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  • 151.
    Fornäs, Johan
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    Hidden Assumptions and Implicit Normative Conclusions: a Constructivist Critique of the Research on Eastern Euro-visions : Narratives of Europe in the ESC2014Inngår i: Communication for Empowerment: Citizens, Markets, Innovations : 5th European Communication Conference : 12-15 November, Lisboa, Portugal : Book of Abstracts, Universidade Lusófona , 2014, s. 267-Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The European Union is looking for new narratives of Europe. But which was the old one and was there really just one? Do narratives of Europe in the so-called ‘new’ east Europe offer alternatives for redefining European identity? In order to approach these issues, this paper looks at how Europe is narrated in east European popular music, focusing the Eurovision Song Contest (ESC).

    A wide range of symbols struggle for identifying or signifying Europe (Fornäs 2012). The post-1989 EU enlargement has intensified such redefinition efforts. Popular music offers a fascinating field for such narrative identifications, with the ESC as an influential arena, linking cultural, social and political discourses. Music matters (Hesmondhalgh 2013) to people on many influential levels, combining emotive pleasure with social interaction in ways that offer rich resources for identifying practices. Being perhaps the most successful pan-European venture, the ESC is therefore an excellent source for investigating narratives of Europe.

    Written within an interdisciplinary project on east European ‘Narratives of Europe’, this paper analyses songs from ESC finals since 1989. Using a methodological model for analysing narratives, inspired by Genette (1972/1980), Ricoeur (1981) and Ryan (2004), it looks for who acts in a narrative (setup), what happens in which order (process), how or in what format the story is told (mode) and what identity it constructs for Europe (meaning).

    More than 70 songs were chosen, 40 of them from east Europe. Preliminary results in­dicate an overwhelming dominance of one master narrative of redemptive resur­rection, with a set of sub-variants. In other contexts than the ESC, popular songs may depict Europe as an eternally happy place or as falling from greatness into misery, but the ESC format strongly favours a narrative where Europe had a glorious past but then has been deeply torn by internal strife, wars and suffering, from which it now finally will recover by uniting in mutual co-operation and love. Some variants say little or nothing about the initial golden age, some less triumphantly place the resurrection as a dream for the future, and some east European song narratives add freedom from oppression to peace after internal war as core values, but the master narrative is never really abandoned.

    This resurrection narrative resonates with the founding myth expressed in EU’s key symbols. The inclusion of former Soviet Bloc countries into the European integration process has given new impetus to those founding narratives, and the ESC’s east European narratives indicate important continuities between the old and the new.

    While offering a methodological example of narrative analysis of media texts in the seldom-studied format of televised popular music, the paper also contributes to the understanding of how east European voices construct Europe’s history and future in the processes of transformation that challenge inherited ideas of what Europe means.

  • 152.
    Fornäs, Johan
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    Introducing Capitalism: Current crisis and cultural critique2014Inngår i: Culture Unbound. Journal of Current Cultural Research, ISSN 2000-1525, E-ISSN 2000-1525, Vol. 6, s. 15-38Artikkel i tidsskrift (Annet vitenskapelig)
  • 153.
    Fornäs, Johan
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    Mediatisation times2014Inngår i: Communication for Empowerment: Citizens, Markets, Innovations : 5th European Communication Conference : 12-15 November, Lisboa, Portugal : Book of Abstracts, Universidade Lusófona , 2014, s. 355-Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This paper addresses the concept of change in mediatisation theory, bringing in the dimension of temporality in two supplementary ways. Mediatisation denotes a set of social changes in the interface between communications media and other societal spheres. It is thus a truly temporal phenomenon, but it remains unclear how it actually develops over time – and how it affects time.

    The paper first scrutinises alternative ways to understand the temporal coordinates of mediatisation processes, and to explore the affordances of different theorisations in this respect. What does it mean to describe mediatisation as a revolutionary time shift, break or leap? What are the implications of instead depicting it in terms of long-term evolutionary processes of restructuring transition? Comparisons are made with other concepts for various forms of social change, including modernisation, globalisation and individualisation. It is hardly possible to prove one temporal perspective to be ‘correct’, but I will rather reflect on their different implications, as they have repercussions on how mediatisation is understood in terms also of its range, causes and effects.

    There is also another, reverse side of the interrelation between time and mediatisation: namely how mediatisation affects the time-dimension itself: how communications media restructure time consciousness, historical understanding, remembrance and forgetting. This section of the paper will refer to how Ricoeur (in Time and Narrative, 1982–1985 and Memory, History, Forgetting, 2000) analyses different technologies for culturalising or ‘humanising’ time (but also space), by linking cosmic-objective-universal with experiential-subjective-lived time through the use of calendars, generational successions, documents, archives and other intersubjective tools that mediate between the internal and the external (and similarly for spatiality). Media technologies are central to such practices, and mediatisation processes are therefore a testing ground for understanding the two-way traffic between media and time: the cultural mediation of time and the historical mediatisation of society and culture: linking the changing cultural mediation of time – and thus the mediatisation of time – to the historical-temporal aspects of mediatisation processes, as they affect the understanding of temporality itself. The aim here is thus to explore mutual determinations of time and mediatisation, and the bilateral temporal coordinates of media-related social change.

    The paper builds upon discussions in the Scandinavian ‘Mediatisation Times’ network funded the National Bank of Sweden Tercentenary Foundation, and in my chapters in Mediatized Worlds (Hepp & Krotz, 2014) and Mediatization of Communication (Lundby, 2014).

  • 154.
    Fornäs, Johan
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    Mediatization of popular culture2014Inngår i: Mediatization of Communication / [ed] Lundby, Knut, Berlin/Boston: Mouton de Gruyter, 2014, s. 483-504Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    Popular culture is often understood as being linked to mass media and therefore also implicated in the idea of mediatization. Here this is discussed in four main steps. (1) First, key problems in the concept of mediatization are illuminated, with popular culture as a testing ground: if there is always such a mediatization process going on; when (in which periods) this process is particularly intense and how it develops over time (gradually or in leaps); where (in which world regions) it can be located; how it has any effects (if it follows a relatively fixed logic or is more diffuse); and what it affects in terms of societal spheres and levels of practice. (2) Second, four main dimensions of the concept of culture are distinguished – cultivation, life forms, aesthetics, and signifying practice – all of which are found relevant to mediatization. As media are cultural technologies of communication, there is a close link between mediatization and culturalization. (3) Third, popular culture is similarly divided into four main meanings, defining it as mass culture, people’s culture, low culture, or illegitimized culture. (4) On this basis, examples illustrate how mediatization processes affect popular culture through four main phases, each linked to a new demarcation of popular culture itself: graphic mediatization of common culture, print mediatization of low culture, audiovisual mediatization of media culture, and digital mediatization of what again is becoming a more or less indistinguishable common culture.

