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  • 1.
    Forsslund, Titti
    University of Kalmar, School of Communication and Design.
    1950-talets skolradio hyllade den traditionella kärnfamiljen2006In: Kritisk utbildningstidskrift, KRUT, ISSN 0347-5409, Vol. 3-4, 2006, p. 80-96Article in journal (Other (popular science, discussion, etc.))
  • 2.
    Forsslund, Titti
    University of Kalmar, School of Communication and Design.
    Factors that Influence the Use and Impact of Educational Television in School1991In: Journal of Educational Television, ISSN 0260-7417, Vol. 17, no 1Article in journal (Refereed)
  • 3.
    Forsslund, Titti
    Stockholm University , School of Education.
    Frisk och Stark med Skolradion. Pedagogik och retorik i hälsoprogram 1930–19592002Doctoral thesis, monograph (Other academic)
  • 4.
    Forsslund, Titti
    University of Kalmar, School of Communication and Design.
    Journalism - a profession in transition?2008Conference paper (Refereed)
  • 5.
    Forsslund, Titti
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Social Sciences.
    Journalism education for social responsible media practice2012In: JMComm, 1st Annual International Conference on Journalism and Mass Communication: At the Crossroads of Communication, Journalism, Media, Corporate and Social Responsibility, 2012Conference paper (Refereed)
  • 6.
    Forsslund, Titti
    Linnaeus University, Faculty of Arts and Humanities, Department of Media and Journalism.
    On the threshold of a journalism as a profession: Case studies of former students and their opportunities to work as they learnt2013Conference paper (Refereed)
  • 7.
    Forsslund, Titti
    University of Kalmar, School of Communication and Design.
    På tröskeln till yrket. Journalistblivande i nya medieverkligheter2009Conference paper (Refereed)
  • 8.
    Forsslund, Titti
    University of Kalmar, School of Communication and Design.
    Radio som pedagogiskt medium i en multimedial omgivning1996Report (Other academic)
  • 9.
    Forsslund, Titti
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Social Sciences.
    Radio: the forgotten medium for users´ creativemental interaction and co-production2012In: Radio Evolution: Conference Proceedings: September, 14-16, 2011, Braga, University of Minho: Communication and Society Research Centre / [ed] M. Oliveira, P. Portela, L. A Santos, Braga, Portugal: Braga, University of Minho: Communication and Society Research Centre , 2012, p. 331-344Conference paper (Other academic)
    Abstract [en]

    Twenty five years ago the Swedish Educational Broadcasting Company (UR)2 was in the process ofceasing production of radio programmes for children. There were two main reasons expressed;firstly, the broadcasting role model BBC had recently given up their educational radioprogramming for children and secondly, the use of radio programmes (or tapes) in schools inSweden had decreased in favour of television or video use. Surveys of teachers’ attitudes towardsradio usage in education revealed that teachers expected a lack of listening abilities in children,unless audio was accompanied by pictures. As a researcher of UR I made a reception study ofchildren’s listening experiences, which illustrated the abilities among 8-9 year old children tocreate mental images through listening to radio programmes. After their listening, children werepleased about their experiences and advocated an increased usage of radio programmes in school.The benefits of radio or audio and its absence of any pre-produced pictures are rarelyacknowledged. Today, as a university lecturer teaching journalism students in a programme forjournalism and media production (including radio, television and web) I find that radio is oftenneglected among the various media mentioned in media theory literature. When radio is broughtup it is commonly referred to in relation to music. The special affordances of radio/audio narrativesare seldom expressed. In this paper I will elaborate these affordances in relation to children’slistening experiences and to interviews with teachers.

  • 10.
    Forsslund, Titti
    University of Kalmar, School of Communication and Design.
    Regulations and Measures Concerning Visual Media and Child Protection. An Overview of Europe, North America, Australia and Japan1998In: Children and media violence / [ed] Carlsson, Ulla; Feilitzen, Cecilia von, UNESCO International Clearinghouse on Children and Violence on the Screen , 1998, yearbook. 1998Chapter in book (Other academic)
  • 11.
    Forsslund, Titti
    University of Kalmar, School of Communication and Design.
    School Television Research in the 80s - A Literature Review of Current Directions and Central Issues1992In: Aspects of School Television, Communication Research and Broadcasting / [ed] Manfred Meyer, Internationales Zentralinstitut für das Jugend- und Bildungs-fernsehen. K.G. Saur Verlag, München , 1992, 10Chapter in book (Other academic)
  • 12.
    Forsslund, Titti
    University of Kalmar, School of Communication and Design.
    Skolradio för flickor och pojkar i 50-talets folkhem1999In: Medier och modernisering / [ed] Bengt Sandin, Stiftelsen Etermedierna i Sverige, Skrifter om utbildningsprogrammens historia , 1999, p. 157-191Chapter in book (Other academic)
  • 13.
    Forsslund, Titti
    University of Kalmar, School of Communication and Design.
    The ethos of the speaker and the listener in Swedish School Radio Programmes on Health Education 1930-19512002In: Learning and Educational Media, Vol. 3Article in journal (Refereed)
  • 14.
    Forsslund, Titti
    Linnaeus University, Faculty of Arts and Humanities, Department of Media and Journalism.
    Young radio listeners' creative mental interaction and co-production2014In: Radio Journal: International Studies in Broadcast and Audio Media, ISSN 1476-4504, E-ISSN 2040-1388, Vol. 12, no 1-2, p. 125-139Article in journal (Refereed)
    Abstract [en]

    The Swedish Educational Broadcasting Company (UR)1 25 years ago was in the process of ceasing production of radio programmes for children. There were two main reasons expressed: First, their broadcasting role model, the BBC, had recently given up their educational radio programming for children; and second, the use of radio programmes (or tapes) in schools in Sweden had decreased in favour of television or video use. Surveys of teachers' attitudes towards radio usage in education revealed that teachers expected a lack of listening abilities in children, unless audio was accompanied by pictures. A case study of children's listening experiences, however, illustrates the abilities among 8-9-year-old children to create mental images through radio programme listening. Children were pleased about their experiences and advocated an increased usage of radio programmes in school. The benefits of radio or audio and its absence of any pre-produced pictures are rarely acknowledged. Radio is often neglected among the various media mentioned in media theory literature of university Journalism and Media production programmes. Special affordances of radio/audio narratives, with or without sound effects, are seldom expressed. In this article I will elaborate these affordances in relation to children's listening experiences and to interviews with teachers.

1 - 14 of 14
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