L’enjeu et la motivation de cette recherche est de rendre une dignité théorique à toutes ces pratiques qui revendiquent une appropriation, ne serait-ce que exclusivement sémiotique, de l’espace urbain. En consonance avec la démarche de Michel De Certeau, même le concept d’art a été analysé en tant que forme d’expression quotidienne. La street art a été interrogée en tant que pratique de traversée de l’espace et en tant que style de spatialisation : le produit c’est toujours un certain effet-espace qui sous-tend un certain effet de présence. L’exigence de ce travail c’était de faire un portrait de la ville à partir de micros narrations créatives qui la racontent comme par exemple l’intervention de Banksy sur la West Bank Barrier en Palestine, les inscriptions des pixadores brésiliens, les traversées des traceurs du Parkour, et les portraits affichés par JR. La street art c’est une narration possible de la ville, qui, comme un tatou sur la peau, en racontent les moments difficiles, en célèbrent les éléments d’identification, en souvient l’histoire (même celle des villes lointaines) dans une dialectique continue entre soi et Autre. D’un point de vue méthodologique, nous sommes partis de l’analyse des cas pour interroger certaines problématiques sémiotiques à l’aide de la réflexion sur les interactions et les styles de vie d’Éric Landowski, celle sur les pratiques et les formes de vie de Jacques Fontanille et celle sur l’ethno-sémiotique de Francesco Marsciani. L’analyse du phénomène a été nourri par la contribution des autres sciences sociales ayant déjà réfléchi sur l’espace et sa représentation artistique, et tout particulièrement l’anthropologie. / The issue and the motivation of this research is to give a theoretical dignity to all these practices that claim an appropriation of the urban space, even out of its semiotic meaning. In consonance with Michel De Certeau approach, even the concept of art has been analyzed as an everyday form of expression. The street art has been examined either as a space-crossing practice either as a style of spatialization: the altogether product is a space-effect which underlies a certain effect of presence. The goal of this work is to obtain a portrait of the city from a series of creative micro-narrations that illustrate it, as, for example, Banksy’s intervention on the West Bank Barrier in Palestine, the inscriptions of the Brazilian pixadores, Parkour tracers’ city crossings, the portraits posted up in the city by JR. The street art is a possible way of narration of the city, as a tattoo on the skin, it tells the hard moments, celebrates the identification elements, recollects the history (even for the far cities) with a continuous dialogue between itself and the Other. From a methodological point of view, we started from case analyses to question certain semiotic issues with the help of Eric Landowski’s thoughts about interactions and lifestyles, Jacques Fontanille’s ones about life practices and forms, Francesco Marsciani’s reflections on ethno-semiotics. The analysis of the phenomenon has been enriched by the contribution of other social sciences which had already pondered on the concept of space and its artistic representation, anthropology among the others.

Syftet med denna studie är att undersöka vilken potential en digital multimodal loggbok kan ha som digital bro mellan studenter och lärarutbildare under den verksamhetsförlagda delen av utbildningen (VFU) för att stötta studenterna i deras profession- och kunskapsutveckling, med hjälp av sociosemiotiska resurser, såsom digitala verktyg. Jag har undersökt hur en grupp yrkeslärarstudenter använder de sociosemiotiska resurser som erbjuds i den multimodala loggboken under deras VFU, för att kommunicera kunskaps- och professionsutveckling via en digital bro till lärosätet. Genom textanalys, inspirerad av hermeneutiken – och i termer av ett vidgat textbegrepp – undersöks studenternas arbete i de digitala, multimodala loggböckerna. Resultatet redovisas och diskuteras med fokus på studenternas användning av sociosemiotiska resurser och multimodaliter. Valet av textanalys som metod föregicks av en önskan att identifiera de faktorer som påverkade kommunikationen via digitala broar i en digital multimodal loggbok.  Undersökningen omfattade 13 loggböcker som har analyserats från helhet till del vid fem tillfällen. Resultatet visar att de studenter som hade digitala förkunskaper kunde kommunicera sina förväntningar och sitt lärande i loggböckerna med hjälp av de erbjudna sociosemiotiska resurserna. De studenter som hade begränsade digitala förkunskaper har inte använt de resurser som erbjöds vilket resulterade i att det åsyftade meningsskapandet gick förlorat i denna kontext. / The purpose of this study is to investigate what potential a digital multimodal logbook can have as a digital bridge between students and teacher educator during the practice-based part of the education, to support students in their professional development as well as in their development of knowledge. Socio-semiotic resources, such as digital tools, were used for this purpose. I have studied how a group of student teachers use the semiotic resources offered in the digital multimodal logbook during the practice-based part of their education, aiming to communicate their professional development and their knowledge development by a digital bridge to the university. By using text analysis, influenced by a hermeneutic model, I have studied what can facilitate, but also prevent students' work in the logbooks and the result are discussed in relation to the concept of semiotic resources and multimodality. Through a text analysis, influenced by a hermeneutic modell – in terms of an expanded text concept – are the students work in the digital multimodal log books investigated. The results are reported and discussed with a focus on the students’ use of socio-semiotic resources and multimodalities. The reason for using text analysis as a method was a desire to identify factors that could influence communication through digital bridges in a digital multimodal logbook. The study contained 13 logbooks who have been analysed from whole to parts at four occasions. The results show that students with digital knowledge could communicate their expectations and their learning by using the socio-semiotic resources that were offered. Students with limited basic digital knowledge did not use the resources they were offered which resulted in the fact that they lost the opportunity to create meaning in this context by using the offered resources.