Relevant bibliographies by topics / Judith Langer

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Judith Langer'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Judith Langer.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Judith Langer"

1

Ekstam, Jane. "Metacognition and Reader Response: the use of reading logs in the envisionment-building classroom." Acta Didactica Norge 12, no. 2 (May 29, 2018): 7. http://dx.doi.org/10.5617/adno.6093.

Full text
Abstract:
AbstractMy article discusses the advantages of reading logs in teacher training programmes, and more specifically in connection with teaching literature and the Reader Response theory. This is an effective pedagogical method for enabling pre-service teachers to explore what they can discover in a literary text, and assess how deeply they can read. The study is based on a course in British culture and literature for student teachers at the middle- and secondary-school levels. It was given at a university college in Norway in the autumn term 2016. The students were in their second and third years and had completed a short, introductory course in literary analysis the previous year. I analyse the students’ reading logs from an “envisionment” perspective. Envisionment refers to the picture of the world that one has at a particular point in time and how it affects reading comprehension. Judith Langer argues that there are five reading stances. The students’ reading- log comments have been categorized according to these five levels. This makes it possible to ascertain if, and to what extent, the students’ reading has become deeper. The students themselves can also see how their comments have changed. Such a process promotes metacognitive thinking. In my follow-up research, I shall develop the project by giving the students more time to discuss one another’s reading logs in class, and reflect on how the method could be applied in the school classroom. The increased self-reflection will benefit both the students themselves and their future pupils.Keywords: reading, reading logs, metacognition, Judith Langer, Reader ResponseMetakognition och “Reader Response”: läslogböcker i Judith Langers “envisionment” klassrumSammanfattningMin artikel diskuterar fördelarna med att använda läslogböcker i lärarutbildning, och mer specifikt i samband med litteraturundvisning där “Reader Response” är huvudmetod. Detta är en effektiv pedagogisk metod för att uppmuntra lärarkandidater att fundera på hur de läser, vad de kan se i en litterär text, och hur djupt de kan läsa. Studiet baseras på en kurs i brittisk kultur och litteratur för blivande mellanstadie- och högstadielärare som gavs vid en mindre högskola i Norge höstterminen 2016. Studenterna var andra, respektive tredje årsstudenter och hade genomgått en kort introduktionskurs i litteraturanalys året innan. Jag analsyerar studenternas läslogböcker utifrån Judith Langers teori om “envisionment”, dvs. den världsbild som man har vid ett specifikt tillfälle och hur denna påverkar läsförståelse. Langer menar att det finns fem möjliga läsnivåer. Läslogböckerna har lästs utifrån dessa fem nivåer. På det sättet kan läraren se om och i så fall i vilken mån studenterna har utvecklat sin läsning samt om denna har blivit djupare. Minst lika viktigt är att studenterna kan se hur djupet på sina kommentarer har ändrats. Detta främjar en metakognitivistik syn på uppgifter. I nästa forskningsprojekt vill jag utveckla metoden för att ge studenterna större möjlighet att läsa och diskutera sina läslogböcker i klassrummet, ge varandra kritik, och fundera på hur metoden kan tillämpas för deras elever. Detta möjliggör en ökad grad självreflektion som gagnar både studenterna och deras framtida elever.Nyckelord: läsning, läslogböcker, metakognition, Judith Langer, Reader Response
APA, Harvard, Vancouver, ISO, and other styles
2

McCabe, Allyssa. "Children reading and writing: Structures and strategies. Judith A. Langer. Norwood, NJ: Ablex, 1986. Pp. viii + 193." Applied Psycholinguistics 8, no. 2 (June 1987): 204–7. http://dx.doi.org/10.1017/s0142716400000229.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Ingemansson, Mary. "Djupläsning och lässtrategier." Acta Didactica Norge 12, no. 2 (June 12, 2018): 8. http://dx.doi.org/10.5617/adno.5627.

