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  • 301.
    Ehriander, Helene
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Pippi i Allers2019In: Astrid Lindgrens bildvärldar / [ed] Helene Ehriander, Anette Almgren White, Göteborg: Makadam Förlag, 2019, p. 132-154Chapter in book (Other academic)
  • 302.
    Ehriander, Helene
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Projektet "Bokhunden och Astrid Lindgren"2016In: Bokhunden: och en och annan läshund / [ed] Helene Ehriander, Lund: BTJ Förlag , 2016, p. 11-20Chapter in book (Other academic)
  • 303.
    Ehriander, Helene
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Recension av: Bengtsson, Lars: Bildbibliografi. Astrid Lindgrens skrifter 1921-2010. Skrifter utgivna av Svenska barnboksinstitutet 118. Lidingö: Salikon förlag 2012. 384 s.2013In: Barnboken, ISSN 0347-772X, E-ISSN 2000-4389, Vol. 36Article, book review (Other academic)
  • 304.
    Ehriander, Helene
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    "Skriv fritt och av hjärtans lust!": Maktförhållanden och barnboksideal i Astrid Lindgrens verksamhet som förlagsredaktör2014In: Avain - Kirjallisuudentutkimuksen aikakauslehti, ISSN 1795-3790, E-ISSN 2242-3796, no 3, p. 17-32Article in journal (Refereed)
  • 305.
    Ehriander, Helene
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    "Skriv fritt och av hjärtans lust!": Texter från Linnéuniversitetets kurs Att skriva barnlitteratur2016Collection (editor) (Other academic)
  • 306.
    Ehriander, Helene
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Skrivglädje: Texter från Linnéuniversitetets kurs Att skriva barnlitteratur 2017-20182018Collection (editor) (Other (popular science, discussion, etc.))
  • 307.
    Ehriander, Helene
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Tala med barnen om Bokhunden2014Other (Other (popular science, discussion, etc.))
  • 308.
    Ehriander, Helene
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Tala med barnen om Jakob Wegelius2015Other (Other (popular science, discussion, etc.))
  • 309.
    Ehriander, Helene
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Tre böcker om spanska flickor för unga svenska läsare2019In: Parnass, no 3, p. 13-13Article in journal (Other (popular science, discussion, etc.))
  • 310.
    Ehriander, Helene
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Ulf Nilsson: Barn- & ungdomsförfattarporträtt2014Other (Other (popular science, discussion, etc.))
  • 311.
    Ehriander, Helene
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Voff! Vilken spännande bok2017In: Språktidningen, ISSN 1654-5028, no 7, p. 16-21Article in journal (Other academic)
  • 312.
    Ehriander, Helene
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Voff! Vilken spännande bok2019In: Språktidningen, ISSN 1654-5028, p. 10-15Article in journal (Other (popular science, discussion, etc.))
  • 313.
    Ehriander, Helene
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Välkommen till Astrid Lindgrens bildvärldar2019In: Astrid Lindgrens bildvärldar / [ed] Helene Ehriander, Anette Almgren White, Göteborg: Makadam Förlag, 2019, p. 7-10Chapter in book (Other academic)
  • 314.
    Ehriander, Helene
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Almgren White, AnetteLinnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Astrid Lindgrens bildvärldar2019Collection (editor) (Other academic)
  • 315.
    Ehriander, Helene
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Eriksson Barajas, Katarina
    Linköping university, Sweden.
    Att skriva fram ett barnperspektiv2019In: Att skriva barn- och ungdomslitteratur / [ed] Ehriander, Helene, Lund: Studentlitteratur AB, 2019, p. 29-40Chapter in book (Other academic)
  • 316.
    Ehriander, Helene
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Godhe, Michael
    Linköping University, Sweden.
    Rymdäventyr i barn- och ungdomslitteraturen2015In: Rymden och människan: Rymdforskning i humaniora, konst och samhällsvetenskap, p. 8-9Article in journal (Other (popular science, discussion, etc.))
  • 317.
    Ehriander, Helene
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Hellström, Martin
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Inledning2015In: Nya läsningar av Astrid Lindgrens författarskap / [ed] Helene Ehriander, Martin Hellström, Liber, 2015, p. 14-23Chapter in book (Other academic)
  • 318.
    Ehriander, Helene
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Hellström, MartinLinnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Nya läsningar av Astrid Lindgrens författarskap2015Collection (editor) (Other academic)
  • 319.
    Ehriander, Helene
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Nilson, Maria
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Bland stenmurar, porlande bäckar och prunkande ängar: Nostalgi i Trädgårdarna på Astrid Lindgrens Näs2019In: Astrid Lindgrens bildvärldar / [ed] Helene Ehriander, Anette Almgren White, Göteborg: Makadam Förlag, 2019, p. 313-332Chapter in book (Other academic)
  • 320.
    Ehriander, Helene
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Nilson, MariaLinnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Ett trollspö på katedern: att arbeta med fantasy i skolan2019Collection (editor) (Other academic)
  • 321.
    Ehriander, Helene
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Nilson, Maria
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Frihet i en liten burk?: Om flexibilitet och struktur i nätbaserad undervisning2017In: HumaNetten, E-ISSN 1403-2279, no 39, p. 6-13Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    2016 är det tio år sedan Helene Ehriander startade den första sommarkursen vid Litteraturvetenskapliga institutionen på Växjö universitet, som idag heter Institutionen för film och litteratur vid Linnéuniversitetet. Kursen handlade om Astrid Lindgrens författarskap och blev en stor succé med flera hundra studenter från hela landet. Idag har vi erfarenheter från ett tiotal distanskurser i varierande ämnen och från tusentals studenter som gått våra sommarkurser. Vi har genom åren arbetat med ett flertal olika lärplattformar och utvecklat både kursinnehåll och en allt mer medveten nätpedagogik under årens lopp. Lärandets villkor och förutsättningar förändras ständigt, och det blir särskilt tydligt när man arbetar med nätbaserad undervisning där den tekniska utvecklingen går framåt i snabb takt. I följande artikel diskuterar vi hur vi arbetat med våra nätbaserade kurser och vilka förändringar vi gjort genom åren där vi dels gått från det mer flexibla till det mer strukturerade, dels blivit betydligt skickligare på att både aktivera studenter och på att få dem att samarbeta med varandra. Vi kommer att fokusera vår diskussion på utmaningar och motgångar, menockså framgångar vad gäller att arbeta med flexibilitet och struktur i nätbaserad undervisning.

