<p>In year 2000 the Swedish Public Service television started a new series of programmes named Mediemagasinet. The purpose was to expose the work of journalism through the eyes of a journalist. The programme showed different types of tasks and problems that have to do with journalistic reporting. The form of Mediemagasinet wasn’t anything new but the content was presented as the very first of its kind. </p><p>The interesting part of the program was that it was journalists themselves doing the media critisism. Is that actually possible? And what does it look like? By using discourse analysis this study try to answer these questions by analyses of the presentations of the television programmes. What is at stake and how does the website of the program interact with the program itself? As a complement to the study there is an interview with the editor and the manager of the project that show their point of view, which are also a part of the media critical discourse that this essay examins.</p> / <p>Hösten 2000 startade Sveriges Television sitt program Mediemagasinet. Syfet var att journalister skulle granska sin egen kår, sina egna kollegor. Programmet tog upp olika ämnen och problem som kan uppstå i och med journalistisk rapportering. Formen var välkänd för tv-tittarna, medan innehållet presenterades som det första i sitt slag. </p><p>Men vad händer när medlemmar av en yrkeskår granskar varandra? Är det överhuvudtaget möjligt? Genom ett diskursanalytiskt angreppssätt försöker denna uppsats svara på dessa frågor. Studien vilar på analyser av hur programmet presenteras av programledaren och vilka anspråk som görs i programmet. Även den hemsida som etablerades i samband med programmet integreras i analysen. Som komplement till studien gjordes även en deltagande observation vid ett inspelningstillfälle av Mediemagasinet. Då genomfördes även en intervju med redaktören och projektledaren för programmet. Deras åsikter och funderingar kring produktionen är även de en del av den mediekritiska diskurs som Mediemagasinet ingår i. Och det är denna diskurs och hur den skapas som undersöks i denna uppsats. </p>

This thesis considers the translation of Dutch and Flemish picture books into Swedish from 1995 to 2006. The main aim of the thesis is to study what meaning the notion translation takes on where picture books are concerned and how the translation practice for picture books is influenced by international co-productions. The thesis includes a bibliographical study and a larger case study of the Dutch picture book artist Dick Bruna and his internationally renowned picture books about the rabbit Miffy in Swedish translation. Working within the theoretical frame of descriptive translation studies (DTS), I describe and analyse picture book translation as a phenomenon and a practice that occurs at a certain moment in time in a certain sociocultural context. Using the model of Toury (1995), I study translation norms governing the selection and translation of Dutch and Flemish picture books and of Bruna’s picture books about Miffy in particular. Toury’s model is largely designed for the analysis of written texts. As picture book texts combine both verbal and visual modes of expression, I use multimodal analysis combining the social semiotic visual grammar of Kress &amp; van Leeuwen (2006) with systemic functional linguistics (SFL) as a tool to analyse the translation of picture book texts. By combining DTS and SFL, I study translation as a cultural and social semiotic practice. The analyses in the thesis indicate that picture book translation can be characterised as an international, target culture-oriented and multimodal translation practice. The multimodal translation analysis shows that, while translated picture books have the same images as their source text due to co-production, images can be combined with different social meanings, as for instance images of children and interaction with the reader, expressed in the written text. Images can also assume different meaning potentials and also referential interplay and plausible reading paths between words and images can change.

This thesis explores textual and visual images of the EU in South Korea's three prestigious popular newspapers - Chosun Ilbo, Dong A Ilbo and Joong Ang Ilbo - and compares them to the imagery created by the internet versions of these newspapers. In recent years, much scholarly work has been done on the topics of EU imagery in print media, but no systemic attempt has yet been made to EU imagery in internet media. The thesis analyses EU news monitored daily in 12 months of 2008 (a year of the first G20 Summit in Washington and the 6th and 7th rounds of EU-Korea FTA negotiations). This study is interdisciplinary. The thesis draws on several significant theories and concepts from the media studies and linguistics. On top of this, a wide range of approaches of content and visual analysis were reviewed. The study then considers and adopts a multimethodological approach of content analysis (studies by Chaban and Holland) and of visual analysis (by Bain) based on visual semiotics. However, to cope with internet media it also adds several categories which add the notion of interactivity to the original content analysis. It incorporates categories originating from a social semiotic approach (elements of interactive and compositional meta-functions) into the original visual analysis. The results of this study are presented in three case studies. In the first section of each case study the thesis provides a comprehensive overview featuring the latest information and various perspectives (political, economic, social, environmental and developmental). The second section presents formal characteristics of EU images in print newspapers and their internet versions. The third section covers substantive characteristics in both versions. The last section suggests the results of visual analysis. The results of this thesis contribute to two areas of studies: EU external perception studies and internet communication studies: as well as enhancing a deeper understanding of EU-Korea relations.

