La traduzione della letteratura per l’infanzia dal finlandese all’italiano: l’esempio degli albi illustrati di Mauri Kunnas

Despite the increasing number of research on translating for children, no study has so far taken into consideration the translations of children’s literature from Finnish into Italian. This dissertation sets out to fill this gap with a comparative study of Finnish picturebooks and their translations into Italian. Besides being the first research in the field analysing the shifts between these two systems, the study thoroughly investigates the characteristics of the translation process of picturebooks. The works chosen as case study are the Finnish picturebooks by Mauri Kunnas and their Italian translations from the period 1979-2009 because they are characterized by a high number of linguistic and cultural complexities which challenge translators’ skills and knowledge. The dissertation establishes whether and how culture-specific elements (anthroponyms, toponyms, food and allusions) and the word-image interaction have a significant impact on the quality and the nature of the target works, and also whether these aspects are still consistent after the translation and the adaptation process to the target system. Since picturebooks are multimodal texts whose message is produced by both the verbal and the visual, it has been necessary to use a multimodal comparative analysis. Such a descriptive comparative study has allowed me to describe the textual and cultural manipulations undergone by Kunnas’s picturebooks translated into Italian. Indeed, it has helped to identify what kind of shifts occur when cultural specific elements are transferred from the source system to the target one, to determine the most frequent translation strategies used to ensure a higher degree of readability, and to establish whether particular translation choices have contributed to modify the word-image interaction. The results of the multimodal comparative analysis have shown that Italian translators have been deeply influenced by the preponderance of the illustrations and for this reason they have often verbalised the visual and added information not originally contained in the source written text. Moreover, the findings of the analysis together with the interviews to the Italian translator and publishing house have also demonstrated that the latter aimed at producing works “good for the child” – and at the same time “good for the adult” – and at minimizing Finnish cultural specificity, even to the detriment of the aesthetic nature of the original picturebooks.

This Is a Gorgeous-looking Movie”: Multimodal Interplay between Commentary and Subject Materials in Movie Review Entertainment

The present thesis is a study of movie review entertainment (MRE) which is a contemporary Internet-based genre of texts. MRE are movie reviews in video form which are published online, usually as episodes of an MRE web show. Characteristic to MRE is combining humor and honest opinions in varying degrees as well as the use of subject materials, i.e. clips of the movies, as a part of the review. The study approached MRE from a linguistic perspective aiming to discover 1) whether MRE is primarily text- or image-based and what the primary functions of the modes are, 2) how a reviewer linguistically combines subject footage to her/his commentary?, 3) whether there is any internal variation in MRE regarding the aforementioned questions, and 4) how suitable the selected models and theories are in the analysis of this type of contemporary multimodal data. To answer the aforementioned questions, the multimodal system of image—text relations by Martinec and Salway (2005) in combination with categories of cohesion by Halliday and Hasan (1976) were applied to four full MRE videos which were transcribed in their entirety for the study. The primary data represent varying types of MRE: a current movie review, an analytic essay, a riff review, and a humorous essay. The results demonstrated that image vs. text prioritization can vary between reviews and also within a review. The current movie review and the two essays were primarily commentary-focused whereas the riff review was significantly more dependent on the use of imagery as the clips are a major source of humor which is a prominent value in that type of a review. In addition to humor, clips are used to exemplify the commentary. A reviewer also relates new information to the imagery as well as uses two modes to present the information in a review. Linguistically, the most frequent case was that the reviewer names participants and processes lexically in the commentary. Grammatical relations (reference items such as pronouns and adverbs and conjunctive items in the riff review) were also encountered. There was internal variation to a considerable degree. The methods chosen were deemed appropriate to answer the research questions. Further study could go beyond linguistics to include, for instance, genre and media studies.

Representations of work and worker in the three generations of knowledge management. Critical Discourse Analysis of selected texts.