Full text
Abstract:
SammanfattningTexten behandlar hur elever på svensk grundskolenivå i årskurs 1–8, med hjälp av olika lässtrategier, kan skaffa sig förmåga att djupläsa texter för att nå förståelse av både läsningen och det lästa. Den teoretiska och metodologiska basen hänvisar till den amerikanska läsforskning som har bedrivits av Judith A. Langer med ett stort forskarteam vid Albany University, USA. Djupläsningsmetoder förklaras och diskuteras. Artikeln diskuterar Langers “envisionment-building” begrepp och presenterar ett empiriskt material taget från en undersökning av lässtrategier hos elever i åldrarna 7–13. I Sverige har teorin operationaliserats av författaren i fortsättningsforskning i skolor. Den didaktiska läsutvecklingen från svenska skolor beskrivs. Resultat och diskussion handlar om hur barn och ungdomar kan skapa djup förståelse av text. De autentiska fasbaserade frågorna som används både muntligt och skriftligt vid djupläsning gör att innehållet blir grundligt diskuterat i samtal med lärare och kamrater. Omläsning visar sig vara viktigt. Genomförda textsamtal resulterar i ett mycket fördjupat läsande för eleverna. Motivationshöjande är att eleverna får agera socialt genom textsamtal vid tolkningen och att det ständigt sker en återkoppling från lärarens och kamraternas sida. Motivationen kan även öka om eleverna lyckas med alltmer utmanande texter. Djupläsning med fas¬baserade frågor är en effektiv lässtrategi för att skapa förutsättningar för djupläsning, som i sin tur ger förutsättning för bästa möjliga förståelse av läsningen såväl som det lästa. Läsmarkeringar under läsningens gång gör att läsningen blir långsammare och mer grundlig. Läsandets förutsättning, villkor och process kan sammanfattas i en modell skapad utifrån operationaliseringsprocessen.Nyckelord: djupläsning, textsamtal, lässtrategier, didaktik, läsmotivationClose reading and reading strategiesAbstractThe text discusses how Swedish pupils in primary and secondary school, aged 7–13, with the aid of different reading strategies, can improve their ability to close-read texts in order to gain a better understanding not only of the text but also of the reading process. The study is theoretically and methodologically anchored in the reading research of Judith A. Langer, University of Albany, USA. The study adapts and develops Langer’s concept of envisionment building. The empirical material includes a study of the reading strategies of Swedish pupils aged 7–13. In Sweden, these findings have been operationalized by the author as part of her continuing research in schools. The results and discussion address how children can acquire a deep understanding of texts. The authentic, stance-based questions, which are used both when students read aloud and silently, ensure that the content is properly discussed in text talks with teachers and other pupils. Re-reading is important. The text talks result in a close reading of the texts. The social interaction that is part of text interpretation, as well as the feedback students receive from one another and from their teacher, boost motivation. Motivation can also increase if the students succeed with more challenging texts. Close reading with stance-based questions is a very effective reading strategy, which enables the students to understand the text and the reading process. Taking notes while reading makes the reading slower and more thorough. The conditions, terms and process of reading are summed up in a model that describes what happens.Keywords: close reading, text talks, reading strategies, didactics, motivation for reading
APA, Harvard, Vancouver, ISO, and other styles
4

Koopmans, Matthijs. "Language, literacy and culture: Issues in society and schooling. Judith A. Langer (Ed.). Norwood, NJ: Ablex, 1987. Pp. vii + 240." Applied Psycholinguistics 9, no. 2 (June 1988): 212–15. http://dx.doi.org/10.1017/s0142716400006834.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Spratt, Jennifer E. "Judith A. Langer (ed.), Language, literacy, and culture: Issues of society and schooling. Norwood, N.J.: Ablex, 1987. Pp. vii + 240." Language in Society 18, no. 4 (December 1989): 614–18. http://dx.doi.org/10.1017/s0047404500014032.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Fontana, Maire Josiane. "Quebrando paradigmas na leitura técnica: a literatura integrada ao currículo do Instituto Federal de Educação, Ciência e Tecnologia - Campus Sertão/RS." LínguaTec 5, no. 1 (May 24, 2020): 1–24. http://dx.doi.org/10.35819/linguatec.v5.n1.3916.

