Maria started following the work of Judith Inggs, University of the Witwatersrand, School of Language and Literature Studies.
Maria started following the work of Debbie Pullinger, University of Cambridge, Faculty of Education.
Maria started following the work of 5 people.
- Children's Literature
- Children's Literature & Culture
- Children's and Young Adult Literature
- Children's reading
- Cognitive Literary Theory
- Education
- Fairytales
- Fantasy Literature
- Harry Potter studies
- Intermediality
- Literary Criticism
- Literary Theory
- Literary Translation (Translation Studies)
- Narrative Theory
- Philosophy Of Education
- Picture Books
- Russian Children's Literature
- Russian literature (Literature)
- Scandinavian Literature
- Swedish Literature
- Transmediation
- Visual Literacy
Maria
Most recent publication http://www.springerlink.com/co
Talks
Teskedsgummans visdom/The wisdom of Mrs Pepperpot
| Where: | Alf Prøysen’s authorship for children |
| Dates: | 11th June - 12th June |
http://www.hihm.no/Prosjektsider/Proysen-barnelitteratur
Kan man lära sig någonting av böckerna om Teskedsgumman? Kan man lära sig någonting av barnböcker över huvud taget? Det har alltid hävdats att barnlitteratur genom tiderna har använts som ett pedagogiskt redskap, men det finns ytterst lite forskning om exakt hur denna förmedling av kunskap egentligen äger rum. Även om skönlitteratur kan erbjuda faktakunskaper, skildra mänskliga relationer och förkunna världsåskådning och övertygelser är det inte skönlitteraturens primära syfte. Fungerar barnlitteratur annorlunda än allmän litteratur i sitt ändamål när läsaren förmodas ha en annan kognitiv nivå än författaren? Kan barnboksförfattare använda sig av sina texter för att förmedla kunskaper? Vilken bild av världen, samhället, människan, etik och värderingar förmedlar, medvetet eller omedvetet från författarens sida, böckerna om Teskedsgumman? Föredraget kommer att ha som utgångspunkt kognitiv litteraturteori, en tvärvetenskaplig riktning som förenar litterära och kognitiva teorier för att undersöka hur läsare engagerar sig kognitivt och känslomässigt med skönlitterära texter.
Challenging Tenniel: Avant-Garde Illustrations of “Alice in Wonderland”
| Where: | Children's Literature and European Avant-Garde |
| Dates: | 26th September 2012 - 30th September 2012 |
Children's Literature and European Avant-Garde, funded by the European Science Foundation
Cognitive and affective responses to representation of books and reading
| Where: | University of Cambridge Faculty of Education, Reading Fictions workshop |
| When: | 20th April 2012 |
Reading Fictions, funded by the British Academy
Emotion ekphrasis: representation of emotions in children's picturebooks
| Where: | University of Bielefeld |
| When: | 22nd March 2012 |
The paper will consider how basic emotions (happiness, sadness, anger, fear) and social, or higher cognitive emotions (love, jealousy, guilt) can be conveyed through the interaction of word and image in multimedial texts addressed to young readers. The theoretical framework employed in the paper develops ideas from cognitive literary criticism (also known as cognitive poetics, cognitive narratology and literary cognitivism) that combines literary theory with the recent achievements of brain research. Although this direction of inquiry is a rapidly expanding field, little attention has been paid to young readers, fiction addressed to young readers, and still less multimedial texts, such as picturebooks, at least superficially addressed to very young, pre-literate readers. In my work, I adapt cognitive literary criticism to the specific conditions in which there is a significant difference between the sender's and the recipient's cognitive level. My focus is the reader's affective engagement with fiction, and in this particular paper I am looking at how verbal and visual information in a multimedial text enhances or occasionally hampers this engagement. The concept of emotional ekphrasis is used to demonstrate the various ways of representing emotions, and a special attention is paid to the issues of mind-reading, empathy, identification, projection, simulation, misattribution and other aspects of recipients' engagement. My argument is that picturebooks provide a perfect training field for pre-literate young readers to develop their empathic skills. The predominantly theoretical argument will be illustrated by a selection of classic and contemporary picturebooks.
