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  • 1. Abiala, Kristina
    et al.
    Hernwall, Patrik
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Tweens konstruerar identitet online – flickors och pojkars erfarenheter av sociala medier2013In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 18, no 1-2Article in journal (Refereed)
  • 2. Abiala, Kristina
    et al.
    Hernwall, Patrik
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Tweens negotiating identity online – Swedish girls' and boys' reflections on online experiences2013In: Journal of Youth Studies, ISSN 1367-6261, E-ISSN 1469-9680, Vol. 16, no 8, p. 951-969Article in journal (Refereed)
    Abstract [en]

    How do Swedish tweens (10–14 years old) understand and experience the writing of their online identities? How are such intertwined identity markers as gender and age expressed and negotiated? To find some answers to these questions, participants in this study were asked to write a story about the use of online web communities on pre-prepared paper roundels with buzzwords in the margins to inspire them. Content analysis of these texts using the constant comparative method showed that the main factors determining how online communities are understood and used are the cultural age and gender of the user. Both girls and boys chat online, but girls more often create blogs while boys more often play games. Gender was increasingly emphasised with age; but whereas boys aged 14 described themselves as sexually active and even users of pornography, girls of the same age described themselves as shocked and repelled by pornography and fearful of sexual threats. In this investigation an intersectionalist frame of reference is used to elucidate the intertwined power differentials and identity markers of the users' peer group situation.

  • 3. Andra, Siibak
    et al.
    Michael, Forsman
    Hernwall, Patrik
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Employing creative research methods with tweens in Estonia and Sweden: reflections on a case-study on multimodal virtual identity constructions on social networking sites2014In: Methods for analyzing social media / [ed] Klaus Bredl, Julia Hunniger, Jakob Linaa Jensen, London: Routledge, 2014Chapter in book (Other academic)
  • 4.
    Bergdahl, Nina
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Fors, Uno
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Hernvall, Patrik
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Knutsson, Ola
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    The Use of Learning Technologies and Student Engagement in Learning Activities2018In: Nordic Journal of Digital Literacy, ISSN 1891-943X, E-ISSN 1891-943X, Vol. 13, no 2, p. 113-130Article in journal (Refereed)
    Abstract [en]

    As digitalisation spreads in education, it is vital to understand its relation to student engagement. We used student diaries and observation data to approach student engagement and explore the use of learning technologies on a lesson-to-lesson basis. Results show that a less thought-through use of technologies might lead to unconsidered effects. Positive indicators of the facilitation of student engagement included making the learning process accessible and visible to teachers.

  • 5.
    Ekenberg, Love
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Hernwall, Patrik
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Tollmar, Konrad
    ICT/Kommunikation: tjänster och infrastruktur.
    Enabling new democratic processes in Schools: FlashPolls – student participation and contextual polling2014In: (IRSI), Proceedings of the COOP 2014 Workshop on Collaborative Technologies in Democratic Processes / [ed] Olav W Bertelsen, Susanne Bødker, Fiorella de Cindio, Volkmar Pipek, IISI - International Institute for Socio-Informatics , 2014, Vol. 11, p. 21-32Conference paper (Refereed)
    Abstract [en]

    This paper describes how the FlashPoll@Schools contextual polling tool could be used as an instance of furthering the democratic process in school, and in particular student participation and student democracy. Findings from two initial pilot tests of the FlashPoll@Schools tool in a school in the Stockholm area are used as backdrop for discussions on decision making, public participation and student democracy. The position paper open ups with a presentation for future work in the FlashPoll@Schools project in two intertwined veins; the development of the polling tool and pupil involvement in eDemocracy.