                Popular culture frequently appears to be one of the most media-saturated spheres or fields of modern societies. It is sometimes even identified with media culture, for instance when contrasted with fine arts and folk handicrafts, and defined through its reliance on mass mediated texts disseminated by cultural industries to dispersed polymorphous audiences all over the globe. This closeness between popular culture and media processes poses a challenge for any effort to more precisely scrutinize whether there is any escalating increase in this kind of media presence, which would deserve to be labeled mediatization.

                In order to bring some clarity to this slightly paradoxical situation, it is helpful to first make some conceptual groundwork. This chapter will first analyze how the concepts of media and mediatization relate to culture and culturalization. Then, a similar discussion follows of popular culture, leading up to an effort to draft a provisional sketch of key steps in the mediatization history of popular culture. This will finally also make it possible to return to the initial definition of mediatization and reconsider its very basis.

  • 155.
    Fornäs, Johan
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    Musiken och jag: recension av en bok av Thomas Bossius och Lars Lilliestam2013Inngår i: Svensk tidskrift för musikforskning, ISSN 0081-9816, Vol. 16, s. 149-152Artikkel, omtale (Annet vitenskapelig)
  • 156.
    Fornäs, Johan
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    Notes on media, culture and resilience2019Inngår i: Fritt från fältet: Om medier, generationer och värden. Festskrift till Göran Bolin / [ed] Peter Jakobsson; Fredrik Stiernstedt, Huddinge: Södertörns högskola, 2019, s. 207-218Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 157.
    Fornäs, Johan
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    Preface2018Inngår i: The story of Karl Marx 200 years after his birth / [ed] Rachel Basinger, Ocala FL: Atlantic Publishing Group , 2018, s. 11-15Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
  • 158.
    Fornäs, Johan
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    Stuart Hall: Kodning och avkodning (1973)2020Inngår i: Medievetenskapens idétraditioner / [ed] Stina Bengtsson; Staffan Ericson; Fredrik Stiernstedt, Lund: Studentlitteratur AB, 2020, s. 181-196Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 159.
    Fornäs, Johan
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    Stuart Hall vidgade kulturforskningen2014Inngår i: Svenska Dagbladet, ISSN 1101-2412, nr 17 februari, s. 21-Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 160.
    Fornäs, Johan
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    Stuart Hall's dialogical interventions2014Inngår i: Inter-Asia Cultural Studies, ISSN 1464-9373, E-ISSN 1469-8447, Vol. 15, nr 2, s. 186-190Artikkel i tidsskrift (Annet vitenskapelig)
  • 161.
    Fornäs, Johan
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    The dialectics of communicative and immanent critique in cultural studies2013Inngår i: tripleC (cognition, communication, co-operation): Journal for a Global Sustainable Information Society / Unified Theory of Information Research Group, ISSN 1726-670X, E-ISSN 1726-670X, Vol. 11, nr 2, s. 504-514Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In cultural studies and cultural research, the importance of being critical is often stressed, but it is more rare to scrutinise how such critique is and can be performed. This text discusses differ- ent modes of critique, in three main steps. First, a brief review of the history and signifying layers of the concept of critique itself leads up to a late modern communicative concept of critique, linked to the contested relation between critique and tradition, and based on how Paul Ricoeur has interpreted ide- ology critique and the hermeneutics of suspicion. This communicative mode is contrasted to critical approaches that strive to radically dissociate themselves from others. Second, it is argued that the most powerful sources of critique are to be sought in the inner contradictions of the targeted spheres of social reality rather than applied from the outside. Such immanent – as opposed to transcendent – critique, has been formulated and exercised by Karl Marx, Theodor W. Adorno and Walter Benjamin, among others. The third section sums up the spiral moves of cultural studies as informed by critical hermeneutics: dialectical critique based on communicative and immanent critique must be on the move, never frozen, and may temporarily and locally explore radical and transcendent modes of cri- tique, in ways that have been discussed by Donna Haraway.

  • 162.
    Fornäs, Johan
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    The Mediatization of Third-Time Tools: Culturalizing and Historicizing Temporality2016Inngår i: International Journal of Communication, ISSN 1932-8036, E-ISSN 1932-8036, Vol. 10, s. 5213-5232Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Time and media have multiple interfaces as media shape temporalities while changing through history. In three steps, this article explores how cultural time is mediated and how it changes through history. First, Paul Ricoeur's hermeneutics is presented as a fruitful way to understand cultural time as "third time," mediating between lived, subjective time and cosmic, objective time. Clocks, calendars, generational successions, archives, and documents are third-time tools linking internal to external time flows and producing text-based intersubjective temporality. Second, Ricoeur's analysis needs to be historicized. After discussing mediatization and its temporal development, the concept of waves is proposed to bridge the concepts of leap and growth. Particular attention is then paid to the latest, digital wave of mediatization. Referring to John Durham Peters and other media historians, some characteristics of this phase of time remediation are listed. Finally, critical, and political aspects are discussed, concluding that, although new technologies may threaten third time, this threat is counteracted by remediation that links digital time back to inherited modes of temporal representation.

  • 163.
    Fornäs, Johan
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    The symbolic crisis of the Euro: Trust and distrust in currency as an identifying medium2013Annet (Annet vitenskapelig)
    Abstract [en]

    This paper focuses on the redefinition of European symbols and in particular the euro currency under the current condition of crisis, in which the identity of Europe is challenged and attributed new connotations. The current financial crisis has material effects for institutions and citizens, but also an important cultural aspect. Money is a means of payment but also a symbolic artefact or ‘micro medium’. Every European symbol demands a level of trust among its users, while also aiming to secure basic trust in the legitimacy of European values. When the euro runs into crisis, this therefore has crucial symbolic repercussions. If for instance Greece is forced to leave the Eurozone, this not only creates monetary difficulties but also questions the signifying force of the € symbol, whose name and design intend to express the foundation of European civilisation in the classical culture of Athens.

