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  • 1.
    Areskoug, Linn
    et al.
    Uppsala universitet.
    Asklund, HelenMid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Berättelsens möjligheter: Lärares reflektioner över fiktion2014Collection (editor) (Other academic)
  • 2.
    Areskoug, Linn
    et al.
    Uppsala universitet.
    Asklund, Helen
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Inledning2014In: Berättelsens möjligheter: Lärares reflektioner över fiktion / [ed] Areskoug, Linn och Asklund, Helen, Lund: Studentlitteratur AB, 2014, p. 13-40Chapter in book (Other academic)
  • 3. Asklund (fd Schmidl), Helen
    Det ska vara spännande: Om läsning i några år 8-klasser2009In: Grundskoletidningen, ISSN 1652-7844Article in journal (Other (popular science, discussion, etc.))
  • 4.
    Asklund (fd Schmidl), Helen
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Hästflickan i förändring i Lin Hallbergs och Pia Hagmars hästböcker2013In: Flicktion: Perspektiv på flickan i fiktionen / [ed] Eva Söderberg, Mia Österlund och Bodil Formark, Malmö: Universus Academic Press , 2013, p. 243-257Chapter in book (Other academic)
  • 5.
    Asklund (fd Schmidl), Helen
    Uppsala Universitet.
    It takes two to tango: Om Per Nilssons Hjärtans fröjd2005In: Modig och stark - eller ligga lågt: Skönlitteratur och genus i skola och förskola / [ed] Lena Kåreland, Stockholm: Natur och kultur, 2005, p. 285-309Chapter in book (Other academic)
  • 6. Asklund (fd Schmidl), Helen
    Möten med texter: Om elevers lässtrategier2009In: Svensklärarföreningens årsskrift, ISSN 0349-0246, p. 55-68Article in journal (Other academic)
  • 7. Asklund (fd Schmidl), Helen
    Recension av Maria Simonsson: Bilderboken i förskolan: En utgångspunkt för samspel2005In: Barnboken, ISSN 0347-772X, E-ISSN 2000-4389, no 1, p. 59-61Article, book review (Other academic)
  • 8.
    Asklund (fd Schmidl), Helen
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Recension av Mary Ingemansson: "Det kunde lika gärna ha hänt idag.": Maj Bylocks Drakskeppstrilogi och historiemedvetande hos barn i mellanåldrarna.2011In: Barnboken, ISSN 0347-772X, E-ISSN 2000-4389, no 2, p. 74-76Article, book review (Other academic)
    Abstract [sv]

    Recension av Mary Ingemanssons doktorsavhandling om Maj Bylocks Drakskeppstrilogi

  • 9.
    Asklund, Helen
    Uppsala universitet.
    Från vildmark till grön ängel: Receptionsanalyser av läsning i åttonde klass2008Doctoral thesis, monograph (Other academic)
  • 10.
    Asklund, Helen
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Perspektiv på ungdomsbokens pojkgestalter2017In: Samtida svensk ungdomslitteratur: Analyser / [ed] Åsa Warnqvist, Lund: Studentlitteratur AB, 2017, 1, p. 183-198Chapter in book (Refereed)
  • 11.
    Asklund, Helen
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Recension av Birgitta Theander: Till arbetet!: Yrkesdrömmar och arbetsliv i flickboken 1920-652017In: Barnboken, ISSN 0347-772X, E-ISSN 2000-4389, E-ISSN 2000-4389, Vol. 40, p. 1-4, article id 859Article, book review (Refereed)
  • 12.
    Asklund, Helen
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities and Social Sciences.
    The "red bag effect": The children´s book as an empowering tool2019Conference paper (Refereed)
    Abstract [en]

