Mia Kaasby
Biographic Data
| ID | 6750248 |
|---|---|
| NAME | Mia Kaasby |
| GIVEN NAMES | Mia |
| FAMILY NAME | Kaasby |
| SIGNATURE | KAASBY M |
| AFFILIATIONS | Aarhus University |
| ORCID | 0000-0003-0255-5184 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 0 |
Konceptuelle metaforer som selektionskriterium for Dansk litteraturs kanon - med fokus på elevers literacytilegnelse på tværs af tidsrum, sprog og kultur i arbejdet med kanonlitteratur
This article argues that an increased focus on the inherent conceptual metaphors of chronotopes in canonical literature may contribute to students’ awareness of the historical and literary development in time and space. Thus, expanding their literacy-skills acquisition in comparison to the linear chronological periodization, author-portrait and text reading that typically characterize the reading of canon literature. Furthermore, the article argu…
Biliteracy Metaphor Analysis: Examining Multilingual, Multicultural Pupils’ Interpretation of Canon Literature
This article unfolds and argues for Biliteracy Metaphor Analysis (BMA), a methodology for examining the interpretation and use of metaphors in canon literature in a biliteracy context, in this case the canon of Danish literature read and interpreted by multilingual students in a 9th grade classroom. BMA combines Spradley’s ethnographic framework with conceptual blending theory, Bakhtin’s theory of the literary chronotope, and Hornberger’s continu…
No prominent works on this page.
Konceptuelle metaforer som selektionskriterium for Dansk litteraturs kanon - med fokus på elevers literacytilegnelse på tværs af tidsrum, sprog og kultur i arbejdet med kanonlitteratur
This article argues that an increased focus on the inherent conceptual metaphors of chronotopes in canonical literature may contribute to students’ awareness of the historical and literary development in time and space. Thus, expanding their literacy-skills acquisition in comparison to the linear chronological periodization, author-portrait and text reading that typically characterize the reading of canon literature. Furthermore, the article argu…
Biliteracy Metaphor Analysis: Examining Multilingual, Multicultural Pupils’ Interpretation of Canon Literature
This article unfolds and argues for Biliteracy Metaphor Analysis (BMA), a methodology for examining the interpretation and use of metaphors in canon literature in a biliteracy context, in this case the canon of Danish literature read and interpreted by multilingual students in a 9th grade classroom. BMA combines Spradley’s ethnographic framework with conceptual blending theory, Bakhtin’s theory of the literary chronotope, and Hornberger’s continu…
Language, Metaphor, and Cognition (2 works) · Literacy, Media, and Education (2 works) · Philosophy (2 works) · Art (1 works) · Context (archaeology (1 works) · Danish (1 works) · Digital Storytelling and Education (1 works) · Discourse Analysis in Language Studies (1 works) · History (1 works) · History (1 works)