Publikationer fra Arts

Følg med i forskningen fra de tre institutter på Faculty of Arts: Institut for Kommunikation og Kultur, Institut for Kultur og Samfund og DPU - Danmarks institut for Pædagogik og Uddannelse.

Publikationerne er oplistet med de nyeste øverst.

Sortér efter: Dato | Forfatter | Titel

Steensig, A., Jürgensen, M., Heier, A. (red.) & Hallsteinsdóttir, E. (red.) (2022). Deutsch-dänische People-to-People-Projekte: Ausgewählte Beispiele aus dem Interreg 5A-Projekt kultKIT 2018-2022.

Degn, H.-P. & Hansen, L. E. (2022). Developing a Motivation Typology for Cultural Attendance. Afhandling præsenteret på International Conference on Cultural Policy Research, Antwerpen, Belgien.

Kjeldsen, T. H., Clark, K. & Jankvist, U. T. (2022). Developing historical awareness through the use of primary sources in the teaching and learning of mathematics. I C. Michelsen, A. Beckmann, V. Freiman, U. T. Jankvist & A. Savard (red.), Mathematics and Its Connections to the Arts and Sciences (MACAS) : 15 Years of Interdisciplinary Mathematics Education (s. 45-68). Springer. https://doi.org/10.1007/978-3-031-10518-0

Musaeus, L. H. (2022). Developing Students’ Computational Thinking and Subject Knowledge through Computational Modeling in Secondary Education. [Ph.d.-afhandling, Aarhus Universitet]. Aarhus Universitet.

Toft, L. L. (2022). Dhū Nuwās and the Martyrs of Najrān in Islamic Arabic Literature until 1400 AD. Entangled Religions, 13(2). https://doi.org/10.46586/ER.13.2022.9461

Langager, S. (2022). Diagnoser i skolen - uden for normen. I J. Bjerre & P. F. Laursen (red.), Pædagogikhåndbogen: Seks tilgange til pædagogik (2. udgave udg., s. 327-376). Hans Reitzels Forlag.

Thorsen, J. E. (2022). Diakoni på universitetet fra 2014-2024? DIAKONI - Fagblad for Diakoni, 2022(1), 64-65. file:///C:/Users/au247718/AppData/Local/Microsoft/Windows/INetCache/Content.Outlook/5IY8KPSB/DIAKONI%201-2022%20issuu.pdf

Arboe, T. (2022). Dialekter i Lild- og Hannæs-området før og nu. Historisk Årbog Thy, 2022, 77-84.

Paulsen, M.-T. (2022). Dialoger med døden. ATLAS, 2022(1).

Larsen, S. E. & Higonnet, M. R. (2022). Dialogic encounters. I S. E. Larsen, S. B. Jørgensen & M. R. Higonnet (red.), Landscapes of realism: Rethinking literary realism in comparative perspectives, vol. 2 : Pathways through realism (s. 565-666). John Benjamins Publishing Company.

Khair, T. (2022). Dickens and the Noble Savage. Dickens Quarterly, 39(3), 269-275. https://doi.org/10.1353/dqt.2022.0024

Højgaard, T. & Hansen, R. (2022). Didactical modelling – an outline of a research methodology. International Journal of Mathematical Education in Science and Technology, 53(7), 1770-1786. https://doi.org/10.1080/0020739X.2020.1844908

Broström, S. (2022). Didaktik in preschool: critical-democratic and play-oriented. Educare, 2022(5), 21-57. Artikel 2. https://doi.org/10.24834/educare.2022.5.2

Broström, S. (2022). Didaktik og/eller læreplan. Dansk Pædagogisk Tidsskrift, 2022(2), 7-21.

Li, Q. & Tarp, S. (2022). Differentiated Treatment of Cultural Items in Lexicographical Products: A Necessary Adaptation to the Digital Environment. Lexikos, 32, 90-117. https://doi.org/10.5788/32-1-1706

Pedersen, N. A. (2022). Differing Interpretations of Mani's Apostolate in Manichaean Sources: Subordination or Superiority? I N. A. Pedersen, S. N. C. Lieu & E. Morano (red.), Manichaica Taurinensia (s. 289-297). Artikel 19 Brepols Publishers.

Jacobsen, J. K., Mortensen, E., Presicce, C. P. & Raja, R. (2022). Digging Caesar’s Forum: Three thousand years of daily life in Rome. Current World Archaeology, 113, 32-39.

Johansen, S. L. (2022). Digital dannelse er mere end en tjekliste: dannelse som proces. KommunikationsForum. https://www.kommunikationsforum.dk/artikler/dannelse-som-proces

Kansteiner, W. (2022). Digital Doping for Historians: Can History, Memory, and Historical Theory Be Rendered Artificially Intelligent? History and Theory, 61(4), 119-133. https://doi.org/10.1111/hith.12282

Dalsgaard, C. & Ryberg, T. (2022). Digitale læringsrum. Samfundslitteratur.

Rafner, J. F., Biskjaer, M. M., Zana, B., Langsford, S. W., Bergenholtz, C., Rahimi, S., Carugati, A., Noy, L. & Sherson, J. (2022). Digital Games for Creativity Assessment: Strengths, Weaknesses and Opportunities. Creativity Research Journal, 34(1), 28-54. https://doi.org/10.1080/10400419.2021.1971447

Hanghøj, T., Kabel, K. & Hannibal Jensen, S. (2022). Digital games, literacy and language learning in L1 and L2: A comparative review. L1-Educational Studies in Language and Literature, 22(2), 1-44. Artikel 363. https://doi.org/10.21248/l1esll.2022.22.2.363

Nørgård, R. T., Schreibman, S. & Huang, M. P. (2022). Digital Humanities and Hybrid Education: Higher education in, with and for the Public. I A. Schwan & T. Thomson (red.), The Palgrave Handbook of Digital and Public Humanities (s. 11-29). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-11886-9, https://doi.org/10.1007/978-3-031-11886-9_2

Nissen, I. A., Walter, J. G., Charquero Ballester, M. & Bechmann, A. (2022). Digital Infrastructures of COVID-19 Misinformation: a new conceptual and analytical perspective on fact-checking. Digital Journalism, 10(5), 738-760. https://doi.org/10.1080/21670811.2022.2026795

Pugliese, M. & Vesper, C. (2022). Digital joint action: Avatar-mediated social interaction in digital spaces. Acta Psychologica, 230, Artikel 103758. https://doi.org/10.1016/j.actpsy.2022.103758

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Revideret 03.07.2026

Knud Holt Nielsen