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Publications (10 of 26) Show all publications
Forsler, I., Magnusson, L. O. & Öhman, E. L. (2024). Bild och visuell kultur: en introduktion. In: Ingrid Forsler, Lena O Magnusson, Elisabeth Lisa Öhman (Ed.), Bild och visuell kultur: Undersökande bildundervisning i grundskola och fritidshem (pp. 13-19). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Bild och visuell kultur: en introduktion
2024 (Swedish)In: Bild och visuell kultur: Undersökande bildundervisning i grundskola och fritidshem / [ed] Ingrid Forsler, Lena O Magnusson, Elisabeth Lisa Öhman, Lund: Studentlitteratur AB, 2024, p. 13-19Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2024
National Category
Didactics
Research subject
Critical and Cultural Theory
Identifiers
urn:nbn:se:sh:diva-53947 (URN)9789144182889 (ISBN)
Available from: 2024-05-07 Created: 2024-05-07 Last updated: 2024-05-07Bibliographically approved
Forsler, I., Magnusson, L. O. & Öhman, E. L. (Eds.). (2024). Bild och visuell kutur: Undersökande bildundervisning i grundskola och fritidshem. Lund: Studentlitteratur AB
Open this publication in new window or tab >>Bild och visuell kutur: Undersökande bildundervisning i grundskola och fritidshem
2024 (Swedish)Collection (editor) (Other academic)
Abstract [sv]

Visuell kultur är i dag en central del av skolämnet bild och kan användas för att beskriva både de visuella uttryck som omger oss och metoder för att skapa och visualisera ny kunskap. I den här boken lyfter författarna fram visuell kultur både som ett kunskapsobjekt och som en undersökningsmetod. Boken erbjuder ingångar till olika sätt att arbeta med bild i grund­skolan. Alla kapitel innehåller konkreta förslag på uppgifter eller övningar som kan anpassas och utvecklas vidare. Boken riktar sig till lärarstudenter och verksamma lärare i F-6 och på fritidshem. Den kan användas både i bildundervisning och i ämnes­övergripande eller tematiska projekt. Redaktörerna forskar inom området visuell kultur och har alla tre erfarenhet av att undervisa blivande lärare i bild mot yngre åldrar och fritidshem.

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2024. p. 210
National Category
Didactics
Research subject
Critical and Cultural Theory
Identifiers
urn:nbn:se:sh:diva-53946 (URN)9789144182889 (ISBN)
Available from: 2024-05-07 Created: 2024-05-07 Last updated: 2024-05-07Bibliographically approved
Forsler, I. & Forsman, M. (2024). Detouring selfies: postkritisk mediekunnighet i bildämnet. In: Ingrid Forsler, Lena O Magnusson, Elisabeth Lisa Öhman (Ed.), Bild och visuell kultur: Undersökande bildundervisning i grundskola och fritidshem (pp. 101-116). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Detouring selfies: postkritisk mediekunnighet i bildämnet
2024 (Swedish)In: Bild och visuell kultur: Undersökande bildundervisning i grundskola och fritidshem / [ed] Ingrid Forsler, Lena O Magnusson, Elisabeth Lisa Öhman, Lund: Studentlitteratur AB, 2024, p. 101-116Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2024
National Category
Didactics Media and Communications
Research subject
Critical and Cultural Theory
Identifiers
urn:nbn:se:sh:diva-53948 (URN)9789144182889 (ISBN)
Available from: 2024-05-07 Created: 2024-05-07 Last updated: 2024-05-07Bibliographically approved
Forslind, E.-L., Hrastinski, S., Forsler, I. & Häggström, S. (2024). Digital kamratåterkoppling på visuella idéer i bild. In: Ingrid Forsler, Lena O Magnusson, Elisabeth Lisa Öhman (Ed.), Bild och visuell kultur: Undersökande bildundervisning i grundskola och fritidshem (pp. 119-131). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Digital kamratåterkoppling på visuella idéer i bild
2024 (Swedish)In: Bild och visuell kultur: Undersökande bildundervisning i grundskola och fritidshem / [ed] Ingrid Forsler, Lena O Magnusson, Elisabeth Lisa Öhman, Lund: Studentlitteratur AB, 2024, p. 119-131Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2024
National Category
Didactics
Research subject
Critical and Cultural Theory
Identifiers
urn:nbn:se:sh:diva-53949 (URN)9789144182889 (ISBN)
Available from: 2024-05-07 Created: 2024-05-07 Last updated: 2024-05-07Bibliographically approved
Forsman, M., Forsler, I., Opermann, S., Bardone, E. & Pedaste, M. (2024). Future classrooms and ed-tech imaginaries. Notes from the Estonian pavilion at EXPO 2020 and beyond. Learning, Media & Technology, 49(1), 133-146
Open this publication in new window or tab >>Future classrooms and ed-tech imaginaries. Notes from the Estonian pavilion at EXPO 2020 and beyond
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2024 (English)In: Learning, Media & Technology, ISSN 1743-9884, E-ISSN 1743-9892, Vol. 49, no 1, p. 133-146Article in journal (Other academic) Published
Abstract [en]