The thesis studies the representations of different elements of contemporary work as present in Knowledge Management (KM). KM is approached as management discourse that is seen to affect and influence managerial practices in organizations. As representatives of KM discourse four journal articles are analyzed, using the methodology of Critical Discourse Analysis and the framework of Critical Management Studies, with a special emphasis on the question of structure and agency. The results of the analysis reveal that structural elements such as information technology and organizational structures are strongly present in the most influential KM representations, making their improvement also a desirable course of action for managers. In contrast agentic properties are not in a central role, they are subjugated to structural constraints of varying kind and degree. The thesis claims that one such constraint is KM discourse itself, influencing managerial and organizational choices and decision making. The thesis concludes that the way human beings are represented, studied and treated in management studies such as KM needs to be re-examined. Pro gradu-tutkielmassa analysoidaan työhön ja sen tekijään liittyviä representaatioita Tietojohtamisen kirjallisuudessa. Tietojohtamista tarkastellaan liikkeenjohdollisena diskurssina, jolla nähdään olevan vaikutus organisaatioiden päätöksentekoon ja toimintaan. Tutkielmassa analysoidaan neljä Tietojohtamisen tieteellistä artikkelia, käyttäen metodina kriittistä diskurssianalyysiä. Tutkielman viitekehyksenä on kriittinen liikkeenjohdon tutkimus. Lisäksi työssä pohditaan kysymystä rakenteen ja toimijan välisestä vuorovaikutuksesta. Tutkielman analyysi paljastaa, että tietojohtamisen vaikutusvaltaisimmat representaatiot painottavat rakenteellisia tekijöitä, kuten informaatioteknologiaa ja organisaatiorakenteita. Tämän seurauksena mm. panostukset em. tekijöihin nähdään organisaatioissa toivottavana toimintana. Vastaavasti representaatiot jotka painottavat yksilöitä ja toimintaa ovat em. tekijöille alisteisessa asemassa. Tapaa, jolla yksilöitä kuvataan ja käsitellään Tietojohtamisen diskurssissa, tulisikin laajentaa ja monipuolistaa.

From women to gender: a diachronic exploration of participant representation in texts from the United Nations

De förändrade ansatserna inom feministisk utvecklingsekonomi för med sig nya sätt att tala om kvinnor, män och utveckling. Genom att analysera texter skrivna inom området feministisk ekonomi från 1960-talet fram till början av 2000-talet dokumenterar den föreliggande studien på vilket sätt språket hos textproducenter inom utvecklingsekonomi konstituerar och är beroende av dessa skribenters inställning till utvecklingsfrågor och till kvinnor och män. Analysen fokuserar på hur aktiverings- och passiveringsprocesser används i representationen av de två huvuddeltagarna, kvinnor och män, hur begreppet genus introduceras och hur utvecklingsfrågor förändras genom ansatser, över tid och mellan genrer. Den teoretiska ramen sträcker sig över olika discipliner: systemisk funktionell grammatik och kritisk diskursanalys, men även organisatorisk diskursanalys och utvecklingsstudier. Texterna som valts för analysen härstammar från tre olika källor: planer från världskvinnokonferenserna organiserade av Förenta Nationerna, resolutioner om kvinnor och utveckling antagna av Förenta Nationernas generalförsamling samt handlingsplaner för kvinnor och utveckling författade av Förenta Nationernas livsmedels- och jordbruksorganisation FAO. Den lingvistiska analysmetoden bygger på det system av roller och sätt att representera deltagare som utvecklats av Halliday och Van Leeuwen. För varje årtionde och varje genre granskar studien förändringarna i processtyper och deltagarroller, samt förändringen av fokus på kvinnorelaterade frågor och konceptualiseringen av genus. Den kvantitativa analysen kompletteras och förstärks av en detaljerad analys av textfragment från olika tidpunkter och ansatser. Studiens resultat är av grammatisk och lexikal natur och de är relaterade till genus, genre och tid. Studien visar att aktiveringsprocesserna är betydligt talrikare än passiveringsprocesserna i representationen av kvinnor. En bättre förståelse av deltagarrepresentation uppnås dock via en omgruppering av de grammatiska processerna i identifierande, aktiverande och riktade processer. Skiftet från fokus på kvinnor till fokus på genus är inte så mycket en förändring av processerna som representerar deltagarna, utan mer en förändring av retoriken i ansatserna och deras fokus: från integration av kvinnor till kvinnors empowerment, från kvinnors situation till genusrelationer, från brådskande tillägg till social konflikt och samarbete.

