The aim of this bachelor thesis is to investigate how gender stereotypes appear in Swedish picture books. The investigation consists of literature studies and the method used is a text ?and picture analysis. By using this method, it allows us to interpret both text and pictures in the books. It is carried through by consultation of Yvonne Hirdmans theory of how men and women are two different things and that man in this relation constitutes the norm.

The purpose of this essay is to examine and compare how womanliness and manliness reveal themselves in different children?s books, mainly focusing on the concept of gender, in both text and images aspects. The questions I have chosen to interrogate are the following:How is the male and female role represented in children's books from a gender perspective, in both images and texts? What gender is generally the main character in children's books? What clothes are the characters wearing in children's books? What kind of occupations do the characters practice in children's books? What kind of qualities or attributes do the characters possess in children's books?When it comes to the selection of the method, I have chosen the use a qualitative method, where I use both a text and image analysis. The essay is based on Hirdman's and Hardning's gender theories and alsow on Nikolajeva's theorie about male and female.

This study focuses on an analysis of three Text books in English, Prime Time, Second Time, and Third Time, written for Swedish pupils between grade seven and nine. The main focus of the study is to investigate to what extent the books may be considered to follow the steering principles of the Swedish education system. The theoretical backbone of the essay is centred on the construction and maintenance of stereotypes, and is written from a social constructivist point of view. In this context, I also reason around power relations and norms in the Western society ? arguments which I, in the main analysis, apply to the books in question.

The general purpose of this dissertation is to study picture communication in picture books and it addresses the following questions:What is the illustrator?s role in the process of making a picture book? What communicative qualities do pictures have in picture books and how do pictures interact with texts? What methods do illustrators use to visualize the meaning of stories in picture books?A genre analysis, a literature study and an interview of a professional illustrator has been conducted to answer the questions. I found that all objects that make up pictures, the arrangement, colours and shapes contribute to the meaning in diverse ways. Pictures also communicate in a different way than texts. An important difference between pictures and texts in the context of picture books is that pictures are more open for interpretation.

The aim of the study is to show how children and adults are described in three picture books, examining how children and adults are portrayed in text-and-picture narrative and how this has changed over time. We have analysed how the characters in the books are presented and how the representation of children and adults has changed in our own times.The material for the study consists of three picture books from different periods, with the focus on how children and adults are described as the common point of departure. The analysed picture books are: Tomtebobarnen (Beskow 1919), Aja baja, Alfons Åberg! (Bergström 1972) and Snäll (Dahle 2008).We have arrived at the conclusion that a text-and-picture narrative is in very large measure a reflection of the outlook on children, childhood and child rearing at the time when the book was published. The result shows that the greatest change that has happened is that parents? and adults? dominance in the books has declined over the years, and that children have been given a more prominent role.

In this essay there will be four Text books from grade 1 studied, the first one are from the year 1976 and it will be going forward to the year 2012. The aim of this study is to see how the genders are depicted and represented, as well as what roles the genders are given. I do also want to see if there is a notable change in this over time. I will be doing a study based on the quantity of the contents, and I will also be doing a critical discourse analysis.The result of the study showed that there were more gender-based constructions that referred to women in all of the four books, which indicates that women are represented more often in these reading books. It is most common to portray the genders in their stereotypical roles, which again are present in society, but sometimes these roles are depart from what?s present in society.

The purpose of this paper is to find out which characteristics the female and male characters have in five selected horse books in children's literature. I have analyzed five horse books by Professor Maria Nikolajeva?s gender roles schedule. I have chosen to do a qualitative text analysis and the questions I chose to ask for the books are: Which characteristics does the girls and the boys have in the selected horse books according to Nikolajeva?s gender chart? What is the relationship between the main characters and the horse/horses according to the theories of Backman? What does the typical horse book look like today? What I come to conclusion in my paper is that all the horse books I analyzed have female main characters, and the girls in these books about horses take a lot of space and demonstrate themselves strong.

In this essay there will be four Text books from grade 1 studied, the first one are from the year 1976 and it will be going forward to the year 2012. The aim of this study is to see how the genders are depicted and represented, as well as what roles the genders are given. I do also want to see if there is a notable change in this over time. I will be doing a study based on the quantity of the contents, and I will also be doing a critical discourse analysis.The result of the study showed that there were more gender-based constructions that referred to women in all of the four books, which indicates that women are represented more often in these reading books. It is most common to portray the genders in their stereotypical roles, which again are present in society, but sometimes these roles are depart from what?s present in society.

