VT-11 Syllabus UBV016F

Contacts: Cecilia Ferm, Åsa Gardelli, Anders Söderlund

Course examiner: Docent Cecilia Ferm

Entry requirements/ pre-requisites:

In order to be accepted to this doctoral level course, student must be accepted to a Ph.D program at Luleå University of Technology. Numbers permitting, employees at LTU and people who are accepted at Ph.D programs at other universities, or who are eligible for doctoral studies, will also be accepted.

Course aims and objectives:

The course constitutes a response to the emerging need for knowledge about various dynamic and creative methods for the collection and analysis of empirical material, as well as documentation of research results. We will critically examine and discuss methods like ‘reflecting narratives’ and documentation by images, music, movement, photo and video, all in relation to research projects pursued by the course participants. We will also examine the connection between these methods and various theoretical frameworks.

After completing the course, the student should

• Be able to describe and reflect uponthe interplay between theoretical frameworks and the choice of method
• Show awareness of and use methods for collecting multi-modal research data
• Be able to use, treat and present multi-modal data analysis and documentation in scientific work

Course content:

The course consists of literature study, lectures, seminars and individual project work connected to the students’ own research projects. Seminars will be devoted to the discussion and critical examination of theories of multi-modal research data and methods for the collection, analysis and documentation of such data. The teaching will be grounded in discussions of the literature as well as the students’ own concerns with material and method: for each seminar, the students will select one or several issues and texts which they will introduce, briefly, in a manner which problematizes the material. This form of teaching requires both preparation, in the form of acquiring knowledge of the course material, and active participation in seminars on the part of the students.

Seminars will consist of physical meetings as well as virtual such on the web based learning platform Fronter. The course will begin by an introduction and assignment of tasks. Before this initial meeting, the participants will carry out a literature search and bring with them one scholarly article about multimodal methods connected to their own area of research. A memo based on this task will be posted on Fronter.

The first meeting will take place during three days, and at the middle of the course there will be one meeting with lectures and group discussions. Assessment will be in the form of presentations, where the students will demonstrate their learning in relation to the goals of the course by presenting their multimodal interpretation of the course . This will be examined at the seminar at the end of the course. Students must post a preliminary documentation of their interpretation on Fronter for peer assessment no later than ten days before the seminar. The meetings will take place at the Department of Pedagogy, Luleå University of Technology. Fronter will also be used for asynchronous meetings, course information and so on. Specific times and places will be announced at the course start.

The course will run in Swedish, with possible lectures and other elements in English.

Assessment

The course unites scientific theory and practice, thinking and acting in a scientific manner, and theoretical studies will be combined with discussions and working with students’ own texts. Therefore, assessment becomes an integral part of course participation. Students will produce a multimodal interpretation based on course literature and connected to their own research area, with the potential for publication in a joint report or book. The grades are two: pass or fail.

Course Literature

Course reading will consist mainly of articles from scholarly journals and the list below. The specific literature will be chosen in consultation with the teachers. The list below is subject to change.

Alerby, E., Elidóttir. (red). (2006). Lärandets konst. – Betraktelser av estetiska dimensioner i lärandet. Lund; Studentlitteratur.

Alerby, E. (2000). A way of visualising children’s and young people’s thoughts about the

environment: a study of drawings. Environmental Education Research, Vol 6 (3), pp 205-222.

 Alerby, E. (2003). ‘During the Break We Have Fun.’ A study concerning pupils’ experience of school. Educational Research, Vol.45, No 1, p 17-28.

Elmfeldt, J., Erixon, P-O. (2007) Skrift och rörelse. Om genrer och kommunikativ förmåga i skola och medielandskap. Symposion.

Fors, V. (2006). The missing link in learning in science centers. Luleå: Luleå University of Technology.

Gary Woodill, Ed.D.Computer Supported Collaborative Learning in Education and Training: Tools and Technologies.

Gibson, J. (1986). The ecological approach to visual perception. New Jersey, UK: Lawrence Erlbaum.