    The "red bag effect": the children's book as an empowering tool

    Helen Asklund

    Can we read books concerning “difficult themes” for children? Will they be too hard for young readers to cope with, and for grown-ups to know how to manage?     Questions like these are of great importance to all who work with young children or with educating future preschool teachers or children´s librarians. In my presentation I will discuss why I find it important that children are given the opportunity to meet with a varied selection of books. In addition, I will discuss important aspects to take into consideration when thinking about reading more challenging books with children.   I will do this by using examples from my own experiences of working with literature as a means for empowerment and for giving the silent a voice. My main example is a project related to the British Letterbox club. It was directed towards children in so-called family homes. The intention was to boost the children´s willingness to read by making the reading of literature a joint activity in their family homes. The reading was meant to work as a tool for bringing the families closer together. Most importantly, the books were to work as an empowering tool for the children, providing them with means for talking about feelings, experiences and thoughts for which they otherwise did not have a voice. The participants were recurrently provided with red bags that contained individually chosen books etc.   The ability of literature to empower its reader has also been at the core of a study that I and a colleague of mine conducted, and of our university course about fiction and health. In the study, we developed a model for how to use literature as a tool for giving patients with various psychological diagnoses the power to tell their story. The course was directed towards social workers and health care professionals. Among other things, the students prepared suggestions for how literature could be used in their profession, for instance in family therapy, to make children open up around experiences that had earlier been hard for them to approach.

  • 13.
    Asklund, Helen
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Andersson, Åsa
    Läsa med de yngsta2014In: Förskoletidningen, no 4, p. 21-26Article in journal (Other (popular science, discussion, etc.))
  • 14.
    Asklund, Helen
    et al.
    Mid Sweden University.
    Brander, Laura
    Mid Sweden University.
    Högskolepedagogisk utbildningsnivå vid Mittuniversitetet: Utmaningar och målbilder2018In: NU2018: Det akademiska lärarskapet. Västerås, 9-11 oktober, 2018, 2018, p. 112-113Conference paper (Other academic)
    Abstract [sv]

    Abstract: 733 Session: B2 Format: Berätta för andra

    HÖGSKOLEPEDAGOGISK UTBILDNINGSNIVÅ VID MITTUNIVERSITETET: UTMANINGAR OCH MÅLBILDER

    Laura Brander (laura.brander@miun.se), Helen Asklund (helen.asklund@miun.se)

    Under åren 2015-2017 prolongerades Mittuniversitetets utbildningsstrategi (Dnr MIUN 2011/277) för att satsa mer inom områdena miljöer för lärande, teknikstöd och pedagogisk utveckling. En rad aktiviteter initierades i syfte att stärka den pedagogiska utvecklingen vid lärosäten. Särskilt inom två aktiviteter, pedagogiskt meriteringssystem samt lärarnas professionalitet och pedagogiska utveckling, blev det snart tydligt att vi behövde veta mer om hur den formella utbildningsnivån hos våra lärare de facto såg ut. Enligt den nationella rekommendationen från SUHF ska en behörighetsgivande högskolepedagogisk utbildning omfatta minst 15 hp eller motsvarande (Karlsson et al 2017). Syftet med vårt konferensbidrag är att inom temat lärarens lärande och utveckling visa och diskutera resultaten från en enkät som genomfördes för att undersöka den högskolepedagogiska utbildningsnivån bland lärarna vid Mittuniversitetet. Hur stor andel av Mittuniversitetets lärare är behöriga, enligt SUHF:s rekommendation? Och vilka behov av kompetensutvecklande utbildningar har lärarna vid Mittuniversitetet? Det här var några av de frågor som vi via en enkät skickade ut till lärarna i oktober 2017, och här presenteras en del av resultaten från undersökningen (Asklund & Brander 2017). Resultaten visar att 47% av dem som besvarat enkäten har behörighet i högskolepedagogik enligt SUHF:s rekommendation. Motsvarande andel, 47%, har antingen ingen högskolepedagogisk utbildning alls eller en kortare högskolepedagogisk utbildning. De resterande sex procenten gick högskolepedagogiska kursen vid tidpunkten för enkätens genomförande. Vi ser också skillnader när vi tittar närmare på deltagarnas yrkestillhörighet. Lektorerna utgör den kategori där flest individer har minst 15 hp i högskolepedagogik, 58% av de svarande, medan motsvarande siffra bland adjunkter och doktorander är cirka 45%. Bland professorerna har 30% av de svarande 15 hp i högskolepedagogik. Sammantaget är det alltså en tämligen stor andel, cirka hälften, av lärosätets lärare som inte har den formella högskolepedagogiska behörighet som ofta krävs vid meriteringsansökningar och tillsättningar av tjänster där undervisning ingår. Enligt högskoleförordningen ska utbildningen stå på vetenskaplig grund, något som inte enbart berör dess innehåll utan även de pedagogiska och didaktiska former och metoder som används i undervisningssituationen. Ämneskunnande samt pedagogiskt teoretiskt och praktiskt kunnande bör med andra ord gå hand i hand (Riis 2016). Det finns således ett stort behov av att öka möjligheterna för anställda inom kärnverksamheten att formellt meritera sig inom högskolepedagogik. I enkätsvaren uttrycks också en stark önskan om fortbildning och kompetensutveckling, då främst avseende kortare eller längre påbyggnadskurser inom högskolepedagogik. Detta medför även ett behov av att förändra den nuvarande modellen för vilka som ska kunna söka och bli antagna till lärosätets högskolepedagogiska utbildning. I nuläget ges kursen som en del i vårt allmänna grundutbud, vilket innebär att många av platserna fylls av deltagare som inte är anställda vid Mittuniversitetet, och på så sätt konkurrerar ut lärare vid lärosätet. I nuläget finns ett förslag om att den högskolepedagogiska kursen ska flyttas från Avdelningen för utbildningsvetenskap (där lärarutbildningar ges) till enheten som arbetar med pedagogiskt stöd för lärarna. Sammanfattningsvis kan vi konstatera att det krävs ett utvecklingsarbete på flera nivåer för att tillgodose lärarnas och lärosätets behov. Universitetets ledning behöver ta fram en ny modell för hur den högskolepedagogiska utbildningen ska bedrivas vid Mittuniversitetet. Lärarna ska vara garanterade att kunna utnyttja sin kompetensutvecklingstid och vidare behöver resurser avsättas för att en pedagogisk utvecklingsenhet ska kunna bredda utbudet av högskolepedagogiska kurser.