  • 6. Graviz, Ana
    et al.
    Hernwall, Patrik
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Sustentando la concientización por medio de la participación: Los jóvenes como co-investigadores sobre el uso de soportes digitales2015In: Revista de Educación, ISSN 1853-1318, Vol. 6, no 8, p. 85-100Article in journal (Refereed)
    Abstract [es]

    Estudiantes pertenecientes a los ciclos básicos y superior de la escuela secundaria se transforman en participantes activos en el proceso de investigación, como co-investigadores en el desarrollo del uso de soportes digitales en la escuela pública sueca. En la (nueva) sociología de la infancia los jóvenes son considerados participantes activos de la cultura mediática contemporánea (Prout, 2005), ya que son hábiles usuarios de los medios digitales (Buckingham, 2006; Livingstone & Haddon, 2009). Al mismo tiempo, el contexto escolar (especialmente la escuela pública sueca) presenta ciertas restricciones para el acceso y uso de estos medios digitales, y por lo tanto la manera en que los jóvenes/alumnos experimentan y comprenden las permisibilidades (affordances) de los medios digitales en general y del contenido generado por el usuario en especial, que es también limitado. En este trabajo nos enfocaremos en nuestra experiencia metodológica y en las reflexiones sobre los jóvenes como participes del proceso de investigación. Este enfoque noción de “concientización”, desarrollada por Freire (1974).

  • 7.
    Hernvall, Patrik
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Hullgren, Maria
    Söderberg, Inga-Lill
    Barn och digital ekonomi: Hur lär barn om pengar och ekonomi i ett digitalt sammanhang?2017Report (Other academic)
    Abstract [en]

    Denna rapport är den första av två delrapporter från ett forskningsprojekt finansierat av Stiftelsen Sparbankernas Företagsinstitut. Projektet studerar hur barn lär om privatekonomi i det digitala sammanhang där de själva är en del. En fråga av stor samhällsrelevans i en tid då allt fler beslut vilar på individen.

  • 8.
    Hernvall, Patrik
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Ringblom, Natalia
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, Slavic Languages.
    Trygger, Sophie
    Stockholm University, Faculty of Science, Department of Physical Geography.
    Universitetslärares villkor för pedagogisk kompetensutveckling – en enkätundersökning vid Stockholms universitet2016Report (Other academic)
  • 9.
    Hernvall, Patrik
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences. Södertörn University, Sweden.
    Siibak, Andra
    Writing identity: Gendered values and user content creation in SNS interaction among Estonian and Swedish tweens2011In: Global Studies of Childhood, ISSN 2043-6106, E-ISSN 2043-6106, Vol. 1, no 4, p. 365-376Article in journal (Refereed)
    Abstract [en]

    Tweens (10–14 year olds) in Estonia and Sweden were interviewed about their experience and understanding of gender construction on social networking sites (SNS). Our interviews indicate that peer culture is the most important dimension and a source of inspiration for the young when writing their identity online. Gendered norms and values are prominent in these activities, especially in the manipulated images being produced by the tweens. The latter practice is most explicit among the girls, especially when it comes to photoshopping. Our findings suggest that both girls and boys are well aware of what images are acceptable to publish as well as how to act and pose in front of the camera.

  • 10.
    Hernvall, Patrik
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Söderberg, Inga-Lill
    Utvecklingen av ett lärarstöd – en prototyp för undervisning i privatekonomi (hem- och konsumentkunskap): Slutrapport2018Report (Other academic)
    Abstract [sv]

    Erfarenheter från forskningsprojektet Barn och digital ekonomi har genererat dels teoretiska resultat (se Hernwall, Hullgren & Söderberg, 2018), dels utvecklandet av en prototyp till stöd lärare i undervisning om privatekonomi inom ramen för grundskolans hem- och konsumentkunskap (HKK) primärt årskurs 4-6.

    Med prototyp avses en fysisk representation för att illustrera och konkretisera en idé. Ett viktigt syfte med en prototyp är att underlätta och uppmuntra till diskussion och kritisk granskning. Inom designbaserad forskning är utvecklandet av en artefakt, ofta då i form av en prototyp, ett centralt moment.