Full text
Abstract:
Este estudo consiste em uma análise participativa sobre a dimensão do desenvolvimento de práticas leitoras literárias contemporâneas na formação leitora dos alunos de uma turma de segundo ano do Ensino Médio do Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul – Campus Sertão. Os sujeitos da pesquisa têm como base de formação o currículo do curso Técnico em Agropecuária, priorizando, portanto, as leituras técnicas em detrimento das literárias. Este estudo, assim, corresponde a uma pesquisa-ação, que envolveu ações de leitura, com vistas à formação de leitores em múltiplas linguagens, a partir de leituras contemporâneas, organizadas com base nas temáticas do Palco de Debates da 14ª e da 15ª Jornada Nacional de Literatura, associadas à literatura canônica. As práticas tiveram duração anual e, para cada semestre, foram escolhidas duas temáticas, contemplando, em cada uma, dois autores e suas respectivas obras, promovendo a leitura e permitindo, ao final de cada prática, uma produção escrita, orientada e assistida pela pesquisadora, abrindo caminhos para a formação de leitores literários inclusive em suporte digital, sempre no intuito de motivá-los para a leitura e de evidenciar a importância do professor como referência na formação e na mediação leitora. Este estudo dedicou um olhar aprofundado sobre a formação de leitores, em um processo de reflexão sobre a leitura como prática social e literária associada às manifestações artístico-culturais em diferentes mídias, tendo como suporte teórico os pressupostos de Regina Zilberman e Michèle Petit, em uma abordagem sobre a realidade da leitura, numa crise que envolve tanto professores quanto alunos; Judith Langer e Regina Zilberman, sobre o texto literário na escola, a construção de representações e a experiência literária; e Antonio Candido, a partir do entendimento da literatura como fator de humanização.
APA, Harvard, Vancouver, ISO, and other styles
7

Ludigs, Dirk. "Jenseits von Reden." Zeitschrift für Medien- und Kulturforschung 9, no. 2 (2018): 79–88. http://dx.doi.org/10.28937/1000108176.