    Referenser

    Asklund H & Brander L, Kartläggning av den formella högskolepedagogiska utbildningsnivån hos Mittuniversitetets lärare. Resultat från en enkät. Dnr MIUN 2017/431

    Bostedt G, Brander L & Lindberg O, Miljöer för lärande, teknikstöd och pedagogisk utveckling. Handlingsplan 2016-2017 Implementering av Mittuniversitetets utbildningsstrategi. Dnr MIUN 2011/277

    Karlsson S, Fjellström M, Lindberg-Sand Å, Scheja M, Pålsson, Alvfors J & Gerén L, Högskolepedagogisk utbildning och pedagogisk meritering som grund för det akademiska lärarskapet. Stockholm: SUHF, 2017.

    Riis U, ”På vilken vetenskaplig grund och utifrån vilken beprövad erfarenhet? – Utvecklingsbehov inom högskolepedagogiken”. Högre utbildning, Vol. 6, Nr. 1, 2016, 91-92.

  • 15.
    Asklund, Helen
    et al.
    Mid Sweden University.
    Näsström, Linda
    Mid Sweden University.
    Brander, Laura
    Mid Sweden University.
    Implementing New Educational Strategies: Synergetic effects from a university overarching project2018In: Exploring the Micro, Meso and Macro: Navigating between dimensions in the digital learning landscape / [ed] Airina Volungeviciene, András Szűcs, 2018, p. 87-92Conference paper (Refereed)
    Abstract [en]

    In 2011 Mid Sweden University launched an educational strategy, which focused on creating active learning environments for the students, on increasing and improving the technical support for teaching and learning and on enhancing the teachers’ professional competence (Dnr MIUN 2011/277, 2009/1671). Several educational development projects were initiated. One of these, called Teaching and learning resources, was based on the idea that cooperation and shared experiences between teachers from different faculties and departments in different ways can promote educational development at the university. Our aim is to describe this university overarching project, and to discuss experiences and synergetic effects that have arisen from it. What happens when teachers from various faculties, departments and subjects come together and are assigned to work with educational development? What effects have we noticed and what would be our recommendations for future projects?

    An invitation to participate in the project was sent to all departments of both the Faculty of Human Science and the Faculty of Science, Technology and Media. In the end, seventeen out of twenty departments joined the project with altogether thirty teachers. Each participant focused on one or several subprojects, all with their own purposes and contents, but with the joint intention to develop new educational traits and methods of teaching and learning. The subprojects dealt with issues such as academic writing, constructing a guide for new teachers, and forming teaching and learning fora. These subprojects are useful examples of how teachers can develop teaching methods that can be shared across department and subject boundaries.

