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  • 1.
    Axelsson, Monica
    et al.
    Stockholm University.
    Danielsson, Kristina
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language. Stockholm University.
    Jakobson, Britt
    Stockholm University.
    Uddling, Jenny
    Stockholm University.
    Elaboration and negotiation of new content: The use of meaning making resources in multilingual science classrooms2017In: NFSUN Nordic Research Symposium on Science Education 2017: Paper presentations – posters – symposia – workshops, 2017, 17-20 p.Conference paper (Refereed)
    Abstract [en]

    This presentation reports results from a study aiming at examining multilingual students’ meaning-making in science when instructed through Swedish. Focus is on how new content is elaborated and negotiated through various semiotic resources such as written and spoken language, still and moving images, gestures and physical artefacts. Data consist of video and audio recordings and digital photographs from two multilingual physics classrooms (students aged 11-12 and 14-15 respectively) and one biology classroom (students aged 14-15 years). Theoretically, the project takes its stance in social semiotics and pragmatist theory. Data are analysed through systemic functional linguistics, multimodal analyses and Dewey’s principle of continuity. The results show that the teachers and the students were engaged in meaning-making activities involving a variety of semiotic resources in ways that sometimes matched both students’ linguistic and scientific level. However, some observations indicate classroom practices that might constitute a hindrance for meaning-making. The study has implications for ways of promoting multilingual students’ meaning-making in science, including learning science, competent action, that is, norms about how to act in the science classroom, and communicating through different modes.

  • 2.
    Axelsson, Monica
    et al.
    Stockholm University.
    Danielsson, Kristina
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Jakobson, Britt
    Stockholm University.
    Uddling, Jenny
    Stockholm University.
    Multilingual students' meaning making in science2017In: European Science Education Research Association, ESERA 2017 Conference: Dublin City University, Dublin, Ireland. 21st - 25th Auguist, 2017, 2017Conference paper (Refereed)
    Abstract [sv]

    We present results from a study aiming at investigating multimodal classroom interaction and its contribution to multilingual students’ meaning-making in science. The focus is on how science content is elaborated and negotiated through various semiotic resources. Data consist of video and audio recordings and digital photographs from three multilingual classes: a middle school physics classroom during the unit “measuring time”, a lower secondary physics classroom during the units “sound and light” and a lower secondary biology classroom during the unit “human body”. The project takes its stance in social semiotics and pragmatist theory. Data are analysed through systemic functional linguistics, multimodal analyses and Dewey’s principle of continuity. The results reveal that teachers and students were engaged in meaning-making activities involving a variety of semiotic resources with a potential to develop multilingual students’ scientific literacy. However, the teachers’ scientific starting points and perspectives on scientific literacy as well as their use of semiotic resources to some extent vary, affording different entries to science meaning-making. The study has implications for ways of promoting scientific literacy, including learning science, competent action, and communicating through different modes.

  • 3.
    Bergh Nestlog, Ewa
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Danielsson, Kristina
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Krogh, Ellen
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language. University of Southern Denmark, Denmark.
    Skriva i alla ämnen: Del 8 i Läslyftsmodulen Skriva i alla ämnen, årskurs 4–62015Other (Other academic)
  • 4.
    Bergh Nestlog, Ewa
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Danielsson, Kristina
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Krogh, Ellen
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language. University of Southern Denmark, Denmark.
    Skriva i alla ämnen: Del 8 i Läslyftsmodulen Skriva i alla ämnen, årskurs 7–92016Other (Other academic)
  • 5.
    Danielsson, Kristina
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Att möta och tolka multimodala texter: Del 6 i läslyftsmodulen Från vardagsspråk till ämnesspråk, årskurs F-92017Other (Other academic)
  • 6.
    Danielsson, Kristina
    Stockholm University.
    Att närma sig en naturvetenskaplig diskurs: text och textanvändning i svenska och finlandssvenska klassrum2011In: Kemiundervisning, text och textbruk i finlandssvenska och svenska skolor: en komparativ tvärvetenskaplig studie / [ed] Inger Eriksson, Stockholm: Stockholms universitets förlag, 2011, 1, 161-237 p.Chapter in book (Refereed)
  • 7.
    Danielsson, Kristina
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Att skapa multimodala texter: Del 7 i läslyftsmodulen Från vardagsspråk till ämnesspråk, årskurs F-92017Other (Other academic)
  • 8.
    Danielsson, Kristina
    Stockholms universitet, Institutionen för nordiska språk.
    Beginners Read Aloud: High versus Low Linguistic Levels in Swedish Beginners' Oral Reading2003Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aims of this thesis were to examine the utilisation of various linguistic levels in the oral reading of running texts among Swedish beginning readers, and specifically to question the supposedly predominant role of lower (i.e. sub-lexical) linguistic levels by also examining possible evidence of the utilisation of information at the syntactic or semantic levels, as well as textual context. The investigation is based on a corpus constructed from the oral reading of running texts and includes a number of studies using both quantitative and qualitative error analyses.