Reading other people's minds through words and images
| Where: | University of Tubingen |
| Dates: | 23rd September 2011 - 25th September 2011 |
“Time out of joint”: The (dubious) use of time travel to introduce Shakespeare
| Where: | University of Cambridge Faculty of Education, Shakespeare: Sources and Adaptations |
| Dates: | 9th September 2011 - 11th September 2011 |
http://cambridgeshakespeareconference.co.uk/AcademicPaperSessions.aspx
The paper will explore the employment of time travel in Susan Cooper's novel King of Shadows (1999). The novel presents a strong educational project, introducing Shakespeare and his epoch through the eyes of a modern young man. My question is, however, whether the time-slip device subverts the perception of the historical events and the figure of Shakespeare, presenting them as fiction and reducing the impact of factual knowledge. With literary cognitivism as my point of departure, I will examine what kind of knowledge the novel offers its readers and how this knowledge is transmitted. This includes knowledge of facts as well as knowledge and understanding of fictional characters. Susan Cooper's reputation as a writer of fantasy fiction may contribute to the ambiguity of genre conventions. Time paradoxes, especially the conflict between the metaphysical concepts of tensed time and tenseless time, bring forward the issues of predestination, free will, and a higher authority, which in the novel are played out in a most ambivalent manner.
High-order mind-reading through multimedial texts
| Where: | Pontifícal Catholic University of Rio de Janeiro |
| When: | 22nd June 2011 |
Reading for learning? Cognitive poetics and children's literature
| Where: | Cátedra Unesco de Leitura, Rio de Janeiro |
| When: | 21st June 2011 |
Empathy, identification and mind-reading: cognitive poetics and children's literature
| Where: | Pontifícal Catholic University of Rio de Janeiro |
| When: | 20th June 2011 |
High-order mind-reading through multimedial texts
| Where: | Linnaeus University, Sweden, Forum for intermedial studies |
| When: | 11th March 2011 |
High-order mind-reading through multimedial texts
| Where: | Åbo Akademi University, Finland |
| When: | 8th March 2011 |
Power in children's literature
| Where: | Maktens pluttifikationer |
| When: | 7th February 2011 |
http://www.maktenspluttifikasjon.no/
How to read a children's book and why
| Where: | University of Exeter, The child's play thing |
| When: | 5th November 2010 |
Reading other people's minds: literary cognitivism and children's literature
| Where: | University of Oxford, Oxford Children's Literature and Youth Culture colloquim |
| When: | 25th October 2010 |
How to read a children's book and why
| Where: | Roehampton University, National Centre for Research in Children's Literature |
| When: | 11th October 2010 |
The Emergent Adult
| Where: | University of Cambridge Faculty of Education, Research and teaching centre for children's literature |
| Dates: | 3rd September 2010 - 5th September 2010 |
Literary cognitivism and chidren's literature
| Where: | Francelia Butler conference |
| When: | 24th July 2010 |
Childhood as a (post)colonial space
| Where: | Forum for intermedial studies |
| When: | 16th December 2009 |
Keynote lacture
Female Robinsonnade as an Othering Strategy
| Where: | University of Frankfurt, International Research Sociaety for Children's Literature |
| When: | July 2009 |
Published in Power, Voice and Subjectivity
“Playing Games with the Reader: The Power of Intertexts in Diana Wynne Jones The Game”
| Where: | University of Bristol, Diana Wynne Jones conference |
| When: | July 2009 |
The Mother Goose Heritage in Russian and Swedish Poetry for Children
| Where: | Poetry and Childhood, British Library |
| When: | April 2009 |
“The stuff from which dreams are made” George MacDonald’s esoteric spaces
| Where: | University of Oxford, Oxford Children's Literature and Youth Culture colloquim: Place and Space conference |
| When: | April 2009 |
Keynote talk
Published in Swedish
Preambles to Aetonormative Theory
| Where: | University of Newcastle |
| When: | February 2009 |
Published in Power, Voice and Subjectivity
The Power of Language: Literacy, (mis)communication and oppression in literature for young readers
| Where: | University of Cambridge Faculty of Education |
| When: | 29th April 2009 |
Inaugural profesorial lecture
Time and Totalitarianism
| Where: | International Conference on the Fantastic in Arts |
| When: | March 2009 |
Published in the Journal of the fantastic in the arts 20 (2009) 2
Visual literacy and implied readers of picturebooks
| Where: | Creating readers, Lisbon |
| When: | February 2009 |
Published in New Directions in Picturebook Research (Routledge 2009)
Visualizing people: multimodal character construction in Astrid Lindgren’s works
| Where: | Linneaus Univeristy, Sweden, Forum for intermedial studies |
| Dates: | 18th |
| When: | September 2008 |
In print
Power and Subjectivity in Picturebooks
| Where: | Autonomous University of Barcelona, New impulses in picturebook studies |
| When: | September 2007 |
Puiblished in Spanish in Cruce de miradas: Nuevas aproximaciones al libro-álbum, Banco de libro, 2010