Information exchange and disruption risk in multimodal maritime supply chains

Supply chains are becoming increasingly dependent on information ex-change in today’s world, and any disruption can cause severe repercus-sions to the flow of materials in the chain. The speed, accuracy and amount of information are key factors. The aim in this thesis is to address a gap in the research by focusing on information exchange and the risks related to it in a multimodal wood supply chain operating between the Baltic States and Finland. The study involved interviewing people engaged in logistics management in the supply chain in question. The main risk the interviewees identified arose from the sea logistics system, which held a lot of different kinds of information. The threat of breakdown in the Internet connection was also found to hinder the operations significantly. A vulnerability analysis was carried out in order to identify the main actors and channels of infor-mation flow in the supply chain. The analysis revealed that the most important and therefore most vulnerable information-exchange channels were those linking the terminal superintendent, the operative managers and the mill managers. The study gives a holistic picture of the investigated supply chain. Information-exchange-related risks varied greatly. One of the most frequently mentioned was the risk of information inaccuracy, which was usually due to the fact that those in charge of the various functions did not fully understand the consequences for the entire chain.

“IT’S ALL RIGHT”. Multimodal rightward spatial bias modified by age and praxis

The general goal of the present work was to study whether spatial perceptual asymmetry initially observed in linguistic dichotic listening studies is related to the linguistic nature of the stimuli and/or is modality-specific, as well as to investigate whether the spatial perceptual/attentional asymmetry changes as a function of age and sensory deficit via praxis. Several dichotic listening studies with linguistic stimuli have shown that the inherent perceptual right ear advantage (REA), which presumably results from the left lateralized linguistic functions (bottom-up processes), can be modified with executive functions (top-down control). Executive functions mature slowly during childhood, are well developed in adulthood, and decline as a function of ageing. In Study I, the purpose was to investigate with a cross-sectional experiment from a lifespan perspective the age-related changes in top-down control of REA for linguistic stimuli in dichotic listening with a forced-attention paradigm (DL). In Study II, the aim was to determine whether the REA is linguistic-stimulus-specific or not, and whether the lifespan changes in perceptual asymmetry observed in dichotic listening would exist also in auditory spatial attention tasks that put load on attentional control. In Study III, using visual spatial attention tasks, mimicking the auditory tasks applied in Study II, it was investigated whether or not the stimulus-non-specific rightward spatial bias found in auditory modality is a multimodal phenomenon. Finally, as it has been suggested that the absence of visual input in blind participants leads to improved auditory spatial perceptual and cognitive skills, the aim in Study IV was to determine, whether blindness modifies the ear advantage in DL. Altogether 180-190 right-handed participants between 5 and 79 years of age were studied in Studies I to III, and in Study IV the performance of 14 blind individuals was compared with that of 129 normally sighted individuals. The results showed that only rightward spatial bias was observed in tasks with intensive attentional load, independent of the type of stimuli (linguistic vs. non-linguistic) or the modality (auditory vs. visual). This multimodal rightward spatial bias probably results from a complex interaction of asymmetrical perceptual, attentional, and/or motor mechanisms. Most importantly, the strength of the rightward spatial bias changed as a function of age and augmented praxis due to sensory deficit. The efficiency of the performance in spatial attention tasks and the ability to overcome the rightward spatial bias increased during childhood, was at its best in young adulthood, and decreased as a function of ageing. Between the ages of 5 and 11 years probably at first develops movement and impulse control, followed by the gradual development of abilities to inhibit distractions and disengage attention. The errors especially in bilateral stimulus conditions suggest that a mild phenomenon resembling extinction can be observed throughout the lifespan, but especially the ability to distribute attention to multiple targets simultaneously decreases in the course of ageing. Blindness enhances the processing of auditory bilateral linguistic stimuli, the ability to overcome a stimulus-driven laterality effect related to speech sound perception, and the ability to direct attention to an appropriate spatial location. It was concluded that the ability to voluntarily suppress and inhibit the multimodal rightward spatial bias changes as a function of age and praxis due to sensory deficit and probably reflects the developmental level of executive functions.