    The analyses confirm that other linguistic levels than the sub-lexical have an impact on reading. This was shown both in the linguistic acceptability of errors and the extent to which errors were corrected depending on linguistic acceptability. Although the natural point of departure seemed to be the graphemic level, analyses revealed that graphemic complexity or word transparency alone could not explain error frequencies. In quite a few cases, qualitative analyses revealed, for instance, that higher linguistic levels or knowledge of the world could explain both why words did and did not result in reading errors. However, phonological quantity appeared to be a major difficulty throughout the study, which is clearly related to the graphemic or phonological level.

    Some differences regarding the developmental perspective were observed. One study indicated that the readers might develop stepwise regarding their utilisation of various linguistic levels, in the sense that they appeared to rely mainly on lower linguistic levels early in reading development. Later they seemed to be dependent on higher linguistic levels, and ultimately they seemed to be sensitive to, rather than dependent on, higher linguistic levels.

    An interesting result was that the readers seemed to use different strategies for different kinds of words throughout the investigation, using a direct decoding strategy for frequent words, but using a letter-by-letter decoding strategy for less frequent or graphemically complex words.

  • 9.
    Danielsson, Kristina
    Stockholms universitet, Institutionen för nordiska språk.
    Beginning readers’ sensitivity to different linguistic levels: an error and correction analysis at the lexical, syntactic, and semantic levels2001In: Reading and writing, ISSN 0922-4777, E-ISSN 1573-0905, Vol. 14, no 5-6, 395-421 p.Article in journal (Refereed)
    Abstract [en]

    As the first step in a longitudinal investigation ofSwedish beginning readers' reading behaviour, thisstudy investigated the role of different linguisticlevels in beginning readers' oral reading. The 30participating beginning readers were all able to reada short running text without help. Recordings of theiroral readings of unfamiliar texts were video-recorded,transcribed and analysed as to linguistic consequencesof reading errors, and tendency to correct errors withdifferent linguistic consequences. The results revealthat the readers are sensitive to all of thelinguistic levels analysed: the majority of readingerrors lead to acceptable linguistic consequences,regardless of what linguistic level is analysed;moreover linguistically unacceptable errors weresignificantly more frequently corrected thanlinguistically acceptable errors, independent of thelinguistic level affected by the error.

  • 10.
    Danielsson, Kristina
    Stockholms universitet, Institutionen för språkdidaktik.
    Då blir de fulla och glada: multimodala representationer av atommodellen i kemiklassrum2011In: Tekst og tegn: Lesing, skriving og multimodalitet i skole og samfunn / [ed] Jon Smidt, Elise Seip Tønnessen og Bente Aamotsbakken, Trondheim, Norge: Tapir Akademisk Forlag, 2011, 121-143 p.Chapter in book (Refereed)
  • 11.
    Danielsson, Kristina
    Stockholms universitet, Institutionen för språkdidaktik.
    Learning Chemistry: Text Use and Text Talk in a Finland-Swedish Chemistry Classroom2010In: IARTEM e-journal, ISSN 1837-2104, Vol. 3, no 2, 1-28 p.Article in journal (Refereed)
    Abstract [en]

    The article draws on the notion that the process of gradually becoming part of new social contexts always involves a gradual enculturation into the discourse of the field, and also that the responsibility of the educational systems is to give students opportunities to develop their literacy competence in various subject areas. The article also argues for an explicit text focus in science classrooms, due to the complexity of texts used in the area, especially regarding multimodality. For the purpose of discussing these issues, an analysis of literacy events in a chemistry classroom has been done. The starting point was to investigate what semiotic resources connected to a multimodal concept of texts were used, and how, with a special interest in meta-textual classroom discussions. The results of the analysis reveal that the students come across a number of different texts in the chemistry classroom, but that longer running texts neither are read nor written in the classroom and that almost no meta-textual discussions take place. Pedagogical implications of the results are discussed.