    According to our experience, the project has been successful due to several factors concerning strategical enhancement. The project has focused on exchanging knowledge and advancing the learning-teaching engagement, the subprojects were started by enquiring the departments’ needs, and we have wished to engage the management in forming strategies for a continual teaching and learning enhancement. Above all, this project has worked as a means for surfacing and sharing good practices.

    As a result, we would like to stress the importance of interdisciplinary collaboration, since this can give valuable synergy effects within an organization. Firstly, interdisciplinary collaboration is a way of bringing together the different subcultures that are always at work at different levels in a large organization, such as in various departments and within groups of fellow-teachers. When working on forming a university overarching educational/academic culture, it is vital to bring these subcultures together in order to find out what shared values and norms there are to build on in the organization. Secondly, when working with interdisciplinary projects, the risk of tunnel vision thinking and duplication of work is minimized. This kind of collaboration could thus save resources. Thirdly, at a university like ours, where many teachers are struggling with a heavy workload and symptoms of fatigue and burnout, collaboration and shared experiences might work as tools not only for individual empowerment, but also for group empowerment and job satisfaction. Therefore, in order to achieve a creative and supportive environment we need to continue encouraging staff collaboration.

    In sum, the project Teaching and learning resources has contributed, in our experience, to not only individual professional development of the teachers that participated in the project, but also to educational development and enhancement at group and organizational level. The unexpected forms of collaboration and united action across department and faculty borders has given us an understanding of the importance of structured forms of teaching and learning dialogue and fora. Learning on micro and meso level is broadened to macro level. It is surely worth the effort to give teachers time to participate in this type of activity, due to the synergetic effects that are discussed above. Our strong belief is that our university would greatly benefit from continually providing the prerequisites for the kind of cooperative teaching and learning environment of which our project is an example. For that, we need leaders on all levels who prioritize this sort of activity.

  • 16.
    Kristiansen, Lisbeth
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Nursing Sciences.
    Lif, Ulrika
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Asklund, Helen
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Experiences on Participation in Literary Activities: Intellectual Stimuli Empower People with Mental Health Problems2017In: Open Journal of Nursing, ISSN 2162-5336, E-ISSN 2162-5344, no 7, p. 1307-1323Article in journal (Refereed)
    Abstract [en]

    Some research acknowledges engagement in creative and literary activities as constructively impacting rehabilitation and recovery. Nevertheless, there is a deficit of literature describing experiences of participation in literary activities. This study examined how members of a non-profit association for mental health, with experiences of mental problems or illnesses, experienced group-based literary activities facilitated of a bi-disciplinary research team during one semester. This study held a constructive/naturalistic design and used a qualitative methodology with a latent analysis to describe how participants experienced literary activities (creative writing, reading and conversations about published and own written poetry and prose texts). Both individual and focus-group interviews were performed early 2014. Despite previous negative experiences, the findings showed that the participants perceived the literary activities empowering. Four categories were created: Presumptions of personal literacy, leadership role, participants’ role, and literacy development. These were abstracted and interpreted into three themes: Identifying a reading and writing self-image, challenging and redefining one’s reading and writing identity, and strengthening one’s intellectual and humanistic capacity. Literary activities seemed to positively change the participants’ attitudes towards writing and reading, and also enhanced their literacy skills. We argue that literacy skills are interconnected with health literacy. Involvement of literary activities into rehabilitation in mental health practice may be beneficial for some groups, and merits further studies.

  • 17.
    Lif, Ulrika
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Asklund, Helen
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Kristiansen, Lisbeth
    Mid Sweden University, Faculty of Human Sciences, Department of Nursing Sciences.
    LIFEHOPE Litteratur – en studie om ”makten att” berätta och berättelsens kraft2016In: Makten att berätta: om tal och tystnad i tid och rum / [ed] Karin Jarnkvist & Anna Molin, Sundsvall: Mid Sweden University , 2016, p. 32-43Chapter in book (Other (popular science, discussion, etc.))
1 - 17 of 17
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