Full text
Abstract:
So heftig und kontrovers wie der von Patsy L’Amour LaLove, einer an der HU Berlin promovierten Geschlechterforscherin, herausgegebene Essayband (Beißreflexe, 2017) wurde seit langer Zeit kein (wissenschaftliches) Buch mehr diskutiert. Es drängt sich der Eindruck auf, dass die sich selbst als aktivistische »Polittunte « verstehende Herausgeberin offensichtlich den Zeitgeist eines mit sich selbst strauchelnden Queerfeminismus getroffen habe: Solch eine Vielzahl an mehr als nur leidenschaftlichen Reaktionen allerlei Couleur konnte eine in erster Linie akademische Anthologie mit Texten zur aktuellen Verfassung der LGBTIQ*-Kultur und -Szene sowie zum Stand der akademisch geführten und im Zweifelsfall auch gelebten Queer Studies seit geraumer Zeit nicht verzeichnen – was sich unter anderem in der mittlerweile nun vierten Auflage des Titels innerhalb eines Jahres seit Veröffentlichung niederschlägt. Im Zuge der Debatte, welche in den letzten Wochen und Monaten in verschiedensten Medien (Zeit, Tagesspiegel, NZZ, FAZ, Süddeutsche) um die Publikation entbrannte, haben sich sowohl die darin versammelten AutorInnen als auch Judith Butler, Sabine Hark, Paula-Irene Billa, Alice Schwarzer und andere zu Wort gemeldet. Der selbst als Autor in besagtem Band vertretene freie Journalist und Redakteur Dirk Ludigs beanstandet seinerseits, dass die queeren akademischen Diskurse unserer Tage einem toten Rennen gleichen. Der Stellungskrieg der Kulturtheorien verändere nicht nur nichts mehr in den Köpfen aller Teilnehmenden, seine Debatten gehen zudem noch praktisch spurlos an all jenen vorbei, zu deren Verbesserung der Verhältnisse sie angeblich geführt werden würden. Es sei, so die Position des selber seit den 80er Jahren in der queeraktivistischen Szene Berlins sozialisierten Autors, an der Zeit, die (zu) weitgehende Akademisierung queeren Denkens und Handelns kritisch zu hinterfragen und nach fruchtbaren Quellen für einen anderen queeren Aktivismus zu suchen. Eine entgegengesetzte Position vertritt Andrea Geier. Auch sie räumt ein, dass die Identitätspolitik in eine Krise geraten sei –der Vorwurf, dass mehr um die Anerkennung von Identitäten statt für deren Überwindung gekämpft werde, würde darüber hinaus von Neudeutungen postmoderner Theorien begleiten werden sowie von der Frage, ob sich aus akademischen Theoriediskursen überhaupt noch emanzipatorisches Potential gewinnen ließe. Ihr Beitrag erörtert aus akademisch geschulter und kritischer Perspektive diese Entwicklungen und plädiert mit Nachdruck für eine Debattenkultur, welche sich mit intersektional geschärftem Blick notwendig komplexen Aushandlungsprozessen der uns heute in all ihren komplexen Facetten und Problematiken begegnenden Identitätskultur und -politik auseinandersetzt. It has been a long time since a (scientific) anthology has been discussed so intensely and controversially as it has been the case with the volume of Patsy L’Amour LaLove (Beißreflexe, 2017), who achieved her PhD in Gender studies at the HU Berlin. It is not easy to shake off the impression that the editor, who thinks of herself as an activist »Polittunte« (political pansy) has captured the Zeitgeist of a queer-feminism that is at war with itself: a fact which is reflected in the multitude of rather passionate responses from all kinds of social backgrounds; no other first and foremost academic anthology composed of texts concerning the current constitution of the LGBTIQ*-culture and –scene as well as discussing the current status of academically argued and sometimes lived queer-studies has been able to garner so much attention. The huge success of this work is also reflected in this being the fourth edition within one year since its original publication. Referring to the debate kindled by the anthology which has been present in different newspapers over the past weeks and months (Zeit, Tagesspiegel, NZZ, FAZ, Süddeutsche), some of the authors have made a public statement as well as other public figures such as Judith Butler, Sabine Hark, Paula-Irene Billa and Alice Schwarzer. Free journalist and editor, Dirk Ludigs, who is an author of one of the articles from the anthology has since stated that today’s academic discussion concerning queer subjects resembles a dead heat. The practice of positional warfare in culture theories not only fails to evoke a change in the minds of its participants but rather passes by the very people whose circumstances it originally helped to alleviate. Being an author of the Berlin queer-activist scene since the 1980s he states that it is time to challenge the (too) extensive academisation of queer thinking and action and to be on the outlook for other sources of queer activism. Andrea Geier supports a contradicting position; she, too, acknowledges the crisis of identity politics – the accusation that the fight is mainly about recognition of identity and less about the triumph over it is backed up by new interpretations of postmodern theories as well as the question of whether it is possible to gain emancipatory potential out of academic theory-driven discussions. Her article discussed these developments from an academically educated and critical perspective and expressively supports the call for a culture of debate that, with a keen eye for intersectional themes, discusses the necessarily complex negotiation processes of identity culture and politics in all their facets and inherent problems
APA, Harvard, Vancouver, ISO, and other styles
8

Silveira, Éderson Luís, and Anísio Batista Pereira. "NEY MATOGROSSO ENTRE BUTLER E FOUCAULT: SOBRE SUJEITOS E SUBVERSÕES DE IDENTIDADES." Revista X 14, no. 4 (September 16, 2019): 240. http://dx.doi.org/10.5380/rvx.v14i4.66064.