  • 11.
    Hernwall, Patrik
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Att uppmuntra ett varierat bruk av digitala medier2014In: Lärare i den uppkopplade skolan / [ed] Annika Lantz-Andersson & Roger Säljö, Malmö: Gleerups Utbildning AB, 2014Chapter in book (Other academic)
  • 12.
    Hernwall, Patrik
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Barn som medforskare: Ökad samverkan genom deltagande2013In: Nu vill jag prata!: barns röster i barnkulturen, Stockholm: Stockholms universitets förlag, 2013Chapter in book (Other academic)
  • 13.
    Hernwall, Patrik
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Barns digitala rum: berättelser om e-post, chatt & Internet2001Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis contributes to an understanding of the conditions of children in the changeable society, by way of a study on children’s use and experiences of e-mail, chat and the Internet as means of communication. The empirical material used is interviews with children between 8 and 13 years old, conducted in their school environment, complemented with a continuous dialogue via e-mail and chat over a period of 17 months between 1997 and 1998.

    Based in a pedagogical ethnography, the principle of abductive inference has been used, combined with sensitizing concepts, in a qualitative analysis. In the analysis, semiotics has been an important element in the development of an understanding in the children’s experiences of the computer-mediated communication (CMC), as well as in relating their experiences to a theoretical context.

    Children find a wide range of affordances in the computer and the information- and communication technology (ICT). As e-mail, and chat and the Internet in particular, became widespread during this period, the experience of having used these tool can be seen as a developmental task for children. ICT gives children access to an arena where they can transcend the biological (i.e. the body, age) and the physical (i.e. geography). Therefore, ICT becomes a prosthesis that affords interaction and communication in a ‘glocal’ culture, where children are able to make new contacts with other actors as well as transcend their physical identity.

    The thesis also includes a discussion on how to use empirical data collected in cyberspace (i.e. e-mail and chat), and what ethical problems one encounters in doing so. 

  • 14.
    Hernwall, Patrik
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Reflecting the male stereotype: A young boy challenging gendered identity online2015In: Invisible boy: the making of contemporary maculinities. / [ed] Camilla Hällgren, Elza Dunkels, Gun-Marie Frånberg, Umeå: Umeå university , 2015, p. 215-222Chapter in book (Other academic)
  • 15.
    Hernwall, Patrik
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Resisting the subordinate woman: a young girl constructing gendered identity online2012In: Invisible girl: "Ceci n'est pas une fille" / [ed] Gun-Marie Frånberg, Camilla Hällgren and Elza Dunkels, Umeå: Umeå universitet , 2012, p. 225-234Chapter in book (Other academic)
    Abstract [en]

    Based on experiences and results from the research project (the.GTO.project · http://mt.sh.se/gto), this article discusses how tween (app. 10 to 14 years old) girls construct gendered identity in online environments, where the publication of digital images is of core importance. The case being the Swedish social network site (SNS) Bilddagboken (BDB). At BDB up to 500.000 images are posted each day, totalling more than 250 million images. In the article I will discuss, based on a single illustrative example from a 12- year-old Swedish girl, how a tween girl constructs an online gendered identity and what kind of communicative competences this production of gendered identity demands. The article begins with reflecting upon the gendered image of the gazed woman of Cindy Sherman, followed by a discussion on the (gendered) photograph and how new qualities are added when being used in a digital context. Ethical issues arising from publishing empirical data collected at a SNS are discussed at some length.