The purpose of this study was to examine how male and female celebrities are represented on the 24 covers of e+, a weekly entertainment magazine that was published by Dubai-based Al Nisr Publishing. This cross-sectional, exploratory study used a qualitative visual semiotic analysis and quantitative content analysis to examine how male and female celebrities are constructed and represented on covers published between October 2010 and September 2011. In addition, the study explored whether the myths and ideologies found on the covers made an impression on the perceptions and tastes of teenagers living in the UAE. A subsequent self-administered questionnaire was completed by 30 teenagers living in the UAE aged between 16 and 19 with the purpose of determining how teenagers experienced representations of celebrities. Furthermore, to gain a deeper understanding of how teenagers experienced celebrity culture, three focus-group interviews, each comprising of six participants, are conducted. The study found that both male and female celebrities were represented in gender stereotypical roles. Results showed that male celebrities were represented as active, strong, decisive and dominant. Male celebrities were associated with success, fast cars and dangerous weapons. On the other hand, female celebrities were predominantly represented as submissive. The representations of female celebrities focused on beauty and fashion. The survey and focus-group results revealed that celebrity culture does have an influence on teenagers. Participants reported that they bought products that they saw celebrities wearing or using, emulated the celebrities’ behaviour and copied hairstyles and make-up looks. However, the study found that, in addition to celebrity culture, teenagers’ perceptions are also shaped by their peers, parents and other people they interact with such as teachers. / Communication Science / M.A. (Communication Science)

The main question of this study was: How and in what way can a multimodal semiotic visual analysis model be developed and used for contributing to the analysis and understanding of the manner in which the Men’s Health (South Africa) magazine – as a case study – represents and constructs masculinities in South Africa? The following three subsidiary research questions were formulated to address this topic: • What is the literature revealing with reference to the media as producers of meaning in relation to masculinity and visual texts? • How and in which way can a semiotic visual analysis multimodal model be developed with the purpose of contributing to the analysis of visual texts? • What is the outcome of the visual analysis multimodal model with reference to the case study about the representation and construction of masculinities in visual texts in MH? The first aim of this research was to establish an overview of masculinities and to explore the visual representation of masculinity with reference to mediation, reality, and ideology in the media. With reference to the media as producers of meaning in relation to masculinity and visual texts, a semiotic visual analysis and social semiotics were used to unpack culture as a site of the production of meanings. The media is one of the main sources from which men receive their entertainment and information about the world. In this sense, the media makes sense of the world. Mass media plays a key role in discourse and constructing the relationships between reality and ideology. During this construction, the media reflects on existing opinions and attitudes in society. A quantitative content analysis and a qualitative semiotic multimodal visual analysis were conducted on 27 visual texts purposively selected from MH to include editions from July 2010 to June 2011. This population covered 12 front covers, 12 editorials and three flip covers. The developed visual multimodal model was tested qualitatively on nine visual texts since these texts included the front covers, flip covers and editorials of the three editions with flip covers. v A second major aim of the study was to establish the way in which a semiotic visual analysis multimodal model needed to be developed and used for analysing visual texts, as well as for analysing the visual texts according to the multimodal model in order to understand how the multimodality and social semiotic resources were applied in MH to represent and construct masculinities. The rationale for the development and design of this model was based on the premise that a basic understanding of semiotics and visual language was needed. Without such an understanding, the vast amounts of visual messages that confront the reader would remain incomprehensible. Consequently, a productive dialogue in relation to visual communication cannot take place. The multimodal model developed in this thesis highlights visual text layout, in conjunction with language-in-use, that does not occur in isolation and that is deeply reliant on other forms of making meaning. The heptagon multimodal model consists of concept maps of the six functions of the designed hexagon model. This multimodality approach includes analysing simultaneously occurring semiotics and their various roles in conjunction with detailed, all-inclusive discourses. In the quantitative content analysis and the qualitative multimodal semiotic analysis, the six components of the developed heptagon model (visual grammar, positioning, typography, colour, modality, and iconography) are illustrated. The quantitative research supported the main research design, i.e. the qualitative multimodal semiotic analysis. It is envisaged that the development and construction of a multimodal semiotic model will make a contribution to the scholarly field of semiotic analysis. By discussing the fluidity of the variations of masculinities and male identities, by giving a brief overview of the role of the media in constructing masculinities, and by focusing on the discourses that took place in MH, the researcher creates an awareness of the inherited patriarchal masculinities by recommending envisioned masculinities to be inclusive as a component of the solution. This approach is illustrated by the use and findings of the multimodal semiotic visual analysis. / Communication Science / D. Litt. et. Phil