Full text
Abstract:
As análises históricas da sexualidade que Michel Foucault realizou acerca dos modos como o sexo foi visto com o passar dos anos forneceram à Judith Butler a base para a formulação de gênero, sexo e sexualidade não como entidades fixas, mas vistas como construídas e reconstruídas ao longo dos anos em diferentes sociedades e contextos. O presente trabalho parte de análise documental de abordagem qualitativa e visa apreender diálogos e tensionamentos que lancem luzes aos estudos de gênero na atualidade. Para isso, haveremos aqui de nos debruçar sobre o excerto de uma entrevista com o artista Ney Matogrosso. Dessa forma, os autores aqui mobilizados com o intuito de trazer contribuições à discussão da produção de sujeitos pela exterioridade e acerca da (des)construção de identidades.
APA, Harvard, Vancouver, ISO, and other styles
9

Riegler, Roxane. "Donner forme au sensible: La perception dans l’œuvre de Peter Handke, Malcolm Lowry et Claude Simon by Judith Sarfati Lanter." Journal of Austrian Studies 48, no. 1 (2015): 156–58. http://dx.doi.org/10.1353/oas.2015.0009.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Shingler, Katherine. "La Pensée sur l’art dans le roman des xxe et xixe siècles. Sous la direction de Simona Carretta, Bernard Franco et Judith Sarfati Lanter." French Studies 74, no. 4 (October 1, 2020): 646–47. http://dx.doi.org/10.1093/fs/knaa163.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Judith Langer"

1

Rauen, Judith [Verfasser]. "Mannosylierung synthetischer langer Peptide führt zu gesteigerter Antigenkreuzpräsentation und verbesserter T-Zell-Aktivierung / Judith Rauen." Bonn : Universitäts- und Landesbibliothek Bonn, 2014. http://d-nb.info/108056117X/34.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Tysk, Johanna. "Boksamtal som hälsofrämjande literacypraktik : En kvalitativ teoretisk litteraturanalys." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-40627.

Full text
Abstract:
Denna studie undersöker om det finns möjligheter att integrera ett hälsofrämjande arbete i litteraturundervisningen genom Judith Langers (2017) didaktiska modell för boksamtal som en literacypraktik. Möjligheterna undersöks med en hermeneutisk forskningsansats som metod. Judith Langers (2017) didaktiska modell för boksamtal som en literacypraktik studeras utifrån en biblioterapuetisk teoribildning framtagen av Arleen Hynes & Mary Hynes-Berry (2012). Resultatet visar att Langers (2017) modell för boksamtal i en literacypraktik skulle kunna fungera hälsofrämjande och därmed möjliggörs det att tillhandahålla litteraturundervisning i skolan som kan fungera för elevers välbefinnande genom att Langers (2017) modell används. I slutet av studien prövas Langers (2017) didaktiska modell i sin funktion som en hälsofrämjande aktivitet i en exemplarisk närläsning av boken Slutet (2018) skriven av Mats Strandberg.
APA, Harvard, Vancouver, ISO, and other styles
3

Ingemansson, Mary. "Skönlitterär läsning och historiemedvetande hos barn i mellanåldrarna." Licentiate thesis, Kristianstad University College, Department of Humanities and Social Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-481.

Full text
Abstract:

“ if you only read the book … you get the knowledge into your head once. If you talk about it, you get a more distinct memory of it, I think” (Emma, 11)

This thesis shows how a novel by Maj Bylock, Drakskeppet, was used in education within thematic work, the Viking Age, among ten-year-olds and eleven-year-olds for five weeks. The aim of the project was to investigate if and how pupils create or develop an historical consciousness when they had written and talked about the text in a novel. The study examines and analyses how three pupils in particular look upon history and ‘time’ in this process and if identification with characters in the novel takes place.