  • 322.
    Ehriander, Helene
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Nilson, Maria
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Inledning2013In: Chick lit : brokiga läsningar och didaktiska utmaningar, Liber, 2013, p. 6-15Chapter in book (Other academic)
  • 323.
    Ehriander, Helene
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Nilson, Maria
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    När Bridget Jones kom till Sverige2013In: Chick lit : brokiga läsningar och didaktiska utmaningar / [ed] Maria Nilson och Helene Ehriander, Stockholm: Liber, 2013, p. 19-21Chapter in book (Other academic)
  • 324.
    Ehriander, Helene
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Nilson, Maria
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Pixi - bilderböcker i pocketformat för de yngsta läsarna2019In: Att skriva barn- och ungdomslitteratur / [ed] Helene Ehriander, Lund: Studentlitteratur AB, 2019, p. 193-204Chapter in book (Other academic)
  • 325.
    Ehriander, Helene
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Nilson, Maria
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Steampunk för unga läsare: Ångdriven teknik och samhällskritik2019In: Att skriva barn- och ungdomslitteratur. / [ed] Helene Ehriander, Lund: Studentlitteratur AB, 2019, p. 127-140Chapter in book (Other academic)
  • 326.
    Ehriander, Helene
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Nilson, Maria
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    "Trollspöet kan fortfarande skapa magi": Efterord2019In: Ett trollspö på katedern: att arbeta med fantasy i skolan / [ed] Helene Ehriander, Maria NIlson, Lund: BTJ Förlag , 2019Chapter in book (Other academic)
  • 327.
    Ehriander, Helene
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Piltz, Linda
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Bilderboksskapande som gränsöverskridande samspel2019In: Att skriva barn- och ungdomslitteratur / [ed] Helene Ehriander, Lund: Studentlitteratur AB, 2019, p. 169-182Chapter in book (Other academic)
  • 328.
    Ehriander, Helene
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Söderberg, EvaStockholm University, Sweden.
    Kulla-Gulla och alla de andra: Martha Sandwall-Bergström 100 år2015Collection (editor) (Other academic)
  • 329.
    Einarsson, Annika
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Berättelsen om Milo2014Independent thesis Basic level (degree of Bachelor), 20 HE creditsStudent thesis
  • 330.
    Einarsson, Annika
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Molnet2015Independent thesis Advanced level (degree of Master (One Year)), 20 HE creditsStudent thesis
  • 331.
    Ek, Anna-Karin
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Mörkerrummet: En roman om en kärlekshistoria i en dystopisk framtid.2016Independent thesis Basic level (degree of Bachelor), 20 HE creditsStudent thesis
    Abstract [sv]

    En roman om en kärlekshistoria i en dystopisk framtid.