This thesis explores the pedagogical potential of images shared during intra-professional conversations held on the social media platform, Twitter. Twitter chats are loosely synchronous exchanges of tweets sharing a unique, identifying keyword or hashtag. They are increasingly being used among professionals to create professional networks in which practice-knowledge and opinion might be shared and where communal connections may be created. As such, they may serve as sites in which professional learning unfolds, both in relation to workplace practices and in relation to the development of new forms of professional practice around social media use. Because the exchanges and broadcasts on Twitter are, for the most part, public, and the conversations are ongoing, they also provide open, freely-accessible, and constantly renewing resources for use in pre-service learning contexts. The research focused on two example chats, one held among midwives and the other among teachers. Inspired by the increasing use of images in new forms of digital communication, the research used images tweeted during the chats as starting points from which to explore flows of knowledge and affect. Data were generated from observations of the two Twitter chats over extended periods, together with interviews with practising professionals, student professionals and their educators in which images were used as elicitation devices. The research combined an approach to reading and “being with” data inspired by ideas drawn from the work of Deleuze (1994; Williams 2013) and Deleuze and Guattari (1988; Massumi 1992), with approaches to reading images drawn from visual social semiotics (Kress and van Leeuwen 1996). The findings suggest that Twitter chats such as those studied here can provide rich opportunities for professional learning. Practice knowledge can flow from one participant to many others, and flows of affect can be used to remoralize individuals and communities. Both chats seemed to serve as sites in which professionals could experience a positivity and affirmation that was not always available in the workplace. However, the forces and intensities at play in these spaces influence both what is said and what is not said, creating new norms of online interaction that generally seemed to avoid negative comments or open disagreement. Educators saw potential to use images such as those shared in the chats in a variety of ways. For example, images could be used as prompts for examination and critique of practices. The educators I interviewed also suggested that the images could be used to help student professionals develop their sensitivity to the forces and intensities that produce particular practices. Group interviews with student professionals suggested that the former happened spontaneously when students encountered and discussed such images, but that the latter might need deliberate facilitation or prompting. The thesis concludes with some recommendations for: (i) educators considering using such images in pre-service professional learning; (ii) professional developers considering using Twitter chats; and (iii) policy-makers involved in drafting guidelines for professionals’ use of social media.