Elever syns på nätet : multimodala texter och autentiska mottagare

This study is based on the notion that all students are likely to have a computer of some kind as their primary tool at school within a few years. The overall aim is to contribute to the knowledge of what this development of computer-assisted multimodal text production and communication on and over the net may entail in a school context. The study has an abductive approach drawing on theory from Media and Communication studies and from Pedagogy - particularly on media peda-gogy, multimodality, storytelling, conversation research and deliberative democracy – and is based on a DBR project in three schools. The empirical data are retrieved from four school classes, school years 4 and 5, with good access to computers and digital cameras. The classes have used the class blogs to tell the blog visitors about their school work and Skype to communicate with other classes in Sweden and Tanzania. A variety of research methods was employed: content analysis of texts, observations with field notes and camera documentation, interviews with individual students, group interviews with teachers and students, and a small survey. The study is essentially qualitative, focusing on students’ different perceptions. A small quantitative study was conducted to determine if any factors and variables could be linked to each other and to enable comparisons of the surveyed group with other research results. The results suggest that more computers at school offer more opportunities for real-life assignments and the chance to secure an authentic audience to the students’ production; primarily the students’ parents and relatives, students in the same class and at other schools. A theoretical analysis model to determine the degree of reality and authenticity in various school assignments was developed. The results also indicate that having access to cameras for documenting various events in the classes and to an authentic audience can create new opportunities for storytelling that have not been practiced previously at school. The documentary photo invites a viewer into the present tense of the image and the location where the picture was taken, whoever took the picture. It is used by the students and here too, a model has been developed to describe this relationship. The study also focuses on the freedom of expression and democracy. One of the more unexpected findings is that the students in the study did not see that they can influence other people’s perceptions or change various power structures through communication on the web, neither in nor outside of school.

From the seeds of rediscovered texts come new fields of inquiry

Kirjallisuusarvostelu

Visuell läsning som kompetensområde : en pedagogisk studie i visuell grammatik inom multimodal digital kommunikation

Avhandlingens primära syfte är att upprätta en förståelse för visuell kompetens som en del av visuell litteracitet inom multimodal digital kommunikation i undervisningen. Avhandlingens sekundära syfte är att ur ett pedagogiskt perspektiv lyfta fram visuell litteracitet och visuell kompetens i multimodala diskussioner kring digital pedagogik. Forskningen är kvalitativ och har både teoretisk och empirisk förankring. Den empiriska studien har en fenomenologisk metodansats. Visuell kompetens innebär att visuell läsning behärskas, vilket förutsätter fungerande vokabulär, kritiskt förhållningssätt och kunskaper i läsning och tolkning och användning av bilder. Den visuella grammatikteorin innefattar bildens syntax och semantik. Bilden är ett kontextbundet fenomen, där kontexten berör sociala aspekter, bildens fysiska omgivning samt innehåll. Det empiriska resultatet är att visuell inverkan i undervisningen präglar förberedelser och lektionsmål, berör visuell kommunikationskompetens, inkluderar visuella element som verktyg, strävar involvera flera element i inlärningen och strävar efter att undvika passiva demonstrationer som undervisningsmetod. Bilder behövs som kommunikativt stöd, som inlärningsmetod och som en del i aktivitetspedagogisk undervisning. Genom stöd från läraren kan barnet nå visuell litteracitet som ett kompetensmål, vilket kan ske genom multimodal undervisning.

Tekstuaalisessa liikkeessä : Textual trails : transmissions of oral and written texts : the 11th Conference of the European Society for Textual Scholarship 30th of October − 1st of November 2014

Konferenssiraportti