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Läskulturer. Lärare, elever och litteraturläsning i grundskolans mellanår

Ewald, Annette LU (2007) In Malmö studies in educational sciences 29.
Abstract (Swedish)
Popular Abstract in Swedish

Avhandlingen handlar om litteraturläsning och litteraturundervisning i grundskolan. Syftet är att belysa den betydelse läsning av skönlitteratur ges i skolans mellanår i början av det tjugoförsta århundradet. Forskningsfrågorna berör de mål och föreställningar om litteratur och läsning som lärare ger uttryck för och hur dessa kommer till uttryck i konkret klassrumsarbete. Avhandlingen bygger på en skoletnografisk undersökning i fyra grundskolor åren 2000 - 2004. I konkreta skildringar från skolvardagen ges en inblick i hur undervisningen organiseras och vilka erbjudanden om möten med litteratur och läsning eleverna ges. Genom lärar- och elevporträtt framträder bilder av hur lärare och elever... (More)
Popular Abstract in Swedish

Avhandlingen handlar om litteraturläsning och litteraturundervisning i grundskolan. Syftet är att belysa den betydelse läsning av skönlitteratur ges i skolans mellanår i början av det tjugoförsta århundradet. Forskningsfrågorna berör de mål och föreställningar om litteratur och läsning som lärare ger uttryck för och hur dessa kommer till uttryck i konkret klassrumsarbete. Avhandlingen bygger på en skoletnografisk undersökning i fyra grundskolor åren 2000 - 2004. I konkreta skildringar från skolvardagen ges en inblick i hur undervisningen organiseras och vilka erbjudanden om möten med litteratur och läsning eleverna ges. Genom lärar- och elevporträtt framträder bilder av hur lärare och elever förhåller sig till böcker och läsning, deras skilda attityder, textpreferenser och läsvanor belyses.



Undersökningens resultat visar på stor spridning i elevernas läsintressen. Något sådant som ?typiska mellanstadieläsare? framskymtar inte. Däremot anas gemensamma drag inom flick- respektive pojkgrupperna. Pojkarna orienterar mot avgränsade genrer som fantasy, krigsskildringar och historiska äventyrsberättelser. Flickorna är mer gränsöverskridande i sina genreval men väljer helst böcker där relationer, känslor och etiska/moraliska dilemman tematiseras.



Lärarna lägger ner stort personligt engagemang i sitt lärararbete. Deras ansträngningar att skapa konfliktfria, fungerande och hemlika undervisningsrum och förtroliga relationer till eleverna framträder tydligt. Tillsammans med organisatoriska och administrativa ansträngningar pressar dessa behov och ambitioner tillbaka ett pedagogiskt och innehållsorienterat intresse för litteraturundervisningens mål och mening. ?Fri? upplevelseläsning av bänkböcker och ?recensionsskrivande? dominerar. Ambitioner till en mer reflekterad litteraturpedagogisk hållning förekommer som spridda öar i läskulturerna.



Den historiska eftersläpning som studien synliggör kopplas till de sociala strukturer som bygger upp skolsystemet men diskuteras även som en professionsfråga. (Less)
Abstract
This dissertation explores the teaching of literature in Swedish compulsory school. The aim of the study is to elucidate different approaches to literature instruction in upper elementary school (grades 4-6, pupils aged 10-13). The research questions focus on what goals and ideas about literature and reading guide teachers and how these are carried out in pedagogical practice and classroom activities.



Three overlapping school ethnographic case studies were conducted in four Swedish compulsory schools during a period of four years. The empirical material was collected mainly through direct observations and interviews with teachers and pupils, but also comprises local policy documents directing education policy and pupils?... (More)
This dissertation explores the teaching of literature in Swedish compulsory school. The aim of the study is to elucidate different approaches to literature instruction in upper elementary school (grades 4-6, pupils aged 10-13). The research questions focus on what goals and ideas about literature and reading guide teachers and how these are carried out in pedagogical practice and classroom activities.



Three overlapping school ethnographic case studies were conducted in four Swedish compulsory schools during a period of four years. The empirical material was collected mainly through direct observations and interviews with teachers and pupils, but also comprises local policy documents directing education policy and pupils? written materials.



