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Relevant bibliographies by topics / Gro Dahle

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Journal articles

Academic literature on the topic 'Gro Dahle'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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Journal articles on the topic "Gro Dahle"

1

Dymel-Trzebiatowska, Hanna. "Visual representations of war in Polish and Scandinavian picturebooks. A metaphorical perspective." Problemy Wczesnej Edukacji 34, no. 3 (2016): 118–0. http://dx.doi.org/10.5604/01.3001.0009.4848.

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The goal of the article is to show the potential of the war metaphor applied in the picturebook medium and reflect upon the cultural premises of its use. The analysed material includes three Polish and two Scandinavian books, published within four years, 2011–2014: Pamiętnik Blumki1 (Blumka’s Diary, 2011) by Iwona Chmielewska, Powieki (The Eyelids, 2012) by Michał Rusinek and Ola Cieślak, Ostatnie przedstawienie panny Esterki (Miss Esterka’s Last Performance, 2014) by Adam Jaromir and Gabriela Cichowska, Lejren (The Camp, 2011) by Oscar K. and Dorte Karrebæk and Krigen (The War, 2013) by Gro Dahle and Kaia Dahle Nyhus.

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2

Krogstad, Atle. "The family house chronotope in three picturebooks by Gro Dahle and Svein Nyhus: idyll, fantasy, and threshold experiences." Barnelitterært Forskningstidsskrift 7, no. 1 (2016): 26040. http://dx.doi.org/10.3402/blft.v7.26040.

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3

Bjørlo, Berit Westergaard, and Ellen Birgitte Johnsrud. "Making tutorial films on picturebooks in teacher education." Journal of Literary Education, no. 4 (July 31, 2021): 43. http://dx.doi.org/10.7203/jle.4.21010.

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In this article we analyze two films about picturebooks, made in student-led groups in a children’s literature course at university level. We also investigate the self-assessments the students wrote. The assignment was designed to explore specific Norwegian picturebooks, in this case Snill (What a girl!) by Gro Dahle and Svein Nyhus and Garmanns Sommer (Garmann’s Secret) by Stian Hole. Our aim is to highlight in which ways this assignment expanded the students’ knowledge on picturebooks and literature didactics. For this purpose, we build upon picturebook theory, theories on multimodality and theories on collaborative learning processes. Our findings support results and ideas in other studies on how to use and produce multimodal artefacts and digitized media in collaborative learning contexts (Jewitt, 2006; Jewitt, 2013; Kress & Selander, 2011; Selander, 2015), and studies on the potential of collaborative teaching and learning processes, and of students’ self-assessments (Alexander,2017). Both films present and discuss the interplay between words and images in ways that demonstrate solid knowledge of picturebook theory. The analyses also indicate that this kind of film making project may foster a high degree of student engagement suited to achieve in-depth knowledge on topics within the field of children’s literature.

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4

Dymel-Trzebiatowska, Hanna. "Några tankar om nordisk barnlitteratur och dess översättning ur ett polskt perspektiv." Folia Scandinavica Posnaniensia 21, no. 1 (2016): 46–57. http://dx.doi.org/10.1515/fsp-2016-0048.

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Abstract The article explores two aspects of translations of Nordic children’s literature, which is more and more often defined by its authors as aimed at all readerships with no respect to age (allålderslitteratur). This stance may affect the theory of translation in reference to the category of the implied reader, which will have to be reconsidered. The concept of all-age literature is presented in the article as a solution to long academic discussions about the presence of an adult implied reader of children’s literature. The other perspective shows the presence of Scandinavian picturebooks on the Polish book market which have been published within the latest decade (e.g. by Svein Nyhus, Gro Dahle, Pernilla Stalfelt, Pija Lindenbaum, and Ulf Nilsson). These books are brave, taboo-breaking and translated without purifications, which refutes Elżbieta Zarych’s (2016) observations about the rules and mechanisms which are prevalent, i.e. that translators are still expected to mitigate and omit painful moments. The final part combines two aspects - the above-mentioned translations are free of adaptations, but it is difficult to assess whether the translators have taken into account the postulates of Scandinavian authors and their ambition to create all-age literature. Answers to the questions posed at the end (e.g. if the books are created for all, should they be translated for all?) might complete the translation studies with important and future-oriented insights.

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5

Maagerø, Eva, and Guri Lorentzen Østbye. "What a Girl! Fighting Gentleness in the Picture Book World: An Analysis of the Norwegian Picture Book What a Girl! by Gro Dahle and Svein Nyhus." Children's Literature in Education 48, no. 2 (2016): 169–90. http://dx.doi.org/10.1007/s10583-016-9276-4.