Estonia has since the liberation from the Soviet Union in 1991 successfully branded itself as a digital society and an education nation. This transformation builds on a sociotechnical imaginary where the progression of learning and the advancement of future citizens is postulated by a restructuring of the classroom through digital solutions. In this case study, we look at a prototype of a future classroom that was set up at the Estonian pavilion at the world fair EXPO 2020 in Dubai, as part of a nation branding process, promoting the nation's educational system and prosperous ed-tech sector. The future classroom was promoted using slogans and futuristic visuals that targeted foreign investors and policy makers, in a way that suggested that the anticipated digital future already exists in Estonia, and therefore, is available for foreign investment, while at the same time connecting to a national and historical narrative of Estonia as part of the European cultural sphere.

Place, publisher, year, edition, pages
Routledge, 2024
Keywords
sociotechnical imaginaries, Estonia, world fairs, educational technology, nation branding
National Category
Media and Communications Educational Sciences
Identifiers
urn:nbn:se:sh:diva-52168 (URN)10.1080/17439884.2023.2237875 (DOI)001044554400001 ()2-s2.0-85166971651 (Scopus ID)
Available from: 2023-08-25 Created: 2023-08-25 Last updated: 2024-04-09Bibliographically approved
Forsler, I. (2024). Marshall McLuhan (1967) The Medium Is the Massage. In: Stina Bengtsson, Staffan Ericson, Fredrik Stiernstedt (Ed.), Classics in Media Theory: (pp. 111-124). Abingdon, Oxon: Routledge
Open this publication in new window or tab >>Marshall McLuhan (1967) The Medium Is the Massage
2024 (English)In: Classics in Media Theory / [ed] Stina Bengtsson, Staffan Ericson, Fredrik Stiernstedt, Abingdon, Oxon: Routledge, 2024, p. 111-124Chapter in book (Other academic)
Abstract [en]

This chapter is a reading of one of Marshall McLuhan’s more experimental texts, The Medium Is the Massage (1967). The book comprises photographs, cartoons, collages and short texts that illustrate one of the key ideas in medium theory: namely, that media are environments that expand our senses and our way of organising time and space. This chapter discusses the relevance of this perspective in the hypermediated society of today and describes the theoretical legacy of McLuhan and medium theory in contemporary technology-oriented media research. It also addresses the context in which the book was written and attempts to nuance the contemporary understanding of McLuhan’s writing as techno deterministic. The Medium Is the Massage can serve as an introduction to McLuhan’s other work and is discussed here as a pedagogical text of relevance, not least for media education.

Place, publisher, year, edition, pages
Abingdon, Oxon: Routledge, 2024
National Category
Media and Communications
Research subject
Critical and Cultural Theory
Identifiers
urn:nbn:se:sh:diva-54273 (URN)10.4324/9781003432272-9 (DOI)2-s2.0-85195356671 (Scopus ID)9781040026519 (ISBN)9781032557960 (ISBN)
Available from: 2024-06-19 Created: 2024-06-19 Last updated: 2024-06-19Bibliographically approved
Forsler, I., Bardone, E. & Forsman, M. (2024). The Future Postdigital Classroom. Postdigital Science and Education
Open this publication in new window or tab >>The Future Postdigital Classroom
2024 (English)In: Postdigital Science and Education, ISSN 2524-485XArticle in journal (Refereed) Epub ahead of print
Place, publisher, year, edition, pages
Springer, 2024
Keywords
Classroom, EdTech, Equitable and sustainable learning spaces, Future postdigital classroom, Futures, Learning spaces, Postdigital education, Sociotechnical imaginaries
National Category
Educational Sciences Media Studies
Identifiers
urn:nbn:se:sh:diva-54428 (URN)10.1007/s42438-024-00488-y (DOI)2-s2.0-85196613664 (Scopus ID)
Funder
The Foundation for Baltic and East European Studies
Note

Correspondence Address: I. Forsler; Södertörn University, Stockholm, Sweden; email: ingrid.forsler@sh.se

Available from: 2024-07-04 Created: 2024-07-04 Last updated: 2024-07-05Bibliographically approved
Forslind, E.-L., Hrastinski, S. & Forsler, I. (2023). Digital peer feedback on visual ideas: a study of eighth-grade students in visual art. Interactive Learning Environments
Open this publication in new window or tab >>Digital peer feedback on visual ideas: a study of eighth-grade students in visual art
2023 (English)In: Interactive Learning Environments, ISSN 1049-4820, E-ISSN 1744-5191Article in journal (Refereed) Epub ahead of print
Abstract [en]

This article focuses on developing the idea process in visual art education by using digital peer feedback. In the school subject visual art, the visual idea process, e.g. when students sketch their ideas, is an important phase in a project. When an idea takes form, there is the possibility for considering the idea in a new way, for others to study and discuss it, and most importantly, for generating new ideas. By digitally sharing their visual ideas and providing feedback, students might become more aware of their own and others' processes. This study aimed to explore how eighth-grade students develop and share visual ideas supported by digital peer feedback. Thematic analysis was used to identify different types of feedback provided by students. A qualitative survey was used to investigate student perceptions of the feedback. Many students appreciated receiving feedback from peers. Some students made significant or minor changes to their visual ideas based on the peer feedback, while other students abandoned their initial sketches and created entirely new ones, or did not make any changes to their initial idea. These results suggest that giving and receiving peer feedback is something that needs to be practiced in different specific school subjects. 

Place, publisher, year, edition, pages
Routledge, 2023
Keywords
digital peer feedback, K-12 education, visual art education, Visual idea process
National Category
Media and Communications
Identifiers
urn:nbn:se:sh:diva-51143 (URN)10.1080/10494820.2022.2164785 (DOI)000932090800001 ()2-s2.0-85148241343 (Scopus ID)
Available from: 2023-03-06 Created: 2023-03-06 Last updated: 2023-03-20Bibliographically approved
Seuferling, P., Forsler, I., King, G., Löfgren, I. & Saati, F. (2023). Diraya.media: Learning Media Literacy With and From Media Activists. International Journal of Communication, 17, 901-919
Open this publication in new window or tab >>Diraya.media: Learning Media Literacy With and From Media Activists
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2023 (English)In: International Journal of Communication, E-ISSN 1932-8036, Vol. 17, p. 901-919Article in journal (Refereed) Published
Abstract [en]

Taking stock of media activist initiatives in the Southwest Asia and North Africa (SWANA) region, this article discusses findings from case study research informing the media education platform “diraya.media.” Through participatory methodology, the case studies and the bilingual (Arabic/English) website aim to analyze and strengthen local media literacy pedagogies by learning with and from media activists in the region. This article reports on six case studies of SWANA-based media activist organizations and pedagogical material for the media literacy classroom. The goal is to reflect and discuss the methodological and theoretical ramifications of Diraya as a pedagogical space for reflection and knowledge exchange between media activists and other learners in the region and beyond. Drawing on the participating activists’ experiences, Diraya is embedded in the turn toward radical media education and civic media literacies, contributing to (1) de-Westernizing media literacy education, (2) creating more learning materials based on local activist knowledge as important resources to increase media literacy, and (3) enabling of long-term collaborations by archiving and making public experiences from SWANA-based media activists.

Place, publisher, year, edition, pages
Los Angeles: University of Southern California's Annenberg Center for Communication, 2023
Keywords
media literacy, civic media, media education, media activism, de-Westernizing, SWANA region
National Category
Media Studies
Identifiers
urn:nbn:se:sh:diva-50840 (URN)000989946400048 ()2-s2.0-85146796469 (Scopus ID)
Available from: 2023-01-31 Created: 2023-01-31 Last updated: 2023-06-09Bibliographically approved
Forsler, I. & Guyard, C. (2023). Screens, teens and their brains. Discourses about digital media, learning and cognitive development in popular science neuroeducation. Learning, Media & Technology
Open this publication in new window or tab >>Screens, teens and their brains. Discourses about digital media, learning and cognitive development in popular science neuroeducation
2023 (English)In: Learning, Media & Technology, ISSN 1743-9884, E-ISSN 1743-9892Article in journal (Refereed) Epub ahead of print
Abstract [en]

Contemporary education in Sweden is characterized by two parallel processes: the implementation of digital tools in the classroom, on the one hand, and an increased emphasis on brain-based learning, on the other. Proponents of the latter strand of 'neuroeducation' claim that digital media might have harmful effects on learning and cognitive development. How do they then deal with school digitalization? By examining popular science books by influential neuroscience actors in the Swedish educational context, this study identifies two diverging discourses where digital technologies are discussed both as distractions in the classroom and as promising tools for personalized and self-optimizing learning. This ambiguity reflects a cautious criticism against school digitalization as overhastly, a critique that is also emphasized in recent policy changes in the Swedish school system. The article concludes that the impact of brain-based perspectives on educational digitalization policy have positioned neuroscience actors as a new kind of digital experts.

Place, publisher, year, edition, pages
Routledge, 2023
Keywords
Neuroeducation, school digitalization, digital distractions, brain-training, self-regulation
National Category
Media Studies Educational Sciences
Identifiers
urn:nbn:se:sh:diva-51989 (URN)10.1080/17439884.2023.2230893 (DOI)001017887000001 ()2-s2.0-85164101124 (Scopus ID)
Available from: 2023-07-13 Created: 2023-07-13 Last updated: 2023-08-24Bibliographically approved
Projects
Anticipating and mediating future classrooms [21-PR2-0019_OS]; Södertörn University; Publications
Forsler, I., Bardone, E. & Forsman, M. (2024). The Future Postdigital Classroom. Postdigital Science and Education
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-1548-1981

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