  • 332.
    Ek, Anna-Karin Ek
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Stormen: En berättelse om två människors strävan efter ett värdigt liv i en mörk framtid 2017Independent thesis Advanced level (degree of Master (One Year)), 20 HE creditsStudent thesis
    Abstract [sv]

    Världen är inte vad den en gång var. Efter översvämningarna år noll lades flera nationer under vatten och de kvarvarande länderna delades upp i tre större, diktatoriska stater. Föroreningar, missväxt och naturkatastrofer under de nästföljande decennierna förvandlade en värld redan i kris till en än mer svårbeboelig och ogästvänlig plats.

     

    Efter tio års frånvaro återvänder Tom till Atchafalaya, i folkmun kallat träsket, en fattig och sydlig provins i de Förenade Västra Provinserna. Inget är sig längre likt, inte heller Tom själv som påverkats av de år han spenderat inom militären. Han söker upp sin ungdomskärlek Lori, vars liv har tagit en oväntad vändning.

     

    Lori har sina anledningar till att tvivla på Tom. Inte bara finns det fog för att tro att han döljer något, Lori har dessutom en förmåga som gör henne till en ovanligt bra människokännare. Hon kan se in folks förflutna, och det hon ser i Toms är inte bara svårtolkat men också mörkt.

     

    Ett oväder drar in från havet och samtidigt som folk bommar igen sina hem kommer Tom med ett ännu mer oväntat besked. Han ska desertera och han ber Lori följa med honom. Han vill att de ska fly, mitt i stormen.

  • 333.
    Ekenberg, Jonatan
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Olika leka bäst: En studie i samspel mellan olika berättarmodeller och element från slow cinema2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Uppsatsens syfte ligger i att undersöka huruvida filmteoretikern David Bordwells två inflytelserika berättarmodeller från 1980-talet fortfarande återfinns inom samtida filmproduktion. Jag fördjupar mig i det klassiska- respektive konstfilmsberättandet och jämför vidare de typiska elementen från de två berättarmodellerna med formatet slow cinema. I definitionen av slow cinema utgår jag ifrån filmvetaren Matthew Flanagans utredning av vad formatet innebär samt de tre byggstenarna han anser vara mest väsentliga. Dessa är långa tagningar, en ickeberättande struktur och skildringar av realistiska, vardagliga skeenden. Med en utgångspunkt i detta utför jag en närläsning av Alfonso Cuaróns film Gravity (2013). Analysen fokuserar på hur element från slow cinema kan adapteras till en mer kommersiellt accepterad film med ett klassiskt berättande. Gravity visar sig exemplifiera dels Cuaróns personliga stil men även ett samspel av element från de två berättarmodellerna, och slow cinema. Avslutningsvis förs en diskussion där jag jämför analysens resultat dels med tidigare forskning samt ett antal andra filmexempel. Slutsatsen blir således att konstnärlig auktoritet och filmisk kvalitet likväl kan uppstå inom kommersiella modeller som konstnärliga sådana. Dagens filmklimat och dess vidare utveckling kan gynnas av en uppluckring av de föråldrade konventioner som Bordwells berättarmodeller innebär. Istället skall filmskapare fritt kunna röra sig mellan olika stilar, tillvägagångsätt och berättande, likt Cuaróns förkroppsligade kamera.

  • 334.
    Ekenlie, Jenny
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Apachedansaren: En berättelse om önskningar, om ödet, om jakt på liv och död2018Independent thesis Basic level (degree of Bachelor of Fine Arts), 20 HE creditsStudent thesis
    Abstract [sv]

    Valerie kämpar genom vardagen: famlar i dimman av smärtsamma minnen från Au Pair tiden i Florida, sörjer raserade vägen mellan henne och kärleken Philip, söker passagen att återknyta vad ödet tog ifrån henne och hamnar i omedveten katt och råtta jakt med hemlighetsfulle Anton alias Andreas. Valerie kallar honom räddaren.

    Före Anton fanns CJ, vän från skoltiden, och under kort period pojkvän. Innan han förstår hennes desperata försök att söka svar, söka trådar som leder tillbaks, och ställer ultimatum.