This survey is a text analysis of 4 teaching books during a ten years period in Social studies from a multicultural and intercultural perspective. Taking as a starting point that society and the school in today?s Sweden are multicultural and in need of more intercultural teaching I explore teaching books in social science to se how they relate to Sweden as a multicultural society and their way of relating to intercultural teachings and compare them. The questions asked are: How do the different books describe the multicultural society in Sweden? What kind of intercultural tools are found in the books? And are there any similarities or differences among these books? The theories used as a starting point are reformulated by the author after theories of Von Wright and Lahdenperä to fit in to the context of a text analysis of teaching books and the method used is a content analysis with its purpose of describing how the books are constructed.

The purpose of this thesis is to study the usage of and attitudes towards electronic books among graduate and PhD students at Karlstad University. The main questions are: How do graduate and PhD students use electronic books? To what extent are electronic books used compared to printed books? To find the answers, a user study was carried out at Karlstad University library. The results show that a majority of the respondents are aware of the possibility to use electronic books but prefer to use printed ones if they have to choose. Many respondents also complained about difficulties reading a text on the computer screen.

The aim of the study is to show how children and adults are described in three picture books, examining how children and adults are portrayed in text-and-picture narrative and how this has changed over time. We have analysed how the characters in the books are presented and how the representation of children and adults has changed in our own times.The material for the study consists of three picture books from different periods, with the focus on how children and adults are described as the common point of departure. The analysed picture books are: Tomtebobarnen (Beskow 1919), Aja baja, Alfons Åberg! (Bergström 1972) and Snäll (Dahle 2008).We have arrived at the conclusion that a text-and-picture narrative is in very large measure a reflection of the outlook on children, childhood and child rearing at the time when the book was published. The result shows that the greatest change that has happened is that parents? and adults? dominance in the books has declined over the years, and that children have been given a more prominent role.

This thesis consists of a discourse and queer theoretical text and image analysis of school books in English used in the Swedish upper secondary school.  The whole content of two school books have been analysed from a norm critical perspective but one chapter in each of them has been analysed more thoroughly than the rest. These two chapters form the major part of the analysis.The thesis? problem formulation and objective derive from a personal experience of being a teacher student and part time teacher in Swedish schools. This experience shows the prevalence of a strong heteronormativity both in the schools? every day life and in the used school books.

This study focuses on two Text books, Magasinet and Ess i svenska, both common teaching material in Swedish schools. Since Swedish school system recently got a new curriculum and grading criteria, the purpose with this essay was to see how well the teaching materials used in school match the new documents.Since the subject has not really been studied before, the chapter containing recent studies focuses on layout, appearance and contents of good teaching material. The survey that I have implemented includes studies of the two Text books, with comparison of the new curriculum, grading criteria and previous studies of what makes a good text book.Conclusions were that Magasinet is very comprehensive and match the criteria and curriculum very well, even though it spans over four classes and has to cover a lot of information. However, since it covers so much information, each section sometimes feels not as thorough as it perhaps should have been. Ess i svenska on the other hand, is a good complement to use in ninth grade, if you have studied the previous books for seventh and eight grade in the series.

AbstractThe purpose of this study is to see how technology is presented in different fictional picture books that are available in preschool. Six fictional picture books that have connection to technology in picture and text have been analysed. In order to show how technology can be made visible in fictional picture books, the relation between picture and text has been analysed through a technology perspective. Furthermore, the pictures and the texts have been analysed separately in order to show what they show respectively in terms of technology. The fictional picture book has a potential to be a basis for making technology visible in preschool, which is a step in a new direction.

The purpose of this essay was to do a research about if the language in Swedish role-playing books is used correctly and if the composition along with the possible language errors makes the books hard to understand.This research was also about to find out why these problems occurs and if the authors are aware of them.I choose books from two Swedish role-playing games, Eon and Drakar och Demoner. I read them trough, noted the mistakes made and put them together in a scoring table. I also did a LIX-test on the books and interviewed one of the authors.The results shows that the books to Eon is harder to read than the books to Drakar och Demoner and this agrees with the vision the authors of the books claims to have.The results also shows that it is not only the language mistakes and the composition that makes the books hard to read, but also the choice of difficult words and badly formulated rules..