Interest in comics as Swedish school material has risen in the last few years and the publication of comics for children and adolescents has also increased. Meanwhile, although research around new literacies has taken an interest in combinations of image and text, there is still little research on comics as a literacy material, especially as part of school practices. With comics’ rise in popularity, and their quality as examples of new literacies, this points to the relevance of exploring how meaning making with comics is done in schools. The purpose of this study is to contribute knowledge on how locally situated literacy practices are done, practices in which pupils and teachers make meaning with comics. The study combines literacy, comics and discursive psychology to investigate aspects of literacy not as individual, inner workings, but as part of participants’ social constructions, in line with New Literacy Studies. With this perspective, it is possible to investigate literary concepts such as narrative, and participants’ construction of story elements, through the way in which these aspects are utilized by participants to construct social action – what participants do with their utterances. To study this, video recordings have been made in one primary and one secondary school, in two different Swedish cities. The results of the study show constructions of a comics literacy, where participants engage with both visual and textual aspects of the material and negotiate focalization of narrative perspective and construction of narrative structure as well as narrative devices such as speech and thought bubbles. Furthermore, meaning making of comics literacy also includes the construction of discourses around comics as a specific type of story telling, either for material or literary reasons. The thesis discusses how participants construct classroom literature, and provides insight into how interaction around comics enables participants to construct and negotiate discourses around what comics literacy is and what it enables, as well as how to talk about, create, and read comics. Intresset för serier som svenskt skolmaterial har stigit de senaste åren och publiceringen av serier för barn och ungdomar har också ökat. Även om forskning om new literacies har intresserat sig för kombinationer av bild och text så finns det fortfarande lite forskning på serier som literacymaterial, speciellt som en del av skolpraktik. Med det stigande intresset för serier och deras kvaliteter som exempel på new literacies, så pekar detta mot att det finns en relevans i att utforska hur meningsskapande med serier görs i skolan. Syftet med denna studie är att bidra med kunskap om hur lokalt situerad literacypraktik görs där elever och lärare skapar mening med serier. Studien kombinerar forskning om literacy, serier och diskursiv psykologi för att, i linje med New Literacy Studies, undersöka aspekter av literacy som en del av deltagarnas sociala konstruktioner – inte som ett individuellt, mentalt fenomen. Med detta perspektiv är det möjligt att undersöka litterära koncept som narrativ och deltagares konstruktion av berättelseinslag, genom det sätt på vilka dessa aspekter används av deltagare för att interagera – vad deltagare gör när de säger något. För att studera detta har videoobservationer använts i en lågstadieskola och en högstadieskola i två olika svenska städer. Resultaten från studien demonstrerar konstruktioner av serie-literacy där deltagarna engagerar sig i både text och bild i materialet, diskuterar berättandeperspektiv och konstruktioner av narrativ struktur, såväl som berättarverktyg, t.ex. prat- och tankebubblor. Därutöver inkluderar serie-literacy också deltagarnas skapande av seriediskurser där serier görs till en specifik typ av berättande, antingen på materiell eller litterär basis. Avhandlingen diskuterar hur deltagare konstruerar klassrumslitteratur, och studien erbjuder en insikt i hur interaktion runt serier möjliggör för deltagare att konstruera och förhandla diskurser om vad serieliteracy är och vad det erbjuder för möjligheter, såväl som hur deltagare kan prata om, skapa och läsa serier.
Interest in comics as Swedish school material has risen in the last few years and the publication of comics for children and adolescents has also increased. Meanwhile, although research around new literacies has taken an interest in combinations of image and text, there is still little research on comics as a literacy material, especially as part of school practices. With comics’ rise in popularity, and their quality as examples of new literacies, this points to the relevance of exploring how meaning making with comics is done in schools. The purpose of this study is to contribute knowledge on how locally situated literacy practices are done, practices in which pupils and teachers make meaning with comics. The study combines literacy, comics and discursive psychology to investigate aspects of literacy not as individual, inner workings, but as part of participants’ social constructions, in line with New Literacy Studies. With this perspective, it is possible to investigate literary concepts such as narrative, and participants’ construction of story elements, through the way in which these aspects are utilized by participants to construct social action – what participants do with their utterances. To study this, video recordings have been made in one primary and one secondary school, in two different Swedish cities. The results of the study show constructions of a comics literacy, where participants engage with both visual and textual aspects of the material and negotiate focalization of narrative perspective and construction of narrative structure as well as narrative devices such as speech and thought bubbles. Furthermore, meaning making of comics literacy also includes the construction of discourses around comics as a specific type of story telling, either for material or literary reasons. The thesis discusses how participants construct classroom literature, and provides insight into how interaction around comics enables participants to construct and negotiate discourses around what comics literacy is and what it enables, as well as how to talk about, create, and read comics. Intresset för serier som svenskt skolmaterial har stigit de senaste åren och publiceringen av serier för barn och ungdomar har också ökat. Även om forskning om new literacies har intresserat sig för kombinationer av bild och text så finns det fortfarande lite forskning på serier som literacymaterial, speciellt som en del av skolpraktik. Med det stigande intresset för serier och deras kvaliteter som exempel på new literacies, så pekar detta mot att det finns en relevans i att utforska hur meningsskapande med serier görs i skolan. Syftet med denna studie är att bidra med kunskap om hur lokalt situerad literacypraktik görs där elever och lärare skapar mening med serier. Studien kombinerar forskning om literacy, serier och diskursiv psykologi för att, i linje med New Literacy Studies, undersöka aspekter av literacy som en del av deltagarnas sociala konstruktioner – inte som ett individuellt, mentalt fenomen. Med detta perspektiv är det möjligt att undersöka litterära koncept som narrativ och deltagares konstruktion av berättelseinslag, genom det sätt på vilka dessa aspekter används av deltagare för att interagera – vad deltagare gör när de säger något. För att studera detta har videoobservationer använts i en lågstadieskola och en högstadieskola i två olika svenska städer. Resultaten från studien demonstrerar konstruktioner av serie-literacy där deltagarna engagerar sig i både text och bild i materialet, diskuterar berättandeperspektiv och konstruktioner av narrativ struktur, såväl som berättarverktyg, t.ex. prat- och tankebubblor. Därutöver inkluderar serie-literacy också deltagarnas skapande av seriediskurser där serier görs till en specifik typ av berättande, antingen på materiell eller litterär basis. Avhandlingen diskuterar hur deltagare konstruerar klassrumslitteratur, och studien erbjuder en insikt i hur interaktion runt serier möjliggör för deltagare att konstruera och förhandla diskurser om vad serieliteracy är och vad det erbjuder för möjligheter, såväl som hur deltagare kan prata om, skapa och läsa serier.