In the theoretical framework, which focuses on Judith Langer and her theories on ‘envisionment building’, that is on how children create text worlds , a general survey presents research findings about how children (10-12 years) interpret fiction. Furthermore the very complex construct of ‘historical consciousness’ is discussed.

In the second part, the study is described and its results are discussed: When these children form their personal historical consciousness their focus on the past and the present is apparent, while they have few links to the future. From the way characters’ lives are presented in Drakskeppet these young readers notice social differences in this fictional society of the past. Even though they also see parallels with the time they live in, they often conclude that ”things were worse” in the past. Another result is that an historical consciousness is generally developed when children can emotionally connect to their own lives.

A second conclusion drawn in the analysis of this project is that children should read fiction to learn about and understand History. In thematic work of this kind, pupils are offered opportunities to develop their reading and interpreting capacities even though the purpose of the work is the emergence of the pupils’ historical consciousness. It should be understood from this investigation, though, that reading without talking about the texts seems to have very little effect on how children develop their understanding of texts or an historical consciousness.

APA, Harvard, Vancouver, ISO, and other styles
4

Marelli, Edith. ""...ett sånt mysterium som man blir lämnad med."." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32663.

Full text
Abstract:
Reading is considered to be one of the main factors for success throughout the compulsory education and into the years in upper secondary school, and is often connected with instrumental values, such as better grades and higher level of empathy. However, good readers are seldom drawn to books as means to improve their grades, but enjoy reading in its own right. The curriculum for for the upper secondary education in Swedish on the other hand stipulates that students should learn to analyse literature – i.e. learn how to do a reading rather than develop as readers.This study looks at two groups of upper secondary school students discussing two different young-adult novels, and analyses the recordings from a reader-response perspective. As readers they focus mainly on the plot, and their knowledge of story line and genre seems to draw heavily from film, but they also come to the text with different expectations and experiences, which influence their reading. An initial resistance for one reader could be the same factor making the book too trivial for another. Possible implications for teachers are that consideration for the aim of the reading should be made when choosing books for students, as it might be counterproductive to expect inexperienced readers to perform literary analysis if the goal is to develop reading.
APA, Harvard, Vancouver, ISO, and other styles
5

Heier, Karolina. "ENVISIONING YOUNG ADULT LITERATURE : A STUDY ON TEACHING ENVISIONMENT IN THE ESL-CLASSROOM." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-33573.

Full text
Abstract:
This essay is based on Judith A. Langer’s many years of literacy research and her concepts of ‘the literate mind’ and ‘envisionment building’ in the classroom. In addition to Langer’s theories, I consider several other strategies for reading, some of which have evolved from Langer’s ideas and are adapted to fit the teaching of English for Swedish upper secondary school. Furthermore, I discuss the benefits of teaching a foreign language with the help of literature in general and Young Adult (YA) literature in particular. Working with YA literature in the classroom can not only help students develop a greater empathy towards others, but is also well suited for teaching reading strategies to teenagers. In the analysis, I demonstrate a didactic approach with the help of extracts from Ruta Sepetys’ Between Shades of Gray (2011). My findings indicate that reading Young Adult literature can benefit teenagers’ personal growth as well as their language learning and general knowledge. Lastly, I assert that envisionment building can both lead to reevaluation of the readers themselves as well as to a greater understanding of different texts and the readers’ perception of the historical and contemporary world.
APA, Harvard, Vancouver, ISO, and other styles
6

Lord, Agnes. "Den individuella läsupplevelsen : En komparativ receptionsstudie av Sven Delblancs roman Änkan och Mara Lees roman Ladies utifrån tre teorier om litterär kompetens." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-72200.