Hans Rystedt, Roger Säljö (red.). (2008)Kunskap och människans redskap : teknik och lärande. Lund: Studentlitteratur, 2008

Heath, C. & Hindmarsh J. (2002). Analysing interaction: Video, ethnography and situated conduct. In: May, T. (Ed.), Qualitative research in practice (s.99-121). London: Sage.

Heikkilä, M & Sahlström, F. (2003). Om användning av videoinspelning i fältarbete. Pedagogisk Forskning i Sverige, 8(1-2), 24-41.

Helander, M., Landauer, T.K. & P. Prabhu (Red.), (1997). Handbook of Human-Computer Interaction. Amsterdam: Elsevier.

Hodge, R. & Kress, G. (1988). Social semiotics. Cambridge: Polity press.

Holsanova, J. (2007). Användares interaction med multimodala texter. I: Gunnarsson, B-M. & Karlsson, A-M. (Red.) Ett vidgat textbegrepp. RapportserienTEFA, Nr 46. Uppsala universitet.

Holstein, J. & Gubrium, J. (2000). The Self We Live by: Narrative Identity in a Postmodern World. Oxford University Press, Oxford.

Hurtig, Maria. (2007). Jag vågar visa att jag kan. –  Om meningsskapande med digitala portföljer. Luleå tekniska universitet.Institutionen för pedagogik och lärande.

Hård af Segerstad,Y. (2002). Use and Adaption of Written language to the Conditions of Computer-Mediated Communication.Department of linguistics. Göteborgs universitet.

Insulander, Eva, (2005). Museer och lärande - en forskningsöversikt . Göteborg : Statens museer för världskultur.

Jernström. E. (2000). Lärande under samma hatt : en lärandeteori genererad ur multimetodiska studier av mästare, gesäller och lärlingar . Luleå : Centrum för forskning i lärande, Luleå tekniska universitet.

Jewitt, C. & Kress, G. (2003). Introduction. I: Jewitt, C. & Kress, G. (Eds.), Multimodal literacy. New York: Lang.

Jewitt, C. (2006). Technology, literacy, learning: a multimodal approach. New York: Routledge.

Karlsson, A.M. (2007). Multimodalitet, multisekventialitet, interaktion och situation. Några sätt att tala om vidgade texter. I: Gunnarsson, B.L. & Karlsson, A.M. (Red.), Ett vidgat textbegrepp. Uppsala: 4 TeFa nr 46.

Klerfeldt. A. (2007). Gestures in Conversation. In Computers and Education, 48. (3), 335-361.

Kress, G. & van Leuven, T. (2001). Multimodal discourse: the modes and media of contemporary communication. London: Arnold.

Kress, G. (2003). Literacy in the new media age. London: Routledge.

Kress, Guntherand Theo van Leeuwen.(1996)Reading images : the grammar of visual design. London ;New York :Routledge.

Levine, P. & Scollon, R. (2004). Discourse and technology: multimodal discourse analysis. Washington, D.C.: Georgetown University Press.

Lindblad, S. & Sahlström, F. (red.) (2001). Interaktion i pedagogiska sammanhang. Stockholm: Liber.

Pink, S. (2001). Doing visual ethnography: images, media and representation in research. London: Sage.

Pink, S. (2007). Doing visual ethnography: images, media and representation in research. 2^nd edition.London: Sage.

Pink, S. (ed). (2007). Visual interventions : applied visual anthropology. New York : Berghahn Books.

Pink, S. (2006). The future of visual anthropology : engaging the senses. London : Routledge.

Rostvall, Anna-Lena & Selander, Staffan (red.)(2008) Design för lärande. Stockholm : Norstedts akademiska förlag,

Sparrman, A. (2002). Visuell kultur i barns vardagsliv: bilder, medier och praktiker. Linköping: Tema barn.

Van Leeuwen, Theo and Carey Jewitt. (2001) Handbook of visual analysis.  London: SAGE.

Öhman-Gullberg, L. (2006). Movere – att sätta kunskap i rörelse: en analys av ett ämnesintegrerat arbete i bild och samhällskunskap. Malmö: Lärarutbildningen.