libertà di manifestazione del pensiero non vengono compresse dal reato in esame.The paper concerns the relationship between the crime of “Illicit distribution of sexually explicit images or videos” (Article 612-ter of the Italian Criminal Code) and the constitutional freedoms of correspondence and expression of thought.
Specifically, the Author reflects on whether the offence under art. 612-ter affects the freedoms pursuant to Article 15 and Article 21 of the Constitution. Indeed, the offender’s sole objective is to damage the victim’s moral identity and reputation. For this reason, we should not be misled by the fact that the conduct targeted in Article 612-ter may (exclusively) be implemented using means of communication designed for the transmission of thought. In fact, the Author believes that the constitutional foundation for art. 612-ter of the Italian Criminal Code is to be found in Articles 2, 3 and 13 of the Constitution (regarding the freedom of self-determination), while the freedom of correspondence and freedom of expression of thought are not restricted by the crime in question
Un nuovo diritto al tempo del Covid-19? Accesso a Internet e digital divide
No full textThe article analyses the issue of Internet access and digital divide, also considering Covid-19 health emergency. The Author acknowledges that Internet is now a fundamental prerequisite for exercising civil and political rights and for developing individual's personality. Therefore, retracing doctrinal orientations developed on Internet access, he believes that it should not be configured as a right but a mere functional instrument for exercising fundamental rights. Hence the need to shift the centre of gravity of the issue from the right to the instrument to the effectiveness of the right exercisable through the instrument. Therefore, without the need to include Internet access in the list of (fundamental) rights, it is argued that it must be subsumed in the context of the public service, and in particular in the universal service. This in fact would entail the undoubted advantage - with the Constitution unchanged - of not excluding any segment of the population from the Internet service (it would be better, from broadband connection). All this is also investigated from the visual angle of Covid-19 health emergency, which has sharpened digital divide and that made the intervention of the legislator necessary to better guarantee Internet access, since through the remote connection (and only through it) it was possible to exercise certain fundamental rights during the lockdown
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