    I Antons värld är han heroisk och Valerie överjordisk; ofelbar i trogna kärleken till Philip. Antons inre mörker och nattliga aktiviteter upphör för en tid. Innan sanningar hinner ikapp och Stockholm skakas av mord och våldsdåd mot kvinnor.

    Frågan är om Valerie förstår vem Apachedansaren är och hinner fly före hon blir friskuren från tiden.  

  • 335.
    Ekenlie, Jenny
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Offrad2019Independent thesis Advanced level (degree of Master (One Year)), 20 HE creditsStudent thesis
  • 336. Eklöf, Motzi
    et al.
    Petersson, MargaretaLinnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Livsberättelser, kultur & hälsa2015Collection (editor) (Other academic)
  • 337.
    Ekroth, Isak
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature. Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Det allmänmänskligas betydelse för litteraturundervisning i GY 2011: Världslitteratur och narrativ kompetens som ämnesdidaktiska strategier2014Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This essay examines the specific uses of literature and the implications of the expression det allmänmänskliga (what is common to all mankind) emphasized in the subject of Swedish in the curriculum for the Swedish upper secondary school, GY 2011. Using discourse analysis as a method, this essay shows that the phrase det allmänmänskliga suggests teaching literature as a way to emphasize universal experiences over time and place, thus revealing an implication of the nineteenth-century idea of World Literature. Furthermore, this essay shows that the challenges inherent in the phrase det allmänmänskliga, and its implications for World Literature, require new didactic strategies and approaches to designing courses and teaching literature.

    In relation to this, the essay examines theories that focus on approaches to teaching World Literature and the uses of narration as a means to understand and emphasize the specifics of World Literature and the universal experiences.

    The final part of this essay examines the recent use of the concept of narrativ kompetens (narrative competence) emphasizing interaction and key elements of the reading experience as a specific way to understand and approach fiction. This essay concludes that the inherent benefits of narrativ kompetens combined with approaches to teaching World Literature, seem to offer great possibilities fulfilling the obligations and the specific uses of literature suggested in the curriculum for the Swedish upper secondary school.

  • 338.
    Ekström, Björn
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Nya toner inom styckena: Medietransformation i Kazuo Ishiguros Nocturnes2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 339.
    Ekvall, Ulla
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Nilsson Skåve, Åsa
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Köttbulle betyder köttbulle: boksamtal och kritisk litteracitet i ett flerspråkigt klassrum2014In: Mångfaldens möjligheter: Litteratur- och språkdidaktik i Norden / [ed] Peter Andersson, Per Holmberg, Anna Lyngfelt, Anna Nordenstam, Olle Widhe, Göteborg: Göteborgs universitet , 2014, 1, p. 257-277Chapter in book (Refereed)
  • 340.
    Elleström, Lars
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    A medium-centered model of communication2018In: Semiotica, ISSN 0037-1998, E-ISSN 1613-3692, no 224, p. 269-293Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to form a new communication model, which is centered on the intermediate stage of communication, here called medium. The model is intended to be irreducible, to highlight the essential communication entities and their interrelations, and potentially to cover all conceivable kinds of communication of meaning. It is designed to clearly account for both verbal and nonverbal meaning, the different roles played by minds and bodies in communication, and the relation between presemiotic and semiotic media features. As a result, the model also pinpoints fundamental obstacles for communication located in media products themselves, and demonstrates how Shannon's model of transmission of computable data can be incorporated in a model of human communication of meaning.

  • 341.
    Elleström, Lars
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    A Theoretical Approach to Media Transformations2013In: Translatio : Transmédialité et transculturalité en littérature, peinture, photographie et au cinéma / [ed] Alfonso de Toro, Paris: L'Harmattan , 2013, p. 97-105Chapter in book (Refereed)
    Abstract [en]

    In this article, I will firstly sketch a fundamental distinction between representation and mediation, or, more specifically, between representation of media and transmediation. After that, I will discuss media characteristics that can be called “transmedial”, meaning that they can be successfully transferred from one medium to another. The aim is to establish a framework from which to develop a comprehensive theory of transmediality that has the capacity to include a wide range of phenomena that are characterized by transfers of media characteristics. To date, there has been no systematic account of all these phenomena. Existing research is characterized by compartmentalization, which does not favor a general understanding of transmedial relations. Most existing studies focus either on only a few media and their specific interrelations, or on limited study areas such as adaptation and ekphrasis. At the present time, adaptation is probably the most vigorous research area dedicated to the study of transmediality.