  • 12.
    Danielsson, Kristina
    Stockholms universitet, Institutionen för språkdidaktik.
    Läsa kemi: textanvändning och textsamtal i ett finlandssvenskt klassrum2010In: Innehållet i fokus: kemiundervisning i finlandssvenska klassrum / [ed] Eriksson, Inger, Stockholm: Stockholms universitets förlag, 2010, 71-144 p.Chapter in book (Other academic)
  • 13.
    Danielsson, Kristina
    Stockholm University.
    Modes and meaning in the classroom: The role of different semiotic resources to convey meaning in science classrooms2016In: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 35, 88-99 p.Article in journal (Refereed)
    Abstract [en]

    This study is framed within social semiotic perspectives on multimodality, and it has a twofold aim. The primary aim is to analyze the ways in which teachers draw on different semiotic resources when introducing a new scientific concept in secondary school science classrooms, and to link the results to modal affordance. A secondary aim is to try out parallel analyses of different modes in multimodal meaning making using the ideational meta-function of the SFL framework. Analyses are based on instructional episodes when chemistry teachers introduced the atom as a scientific phenomenon. The main focus of the analyses is on processes used in different modes and how these depict the atom as either static or dynamic. The framework proved fruitful, and analyses revealed important patterns as to what aspects of the atom were given through what mode(s), something which could partly be linked to modal affordance. The results are discussed in relation to its implications for research and education.

  • 14.
    Danielsson, Kristina
    Stockholms universitet, Institutionen för språkdidaktik.
    Multimodal literacy i klassrummet: Möjligheter och begränsningar2013In: Literacy i laeringskontekster / [ed] Dagrun Skjelbred & Aslaug Veum, Oslo: Cappellen Damm Akademisk , 2013, 1, 120-136 p.Chapter in book (Refereed)
  • 15.
    Danielsson, Kristina
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language. Stockholm University.
    Multimodala perspektiv på naturvetenskapligt lärande2016In: Flerspråkighet som resurs: Symposium 2015 / [ed] Björn Kindenberg, Stockholm: Liber, 2016, 1, 196-206 p.Chapter in book (Other academic)
  • 16.
    Danielsson, Kristina
    Stockholms universitet, Institutionen för språkdidaktik.
    Multimodalt meningsskapande i klassrummet2013In: Flerspråkighet, litteracitet och multimodalitet / [ed] Christina Hedman & Åsa Wedin, Lund: Studentlitteratur AB, 2013, 169-188 p.Chapter in book (Other academic)
  • 17.
    Danielsson, Kristina
    Stockholms universitet, Institutionen för nordiska språk.
    The impact of high versus low linguistic levels in Swedish beginning readers’ oral reading of running texts2002In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 46, no 4, 427-457 p.Article in journal (Refereed)
    Abstract [en]

    The impact of high (e.g. syntax and semantics) and low (graphemes) linguistic levels in 50 beginners' oral reading of running texts is explored, by means of a qualitative analysis of reading errors collected in a longitudinal study. The hypothesis, based on previous quantitative results from the same data, was that the graphemic and/or lexical levels could explain some of the reading errors, but that, for example, syntactic complexity or unexptected contexts could explain others. Unfamiliar words and words with compex graphemic structures did result in many reading errors. but a relatively large number of errors seem to be caused by, for example, syntactical or contextual constraints. In the longitudinal perspective, the readers tended to advance through various phases regarding their utilisation of higher linguistic levels, revealing a possible transition from a concentration mainly on the graphemic level via a dependency on and finally a sensitivity to context.

  • 18.
    Danielsson, Kristina
    Stockholms universitet, Institutionen för nordiska språk.
    The relationship between grapheme–phoneme correspondences and reading errors in Swedish beginners’ oral reading2003In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 47, no 5, 511-528 p.Article in journal (Refereed)
    Abstract [en]

    The present study explores the relationship between error frequencies and correspondences between graphemes and phonemes of words in running texts read by 50 Swedish beginning readers. Following the ample cross-linguistic evidence of the impact of orthographic transparency, transparent words could be expected to be decoded more accurately than opaque words. Thus, error frequencies on words with different degrees of complexity in their grapheme- phoneme correspondences were compared in the study. The results reveal that error frequencies can only partly be explained by the degree of word transparency. Instead, contextual factors also seem to be relevant, something which previous studies by the author have indicated.

