Föreliggande uppsats syfte är att synliggöra teaterpedagogers syn på sin erfarenhet av lajv i relation till teaterundervisningen. Genom kvalitativa intervjuer har tre teaterpedagoger intervjuats som alla ser att deras teaterundervisning har påverkats av deras lajverfarenhet. Övergripande resultat i studien är att flera lajvpraktiker kunnat infogas i teaterundervisningen och understödja kvalitéer och processer kring kollaborativt skapande, rollarbete och reflektionsarbete. Fyra praktiker lyfts. Mini-lajvande är en praktik pedagogerna använder där eleverna lämnar teatermanuset och utforskar nya situationer med sina karaktärer. Den dramaturgiska principen ”play to lose” används för att eleverna ska skapa intressant dramaturgi och öppna situationen för andra elever att kunna delta. Ett slags transparensarbete beskrivs inspireras av lajvets form där eleverna får insyn i pedagogens planering och medkonstruerar sina kunskaper och lektioner. Pedagogerna arbetar även kring elevernas känslor för att omhänderta starka reaktioner i läromomenten och för att eleverna ska lära sig skilja mellan känsloreflektioner och gestaltningsreflektioner. Teaterklassrummet har även analyserats som en läromiljö med informella och formella kvalitéer, vilket blir en möjlig förklaring för varför lajvpraktikerna stundvis kan infogas sömlöst i teaterundervisningen, och varför stora hinder ibland uppstår. Resultaten sätts i relation till tidigare forskning i lajv- och teaterundervisningsfälten, och vidare diskuteras resultatet. För det första diskuteras huruvida lajvet introducerar helt nya praktiker, eller om praktikerna snarare sätter form för redan befintliga praktiker. För det andra diskuteras varför vissa väletablerade lajvpraktiker inte återfinns i informanternas beskrivningar. För det tredje lyfts huruvida teaterläromiljön ska anta flest formella eller informella kvalitéer, och om läromiljön har en unik möjlighet att vara dynamisk.

abstract: The goal of this research was to understand the different kinds of learning that take place in Mod The Sims (MTS), an online Sims gaming community. The study aimed to explore users' experiences and to understand learning practices that are not commonly observed in formal educational settings. To achieve this goal, the researcher conducted a four-year virtual ethnographic study that followed guidelines set forth in Hine (2000). After Hine, the study focused on understanding the complexity of the relationships between technology and social interactions among people, with a particular emphasis on investigating how participants shaped both the culture and structure of the affinity space. The format for the dissertation consists of an introduction, three core chapters that present different sets of findings, and a concluding chapter. Each of the core chapters, which can stand alone as separate studies, applies different theoretical lenses and analytic methods and uses a separate data set. The data corpus includes hundreds of thread posts, member profiles, online interview data obtained through email and personal messaging (PM), numerous screenshots, field notes, and additional artifacts, such as college coursework shared by a participant. Chapter 2 examines thread posts to understand the social support system in MTS and the language learning practices of one member who was a non-English speaker. Chapter 3 analyzes thread posts from administrative staff and users in MTS to identify patterns of interactions, with the goal of ascertaining how users contribute to the ongoing design and redesign of the site. Chapter 4 investigates user-generated tutorials to understand the nature of these instructional texts and how they are adapted to an online context. The final chapter (Chapter 5) presents conclusions about how the analyses overall represent examples of participatory learning practices that expand our understanding of 21st century learning. Finally, the chapter offers theoretical and practical implications, reflections on lessons learned, and suggestions for future research. / Dissertation/Thesis / Ph.D. Curriculum and Instruction 2012

In an age of rapid digital development, Skolverket (2018) asks for increased teacher competence in information and communication technology (ICT), both competence in classroom digitalization and pupil’s out-of-school activities involving ICT. One of many areas in which ICT has an effect on the relationship between school and the pupils’ out-of-school activities is in the English subject. Their exposure to English media has led to increased incidental and naturalistic learning opportunities for pupils. The purpose of this study is to investigate the effect of extramural English on the Swedish school, more specifically, the affinity space of a gaming forum and their text genres.

This multi-site case study examines literacy practices across four theatre companies for young adults. The study draws upon ethnographic methods including interviews, field notes, and video data to show how composing practices situated with acts of design fostered multiple entry points through text, a multimodal stance when reading, collaboration, play, shared response, and sustained engagement in the orchestration of available modalities in the creation of characters. Drawing upon theories of multimodality, play, and masculinities, the study links literacy practices in drama with the configuration of historically subordinated, non-normative masculinities, including self-identified gay youth. These young men reported excessive self-monitoring and identity management strategies within heteronormative school contexts, but took-up a plurality of masculinities as they engaged design practices that encouraged play, risk-taking, and the appropriation of available media in their design of characters. The study cultivates an awareness of how literacy practices in drama intersected with affirming construction of non-normative gendered and sexual identities typically subordinated in school settings, but that were reportedly more aligned with informants’ sense of self. The study draws implications for how educators may help young people critique structures of heternormativity and hegemonic masculinities that often limit the identities and masculinities available in school. In addition, the study draws implications for classroom practice in the language arts that position youth as designers of multimodal texts that allow for multiple representations of the self. / text