  • 16.
    Hernwall, Patrik
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    The image in the construction of gendered identity among tween girls2012In: The 40th Annual Congress of the Nordic Educational Research Association: Everyday life, education and their transformations in a Nordic and globalized context. Abstract Book, Copenhagen: Department of Eduation, Aarhus University, Copenhagen, Denmark , 2012Conference paper (Refereed)
  • 17.
    Hernwall, Patrik
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    "Vem är du?": om genus och makt i ungas kommunikation online2014In: Interaktiva medier och lärandemiljöer / [ed] Elza Dunkels och Simon Lindgren, Malmö: Gleerups Utbildning AB, 2014Chapter in book (Other academic)
  • 18.
    Hernwall, Patrik
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Vår skola behöver en ny digital vision2015In: Vägen ut ur skolkrisen: Nio experter om framtiden för svensk utbildning / [ed] Mats Bergstrand, Visby: eddy.se ab , 2015Chapter in book (Other academic)
  • 19.
    Hernwall, Patrik
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    ‘We have to be professional’ - Swedish preschool teachers’ conceptualisation of digital media2016In: Nordic Journal of Digital Literacy, ISSN 1891-943X, E-ISSN 1891-943X, Vol. 11, no 1, p. 5-23Article in journal (Refereed)
    Abstract [en]

    This paper describes how a group of preschool teachers participating in a design workshop sketched ideas for how ICT (information and communication technology) can be developed in relation to preschool practice. The design process, which was modelled on creative research methods and future workshops, is presented in detail. The main findings, based on a data-driven analysis of verbal and written statements and design sketches, show that ICT is mainly conceptualised as either a possibility in the support of specific competences (such as language development) or a threat to, for example, the notion of real communication and also to well-established conceptualisations of preschool practice.

  • 20.
    Hernwall, Patrik
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Bergström, Helena
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Digitala medier som platsbunden resurs: ungas handlingar och ianspråktaganden2013In: Human IT, ISSN 1402-1501, E-ISSN 1402-151X, Vol. 12, no 2, p. 42-65Article in journal (Refereed)
    Abstract [en]

    This article explores how adolescents (13–17 years old) understand and appropriate digital media in different places by focusing on the triadic relationship artefact – place – activity. From data collected with different methods in the project UNGMODs we have analysed pupils’ accounts focusing on their activities with digital media in different places during a day. In the first part of the article we illustrate this in an ethnographic narrative revolving around the fictitious Sedecim, 16 years old. In the second half of the article we present a thematic summary of contextual appropriation of digital media, and of contextual interlacing supported by digital media. The article ends with a theoretical summary, building on a sociomaterial perspective. It is argued here that some main conditions associated with digital media and with school as a place can be seen as intra-acting with the adolescents and their activities.

  • 21.
    Hernwall, Patrik
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Bergström, Helena
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Translation, transduction and transformation as semiotic tools in multimodal figuration: Analysing multimodal figurations of pupils2012In: The 40th Annual Congress of the Nordic Educational Research Association: Everyday life, education and their transformations in a Nordic and globalized context. Abstract book, Copenhagen: Department of Eduation, Aarhus University, Copenhagen, Denmark , 2012Conference paper (Refereed)
  • 22.
    Hernwall, Patrik
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Bergström, Helena
    Graviz, Ana
    Nilsson, Mats
    Ungas multimodala gestaltning - hur digitala medier används för uttryck och reflektion2012Report (Other academic)
    Abstract [sv]

    Slutrapport forskningsprojektet Ungas Multimodala Gestaltning - hur digitala medier kan användas för uttryck och reflektion (UNGMODs forskningsprojekt). 2009-2012. 

  • 23.
    Hernwall, Patrik
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Graviz, Ana
    Young People as Co-Researchers in Developing Digital Media Use in Swedish Public School2012In: The 40th Annual Congress of the Nordic Educational Research Association: Everyday life, education and their transformations in a Nordic and globalized context. Abstract Book, Copenhagen: Department of Eduation, Aarhus University, Copenhagen, Denmark , 2012Conference paper (Refereed)
  • 24.
    Hernwall, Patrik
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Insulander, Eva
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Åkerfeldt, Anna
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Öhman, Lisa
    Bedömning av multimodala elevarbeten: lärares uppfattning om bedömning2016In: Navigera i den digitala samtiden: en antologi om den nya lärarrollen, Stockholm: Lärarförlaget , 2016Chapter in book (Other academic)
  • 25.
    Hernwall, Patrik
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Lindkvist, Annika
    Södertörns högskola, Institutionen för kommunikation, medier och IT.
    ”Två timmar är lagom”: Unga som medforskare till deras egen medievärld2011In: Locus, ISSN 1100-3197, no 1Article in journal (Other academic)
    Abstract [sv]