  • 342.
    Elleström, Lars
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Adaptation and Intermediality2017In: The Oxford Handbook of Adaptation Studies / [ed] Thomas Leitch, New York: Oxford University Press, 2017, p. 509-526Chapter in book (Refereed)
    Abstract [en]

    The aim of this essay is to investigate the relation between adaptation and intermediality and to demonstrate why adaptation studies would profit from a broad intermedial research context. A list of ten ways of delimiting the notion of adaptation within the broader field of intermediality is presented and thoroughly discussed. The goal is to pinpoint border zones of adaptation that are only partly recognized as such by adaptation scholars. It is argued that failing to reflect on these borders ignores relevant neighbor disciplines, and that insufficient attention to related theoretical fields reduces the possibility for adaptation studies to produce research that is relevant for a broader range of phenomena and a broader field of scholars. The essay also briefly investigates some core issues of intermedial research, and hence of adaptation studies, and summarizes some vital notions that are helpful for investigating essential similarities and differences among media and for capturing the material and semiotic conditions for adaptation.

  • 343.
    Elleström, Lars
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Adaptation within the field of media transformations2013In: Adaptation Studies: New Challenges, New Directions / [ed] Jørgen Bruhn, Anne Gjelsvik, Eirik Frisvold Hanssen, London & New York: Bloomsbury Academic, 2013, p. 113-132Chapter in book (Refereed)
  • 344.
    Elleström, Lars
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Bridging the Gap Between Image and Metaphor Through Cross-Modal Iconicity: An Interdisciplinary Model2017In: Dimensions of Iconicity / [ed] Angelika Zirker, Matthias Bauer, Olga Fischer, Christina Ljungberg, Amsterdam: John Benjamins Publishing Company, 2017, Vol. 15, p. 167-190Chapter in book (Refereed)
    Abstract [en]

    Our minds are capable of perceiving similarities not only within the same but also across different sensory areas and different cognitive domains. Iconicity is representation based on similarity, and cross-modal iconicity, which is an extremely widespread phenomenon, should be understood as iconicity that crosses the borders of different kinds of material, spatiotemporal, and sensorial modes, and, furthermore, the border between sensory structures and cognitive configurations. For instance, a visual entity may resemble and thus iconically represent something that is auditory or abstractly cognitive. The aim of this semiotic study, substantially based on empirical findings in psychological, cognitive, and neurological research, is to suggest a general theoretical framework for conceptualizing cross-modal iconicity and relating different kinds of mono-modal and cross-modal iconicity to each other. Its chief argument is that perception and conception of images and metaphors should be understood as the two extremes in a continuum of iconic representation where cross-modal iconicity bridges the apparent gap between mono-modal, sensory-based iconicity and cognitive iconicity. It offers an outline of material, spatiotemporal, and sensorial modes and their interrelations; a thorough account of cross-modal iconicity; a conceptual structure for charting degrees of similarity and iconicity with the aid of cross-modality; an array of examples illustrating the continuum of iconicity from image to metaphor; and a brief discussion of the notion of image schema as an explanatory factor for cross-modal iconicity.

  • 345.
    Elleström, Lars
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Coeréncia e veracidade na comunicação: Indicialidade intracomunicacional e extracomunicacional2019In: Revista FAMECOS, ISSN 1415-0549, E-ISSN 1980-3729, Vol. 26, no 3, p. 1-28Article in journal (Refereed)
    Abstract [pt]

    O objetivo deste artigo é construir um modelo para demonstrar como a comunicaçãohumana, envolvendo todos os tipos de mídia, pode não apenas corresponder,mas também nos colocar em contato com a nossa percepção do mundo que nos rodeia.De que maneiras a verdade é realmente estabelecida pela comunicação? Para respondera isso, emprega-se a noção de índices: sinais baseados em contiguidade. No entanto, umainvestigação dos índices na sua dimensão externa – criando a veracidade na comunicação– também requer uma compreensão da sua dimensão interna: criar a coerência. Parainvestigar essas duas funções, alguns conceitos e várias categorizações elementares são propostas: argumenta-se que existem vários tipos de contiguidade e muitas variedadesde objetos indiciais, o que invalida a distinção grosseira entre ficção e não ficção.