  • 19.
    Danielsson, Kristina
    Stockholms universitet, Institutionen för nordiska språk.
    Transkriberad högläsning i databas: En metod att undersöka olika läsargruppers känslighet för högre språkliga nivåer2000In: Korpusar i forskning och undervisning: rapport från ASLA:s höstsymposium, Växjö, 11-12 november 1999 = Corpora in research and teaching : papers from the ASLA symposium Corpora in Research and Teaching, Växjö, 11-12 November 1999 / [ed] Gunilla Byrman, Hans Lindquist, Magnus Levin, Uppsala: Svenska föreningen för tillämpad språkvetenskap , 2000, 52-66 p.Conference paper (Other academic)
  • 20.
    Danielsson, Kristina
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language. Stockholm University.
    Vågor och vibrationer: val av lärresurser i ett fysikklassrum2017In: Didaktik i omvandlingens tid: Text, representation, design / [ed] Eva Insulander, Susannde Kjällander, Fredrik Lindstrand, Anna Åkerfeldt, Stockholm: Liber, 2017, 89-98 p.Chapter in book (Other academic)
  • 21.
    Danielsson, Kristina
    et al.
    Stockholms universitet, Institutionen för språkdidaktik.
    Axelsson, Monica
    Stockholms universitet, Institutionen för språkdidaktik.
    Multimodality in the science classroom2012In: Literacy practices in transition: Perspectives from the Nordic countries / [ed] Anne Pitkänen-Huhta, Lars Holm, Bristol: Multilingual Matters, 2012, 1, 142-166 p.Chapter in book (Refereed)
  • 22.
    Danielsson, Kristina
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Hertzberg, Frøydis
    University of Oslo, Norway.
    Val av modalitet: Del 5 i läslyftsmodulen Skriva i alla ämnen, årskurs 4-62015Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    Som skribent väljer man alltid hur texten ska presenteras utifrån sådant som syfte, tänkt läsare och ämnesinnehåll. Den här delen handlar om hur lärare kan stötta eleverna att göra valen på ett medvetet sätt. Vi fokuserar då på multimodalitet: hur ord, bild, diagram och liknande väljs och kombineras till en helhet. Vi ger också exempel på hur lärare kan samtala med eleverna om hur val av modalitet inverkar på vad vi kan säga med en text

  • 23.
    Danielsson, Kristina
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Hertzberg, Frøydis
    University of Oslo, Norway.
    Val av modalitet: Del 5 i Läslyftsmodulen Skriva i alla ämnen, årskurs 7-92016Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    Som skribent väljer man alltid hur texten ska presenteras utifrån sådant som syfte, tänkt läsare och ämnesinnehåll. Den här delen handlar om hur du som lärare kan stötta eleverna till att göra valen på ett medvetet sätt. Vi fokuserar då på multimodalitet: hur ord, bild, diagram och liknande väljs och kombineras till en helhet. Vi ger också exempel på hur lärare kan samtala med eleverna om hur val av modalitet inverkar på vad vi kan säga med en text.

  • 24.
    Danielsson, Kristina
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Krogh, Ellen
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language. University of Southern Denmark, Denmark.
    Undersöka texter: Del 6 i Läslyftsmodulen Skriva i alla ämnen, årskurs 7-92016Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    Varje ämnesområde (såväl i skolan som i samhället) har sitt särskilda sätt att uttrycka innehållet i ämnet. Det gäller både verbalspråkliga val och val av andra resurser, som bild, tabeller och liknande. Vad fungerar bäst med tanke på syfte och tänkt läsare? I den här delen får du ta del av hur lärare och elever kan granska texter som inspiration för det egna textskapandet och för att öka elevens medvetenhet om texter. Även i den här delen fokuserar vi på alla texters multimodalitet.

  • 25.
    Danielsson, Kristina
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Krogh, Ellen
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language. University of Southern Denmark, Denmark.
    Undersöka texter: Del 6 i Läslyftsmodulen Skriva i alla ämnen, årskurs 4-62015Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    Varje ämnesområde (såväl i skolan som i samhället) har sitt särskilda sätt att uttrycka innehållet. Det gäller både verbalspråkliga val och vilka andra resurser, som bild, tabeller och liknande, som fungerar bäst med tanke på syfte och tänkt läsare. I den här delen får ni ta del av hur lärare och elever kan granska texter som inspiration för det egna textskapandet och för att öka medvetenheten om texter. Även i den här delen fokuserar vi på alla texters multimodalitet.

