Eva Insulander, Institutionen för pedagogik och didaktik, Stockholms universitet

Eva Insulander


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Works at Department of Education
Telephone 08-16 36 01
Visiting address Frescativägen 54
Room 2504
Postal address Institutionen för pedagogik och didaktik 106 91 Stockholm

About me

Eva Insulander holds a PhD in Didactic Science and is a senior lecturer in the Department of Education at Stockholm University. Her research interests center on designs for learning and multimodal social semiotics, on learning and assessment, often regarding teaching and learning of history in and outside schools. Eva Insulander is a member of the Multimodal analysis of interaction and learning research group and also a member of the editorial board of the on-line journal Designs for learning.


Current teaching at the Dept. of Education

  • Curriculum Studies II - To record and assess knowledge formation/Teacher training/Graduate level

  • Degree Project, in General Education Studies in Didactic Science/Didactic science/Graduate level/Supervision

  • Critical Studies of the Construction Knowledge about Educational
    Phenomenon in current research/Master's programme in didactic science
  • Introduction to Didactic Science/Master's programme in didactic science

  • Design for learning/Master's programme in didactic science

  • Advanced level literature course/Master's programme in didactic science

  • Master ́s Thesis in Didactics for Master Degree/Masters programme in didactic science/Supervision

  • PhD Programme in education/Supervision


I am currently researcher in the project "Theorizing teacher use of curriculum resources in classroom practices.", directed by prof. Andreas Ryve at Malardalen University. The project is supported by the Swedish research council.


A selection from Stockholm University publication database
  • 2016. Patrik Hernwall (et al.). Navigera i den digitala samtiden
  • 2016. Eva Insulander, Fredrik Lindstrand, Staffan Selander. Historical Encounters 3 (1), 31-42

    Contemporary teaching and learning imply that pupils encounter curricular content in the form of multimodal representations such as films, museum visits, power point presentations, role play and digital games etc. Verbal language is no more the only mode for knowledge representation and meaning-making. This means a new demand for teaching (and assessment), since the school tradition is heavily based on verbal language and assessments of verbal representations. In this article, we will present an analysis of the use of resources and different media in classroom work about the Middle Ages, and discuss the need for the development of assessment tools.

  • 2016. Fredrik Lindstrand, Eva Insulander, Staffan Selander. Journal of Language and Politics 15 (3), 336-350

    Goal-oriented learning seems to be a ubiquitous demand for almost all kind of play activities today. This demand, the article argues, is related to a specific neo-liberal discourse about the “superchild”. The article shows how this discourse is articulated multimodally in a number of media texts aimed at young children based around a trans-medial brand; Mike the Knight.

  • 2017. Eva Insulander (et al.).
  • 2017. Eva Insulander, Anna Ehrlin, Staffan Stranne. International Journal of Pedagogies and Learning 12 (1), 63-74
  • 2017. Eva Svärdemo Åberg, Eva Insulander. Early Child Development and Care

    This article presents a meta-interpretative synthesis of contrasting research studies about methodological and theoretical challenges for Swedish preschool teachers in systematic quality development work. The first challenge involves an awareness of producing documentation from different levels of preschool work. The second challenge concerns critical reflection of multi-documentation. The third challenge focuses on an awareness of theoretical approaches which can allow a deeper understanding of quality within preschool work. This article proposes that, even if there are tensions and epistemologically different interests in many of the methods of evaluation used in preschools today, there is a need for comprehensive methods and recurring reflections that places preschools’ pedagogical work in an ongoing process of developing quality.

  • 2017. Eva Insulander, Fredrik Lindstrand, Staffan Selander. Journal of Educational Media, Memory and Society 9 (2), 1-14

    Multimedial and multimodal communication arouse interest in many fields of research today. By contrast, little attention is paid to multimodality in relation to designs for learning, especially in relation to representations of knowledge on an aggregated level. By analyzing three multimodal texts about the Middle Ages, including a textbook, a film series and a museum exhibition, this article provides insight into the role of multimodal designs for learning in a school context.

Show all publications by Eva Insulander at Stockholm University

Last updated: October 15, 2018

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