Full text
Abstract:
The purpose with this essay is to investigate how different theories about literary competence can help us understand why Sven Delblanc’s novel Änkan and Mara Lee’s novel Ladies have generated so many various interpretations as they have. To fulfill this purpose a comparative study of book reviews about the two novels Änkan and Ladies has been made. The theories about literary competence that have been used in this study are Joseph Appleyard’s theory about reader-roles, Judith Langer’s theory about imaginary worlds and Magnus Persson’s theory about genre perspectives. The results that are presented in this study are that those book reviews that express expectations about the novels as being genre-typical are often more disappointed about the reading experience than those readers who have expectations about the novels as being genre-transgressing and with deeper meaning. The discussion about genres has therefore given an interesting perspective about the correlation between the readers’ expectations and the many, various interpretations that follow.
APA, Harvard, Vancouver, ISO, and other styles
7

Jansson, Jenny. "Genom Uppsala domkyrkostad : Hur narrativ struktur i den virtuella applikationen Visir Uplandia främjar skapandet av föreställningsvärldar." Thesis, Uppsala universitet, Litteraturvetenskapliga institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-352238.

Full text
Abstract:
Denna uppsats undersöker strukturer i Visir Uplandias "Uppsala domkyrkostad" för att synliggöra vilka förutsättningar för skapandet av en föreställningsvärld som den virtuella applikationen förser användaren med. Med föreställningsvärldar menas den värld av förståelse som en person besitter vid en given tidpunkt. Visir Uplandia har studerats i fyra steg utifrån Malcolm Colliers metod för bildanalys. I den första fasen studeras innehållet som en helhet med syfte att skapa en förståelse för materialets uppbyggnad. Under den andra fasen kategoriseras innehållet utifrån dess narrativa funktion, för att i den tredje och fjärde fasen skapa en tydlig helhetsstruktur utifrån applikationens funktion som Augmented History och virtuellt medium. Materialet i "Uppsala domkyrkostad" kategoriseras utifrån olika funktioner av bild- och bildtexter, för att sedan kopplas till den övergripande narrationen som antingen textluckor eller startpunkter i relation till användaren.  Yu-Lien Chang med flera har själva skapat en platsbunden AR-applikation som de sedan utvärderade utifrån användarens interaktion. De kom fram till att användare av AR-applikationer tenderar att fokusera mer på den virtuella världen och den virtuella upplevelsen än den fysiska plats som applikationen är bunden till. I relation till denna undersökning kan vi säga att Visir Uplandia, till skillnad från Changs AR-applikation, uppmuntrar användaren till att involvera den fysiska världen i skapandet av en föreställningsvärld som annars i huvudsak utgår från en virtuell miljö. Analysen av Visir Uplandia visade att applikationen redan i startmenyn hjälper användaren att skapa och kliva in i en föreställningsvärld genom att i korta drag förklara applikationens innehåll och funktion. Den virtuella miljön "Uppsala domkyrkostad" är vidare indelad i tre interaktiva fält: Orienteringsläget, Uppdrag och Loggbok. Dessa fält guidar användaren genom den virtuella miljön med informativa och styrande inslag som kopplar samman den fysiska och den virtuella världen. Det sker på ett sätt som dels stärker den narrativa strukturen och dels minskar risken för att textluckor ska uppstå. I slutändan är det upp till den enskilde användaren att nyttja de främjande inslag som Visir Uplandia erbjuder för att skapa innehållsrika föreställningsvärldar.
APA, Harvard, Vancouver, ISO, and other styles
8

Olsson, Nils-Johan. "Berättarteknik, karaktärer och litteraturdidaktik -en analys av Per Olov Enquists roman Magnetisörens femte vinter." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-89861.

