178 research outputs found
Design för lärande på museum
No full textDesign för lärande är ett teoretiskt perspektiv som erbjuder oss redskap för att beskriva och förstå lärande på ett delvis nytt sätt (Rostvall & Selander, 2008; Selander & Kress, 2010). Ett designteoretiskt perspektiv för bland annat fram hur kreativitet och formande aktiviteter är en del av allt lärande, oavsett miljö och situation. I den här presentationen kommer jag att lyfta fram några centrala begrepp och visa hur jag tillämpar begreppen för att studera museibesökares möte med utställningar.I avhandlingen Tinget, rummet, besökaren undersökte jag vilket slags meningsskapande och engagemang som museibesök ger upphov till hos besökare, och hur man som forskare kan dokumentera sådana subtila processer (Insulander, 2010). Undersökningen utgick från antagandet att varje utställning har specifika möjligheter och begränsningar för lärande. Men samtidigt som utformningen av utställningen till viss del blir styrande för de besökare som ser den, så finns där ändå mängder av möjligheter för besökarna att själva skapa mening. På så sätt görs utställningen om till något nytt då den ”om-designas” vid varje besök.I studien följde jag besökare i par på deras väg genom två olika kulturhistoriska utställningar. Besökarna fick också själva dokumentera sina visiter genom att ta egna fotografier samt rita kartor över den utställning som de besökt. Genom den teoretiska ansatsen uppmärksammas de transformationsprocesser som sker och val som görs när såväl utställningsproducenter som besökare visar fram sin förståelse av historiska skeenden.</p
Multimodal ethnography : understanding meaning making in practices and across contexts
No full textMultimodal ethnography – understanding meaning making in practices and across contextsMultimodal ethnography brings together social semiotics and ethnography. In this perspective, researchers are in particular concerned with: ‘accounts of cultural and social practices through prolonged fieldwork in a particular setting’ (Jewitt, Bezemer, & O'Halloran, 2016, p. 118).Consequently, two things characterize this approach. First, the research emphasis on everyday practices and contexts, and second, the ethnographer documents these practices by collecting artefacts, writing field notes.The question about the relationship between multimodality and ethnography has been raised a number of times during the last two decades (Dicks, Flewitt, Lancaster, Pahl, & Kress, 2011; Flewitt, 2011). Gunther Kress claimed that ethnography and social semiotics should be brought together to ‘mutual advantage’ in the article: ‘partnership in research’: multimodality and ethnography (2011). Here, he argued that social semiotics emphasizes ‘the ceaseless social (re) making of a set of cultural resources (Kress, 2011, p. 242 italics in original text). Kress argues that ethnography has the task to provide us with information about the setting that surrounds the social interaction. Also from a multimodal ethnographic perspective, other researchers have paid attention to materiality and multimodality (Pahl & Rowsell, 2010), as well as literacy practices in diverse contexts (Pahl & Rowsell, 2005).This symposium brings together three papers that discuss and develop multimodal ethnography. Eva Insulander presents and discusses examples of how methods from the field of ethnography were used within the frames of a research project on learning and designs for learning. Øystein Gilje's paper focuses on values of ethnographic fieldwork in relation to analyses of meaning-making practices across sites and contexts by following the individual learner or/and a semiotic artefact. Fredrik Lindstrand uses examples from two projects to suggest how ethnographical approaches can be used to encompass a focus on both functional/social and systemic aspects of semiosis in multimodal research.Discussant: Professor Anders Björkvall, Örebro Universitet. [email protected], K. T. (2013). Contrasting Systemic Functional Linguistic and Situated Literacies Approaches to Multimodality in Literacy and Writing Studies. Written Communication, 30(3), 276-299. doi: 10.1177/0741088313488073Bateman, J., & Schmidt, K.-F. (2012). Multimodal film analysis: how films mean. New York: Routledge.Boeriis, M. (2009). Multimodal Socialsemiotik & Levende Billeder. (PhD thesis Ph D), Faculty of Humanities, SDU, Syddansk Universitet.Flewitt, R. (2011) Bringing ethnography to a multimodal investigation of early literacy in a digital age. Qualitative research 11(3), 293-310)Gilje, Ø. (2010a). Mode, mediation and moving images: an inquiry of digital editing practices in media education. (Ph D collection of articles), University of Oslo, Oslo.Gilje, Ø. (2010b). Multimodal Redesign in Filmmaking Practices: An Inquiry of Young Filmmakers’ Deployment of Semiotic Tools in Their Filmmaking Practice. Written Communication, 27(4), 494.Jewitt, C., Bezemer, J., & O'Halloran, K. (2016). Introducing multimodality: Routledge.Kress, G. (2011). ‘Partnerships in research’: multimodality and ethnography. Qualitative Research, 11(3), 239-260. doi: 10.1177/1468794111399836Lindstrand, F. (2006). Att göra skillnad: Representation, identitet och lärande i ungdomars arbete och berättande med film [Making difference. Representation, identity and learning in teenagers' work and communication with film] (PhD), Stockholm: HLS Förlag.Pahl, K., & Rowsell, J. (2005). Literacy and education: understanding the new literacy studies in the classroom. London: Paul Chapman.Pahl, K., & Rowsell, J. (2010). Artefactual literacies: Every object tells a story: Teachers College Press. </p