  • 26.
    Danielsson, Kristina
    et al.
    Stockholm University.
    Löfgren, Ragnhild
    Linköping University.
    Jahic Pettersson, Alma
    Linköping University.
    Gains and losses: Pictorial language in chemistry classrooms2014In: Proceedings from the ISEC conference, 2014, National Institute of Education, Singapore / [ed] National Institute of Education, Singapore, Singapore, 2014Conference paper (Other academic)
    Abstract [en]

    This paper reports on findings from two data sets in chemistry learning; one from a multidisciplinary project on teacher lead whole-class teaching, and one from a small-scale study on teacher students’ animations of chemical reactions. The data was analysed as to the use of pictorial language in relation to atoms and ion formation with an intention to shed light on students’ scientific understanding as well as their enculturation into the disciplinary discourse (e.g. Halliday & Martin, 1993; Lemke, 1998; Rogoff, 1990).  Theoretically we draw on social semiotics (e.g. Halliday, 1978; Kress, 2003) allowing analyses of language use in its widest sense, comprising verbal language, images, action, gestures, etc. (e.g. Kress et al., 2001; Lemke, 1998), though here with a main focus on verbal language.  In both learning contexts, we identified common disciplinary metaphors as well as more occasional metaphors. By the use of SFG-analyses (Halliday and Matthiessen, 2004) we also noted more “hidden” metaphoric use, with particles, atoms, and ions being humanised with intentions and feelings. Also, we identified interesting patterns as to the ways students use metaphors to sort out difficulties in understanding chemical processes. The study has implications for the design of classroom practices, not the least as regards possibilities to use meta-discussions to enhance a more reflective use and understanding of the gains and losses around analogies; both as regards teaching material and student-generated analogies (see Haglund, 2013).

  • 27.
    Danielsson, Kristina
    et al.
    Stockholm University.
    Selander, Staffan
    Stockholm University.
    Reading Multimodal Texts for Learning: a Model for Cultivating Multimodal Literacy2016In: Designs for Learning, ISSN 1654-7608, Vol. 8, no 1, 25-36 p.Article in journal (Refereed)
    Abstract [en]

    The re-conceptualisation of texts over the last 20 years, as well as the development of a multimodal understanding of communication and representation of knowledge, has profound consequences for the reading and understanding of multimodal texts, not least in educational contexts. However, if teachers and students are given tools to “unwrap” multimodal texts, they can develop a deeper understanding of texts, information structures, and the textual organisation of knowledge. This article presents a model for working with multimodal texts in education with the intention to highlight mutual multimodal text analysis in relation to the subject content. Examples are taken from a Singaporean science textbook as well as a Chilean science textbook, in order to demonstrate that the framework is versatile and applicable across different cultural contexts.

    The model takes into account the following aspects of texts: the general structure, how different semiotic resources operate, the ways in which different resources are combined (including coherence), the use of figurative language, and explicit/implicit values. Since learning operates on different dimensions – such as social and affective dimensions besides the cognitive ones – our inclusion of figurative language and values as components for textual analysis is a contribution to multimodal text analysis for learning.

  • 28.
    Danielsson, Kristina
    et al.
    Stockholms universitet, Institutionen för språkdidaktik.
    Selander, Staffan
    Stockholms universitet, Institutionen för data- och systemvetenskap.
    Se texten!: Multimodala texter i ämnesdidaktiskt arbete2014 (ed. 1)Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Bokens första del ger en introduktion till multimodalitet och hur texter kan representera kunskap på olika sätt. Här presenteras också en modell för analys av multimodala texter och didaktiska implikationer för arbete med sådana texter presenteras.  I bokens andra del görs närläsningar och exempelanalyser av pappersbaserade och digitala pedagogiska texter i olika ämnen och för olika åldrar. 

  • 29.
    Ekvall, Ulla
    et al.
    Stockholms universitet.
    Danielsson, Kristina
    Kemi som skriftspråkspraktik i svenska och finlandssvenska skolor: En projektpresentation2008In: / [ed] Maria LIndgren m.fl., Växjö: Växjö University Press , 2008, 43-54 p.Conference paper (Other academic)
  • 30.
    Eriksson, Inger
    et al.
    Stockholms universitet.
    Berg, Astrid
    Linköpings universitet.
    Danielsson, Kristina
    Stockholms universitet.
    Ekvall, Ulla
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Lindberg, Viveca
    Stockholms universitet.
    Löfgren, Ranghild
    Linköpings universitet.
    Ståhle, Ylva
    Stockholms universitet.
    Vilket kemiinnehåll görs tillgängligt i finlandssvenska och svenska klassrum?: kemitexter som redskap för naturvetenskapligt lärande2010In: Resultatdialog 2010: Aktuell forskning om utbildning och lärande / [ed] Sigbritt Franke & Elisabet Nihlfors, Stockholm: Vetenskapsrådet , 2010, 1, 51-56 p.Chapter in book (Other academic)
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