학술논문
Textuniversumkompetens hos yngre elever: [Transmedia competence among young students]
Document Type
Source
Forskning om undervisning och lärande. 12(1):7-26
Subject
Language
Swedish
ISSN
2000-9674
2001-6131
2001-6131
Abstract
Ungas erfarenheter av fiktion präglas alltmer av transmediering, i betydelsen att litterära element från det traditionella medieformatet, tryckt text, omskapas i andra medieformat (spel, filmer o.s.v.). Detta fenomen har i forskning begreppsliggjorts som textuniversum. I denna artikel diskuteras vilka typer av kompetenser som kan förknippas med textuniversumbaserad undervisning om skönlitteratur. Fyra dimensioner av kompetens ses som viktiga för textuniversumbaserad undervisning. Diskussionen utgår dels från tidigare forskning, dels från empiriska belägg hämtade från ett pågående forskningsprojekt i vilket nya former av läsning i skolan undersöks. Avslutningsvis i artikeln presenteras en didaktisk modell avsedd att hjälpa lärare i utformning av denna typ av undervisning.
Young children’s experiences of fiction are increasingly characterized by transmediation, meaning that literary elements from traditional media (printed text) are re produced in other formats (games, films, etc.). This phenomenon has been conceptualized in research as transmedial worlds, also referred to as text universes. This article discusses what type of competences can be associated with text-universe-based teaching of literature. In the article, a didactical model is presented, intended to assist teachers in planning and implementing text-universe-based instruction. Four dimensions of competence are highlighted in the model: interaction, tools, narrative, and core-text-knowledge dimensions. The model is informed both by previous research and by empirical evidence from an ongoing project that investigates new forms of reading in school.
Young children’s experiences of fiction are increasingly characterized by transmediation, meaning that literary elements from traditional media (printed text) are re produced in other formats (games, films, etc.). This phenomenon has been conceptualized in research as transmedial worlds, also referred to as text universes. This article discusses what type of competences can be associated with text-universe-based teaching of literature. In the article, a didactical model is presented, intended to assist teachers in planning and implementing text-universe-based instruction. Four dimensions of competence are highlighted in the model: interaction, tools, narrative, and core-text-knowledge dimensions. The model is informed both by previous research and by empirical evidence from an ongoing project that investigates new forms of reading in school.