Submitted by Fernando Souza (fernandoafsou@gmail.com) on 2017-08-08T11:12:04Z No. of bitstreams: 1 arquivototal.pdf: 15717745 bytes, checksum: 0fcd3fd6ffd19c3eacbec24acf76d0cc (MD5) / Made available in DSpace on 2017-08-08T11:12:04Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 15717745 bytes, checksum: 0fcd3fd6ffd19c3eacbec24acf76d0cc (MD5) Previous issue date: 2016-08-23 / The distance learning in Brazil is an increasing reality at the higher education, especially in the licentiate undergraduate courses. In this kind of teaching, the printed teaching material acquires a more relevant space since it may be the most effective source of knowledge, information and interface between the student and the teacher, even being inserted in other possibilities of virtual interaction. In this way, this research consists of the analysis in which the production and circulation process is possible, as the comprehension of the printed teaching material, approaching issues related to the categorization of the printed teaching material as a text genre, as well as the language and the verbal and non-verbal structure. This research aims to investigate the multimodal resources of the printed teaching material in all the curricular components of the first term at the Letras (Modern Arts) Course, distance learning, at the Technology, Science and Education Federal Institute of Paraíba, through the textual organization, the production and the reception conditions of the social developed actions, as a socialcommunicative tool. For this reason, the research took place in two fields of investigation: the textual analysis which observed the PTM under the perspective of the visual semiotics and had the conceptions of van Leeuwen (2005), at Introducing Social Semiotics as theoretical framework, and the syntactic analysis of the multimodal resources based on the metafunctions systematized by the Visual Design Grammar by Kress and van Leeuwen (1996[2006]); the textual production based in the production conditions presented by the Sociodiscursive Interactionism (SDI) by Bronckart (1999[2009], 2006). To understand the PTM as a text genre, the SDI was also used to be especially related to the discussions of Bakhtin (2010 [1895-1975]) on the theme. These data analyses allowed understanding in a clearer possibility the relations between the constitution of the printed teaching material, not only in the verbal aspect but also in the non-verbal view, as well as the production and comprehension conditions of this genre in the teaching/learning process as an instrument which is able to create comprehensive and didactic communicative actions. / A educação a distância no Brasil é uma realidade crescente na formação superior, em especial, nos cursos de Licenciatura. Nessa modalidade de ensino, o material didático impresso conquista um espaço de maior relevância tendo em vista ser, talvez, a mais efetiva fonte de conhecimento, informação e interface entre o estudante e o professor, mesmo inserido em outras possibilidades de interação virtual. Nesse sentido, esse trabalho consiste na análise de uma das muitas frentes que o processo de produção, de circulação e de compreensão do material didático impresso possibilita, abordando questões relativas à categorização do material didático impresso como gênero textual, bem como à linguagem e à estrutura não verbal e verbal. O objetivo dessa pesquisa é investigar os recursos multimodais do material didático impresso de todos os componentes curriculares do primeiro período do curso de Licenciatura em Letras na modalidade a distância do Instituto Federal de Educação, Ciência e Tecnologia da Paraíba, a partir da organização textual, das condições de produção e recepção e das ações sociais desenvolvidas, como instrumento sociocomunicativo. Para isso, a pesquisa ocorreu em dois campos de investigação: o textual, que se ocupou de observar o MDI sob a perspectiva da semiótica visual, tendo como suporte teórico as concepções de van Leeuwen (2005) apresentadas no livro Introducing Social Semiotics e a análise sintática dos recursos multimodais com base nas metafunções sistematizadas pela Gramática do Design Visual de Kress e van Leeuwen (1996[2006]); a produção textual fundamentada nas condições de produção apresentadas pelo Interacionismo Sociodiscursivo-ISD por meio do que discute Bronckart (1999[2009], 2006). Para se ter o entendimento do MDI como gênero textual, recorremos, também, ao ISD com atenção especial ao que Bakhtin (2010 [1895- 1975]) discute sobre a temática. A análise desses dados possibilitou compreender melhor as relações entre a constituição do gênero material didático impresso, seja no aspecto verbal, seja no não verbal, e as condições de produção e compreensão desse gênero no processo de ensino e aprendizagem como instrumento capaz de criar ações comunicativas compreensíveis e didáticas.