The current volume is dedicated to the inherently heterogeneous nature of language(s) as seen from the perspective of variationist linguistics and contact linguistics, which became established and internationally recognized sub-disciplines of (socio)linguistics during the latter half of the 20th century. Over the last few years, each paradigm has broadened the spectrum of the topics under investigation considerably, but there has not yet been an extensive and satisfactory exchange between the two scientific fields named. The present volume aims at giving an insight into the complex synergy between occurring linguistic contact constellation, on the one hand, and variation in the parlance, on the other hand.
From fundamental principles to advanced subspecialty procedures, Miller’s Anesthesia covers the full scope of contemporary anesthesia practice. It is the go-to reference for masterful guidance on the technical, scientific, and clinical challenges you face. Now new chapters, new authors, meticulous updates, an increased international presence, and a new full-color design ensure that the 7th edition continues the tradition of excellence that you depend on. Covers the full scope of contemporary anesthesia practice. Offers step-by-step instructions for patient management and an in-depth analysis of ancillary responsibilities and problems. Incorporates ‘Key Points’ boxes in every chapter that highlight important concepts. Extends the breadth of international coverage with contributions from prominent anesthesiologists from all over the world, including China, India, and Sweden. Features 30 new authors and 13 new chapters such as Sleep, Memory and Consciousness; Perioperative Cognitive Dysfunction; Ultrasound Guidance for Regional Anesthesia; Anesthesia for Correction of Cardiac Arrhythmias; Anesthesia for Bariatric Surgery; Prehospital Emergency and Trauma Care; Critical Care Protocols; Neurocritical Care; and Renal Replacement Therapy. Dedicates an entire section to pediatric anesthesia, to help you address the unique needs of pediatric patients. Presents a new full-color design -- complete with more than 1,500 full-color illustrations -- for enhanced visual guidance.
From fundamental principles to advanced subspecialty procedures, this text is the go-to reference on the technical, scientific, and clinical challenges professionals face. Features new chapters, new authors, meticulous updates, an increased international presence, and a new full-color design.
This impressively comprehensive volume is a long-awaited and worthy successor to the now outdated 1978 classic, Evolution of African Mammals. A must-have reference work for everyone interested in mammalian evolution." David Pilbeam, Harvard University and the Peabody Museum of Archaeology and Ethnology --
From fundamental principles to advanced subspecialty procedures, Miller’s Anesthesia covers the full scope of contemporary anesthesia practice. This go-to medical reference book offers masterful guidance on the technical, scientific, and clinical challenges you face each day, in addition to providing the most up-to-date information available for effective board preparation. Consult this title on your favorite e-reader, conduct rapid searches, and adjust font sizes for optimal readability. Address the unique needs of pediatric patients with guidance from an entire section on pediatric anesthesia. View more than 1,500 full-color illustrations for enhanced visual clarity. Access step-by-step instructions for patient management, as well as an in-depth analysis of ancillary responsibilities and problems. Quickly reference important concepts with ‘Key Points’ boxes integrated into every chapter. Stay current on today's most recent anesthetic drugs and guidelines/protocols for anesthetic practice and patient safety, and access expanded coverage on new techniques such as TEE and other monitoring procedures. Take advantage of the unique, international perspectives of prominent anesthesiologists from all over the world, including the UK, Australia, India, Brazil, and Germany. Remain at the forefront of new developments in anesthesia with coverage of hot topics including Non-OR Anesthesia; Role of the Anesthesiologist in Disasters; Sleep Medicine in Anesthesia; Perioperative and Anesthesia-related Neurotoxicity; Anesthetic Implications of Complementary and Alternative Medicine; and Robotics. Study brand-new chapters on Perioperative Fluid Management; Extracorporeal Support Therapies; Anesthesia for Organ Donation/Procurement; and Malignant Hyperthermia and other Genetic Disorders.
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