Full text
Abstract:
I uppsatsen analyseras Per Olov Enquists roman Magnetisörens femte vinter (2009 [1964]).Syftet med den tvådelade analysen är att utröna hur verket är konstruerat berättartekniskt –men även att undersöka hur de viktigaste karaktärerna gestaltas samt att se hur deras olikaegenskaper bidrar till verket som helhet. Syftet är också att visa hur man kan planera ochgenomföra en lektionsserie, gällande berättarteknik och karaktärer, på gymnasiet. I uppsatsenanvänds en begreppsapparat som främst utgår från Mieke Bals teori om narrativ text.Analysen, angående berättarteknik, bekräftar tidigare forskning genom att visa att detförekommer flera typer av berättare i romanen, samt att framställningen i verket användertekniker som skapar en osäkerhet gällande vad som är fakta och vad som är ovidkommandeinformation. Angående karaktärerna visar analysen att de alla är betydelsefulla för helheten,men det är enbart karaktären Selinger som uppvisar en karaktärs-effekt. Genom att utgå frånJudith A. Langers fjärde fas, gällande byggandet av föreställningsvärldar, ges förslag på hurman kan ge gymnasieelever olika verktyg så att de kan utveckla förståelse för berättarteknikoch karaktärer.
APA, Harvard, Vancouver, ISO, and other styles
9

Lange, Judith [Verfasser]. "Die Arg219Leu-Variante des humanen 5-HT1A-Rezeptors: Kein Nachweis bei Tourette-Patienten / Judith Lange." Bonn : Universitäts- und Landesbibliothek Bonn, 2020. http://d-nb.info/121830121X/34.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Weise, Judith [Verfasser], Anja [Akademischer Betreuer] Lange, Matthias [Akademischer Betreuer] Heckmann, Anja [Gutachter] Lange, and Dirk [Gutachter] Olbertz. "Pathologische Schädelsonographiebefunde bei Neugeborenen - Analyse jenseits aktueller Leitlinien anhand der populationsbasierten Geburtenkohortenstudie "Survey of Neonates in Pomerania" / Judith Weise ; Gutachter: Anja Lange, Dirk Olbertz ; Anja Lange, Matthias Heckmann." Greifswald : Universität Greifswald, 2021. http://d-nb.info/1240401183/34.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Judith Langer"

1

Greve, Martin, Ulas Özdemir, and Raoul Motika, eds. Aesthetic and Performative Dimensions of Alevi Cultural Heritage. Ergon Verlag, 2020. http://dx.doi.org/10.5771/9783956506413.

Full text
Abstract:
This volume examines the aesthetic and performative dimensions of Alevi cultural heritage from past to present, in an interdisciplinary framework and using a wide range of approaches. The chapters analyse traditional, contemporary and transnational developments of Alevi cultural expression including modern adaptations, local and regional practices, Alevism in a wider context, textual sources and materiality. The perspectives of the various authors, including Robert Langer, Nicolas Elias, Sinibaldo De Rosa, Jérôme Cler, Judith Haug, Janina Karolewski and others, each coming from different disciplines, demonstrate the complexity of socio-historical and socio-cultural dynamics. To conclude, the present volume is intended as a first approach to a complex issue, which definitely deserves further research and analysis.
APA, Harvard, Vancouver, ISO, and other styles
2

(Editor), T. Muraoka, and J. F. Elwolde (Editor), eds. Diggers at the Well: Proceedings of a Third International Symposium on the Hebrew of the Dead Sea Scrolls and Ben Sira (Studies on the Texts of the Desert of Judah). Brill Academic Publishers, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Muraoka, T., J. F. Elwolde, and International Symposium on the Hebrew of the Dead Sea Scrolls, Ben Sira, and the Mishnah (2nd 1997 Leiden University). Sirach, Scrolls, and Sages: Proceedings of a Second International Symposium on the Hebrew of the Dead Sea Scrolls, Ben Sira, and the Mishnah, Held at Leiden ... on the Texts of the Desert of Judah). Brill Academic Publishers, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Newsom, Carol A. The Self As Symbolic Space: Constructing Identity and Community at Qumran (Studies on the Texts of the Desert of Judah). Brill Academic Publishers, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Jewish People Yiddish Nation. University of Toronto Press, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles

Book chapters on the topic "Judith Langer"

1

"Der lange Schatten des 19. Jahrhunderts." In Judith Butler und die Theologie, 287–306. transcript-Verlag, 2020. http://dx.doi.org/10.14361/9783839447420-017.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Judith Langer' for particular source types:
Journal articles Dissertations / Theses
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography