“From the Lightest Light to the Darkest Dark” : Re-Presenting Ronia, the Robber’s Daughter in the Third-Grade Classroom
Svensson, Anette LU
and Haglind, Therése
(2021)
In Educare - Vetenskapliga Skrifter
3.
p.78-101
- Abstract
- The present study focuses on consuming and producing stories using various forms of expression in the third-grade classroom. The aim of the study is to examine pupils’ and teachers’ experiences of working with a teaching unit that encourages the use of various text and media forms through literary productions, re-presentations, of Ronia, the Robber’s Daughter in order to gain increased insight into the pupils’ narrative competence and identity development. Hence, in what ways can working with various text and media forms and various forms of aesthetic expression promote pupils’ identity development?
The empirical data consists of qualitative interviews with the two teachers and 19 of the 39 pupils who participated in the teaching... (More) - The present study focuses on consuming and producing stories using various forms of expression in the third-grade classroom. The aim of the study is to examine pupils’ and teachers’ experiences of working with a teaching unit that encourages the use of various text and media forms through literary productions, re-presentations, of Ronia, the Robber’s Daughter in order to gain increased insight into the pupils’ narrative competence and identity development. Hence, in what ways can working with various text and media forms and various forms of aesthetic expression promote pupils’ identity development?
The empirical data consists of qualitative interviews with the two teachers and 19 of the 39 pupils who participated in the teaching unit. A thematic analysis of the interviews illuminated two focal themes: identity development and moving through various forms of expression. While looking at the results of the study in relation to Langer’s (2011) stances of envisionment, it becomes clear that applying a contrastive learning approach does the following: it contributes to the progress of the pupils’ identity development, it encourages a deeper understanding, and, consequently, it facilitates and makes visible their learning processes, and their ability to apply a meta-perspective on their learning processes. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/c5ac3e06-b1c8-4e25-a287-4cf973c1b965
- author
- Svensson, Anette
LU
and Haglind, Therése
- publishing date
- 2021
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Litteraturdidaktik, Literary Studies, narrative competence, creativity, aesthetic learning, third-grade classroom, envisionment
- in
- Educare - Vetenskapliga Skrifter
- volume
- 3
- pages
- 24 pages
- publisher
- Lärarutbildningen, Malmö högskola
- ISSN
- 1653-1868
- DOI
- 10.24834/educare.2021.3.4
- language
- English
- LU publication?
- no
- id
- c5ac3e06-b1c8-4e25-a287-4cf973c1b965
- date added to LUP
- 2025-09-02 15:56:50
- date last changed
- 2025-09-11 16:26:54
@article{c5ac3e06-b1c8-4e25-a287-4cf973c1b965,
abstract = {{The present study focuses on consuming and producing stories using various forms of expression in the third-grade classroom. The aim of the study is to examine pupils’ and teachers’ experiences of working with a teaching unit that encourages the use of various text and media forms through literary productions, re-presentations, of Ronia, the Robber’s Daughter in order to gain increased insight into the pupils’ narrative competence and identity development. Hence, in what ways can working with various text and media forms and various forms of aesthetic expression promote pupils’ identity development?<br/><br/>The empirical data consists of qualitative interviews with the two teachers and 19 of the 39 pupils who participated in the teaching unit. A thematic analysis of the interviews illuminated two focal themes: identity development and moving through various forms of expression. While looking at the results of the study in relation to Langer’s (2011) stances of envisionment, it becomes clear that applying a contrastive learning approach does the following: it contributes to the progress of the pupils’ identity development, it encourages a deeper understanding, and, consequently, it facilitates and makes visible their learning processes, and their ability to apply a meta-perspective on their learning processes.}},
author = {{Svensson, Anette and Haglind, Therése}},
issn = {{1653-1868}},
keywords = {{Litteraturdidaktik; Literary Studies; narrative competence; creativity; aesthetic learning; third-grade classroom; envisionment}},
language = {{eng}},
pages = {{78--101}},
publisher = {{Lärarutbildningen, Malmö högskola}},
series = {{Educare - Vetenskapliga Skrifter}},
title = {{“From the Lightest Light to the Darkest Dark” : Re-Presenting Ronia, the Robber’s Daughter in the Third-Grade Classroom}},
url = {{http://dx.doi.org/10.24834/educare.2021.3.4}},
doi = {{10.24834/educare.2021.3.4}},
volume = {{3}},
year = {{2021}},
}