Ph.d.-forsvar Towards semiocy? Nikolaj Elf Institut for Filosofi, Pædagogik og Religionsstudier 7. november 2008.

Præsentationer af emnet: "Ph.d.-forsvar Towards semiocy? Nikolaj Elf Institut for Filosofi, Pædagogik og Religionsstudier 7. november 2008."— Præsentationens transcript:

1 Ph.d.-forsvar Towards semiocy? Nikolaj Elf Institut for Filosofi, Pædagogik og Religionsstudier 7. november 2008

2 Afhandlingens titel Towards semiocy? Exploring a New Rationale for Teaching Modes and Media of Hans Christian Andersen Fairytales in Four Commercial Upper-Secondary “Danish” Classes A Design-Based Educational Intervention På vej mod semiocy? En undersøgelse af et nyt rationale til brug for undervisning af H.C. Andersen-modaliteter og - medier i fire danskklasser i handelsgymnasiet. Et design-baseret interventionsstudie

3 Disposition nForskningsspørgsmål nMetodologi nTeoriapparat nHypotese nFund nKonklusioner

4 Forskningsspørgsmål How may we didactically rethink and integrate H.C. Andersen fairytales, media pedagogy and “Danish” mother tongue education / standard language education (MTE/StLE) at commercial upper-secondary level?

5 Anden undertitel På vej mod semiocy? En undersøgelse af et nyt rationale til brug for undervisning af H.C. Andersen-modaliteter og -medier i fire danskklasser i handelsgymnasiet. Et design-baseret interventionsstudie

6 Empiriske analysebegreber Evalueringskriterium: Trustworthiness (pålidelighed/vederhæftighed) Valideringstyper: Credibility (troværdighed) Transferability (overførbarhed / generaliserbarhed) Dependability (driftsikkerhed) Confirmability (bekræftbarhed / verificerbarhed)

7 Modalitet og medium “I use the term “mode” for the culturally and socially produced resources for representation and “medium” as the term for the culturally produced means for distribution of these representations-as- meanings, that is, as messages. These technologies―those of representation, the modes and those of dissemination, the media― are always both independent of and interdependent of each other.” (Kress 2004: 6f)

8 ”Skyggen” i billeder og ord

9 ”Den uartige Dreng” i DSL’s udgave

10 Andersen på Internettet

11 Elevers hjemmeside (eksperiment 1) [Danny’s name]

12 Resultat af eksperiment 1 ExperimentLocal ImpactTheoretical Work 1: Writing reviews, becoming critical Increased teacher experience with and reflection on the potentials and, not the least, constraints and challenges of teaching Andersen within “Danish” from a “critical media literacy” perspective, in this experi­ment using computers and Internet/intranet resources. Teachers, in some cases, experienced new critical- creative genres. Rethinking the concept critical media literacy towards semiocy focusing on the mode of writing in the media of the screen and paper and the genres of reviews and journalistic evaluation.

13 Multimodale medierede Andersen

14 Evaluering fra eksperiment 2 Mette: jeg synes da det har været sjovt, fordi det har været anderledes Anne:ja det har været sjovt fordi det har været anderledes, men hvor indholdsrigt det har været, det ved jeg så ikke Signe: nej Mette: nej altså jeg ved ikke hvor meget man kan bruge det til her bagefter Anne: nej

15 Multimodale medierede Andersen

16

17 Modellen

18 Det teknosemiotiske rationale

19 Fire dominerende rationaler Time / Century Paradigm and tradition Legitimacy: Why?Topics: What? Teaching-learning: How? Knowledge regimeAgents 19 th Academic paradigm; Latin tradition Cultural heritage, nation buil­ding, disci­ plined moral socialisation Written language standards: Grammar and High literature. Monologic: imitation, reproduction, memorisation, transmission Knowledge as result: Stable, objective; e.g. canon Government, academic teachers First half of 20 th Developmental paradigm; tradition of Reformpädagogik Personal development, climbing social scale by individual merits Language in use (written and spoken): Children’s language, au­thentic lan­guage, youth books, creative writing Monologic + dialogic: Exploratory, creative, experience based, learning by doing. Knowledge as process and result: subjective and objective; new canons, e.g. of youth books; cultural heritage. Teachers, some academicians, empirical scientists. Sec. half of 20 th Communicative paradigm; tradition of linguistic turn. Personal development and emanci­pation; social equality and meritocratic Whole lan­guage teach­ing: Skills and reflection rela­ted to lan­gua­ge in use and social reper­toire of texts; broad text offer: me­dia, drama, movi­ es, pop texts Relatively dialogic: Room to student experience, knowledge, and negoti­ations of the rele­vance of the subject for them­selves and society. Knowledge as process and result: subjective and objective; not necessarily textbook oriented. Teachers, didacticians, teacher educators. End of 20 th Utilitarian paradigm; technical-modern tradition Future societal development, especially economic progress; meritocratic Transactional language abilities: reading, writing e.g. referential texts; skills training Relatively monologic: Disciplinary, normative, standards; national heritage transmitted. Knowledge as result: Relatively clos­ed and objec­tive; canon taught yet discussed. Policy makers, psychometric researchers, market represen­tatives.