  • 164.
    Fornäs, Johan
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    Till den kommunikativa kritikens dialektik2013Inngår i: Tal, makt, vansinne: En vänbok till Ulf Olsson / [ed] Thomas Götselius, Caroline Haux, Jesper Olsson & Per Anders Wiktorsson, Höör: Symposion Brutus Östlings bokförlag, 2013, s. 32-44Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 165.
    Fornäs, Johan
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    Till minne av Stuart Hall (1932-2014): Stuart Halls dialogiska interventioner2014Inngår i: Nordicom Information, ISSN 0349-5949, Vol. 36, nr 1, s. 3-7Artikkel i tidsskrift (Annet vitenskapelig)
  • 166.
    Fornäs, Johan
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    Fredriksson, M.
    Linköping University.
    Wirtén, E. H.
    Linköping University.
    Stead, N.
    University of Queensland, Australia.
    Introduction:¨Publishing for public knowledge2015Inngår i: Culture Unbound. Journal of Current Cultural Research, ISSN 2000-1525, E-ISSN 2000-1525, Vol. 7, nr 4, s. 558-564Artikkel i tidsskrift (Fagfellevurdert)
  • 167.
    Fornäs, Johan
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    Fredriksson, Martin
    Linköping University.
    Stead, Naomi
    University of Queensland, Australia.
    Culture Unbound Vol. 5 Editorial2013Inngår i: Culture Unbound. Journal of Current Cultural Research, ISSN 2000-1525, E-ISSN 2000-1525, Vol. 5, s. 7-13Artikkel i tidsskrift (Annet vitenskapelig)
  • 168.
    Fornäs, Johan
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    Fredriksson, Martin
    Linköping University.
    Stead, Naomi
    University of Queensland, Australia.
    Culture Unbound Vol. 6, Editorial2014Inngår i: Culture Unbound. Journal of Current Cultural Research, ISSN 2000-1525, E-ISSN 2000-1525, Vol. 6, s. 7-11Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [en]

    With this volume, Culture Unbound celebrates its five-year anniversary. This makes a good opportunity both to look back at what we have achieved and to gaze ahead to what we have planned for the future. This new volume, which will be more extensive and ambitious than ever, thus marks a readiness and willingness to engage with some of the most acute problems and complex transformation that society faces. We hope and believe that this not only expresses the ambitions of Culture Unbound but also reflects a more general tendency within contemporary cultural research. In order to better accommodate the most recent developments within the field of cultural research, and facilitate intellectual discussion and critical analysis of contemporary issues we also plan to expand our repertoire of published material. In the coming year Culture Unbound will therefore introduce a section of texts we have chosen to call ‘Unbound Ideas’. Here we welcome academic essays and texts of a somewhat shorter format and freer approach to scholarly convention than our usual full-length research articles. These essays will take different – perhaps speculative or conjectural – positions, or give a new perspective on pressing topics or recently emerged concerns within cultural research.

  • 169.
    Fornäs, Johan
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    Lindberg, Ulf
    Ungdomskultur som forskningsfält: åren med Ove2016Inngår i: Låt alla stenar rulla: lärande, estetik, samhälle : en vänbok till Ove Sernhede / [ed] Johan Söderman; Thomas Johansson, Göteborg: Daidalos, 2016Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 170.
    Fornäs, Johan
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    Manga, Edda
    Uppsala University.
    Universiteten får inte bli företag2014Inngår i: Universitetsläraren, ISSN 0282-4973, nr 2, s. 30-30Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 171.
    Fornäs, Johan
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    Xinaris, Charis
    European University Cyprus.
    Mediated identity formation: Current trends in research and society2013Inngår i: Javnost - The Public, ISSN 1318-3222, Vol. 20, nr 2, s. 11-25Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper aims to overview the current processes and challenges that relate to how media developments influence – and are influenced by – the ways in which personal and collective identities are formed in contemporary societies. First, it discusses ways to approach and define the concept of identity from a media perspective. A discussion of how identity formation issues links to the concept of new media literacies forms a transition to three sections that in turn analyse the social trends, the policy trends and the scientific trends that may be discerned in this area. The final section first summarises key research questions and then offers some more concrete ingredients for identifying possible instruments of a new research agenda.

  • 172.
    Forsler, Ingrid
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    Image ecologies: Infrastructures of visual art education in Sweden and Estonia2018Inngår i: International Journal of Education Through Art, ISSN 1743-5234, E-ISSN 2040-090X, Vol. 14, nr 2, s. 239-246, artikkel-id 8Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This essay is a visual interpretation of the media ecologies of visual art education in Sweden and Estonia. As the title of the article suggests, an ecology of visual art education means infrastructures for accessing, producing, showing and sharing images. The study is empirically informed by social network analysis conducted in online communities and by interviews with teachers who are active in those communities. Graphs of activity and connectedness in online communities are included in a media ecology model, based on the teacher interviews. The model visually relates online collaboration with material technologies, such as classroom computers or cameras, and different forms of governance, such as curricula. The essay attempts to contribute to the existing literature regarding the relation between technologies and educational practice by combining digital methods with media ecology and infrastructure theory, and methodologically by using visual methods for interpretation.

  • 173.
    Forsler, Ingrid
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    Kollaborativa medier för akademisk litteracitet.: Ett exempel på användningen av Prezi i ett textseminarium2016Inngår i: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558, Vol. 6, nr 2, s. 165-170Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [sv]

    Här presenteras en modell för att arbeta med presentationsprogrammet Prezi i seminarier. Det pedagogiska upplägget fokuserar på hur Prezi kan användas för att stimulera samarbete och interaktion mellan studenterna och synliggöra den akademiska litteracitet som seminarieformen kräver. Modellen har testats under två år på ett seminarium i textkritik på Södertörns högskola, och har utvärderats av studenterna på kursen. Texten sammanfattar reflektionerna hos såväl undervisande lärande som hos studenter och argumenterar för att digitala medier kan användas för att öka studentaktiviteten samt att synliggöra processen att tolka och diskutera texter.