In year 2000 the Swedish Public Service television started a new series of programmes named Mediemagasinet. The purpose was to expose the work of journalism through the eyes of a journalist. The programme showed different types of tasks and problems that have to do with journalistic reporting. The form of Mediemagasinet wasn’t anything new but the content was presented as the very first of its kind. The interesting part of the program was that it was journalists themselves doing the media critisism. Is that actually possible? And what does it look like? By using discourse analysis this study try to answer these questions by analyses of the presentations of the television programmes. What is at stake and how does the website of the program interact with the program itself? As a complement to the study there is an interview with the editor and the manager of the project that show their point of view, which are also a part of the media critical discourse that this essay examins. / Hösten 2000 startade Sveriges Television sitt program Mediemagasinet. Syfet var att journalister skulle granska sin egen kår, sina egna kollegor. Programmet tog upp olika ämnen och problem som kan uppstå i och med journalistisk rapportering. Formen var välkänd för tv-tittarna, medan innehållet presenterades som det första i sitt slag. Men vad händer när medlemmar av en yrkeskår granskar varandra? Är det överhuvudtaget möjligt? Genom ett diskursanalytiskt angreppssätt försöker denna uppsats svara på dessa frågor. Studien vilar på analyser av hur programmet presenteras av programledaren och vilka anspråk som görs i programmet. Även den hemsida som etablerades i samband med programmet integreras i analysen. Som komplement till studien gjordes även en deltagande observation vid ett inspelningstillfälle av Mediemagasinet. Då genomfördes även en intervju med redaktören och projektledaren för programmet. Deras åsikter och funderingar kring produktionen är även de en del av den mediekritiska diskurs som Mediemagasinet ingår i. Och det är denna diskurs och hur den skapas som undersöks i denna uppsats.

I denna uppsats undersöker och identifierar jag språkliga strategier i kampanjtexter från Försvarsmakten. Undersökningen syftar till att med hjälp av en sociosemiotisk analys kartlägga de modelläsare som konstrueras i Försvarsmaktens rekryteringskampanjer för grundläggande militär utbildning. Undersökningsmaterialet består av printannonser från tre kampanjer genomförda mellan år 2012 och 2013. Metoden för undersökningen är lånad från Anders Björkvalls avhandling svensk reklam och dess modelläsare och består av en analysmodell baseras på Hallidays systemisk-funktionella grammatik. Modellen tar fasta på textens textuella, ideationella och interpersonella betydelser såväl som textens rekontextualisering. Resultatet från undersökningen visar att de modelläsare som konstrueras i annonserna har en inre önskan om att bidra till en bättre värld genom att hjälpa andra människor, men agerar i nuläget inte alls. Modelläsarna är undvikande inför att höra om katastrofer och konflikter i världen och hittar lätt bortförklaringar till varför de ännu förblir passiva. Glappet mellan den önskade och verkliga identiteten skapar en känsla av otillräcklighet hos modelläsarna. Försvarsmakten presenteras i materialet som handlingskraftiga och pålitliga, ett slags ideal för modelläsaren. / In this study I examine and identify the linguistic strategies used in campaign texts from the Swedish Armed Forces. The purpose of the study is to identify the characteristics of the mod- el readers constructed in recruitment campaigns for basic military training, using a socio- semiotic approach. The research material consists of print ads from three campaigns conduct- ed between 2012 and 2013. The method used in the study is borrowed from Anders Björ- kvall’s dissertation Model readers in Swedish advertising and consists of an analytical model based on Halliday’s systemic functional linguistics. The model takes into account the textual, ideational and interpersonal meanings of the text, as well as its recontextualisation. The re- sults of the study show that the model readers constructed in the ads have an inner desire to contribute to a better world by helping other people, but are currently not doing this. The model readers avoid hearing about disasters and conflicts in the world and will easily find excuses for why they still remain passive. The gap between the desired and actual identity creates within the model readers a sense of insufficiency. The Swedish Armed Forces, on the other hand, are presented as energetic and dependable, an ideal for the model reader.

The aim of this work is the qualitative analysis of the new wave of female gaze photographers with a comparison of the female gaze pioneers. For this purpose, there were used photographs by Arvida Bystr​öm​, Petra Collins, Harley Weir, and Cindy Sherman, Nan Goldin, Corinne Day, which were published in fashion magazines such as ​Vogue, Harper's Bazaar, i-D, Dazed, and ​Vice​. The theoretical part examined how female identity has been shaped by western culture and dominant ideology, and how patriarchy paradigm has influenced the visual representation of women in art, pop culture, and advertisement. It is shown through key feminist concepts including Simone De Beauvoir, Betty Friedan, Judith Butler, John Berger, Laura Mulvey, theory of young girl, gagafeminism, and xenofeminism. The second part of the thesis is dedicated to social semiotics analysis of each photograph and the results of this research, which show changes of topics in the female gaze content and the shift to social media-related topics and the virtual representation of women. The work could enrich further research in the field of feminist aesthetics, fashion journalism, photography, advertisement, and social media.