A number of classroom episodes and settings are described, interleaved by portraits and presentations of teachers? and pupils? conceptions and attitudes regar-ding literature, reading and schooling. The description yields a varied picture. The analysis concentrates on teachers? conception of literature, their expressed view of the teaching of Swedish and the literature as well as reading experiences pupils are invited to have in the classrooms.



A conclusion that follows from the study is that traditional focus on skills-oriented teaching models with a focus on basic literacy dominates the reading cultu-res. Approaches that aim at more thoughtful literacy characterized by the ability to read, write and think in more complex and critical ways are rare.



The outcome of the study indicates that historical reproduction as well as con-temporary demands on basic reading skill achievement not only has a strong impact on schools? reading cultures but also raises questions about educational reform activities such as further teacher education. (Less)
Please use this url to cite or link to this publication:
author
supervisor
opponent
  • Docent och universitetslektor Andersson, Lars Gustaf, Lunds universitet, Språk- och litteraturcentrum
organization
publishing date
type
Thesis
publication status
published
subject
keywords
Humanities, upper elementary school, the teaching of literature, traditions of literature instruction, reading cultures, school ethnography, didactic subject research, Humaniora, General and comparative literature, Allmän och jämförande litteraturvetenskap, Pedagogy and didactics, Pedagogik, didaktik
in
Malmö studies in educational sciences
volume
29
pages
398 pages
publisher
Malmö högskola, Lärarutbildningen
defense location
Sal D138, lärarutbildningen vid Malmö högskola, Nordenskiöldsgatan 10, Malmö
defense date
2007-03-02 10:15
ISSN
1651-4513
ISBN
978-91-976537-1-8
language
Swedish
LU publication?
yes
id
6e5aad5b-3838-4920-8963-15d85ac275c9 (old id 26977)
date added to LUP
2007-06-05 14:58:54
date last changed
2016-09-19 08:44:59
@phdthesis{6e5aad5b-3838-4920-8963-15d85ac275c9,
  abstract     = {This dissertation explores the teaching of literature in Swedish compulsory school. The aim of the study is to elucidate different approaches to literature instruction in upper elementary school (grades 4-6, pupils aged 10-13). The research questions focus on what goals and ideas about literature and reading guide teachers and how these are carried out in pedagogical practice and classroom activities.<br/><br>
<br/><br>
Three overlapping school ethnographic case studies were conducted in four Swedish compulsory schools during a period of four years. The empirical material was collected mainly through direct observations and interviews with teachers and pupils, but also comprises local policy documents directing education policy and pupils? written materials.<br/><br>
<br/><br>
A number of classroom episodes and settings are described, interleaved by portraits and presentations of teachers? and pupils? conceptions and attitudes regar-ding literature, reading and schooling. The description yields a varied picture. The analysis concentrates on teachers? conception of literature, their expressed view of the teaching of Swedish and the literature as well as reading experiences pupils are invited to have in the classrooms.<br/><br>
<br/><br>
A conclusion that follows from the study is that traditional focus on skills-oriented teaching models with a focus on basic literacy dominates the reading cultu-res. Approaches that aim at more thoughtful literacy characterized by the ability to read, write and think in more complex and critical ways are rare.<br/><br>
<br/><br>
The outcome of the study indicates that historical reproduction as well as con-temporary demands on basic reading skill achievement not only has a strong impact on schools? reading cultures but also raises questions about educational reform activities such as further teacher education.},
  author       = {Ewald, Annette},
  isbn         = {978-91-976537-1-8},
  issn         = {1651-4513},
  keyword      = {Humanities,upper elementary school,the teaching of literature,traditions of literature instruction,reading cultures,school ethnography,didactic subject research,Humaniora,General and comparative literature,Allmän och jämförande litteraturvetenskap,Pedagogy and didactics,Pedagogik,didaktik},
  language     = {swe},
  pages        = {398},
  publisher    = {Malmö högskola, Lärarutbildningen},
  school       = {Lund University},
  series       = {Malmö studies in educational sciences},
  title        = {Läskulturer. Lärare, elever och litteraturläsning i grundskolans mellanår},
  volume       = {29},
  year         = {2007},
}