  • 174.
    Forsler, Ingrid
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    Marshall McLuhan: The Medium is the Massage (1967)2020Inngår i: Medievetenskapens idétraditioner / [ed] Stina Bengtsson; Staffan Ericson; Fredrik Stiernstedt, Lund: Studentlitteratur AB, 2020, s. 125-138Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 175.
    Forsler, Ingrid
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    On trying to feel at home2017Inngår i: Self Trackers: Eight Personal Tales of Journeys in Life-Logging / [ed] Morris Villarroel & Alberto Frigo, North Charleston: CreateSpace Independent Publishing Platform , 2017, s. 29-37Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
  • 176.
    Forsler, Ingrid
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    Researching Infrastructural Imaginaries in Education Through Future Workshops2018Annet (Fagfellevurdert)
    Abstract [en]

    This case describes the development and implementation of the Future workshops method (Jungk and Müllert 1987), as part of a mixed methodology in a PhD project about media technologies and future imaginaries in school art education. The workshop method described here is an attempt to visualize media infrastructures in teaching and the imaginaries surrounding them, thereby making them possible for the research participants to discuss and critique. The practical lessons learned from this case are that designing a functioning research workshop resembles the pedagogic planning done in teaching. Ritual aspects and emotional labor are highlighted as necessary in the process, as well as staying sensitive to the context where the workshops are performed, and to my role as a researcher in this context. Discussing some of the shortcomings of creative methods, the study concludes that workshop methods benefit from being combined with other methods to include, for example, historical perspectives in the analysis. The messiness and non-linearity of the research process is described in the text as a simultaneous development of research questions, theoretical concepts, experiences, and methods.

  • 177.
    Forsler, Ingrid
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    Thinking Together: Online Collaborative Learning Among Swedish Art Teachers2016Inngår i: INTED2016 Proceedings: 10th International Technology, Education and Development Conference 7-9 March, 2016 Valencia (Spain), Valencia: IATED Academy , 2016, s. 6028-6036Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Digital activities are a natural part of children's and young people's everyday lives and offers opportunities for meaning and learning. Accessible technology has changed the producer and consumer role, and created what Henry Jenkins (2008) call a participation culture. This culture provides possibilities for a kind of collective learning, something that is necessary to master in order to participate in the new media society. In school, this becomes relevant in two ways. Firstly, by empowering all children and young people to participate in digital media culture. This is to overcome the “participation gap” that occurs when only those already interested in digital activities develop and produce content while that majority stays passive (Jenkins 2009, Kalmus et al 2009). Secondly, by using digital platforms in the knowledge and professional development for teachers. The latter has been increasingly used by teachers to create informal networks, forums and archives online to share and develop knowledge (Johnson et al 2014).

    This study aims to understand how art teachers in Sweden understand media as a part of their subject, and how this understanding is brought forward in collegial online communities. The study is a part of an ongoing PhD project that aims to compare this Swedish online collaboration with that between art teachers in Estonia and Finland. The study is conducted as a media ethnography, combining tracings of discussions taking place in digital places (in written and multimodal texts) with interviews conducted with the participating teachers. To understand what online communication tools where used by art teachers and to what purpose, a survey was carried out through a union organizing most Swedish art teachers (Lärarförbundet). The survey was answered by 78 teachers and the results are discussed in this paper, together with material in the form of discussions taking place in online forums, both formal (like the Swedish Department of Education), semiformal (sites designed for teachers) and informal (like Facebook, Twitter or private blogs).

    The results showed that online collaborative learning is very common among Swedish art teachers. They mainly use informal forums and they use it to 1, Discuss specific topics (like suggestions for lessons on a certain theme or recommendations of digital tools), 2. Share own content (like students work or planning) and 3. Engage in meta reflection on the conditions of art education and digital media. In my discussion this is connected to the history and terms for the subject as such. Visual arts education as a school subject in Sweden has undergone a change: from a focus on drawing to a focus on visual culture at large. This narrative is important for the teacher community and has lead to an ongoing discourse on the boundaries and content of the subject. Further, visual art education is a small subject and most art teachers are alone in their subject at their schools. The surveys show a connection between having few or no school colleges in the same subject and the tendency to engage in collegial discussions with other art teachers online.

  • 178.
    Forsler, Ingrid
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    Towards infrastructure literacy in media education2018Inngår i: The Journal of Media Literacy, ISSN 1944-4982, Vol. 65, nr 1 & 2, s. 87-91Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [en]

    This paper suggests that a broadening of MIL to include what Lisa Parks (2010) call infrastructure literacy - a close understanding of the material and infrastructural conditions of our current media landscape – is necessary in order for citizens to develop the critical skills needed to navigate and participate in the contemporary media society, as well as to shape the world of tomorrow. By exploring digitalization policy and K-12 curricula for Sweden, the paper shows that the field is currently dominated by an understanding of media as content or tools for communication, and of the future as predetermined by technology. It also shows a lack of critical perspectives when it comes to media used within education.

  • 179.
    Forsler, Ingrid
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    Velkova, Julia
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    Efficient Worker or Reflective Practitioner?: Competing Technical Rationalities of Media Software Tools2018Inngår i: Technologies of Labour and the Politics of Contradiction / [ed] Bilić, Paško; Primorac, Jaka; Valtýsson, Bjarki, Cham: Palgrave Macmillan, 2018, 1, s. 99-119Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    The work of creators of digital media today is profoundly reliant on the use of specialised software. Yet, software is not merely an instrument of labour. The current hegemonies of society are incorporated in the technological design of tools, explicating what Feenberg (2009) calls technical rationality. Different production frameworks can embed distinct forms of such rationality depending on the goals of their creators. Drawing on theories of knowledge and feminist theory of technological development, Forsler and Velkova present an analysis of the production frameworks of three different manufactures of software tools for computer graphics, both industrial and user-driven. The chapter contributes with a conceptual theoretical model of how these frameworks are underpinned by different epistemological assumptions and competing visions of media practitioners.

  • 180.
    Forsman, Michael
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    1:1 Goes to school: Notes on the mediatization of education and media citizenship2015Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In this is paper I address some issues related to the paradigmatic shift in the use of media in schools called “1:1”. This term refers to that each student and teacher get his or her personal, mobile device such as a laptop or tablet computer (e.g. iPad). This process also leads to a more intensified use of online services and digital platforms. All over Sweden and on all levels of the schools system the shift to 1:1 is ongoing. This shift affects the teacher profession and the role of the student and the whole knowledge process. With 1:1 the mediatization of education also becomes more obvious as 1:1 open up the school institution not only to multimodal media formats and digital culture but also to ICT-media-companies such as Apple and Google who come to influence pedagogics, teaching material and also ways of thinking about media literacy. 1:1 has attracted quite a lot of attention from Swedish pedagogical research, but so far very little interest from media research, although 1:1 and the overall digitalization of education could fruitfully be related to mediatization, media literacy and what I call “the media citizen” a term referring to a critically thinking, democratically participating and historically aware subject with sufficient skills in media and information literacy. This discussion should not only concern how young people relate to media associated with life outside of school, but also address how they and their teachers use media meant for educational purposes inside school. In addition to this principal discussion I present and reflect on some qualitative data taken from a recent report about a EU-based project where teachers from one Swedish and one German secondary school used iPad (a product and trademark from Apple) over a two-year period. I bring forth what they valued as the main pros and cons of iPad use and try to relate this to the principal and theoretical discussion about media literacy, mediatization and media citizenship.