Museologiske perspektiv på formidling i kunstmuseer : Hovedsynspunkter fra nyere forskning påformidling I kunstmuseer
No full textFöljande text avser att ge en bild över forskningsläget när det gäller området museer och lärande. Min utgångspunkt är museologisk, genom att jag intresserar mig för museernas verksamhet i vid bemärkelse, men också didaktiskt, genom att jag särskilt intresserar mig för villkoren för lärande på museer. Till detta hör även ett intresse för hur vi kan studera tecken på lärande.</p
Gender differences in electrophysiologic effects of mental stress and autonomic tone Inhibition: A study in healthy individuals
No full text
Book Review: Museums and technologies of presence : Maria Shehade and Theopisti Stylianou-Lambert. <em>Museums and Technologies of Presence</em>. London & New York: Routledge, 2024, p. 286, ISBN 978-1-032-36880-1
No full textThe exhibition as a multimodal pedagogical text
No full textIn recent years, museum professionals, visitors and politicians have directed their interest towards the museum as a new arena for communication and learning. In this article, I explore the museum as an educational site from a multimodal and social semiotic approach. This approach implies a view of communication and learning as a social process of sign-making, where the meaning of a message is realised across several resources or modes of communication. As an example, I study the characteristics and the design of an archaeological exhibition at the Museum of National Antiquities in Stockholm, Sweden. The exhibition is described and explored as a multimodal pedagogical text. In my ‘reading’ of the text, I examine how the design encourages a specific reading path and how it creates coherence through ‘framing’ and through the use of colour. I examine how meaning is made through objects, text, image and sound.</p
The exhibition as amultimodal pedagogical text
No full textIn recent years; museum professionals; visitors and politicians have directed their interest towards the museum as a new arena for communication and learning. In this article; I explore the museum as an educational site from a multimodal and social semiotic approach. This approach implies a view of communication and learning as a social process of sign-making; where the meaning of a message is realised across several resources or modes of communication. As an example; I study the characteristics and the design of an archaeological exhibition at the Museum of National Antiquities in Stockholm; Sweden. The exhibition is described and explored as a multimodal pedagogical text. In my ’reading’ of the text; I examine how the design encourages a specific reading path and how it creates coherence through ’framing’ and through the use of colour. I examine how meaning is made through objects; text; image and sound.</p
Exhibition development through cross-institutional collaborative design
No full textThis chapter sheds light on a cross-institutional collaborative design process between museum professionals and university researchers. It draws upon a study of a series of design workshops at a large natural history museum in Sweden, where professionals at the museum and educational researchers from the university interacted and reflected upon critical incidents in the exhibition development process.</p
Learning as Design : an example from the museum
No full textOver the past years, the museum has come to appear as a new arena for communication and learning, where visitors actively can engage in the construction of meaning of exhibitions. In this article, I discuss how the concept of design directs our attention towards the creative, dynamic and social aspects of learning. When used in relation to exhibitions, design signifies both the organization of a setting, and the process where the learner, out of her own interest, makes choices and selections and thereby creates her own understanding of the content. I will use empirical data from an ongoing study as an example, where I examine both the semiotic resources for learning in an exhibition, and the visitors’ meaning making in the exhibition - their reading of the text.</p
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