  • 346.
    Elleström, Lars
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Coherence and truthfulness in communication: Intracommunicational and extracommunicational indexicality2018In: Semiotica, ISSN 0037-1998, E-ISSN 1613-3692, no 225, p. 423-446Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to construct a model that demonstrates how human communication, involving all kinds of media, may not only correspond to but also put us in contact with what we perceive to be the surrounding world. In which ways is truthfulness actually established by communication ? To answer this, the notion of indices is employed: signs based on contiguity. However, an investigation of indices' outward direction - creating truthfulness in communication - also requires an understanding of their inward direction: establishing coherence. To investigate these two functions, further concepts and various elementary categorizations are proposed: it is argued that there are several types of contiguity and many varieties of indexical objects, which invalidates the coarse fiction-nonfiction distinction.

  • 347.
    Elleström, Lars
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Ein mediumzentriertes Kommunikationsmodell2017In: Bildverstehen: Spielarten und Ausprägungen der Verarbeitung multimodaler Bildmedien / [ed] Lars C. Grabbe, Patrick Rupert-Kruse, Norbert M. Schmitz, Darmstadt: Büchner , 2017, p. 31-61Chapter in book (Refereed)
    Abstract [en]

    The aim of this article is to form a new communication model, which is centered on the intermediate stage of communication, here called medium. The model is intended to be irreducible, to highlight the essential communication entities and their interrelations, and potentially to cover all conceivable kinds of communication. It is designed to clearly account for both verbal and nonverbal meaning, the different roles played by minds and bodies in communication, and the relation between presemiotic and semiotic media features. As a result, the model also pinpoints fundamental obstacles for communication located in media products themselves, and demonstrates how Shannon’s (1948) model of transmission of computable data can be incorporated in a model of human communication of meaning.

  • 348.
    Elleström, Lars
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Identificando, construindo e transpondo as fronteiras das mídias2018In: X Seminário de Pesquisa, II Encontro Internacional: Jornada Intermídia / [ed] Greicy Pinto Bellin, Curitiba: Uniandrade , 2018, p. 1-15Chapter in book (Refereed)
    Abstract [pt]

    Este artigo se concentra na necessária – mas sempre problemática – noção das fronteiras das mídias, que há muito tem sido examinada pelos estudos intermidiáticos. Minha observação inicial é a de que é impossível transitar no ambiente material e mental de determinado sujeito sem categorizar objetos e fenômenos; sem as categorizações tudo seria um borrão – difícil de entender e de explicar. No entanto, a categorização exige fronteiras, e as fronteiras podem e devem sempre ser questionadas. A área de comunicação não é uma exceção: por um lado, é necessário categorizar as mídias em tipos; por outro lado, não fica claro como essas categorizações devem ser feitas. Meu objetivo não é argumentar a favor ou contra certas formas de se classificar as mídias comunicativas, mas tentar explicar algumas das funções e limitações das fronteiras midiáticas. Argumento, resumidamente, que existem diferentes tipos de fronteiras de mídias e, portanto, diferentes tipos de mídias. Se essas diferenças não forem reconhecidas, a compreensão da categorização das mídias permanecerá confusa. Enquanto algumas fronteiras midiáticas são relativamente estáveis, outras estão mais sujeitas a mudanças; portanto, as fronteiras das mídias podem ser entendidas como sendo tanto identificadas quanto construídas. No entanto, no final, praticamente todas as fronteiras das mídias podem ser superadas por meio de nossas capacidades cognitivas cross-modais.

  • 349.
    Elleström, Lars
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Identifying, Construing, and Bridging over Media Borders2018In: Scripta Uniandrade, ISSN 1679-5520, Vol. 16, no 3, p. 15-30Article in journal (Refereed)
    Abstract [en]

    The article will center on the necessary but always problematic notion of media borders, which has since long been scrutinized by intermedial studies. My initial observation is that it is impossible to navigate in one’s material and mental surrounding if one does not categorize objects and phenomena; without categorizations everything would be a blur – difficult to grasp and to explain. However, categorization requires borders, and borders can and should always be disputed. The area of communication is not an exception: on one hand it is necessary to somehow categorize media into types, and on the other hand it is not evident how these categorizations should be made. My aim is not to argue in favor of or against certain ways of classifying communicative media, but to try to explain some of the functions and limitations of media borders. I argue, in brief, that there are different types of media borders and hence different types of media types; if these differences are not recognized, the understanding of media categorization will remain confused. Whereas some media borders are relatively stable, others are more subject to change; therefore, media borders can be understood to be both identified and construed. However, in the end virtually all media borders can be bridged over through our cross-modal cognitive capacities.

  • 350.
    Elleström, Lars
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Introduction: Instrumental and formal iconic signs2013In: Iconicity in Language and Literature, ISSN 1873-5037, Vol. 12, p. 1-10Article in journal (Refereed)
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