    Högstadieelever har i denna studie varit medforskare i ett projekt om ungas bruk av digitala medier. Studien visar att användandet och förståelsen av digitala medier i skola och på fritiden följer traditionella könsmässiga maktord- ningar och identitetsmarkörer.

  • 26.
    Hernwall, Patrik
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Qvarsell, Birgitta
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Vägen via framtiden: om barns villkor för kommunikation och lärandets nya arenor2002Report (Other academic)
  • 27.
    Hernwall, Patrik
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Siibak, Andra
    The making of online identity: The use of creative method to support young people in their reflection of age and gender2012In: Proceedings of the Eighth International Conference on Cultural Attitudes Towards Technology and Communication / [ed] Michele Strano, Herbert Hrachovec, Fay Sudweeks, Charles Ess, Murdoch, Australia: School of Information Technology, Murdoch University , 2012, p. 38-50Conference paper (Refereed)
    Abstract [en]

    In the .GTO.project our ambition is to study how young people (10 to 14 years old) in Estonia and Sweden construct and normalise gender and age, as markers of identity and identity development, in their online interactions. After conducting interview studies on how young people experience on- and offline interactions, and their intertwining, as well as online ethnographic studies of online presentations, we went on with the third phase of the project: creative workshops with young people. In these workshops, young people in groups of four were to create fictitious online characters. In the analysis of these, we focus on how power differentials and identity markers such as age and gender are constructed and negotiated.

  • 28. Siibak, Andra
    et al.
    Forsman, Michael
    Hernwall, Patrik
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Employing creative research methods with tweens in Estonia and Sweden: Reflections on a case-study on multimodal virtual identity constructions2012In: Journal of technology in human services, ISSN 1522-8835, E-ISSN 1522-8991, Vol. 30, p. 250-261Article in journal (Refereed)
    Abstract [en]

    In this article we discuss our experiences from setting up workshops, inspired by creative research methods (Gauntlett, 2005, 2007), on the theme of construction of online identities by young people (aged 13–14 years) in Estonia and in Sweden. Our primary focus is on the opportunities and possible challenges involved when using creative research methods to study the identity construction process of young people by engaging them in participatory, creative activities. Our experiences indicate that such an approach can be especially beneficial when working with young people, as it enabled us to observe the actual construction and usage of gender codes and norms, both in the offline peer group context and in an online setting.

  • 29.
    Öberg, Johanna
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Hernvall, Patrik
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Participatory Design with Teachers: Designing the Workshops2016In: Proceedings of the 5th International Conference on Designs for Learning / [ed] Anne-Mette Nortvig, Birgitte Holm Sørensen, Morten Misfeldt, Rikke Ørngreen, Benjamin Allsopp, Birgitte Henningsen, Heidi Hautopp, Aalborg: Aalborg University Press , 2016, p. 269-282Conference paper (Refereed)
    Abstract [en]

    Participatory methods are becoming more and more commonly used in social research. These methods are used in a variety of research fields, such as; Human Computer Interaction, Education, Public Health, Civic Engagement, and so on. Participatory methods are valuable because they utilize the knowledge and experience of all the collaborators. The paper focuses on the participatory design process performed with a group of junior high school teachers and the conditions for the development of a pedagogical practice. The process, which aimed for supporting increased pupil participation, was fuelled by the development of a pedagogical model at four workshops during 2015 (April to September). Main findings from the analysis of these workshops propose that participatory design as an action research method support the appropriation of new pedagogical approaches in general, and the understanding of the possibilities of supporting pupil participation in formal education in particular.

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