  • 181.
    Forsman, Michael
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    1984 according to Apple: The digital revolution – and the corporate synchronization of the media citizen in the Swedish K12 curricula2017Inngår i: The revolutionary imaginary: Visual culture in an age of political turbulence, 2017Konferansepaper (Fagfellevurdert)
  • 182.
    Forsman, Michael
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    Digital kompetens och MIK som historisk synkronisering: Progressivismen och skolans medialisering2017Konferansepaper (Annet (populærvitenskap, debatt, mm))
  • 183.
    Forsman, Michael
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    Du blir väl lönsam på plattformen lille vän?: Mediegenerationer, undervisningstekonlogi och mediemeborgarens fostran2019Inngår i: Fritt från fältet: Om medier, generationer och värden. Festskrift till Göran Bolin / [ed] Peter Jakobsson; Fredrik Stiernstedt, Huddinge: Södertörns högskola, 2019, s. 47-68Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 184.
    Forsman, Michael
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    Duckface/Stoneface among children and celebrities.: Celbrity-selfies and teens visual production2015Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Our contemporary visual culture is marked by a close connection between camphones and social media and the seamless integration of mundane and spontanous personal photography on a mass scale and networked mobile communication. One dimension of this is a flood of online images depicting the human face and showing bodies posing and gesturing in different physical and networked spaces. Many of these images belong to the generic paradigm and visual order of the selfie, i.e. portraits that one has taken of oneself, typically with a camphone to be uploaded on a social media website. To take selfies and share and comment them online is a common thing to do. Not only among young people. Also many celebrities have picked up on this technique and use it for production of celebrity and self-branding. Social media and fomats like the selfie contribute to a stronger sense of connection and even community between celebrities and fans. This is partly due to the simple fact that they share similar visual codes and online activities in the making and sharing of selfies. Potentially the selfie format can offer possibilities for self-empowerment but the genre is still strongly conditioned by deeply rooted social norms and visual conventions for how gender, age, race, sexuality is supposed to be enacted and (re)presented. This paper discusses selfies and gender in relation to contemporary celebrity culture, and juxtapose this with results from a studie of how 13-year-old Swedish school children give meaning to their selfies as a gendered practice. The paper ends with some thoughts on how celebrity-selfies and childrens own selfies can be used in a context of media literacy.

  • 185.
    Forsman, Michael
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    Duckface/Stoneface: Selfie stereotypes and selfie literacy in gendered media practices in Sweden2017Inngår i: Beyond stereotypes?: Images of boys and girls, and their consequences / [ed] Dafna Lemish & Maya Götz, Gothenburg: Nordicom, 2017, s. 193-202Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    This article describes how Swedish teens use selfies for gendered self-representation in online peer-to-peer communication. The aim of the article is to critically question and add on to the extensive tradition of studies of large scale mass mediated stereotypes, by looking at how gender selfie stereotypes are produced and performed in social media through the interaction and participation of school children. The article combines constructionist perspectives on representation and gender with social semiotics. Based on empirical data from focus group interviews with student from grade 7 in four Stockholm schools (N=41) the article show that the way the selfie genre is played out and negotiated among teens is marked by gender stereotypes. These stereotypes are used to confirm a dualistic separation of sexes, the subordination of women, and a heteronormative order for sexuality, but also used for “stereotype vitalization” where prevailing gender norms are renegotiated, jested and mocked.

  • 186.
    Forsman, Michael
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    Duckface/Stoneface: Sociala medier, onlinespel och bildkommunikation bland killar och tjejer, i årskurs 4 och 72014Rapport (Annet vitenskapelig)
    Abstract [sv]

    Rapporten Duckface/Stoneface redovisar bland närmare 150 barn i fyra stockholmsskolor i årskurs 4 och 7 gällande sociala medier, spel och bildkommunikation. Här ingår material från ett fyrtiotal intervjuer. Studien redovisar också två workshops. Rapportens utgångspunkter är genusteoretiska. Begrepp som performativitet och genustillägnelse, och teoretiker som Butler, Connell och Yvonne Hirdman är centrala. Detta kombineras med resonemang om medier som vardaglig praktik (Couldry) och sociosemiotiska perspektiv på bildkommunikation (Kress m.fl.). Rapporten visar hur barnens liv online och offline flätas samman genom smarta mobiler och andra medieting. Den visar också att det finns starka drag av genusbetingat isärhållande. Spel, sociala medier och bildkommunikation blir arenor för att tillägna sig genus genom ålders- och könsbunden socialisation.

  • 187.
    Forsman, Michael
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    Duckface/Stoneface: The social semiotics and gendering of selfies among 10 to 13 year old pupils in four Swedish schools.2014Konferansepaper (Fagfellevurdert)
    Abstract [en]

    My paper is based on qualitative results and reflections taken from a recently published Swedish study on social media, gaming and image communication among 10 and 13 year old in four schools in Stockholm (N 146). In my paper I focus on image communication and discuss two visual genres that exploded with camphones and the growing access to mobile internet, that is Selfies (self portraits) and Ussies (with friends). Over a short period of time these and other visual camphone-genres have become part of our increasingly mediatized everyday life (Hjarvard 2013) and the personal publishing genres that develop through networked publics online (Boyd 2010).

    Selfies and Ussies also seem to be an unavoidable part of contemporary peer to peer gender socialization, inside and outside school, and in line with R.W Connell (2002) I see these as part of the appropriation of gender (R.W Connell 2002) through the performance of gender (Butler 1999). This agency means investments and explorations in contemporary gender identity; in close intersection with heteronormativity and age.

    In relation to this a discussion of selfies as representations of a dominant gender order is appropriate, but I want to expand this through social semiotics (Kress 2010) as these images not only depicts a person, represents gender norms, and function as vehicles in impression management online/offline, selfies can also be seen as a form of communicative action taking place in the context of what Villi (2012) calls a ‘visual chit chat culture, where the photo opportunity, and the occasion, as well as possible reactions and comments (likes etc.) also are a part of the visual pragmatics. I addition to this I find it fruitful to see smart phones as relational objects (Turkle 2012) and personal interfaces between life offline (f.x. in school) and life online within individualized networks (Raine & Wellman 2012) connected to a wider participatory media culture (Jenkins 2006). Around this a set of practices are formed, and these can be understood through phenomenological and sociological perspective, as presented by Couldry (2012) and Moores (2012).

    My paper centers on results from 26 focus group interviews and two workshops. My results on one hand show strong connections between selfies produced by tweens and teens and gender stereotypes and essentialist conceptions of gender. On the other hand the indicate practices of production, distribution and reception that partly undermines traditional gender categorizations.

  • 188.
    Forsman, Michael
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    En annan sida av myntet: Svensk mediekonst möter Jean Baudrillards samtidskritik2014Inngår i: Mediekritik / [ed] Fredrik Stiernstedt, Lund: Studentlitteratur, 2014, 1:1, s. 121-145Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 189.
    Forsman, Michael
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    Framtiden är redan här: om plattformifieringen av skolan och fostran av framtidens mediemedborgare2019Inngår i: Plattformssamhället: den digitala utvecklingens politik, innovation och reglering / [ed] Jonas Andersson Schwarz & Stefan Larsson, Stockholm: Fores , 2019, s. 200-229Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 190.
    Forsman, Michael
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    Från generationsmedvaro till medielabyrint: ungdomens medialisering i svensk radio och teve under sextio- och sjuttiotalet2014Inngår i: Tillsammans: Politik, filosofi och estetik på 1960- och 1970-talen / [ed] Anders Burman & Lena Lennerhed, Stockholm: Bokförlaget Atlas, 2014, s. 315-341Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 191.
    Forsman, Michael
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    Hur får vi en hållbar utveckling av medie- och informationskunnighet?2013Inngår i: Medie- och informationskunnighet i nätverkssamhället: Skolan och demokratin / [ed] Ulla Carlsson, Göteborg: Nordicom, 2013, s. 77-84Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 192.
    Forsman, Michael
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    Imagining the media citizen2016Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    I want to raise the question of citizenship; in relation to media literacy, civic engagement, and media pedagogics. I will do this by first talking a bit about the concept of citizenship in relation to literacy and media. This will lead us over to the concept "media citizenship", and the making of "the media citizen", a concept that is linked to the research project Educating the media citizen and the mediatization of school. Curriculum, teaching material, teachers. After some words about this, I will end with some questions that I hope that our workshop can help us advance.

  • 193.
    Forsman, Michael
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    Media citizenship and the mediatization of schools: Curriculum, teaching materials, teachers2016Inngår i: ECREA 2016 Prague. Abstract book: Mediated (dis)continuities: Contesting pasts, presentes and futures, 2016Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The aim of this paper is to present the project “Media Citizenship and the Mediatization of School: Curricula, Educational Materials, Teachers”(2016-2018; financed by The Swedish Central Bank’s foundation for Humanities and Social Science/Riksbankens Jubileumsfond). Herein mediatization theory is combined with curriculum theory, to develop an understanding of what we call “the media citizen” (social subjects whose critical abilities, historical awareness and inclination for democratic participation are assumed to be media-dependent). The project comprises three sub-studies; covering curricula, education material and teacher’s training, during the period 1962−2016.

         In Sweden as well as in many other countries there is today much emphasis on the structural transformation of education through digitalization; which is promoted and implemented by a conglomerate of influential political-economical-pedagogical interests (municipalities, principals, teacher unions, Apple, Google, miscellaneous digitalization apostles) in ventures meant to raise ”digital competence through, e.g. through “one to one” (one computer, lap top etc. per student/teacher) (Grönlund 2013, Hansson 2014), cloud-services, mandatory courses in computer programming, E-learning etc. (cf. SOU 2014:13). Parallel to this, the citizens breaded by the current school system dwell in a globalized online/offline world with smart phones, internet, and social media (Forsman 2014, Boyd 2014, Turkle 2012). Which also influence views on media and information literacy (MIL) and “media citizenship” (c.f. Bagga-Gupta et al. 2013, Mihailidis 2014), Wilson 2011 et.al).

         The ongoing digitization has been compared with earlier shifts in the history of literacy (Goody & Watt 1963), and/or shifts between the ”Discourse Networks” of 1800 and 1900 (Kittler 2012). The implied consequences for schooling appear to be significant and the school’s task of reproducing knowledge and common principles over generations is thoroughly challenged (Bourdieu & Passeron 2008).

         Still, much of the debate about the digitalization of education is policy-oriented, shortsighted and techno centric, and it shifts between determinism (technology is the basis of all social change) and instrumentalism (technology is in itself neutral). In contrast, this project study the historical impact of the media on the school’s training of what we call “media citizens” by combining mediatization theory with curriculum theory.

         Mediatization theory refers to a historical “meta-process” (Krotz 2007) and how all societal spheres (politics, science, religion, etc.) and aspects of everyday life are increasingly influenced by the institutions, technologies, and “logics of the media” (c.f. Lundby 2014, Hepp 2013, Hjarvard 2013, Kaun & Fast 2014). With a few exceptions (Lingard & Rawolle 2015, Breiter 2014, Livingstone 2015) relatively little has has so far been done on the mediatization of education.

    It is also striking that mediatization so far has not been addressed much within the wide area of curriculum theory; here "curriculum" carries a wider significance than the specific policy document – referring to the historical, symbolic, material, and scientific conditions under which such documents are designed, as well as the "frame factors" that limit or allow their actualization as teaching (Lundgren 1979/89, 1999; cf. Pinar ed. 2014Biesta, 2013).

         In contrast to much existing discourse on school and media, this project does not suggest normative positions, nor pedagogical MIL-strategies for classroom; instead, it is motivated by an ambition to develop mediatization theory in relation to the field of education and thus contribute to the ongoing discussion about MIL and media and literacy, in Sweden and other countries, by adding an informed, critical and historical perspective.

  • 194.
    Forsman, Michael
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    Medie- och informationskunnighet i skolan och lärarutbildningen: En bearbetning till svenska av UNESCOs Media and Information. Literacy Curriculum for Teachers2013Inngår i: Medie- och informationskunnighet i nätverkssamhället: Skolan och demokratin. / [ed] Ulla Carlsson, Göteborg: Nordicom, 2013, s. 11-50Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 195.
    Forsman, Michael
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    Mediemedborgaren i dagens läroplaner och framtidens klassrum: Ett försök till synkronisering2017Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    Digitaliseringens omvandlingar har jämförts med alfabetiseringens (Goody & Watt 1963), och skiftet mellan 1800- och 1900-talens ”nedskrivningssystem” (Kittler 2012). Konsekvenserna för skolan är i så fall betydande. Medan skolans medieekologi (Erixon 2014) traditionellt utgår från alfabetisering, boken och ”den typografiska människan” (McLuhan 1962), vistas den idag av skolan fostrade medborgaren (Dewey 1916/1999) i en online/offline värld av smarta telefoner, internet, sociala medier (Boyd 2014, Forsman 2014, Turkle 2011). Skolans uppgift att reproducera kunskaps- och värdegrunder över generationer (Bourdieu & Passeron 2008) utmanas i grunden, om elevernas färdigheter i informationssamhällets tekniker överträffar lärargenerationens (Österud 2004).

    Under de senaste 10–15 åren har skolpolitiska aktörer (kommuner, lärarfack, SKL) samverkat med kommersiella intressenter (Apple, Google, läromedelsförlag) i satsningar på IKT (informations- och kommunikationsteknologi): en läroplatta per elev (Grönlund 2013), implementering av lärplattformar, online-undervisning, molntjänster, e-läromedel, och utvecklande av ”morgondagens klassrum”. Därtill har Digitaliseringskommissioner i olika omgångar betonat vikten av en ökad digitalisering av skolan. Skolans (medie)literacitet(er) (Bagga-Gupta 2013) har även knutits till frågor om demokrati, yttrandefrihet och källkritik, under begreppet medie- och informationskunnighet (MIK); genom riktlinjer från Unesco (Wilson 2011 m.fl.) och en ”MIK-läroplan” för lärarutbildning (Carlsson 2013, 2014). En översikt (Forsman/Statens medieråd 2014) visar dock att både IKT- och MIK-området präglas av historisk omedvetenhet och brist på oberoende forskning, samt inga eller svaga strukturer för långsiktighet inom området i landets lärarutbildningar, snarare har aktörerna inom området länge varit projektfinansierade ”eldsjälar” eller externa organisationer.

    Nu börjar myndigheter som Statens medieråd och organisationer som Surfa Lugnt eller andra alltmer ta över ”MIK-området” medan ”IKT” och implementeringen av digitala och nätverksbundna undervisningsteknologier präglas av medie- och IT-företag som tillhandahåller och har inflytande över plattformar, nätverk, hårdvaror, program, lärarfortbildning, utvecklandet av pedagogiska online modeller, virtuella klassrum etc. Därmed blir kunskapsintresset inom både MIK som IKT gärna policyorienterat, presentistiskt och kortsiktigt, och mediesynen såväl deterministisk (teknik är grunden till social förändring) som instrumentell (teknik är ”i sig” neutral). Kritik har också riktats mot den ideologi som ligger bakom skolans digitaliseringen (Selwyn 2014) och även ”MIK-paradigmet” har kritiserats, för att vara nyliberalt och individualiserande (Drotner et.al. 2017, Wallis & Buckingham 2013). Annan kritik gäller avsaknaden av perspektiv på materiella och infrastrukturella dimensioner av skolans digitalisering och samhällets medialisering.

    Skola och utbildning är en mångmiljardmarknad och en samhällelig infrastruktur och sålunda högintressant för ”Info Tech Giants” som Apple, Google och andra vars affäsmodeller bygger på kapitaliseringen av kommunikativa aktiviteter, sökningar, och innehållsproduktioner som användare av plattformar och nätverk står för; vilket brukar knytas till begrepp som free labor, connectivity och plattformization (van Dijck 2013, Fuchs 2015). Hur kan och bör det offentliga skolsys§temet förhålla sig till dessa mekanismer? Är ett ökat fokus på multi-literacitet och multi-modalitet (Kress 2010) svaret? Eller kan kritisk (medie)literacitet (c.f. Kellner & Share 2007) inom ramen för en längre tradition av bildning (jfr. Livingstone et.al 2008) vara en motkraft? Kanske kan det mer instrumentella begreppet ”digital kompetens” visa vägen?

    Under 2016 gjorde Skolverket (2015:01153) tillägg i Lgr 11 för att ytterligare betona vikten av digitalisering. Häri ges begreppet ”digital kompetens” en framskjuten plats. Detta är ett begrepp som har använts länge inom OECD och EU och som har sin plats inom nyliberal styrning (governance) och educational-management. Ur ett mer kritisk och historicerande perspektiv kan ”digital kompetens” förstås som en form för temporalisering och politisk styrning i skapandet av socio-teknologiska framtidsbilder (jfr. Jasanoff 2015).

    Målet med min presentation är att med hjälp av Kosellecks (1985/2004) “historiska semantik” följa “digital kompetens” som ett led i synkroniseringen av korporativa intressen med svensk läroplan. I detta kombinerar jag medialiseringsteori (Hepp, 2012, Lundby, 2014) och läroplansteori (ex. Popkewitz, 2015) med en kritisk förståelse av digitaliseringen av utbildning och undervisning (Selwyn 2014). Jag avslutar med att fråga om det instrumentella övertagandet av utbildning kan mötas av en icke- individualiserad syn på literacitet, kommunikation och kritiskt tänkande, med rötter i Dewey och progressiv pedagogik (jfr. Gordon & Mihailidis, 2016).

  • 196.
    Forsman, Michael
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    MIK it2014Inngår i: Medie- och informationskunnighet i Norden: en nyckel till demokrati och yttrandefrihet : rapport från Nordiskt expertmöte i Stockholm den 2 oktober 2013 / [ed] Ulla Carlsson, Göteborg: Nordicom, 2014, s. 107-116Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

    Artikeln presenterar grundtankarna bakom konceptet medie- och informationskunnighet (MIK) och de diskussioner och argument som förts fram av Unesco och andra gällande MIK. Artikeln argumenterar för vikten av ett bildningsperspektiv på MIK- frågor.

  • 197.
    Forsman, Michael
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    Neil Postman: Underhållning till döds (1985)2020Inngår i: Medievetenskapens idétraditioner / [ed] Stina Bengtsson; Staffan Ericson; Fredrik Stiernstedt, Lund: Studentlitteratur AB, 2020, s. 319-332Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 198.
    Forsman, Michael
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    One to One goes to school: The mediatization of education and the forming of media citizenship2016Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Over the last few decades the Swedish K12 system has undergone a series of implementations of new information and communication technology [ICT] (Hylén 2011, Söderlund 2000). One current aspect of this structural transformation are projects with so called One to One (1:1), meaning that teachers and students alike get their personal laptop or tablet computer to use for daily work inside/outside school.

    The roots of the 1:1 movement are American but it hit Sweden about 10 years ago, and has since then been well documented and discussed (Fleischer 2013, Grönlund 2014, Kroksmark 2013, Tallvid 2015). One dimension of the 1.1 advocacy are some very influential politico- economical actors packaging the One to One-venture in claims about the relentlessness of digitalization and the benefits (even magic) of educational technologies as problem solution and the necessary road ahead. Often this discourse is linked to OECD-statistics and an urge for a development of “objective indicators of digital competency”, combined with strains of “progressive pedagogics” and notions of multimodality and formative learning (Hattie 2012, Kress 2010). Among the buzzwords one finds: digital natives, network society, communica- tion, innovation, digital literacy, participatory media and life long learning.

    Concurrent with this top-down implementation of digital media into the everyday life of the Swedish school system there is another process of digitalization and mediatization that is more of bottom-up; as students and their teachers are increasingly dependent on and tethered to ubiquitous media services (c.f. Turkle 2011) in their everyday life, also when it comes to

    learning or teaching duties. It is thus accurate to say that the Swedish school system of today is “moulded by the media” (Hepp 2013) and that “media is everywhere” and “everything is media” (c.f. Deuze 2012, Livingstone 2009, 2015) also in this section of everyday life in con- temporary society (Kaun & Fast 2014),.

    Schools have always been media spaces (c.f. Couldry & McCarthy 2004) and teaching and learning are inexorably linked to different forms of media technologies. It is also well known that the relations between media use for formal educational purposes inside school (books, black boards etc.) and children’s optional usage of media and popular culture outside school is a complex matter (Buckingham 2007, Drotner 2008, Hall & Whannel 1964, Postman 1993). Still, my point not is to position different media technologies and media cultures in relation to each other, nor to contribute to the ongoing pedagogical discussion about “digital literacy”, but rather to discuss how media technologies and the preconceptions surrounding them constitutes a “cultural technology” (Bolin 2012, Miller 2007, Winthrop Young 2013) for fostering not only labor and consumers but also what I refer to as “media citizens (c.f. Dahlgren 2011, Schudson 1999).

    It is in order to understand and historicise this process that I enter the terrain of mediatization theory (Hepp & Krotz 2014 Hjarvard 2013, Lundby 2014). I start my paper by discussing mediatization both as a general “meta-process” (Krotz 2007) and as something with specifici- ty within the educational system (Breiter 2014). I then relate this to some of the critique that has been directed towards the current digitalization of education − for propagating a neoliber- al and instrumental view on education that makes schools financially and pedagogically de- pendent on corporations like Google, Apple, Intel etc. and others within the growing edu-tech industry (Buckingham 2007, Selwyn 2014).

    Hereby I want to address digitalization of education as a formal and an informal re- conceptualization of the curriculum; not only understood as steering documents but as a pre- vailing logic and undercurrent (Popkewitz 2015) with implications for the fostering a new form of media citizen (Bennet 2008, Hartley 2010, Mihailidis 2014, Ratto & Bohler 2014).

    In the final part of my paper I link this discussion to some empirical findings made within a EU-financed school development project, where teacher’s in one Swedish and one German school simultaneously made the shift to 1:1, and where the logics of mediatization and a new understanding of teaching, learning and media citizenship was noticeable.

    References

    Bennett, W Lance (2008), ”Changing citizenship in the digital age”, Civic Life Online, Cambridge: MIT Press Bolin, Göran (2012) (ed.). Cultural technology. The shaping of culture in media and society, New York:

    Routledge.Breiter, Andreas (2014). ”Schools as mediatized worlds”. In Hepp, A. & Krotz F (eds.). Mediatized Worlds.

    Culture and Society in a Media Age, London: Palgrave & Macmillan.Buckingham, David (2000). After the death of childhood. Growing up in the age of electronic media, Cam-

    bridge: Polity Press.Buckingham, David (2007). Beyond technology. Children ́s learning in the age of digital culture, Cambridge:

    Polity Press.Couldry, Nick & Anna McCarthy (2004). MediaSpace: place, scale and culture in a media age, London:

    Routledge, 2004.Dahlgren, P (2011). “Mediated Citizenships: power, practices, and identities “, Int. J. Electronic Governance,

    Vol. 4, Nos. 1/2 

  • 199.
    Forsman, Michael
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    Paducation: An EU-based method-advancement project by German and Swedish teachers working with iPad2015Collection/Antologi (Annet vitenskapelig)
    Abstract [en]

    The Paducation project involved teachers representing a variety of disciplines from two upper-secondary schools in Germany and Sweden. The teachers used iPad on a daily basis to explore and evaluate the possibilities and challenges that this technology could bring to their profession.

    The use of iPad was discussed in relation to different knowledge cultures and subject traditions. Collaborative work within and between the two groups took place offline in workshops and online through a mutual blog.

    This report describes different aspects of the project and the process that unfolded including eight articles written by project participants. The report also presents some over-reaching outcomes from the project as well as some critical thoughts.

    The findings are a compelling read for anyone engaged in teaching or teacher education providing practical know-how and should be read in relation to the on-going digitalization of education.

  • 200.
    Forsman, Michael
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    Radio för framtiden eller bildning i förfall?: Debatterna kring moderniseringen av tablåer och tilltal i Riksradions P1 1966-1986.2014Inngår i: Presshistorisk årsbok, ISSN 0282-020X, s. 71-84Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    I början och mitten av 1980-talet fördes animerade debatter inom Sveriges Radio och i kommenterade press gällande omställningar av Riksradions kanalprofiler och programläggning. Främst handlade det om P1 och införandet av ”blockprogram” som God morgon Världen och ”journalistifieringen” av kulturprogram som Kulturnytt. På ett djupare plan gällde dessa debatter ett paradigmatiskt skifte i sättet att tänka och göra public service-radio. Det handlade om övergången från programbaserad och producentstyrd radio till kanalbaserad och tablåstyrd radio. I dessa diskussioner ställdes företagsstrategiska pragmatik (standardisering, kostnadseffektivitet, synergier etc.) mot den kreativa sidan av public service (originalitet) och centrala värdegrundsfrågor (bildning). I detta ställdes lyssnarsiffror och kanalprofileringar mot personlighet, variation och bildningsanspråk,

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