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6

Rodríguez Reyes, Abdiel. "El giro decolonial en el siglo XXI." Revista Ensayos Pedagógicos 11, no. 2 (2016): 133–58. http://dx.doi.org/10.15359/rep.11-2.6.

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Este artículo analiza lo que es el giro decolonial en el siglo XXI. La reflexión teórica sobre el giro decolonial es reciente, está vinculada a la población latina en universidades norteamericanas. Aún no hay una definición exacta al respecto ni una comunidad homogénea que se circunscriba estrictamente a ello. Este es un concepto en desarrollo. Es trabajado por un grupo heterogéneo de docentes e intelectuales que conjugan teoría y práctica para darle sentido a una serie de preocupaciones que comparten relacionadas con la crítica de la colonialidad del poder. Dada la amplitud del tema, me limitaré a mencionar algunos temas, autores y autoras, y bibliografía para tener una idea al respecto.

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7

Moro, Valentina, Renato Avesani, Giulia Cristofoli, Federica Pezzini, and Simone Pernigo. "La rappresentazione corporea dopo grave danno cerebrale." DiPAV - QUADERNI, no. 26 (March 2010): 113–34. http://dx.doi.org/10.3280/dipa2009-026008.

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Molti interrogativi sull'esistenza di strutture cerebrali implicate nella percezione e organizzazione dello schema corporeo nascono giŕ nel diciannovesimo secolo dall'osservazione clinica di pazienti affetti da "turbe" dell'immagine corporea. Dalle prime descrizioni di Gerstmann, Pick, Babisnski e altri, molti studi successivi hanno aggiunto informazioni e hanno chiarito aspetti fondamentali di sindromi quali l'autotopoagnosia, la sindrome del giro angolare, l'anosognosia o la somatoparafrenia. Questo studio mira a verificare se gli strumenti neuropsicologici utilizzati in queste sindromi possono essere efficacemente applicati ai pazienti dopo un periodo di coma.

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8

Riascos-Mon, Paola Divaneth, Jesús David Hormiga-Reyes, and Kevin Eduardo Estupiñan Rojas. "Recreación Y Discapacidad: Sentidos Y Experiencias De Usuarios Sillas De Ruedas." Lúdica Pedagógica 1, no. 31 (2020): 1–24. http://dx.doi.org/10.17227/ludica.num31-11740.

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Este artículo comprendió los sentidos que le otorgan las personas Usuarias de silla de ruedas, a sus experiencias recreativas, en Popayán Cauca. Metodológicamente se ubicó en una investigación cualitativa de corte histórico hermenéutica, con diseño teoría fundamentada, recurriendo a observaciones no participante, entrevistas abiertas y entrevistas a profundidad, que propiciaron la escritura de la teoría emergente. Los resultados destacaron que los usuarios de silla de ruedas logran darle un sentido de re-significación a sus experiencia recreativa, surgiendo a partir de la recreación como un dispositivo relacional, que permite de esta manera darle un giro a las prácticas activistas de la recreación y al concepto de discapacidad; dicha re-significación se mueve en torno a los sentido de la recreación como un símbolo, como una red de relaciones y la familia como actores fundamentales en la construcción de identidad individual y social, dentro del proceso experiencial. Primero, Las representaciones de las experiencias recreativas a través del intercambio de ivencias;segundo, La recreación como una forma de fortalecimiento y superación; tercero, La familia como eje principal de emociones primarias entre el tiempo libre y el esparcimiento. Finalmente se concluyó con la categoría central denominada: La recreación como un dispositivo de re-significación: Otra mirada desde la silla de ruedas.

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9

Camacho, Juan Diego. "La Información como Arte." Index, revista de arte contemporáneo, no. 06 (December 31, 2018): 24–29. http://dx.doi.org/10.26807/cav.v0i06.170.

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La información como arte es una lectura del cambio de paradigma dentro del campo estético y de producción sugerido por el arte de concepto en la década de 1960. Muchas de las expresiones artísticas producidas por artistas conceptuales tenían en común el uso de datos e información como materia prima, a partir de entonces se abre una nueva perspectiva que dará paso al uso de las tecnologías de la información para la producción artística. Estos son los inicios de un arte pre-neomedial, en tanto que comparten unas formas de creación y crítica al propio medio de las obras. Con los esfuerzos críticos del arte conceptual, logran darle un giro al paradigma estético, llevando a que la información exista en función del arte, y no el arte en función de la información.

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10

Vitagliano, Daniela. "I 'Dialoghi con Leucò' di Cesare Pavese, dalle soglie al testo: geo-storia, studi critici ed esegesi." Incontri. Rivista europea di studi italiani 32, no. 1 (2017): 97. http://dx.doi.org/10.18352/incontri.10201.

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