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Dialogisk läsning - Shared Readings möjligheter och begränsningar i klassrummet

Dagerman, Max LU and Wallinder, Jon LU (2022) ÄSVM02 20221
Division of Swedish subjects, Danish, and Icelandic
Department of Educational Sciences
Swedish
Abstract (Swedish)
Det föreliggande arbetets övergripande syfte är att klarlägga läspraktiken Shared Readings möjligheter och begränsningar som litteraturarbete i svenskämnet i gymnasieskolan. Shared Reading är en läspraktik som kombinerar högläsning och samtal om texten under läsningen. En utbildad läsledare ansvarar för att underlätta samtalet, men samtalets fokus ligger på deltagarnas personliga respons på texten. För att uppnå uppsatsens syfte undersöker vi skolans styrdokument och Shared Readings handbok med hjälp av två teoretiska modeller, för att klargöra huruvida det finns utrymme för Shared Reading i skolans verksamhet. Därefter observerar vi läspraktiken tillämpad i skolans verksamhet för att undersöka hur teori och praktik samspelar. Detta... (More)
Det föreliggande arbetets övergripande syfte är att klarlägga läspraktiken Shared Readings möjligheter och begränsningar som litteraturarbete i svenskämnet i gymnasieskolan. Shared Reading är en läspraktik som kombinerar högläsning och samtal om texten under läsningen. En utbildad läsledare ansvarar för att underlätta samtalet, men samtalets fokus ligger på deltagarnas personliga respons på texten. För att uppnå uppsatsens syfte undersöker vi skolans styrdokument och Shared Readings handbok med hjälp av två teoretiska modeller, för att klargöra huruvida det finns utrymme för Shared Reading i skolans verksamhet. Därefter observerar vi läspraktiken tillämpad i skolans verksamhet för att undersöka hur teori och praktik samspelar. Detta kompletteras med deltagarintervjuer. De teoretiska modellerna tar dels fasta på olika perspektiv som intas under litteraturläsning (läspositioner), dels på om formen av samtal inbjuder till dialogiskt lärande (samtalsform). Resultatet av undersökningen av skolans styrdokument och Shared Readings handbok är att det finns utrymme för Shared Reading på gymnasieskolan. Dock överensstämmer dessa styrande dokumentet inte helt, och läspraktiken svarar främst mot det litteraturarbete som efterfrågas i Svenska 1. Omsatt i praktiken visar det sig finnas vissa hinder för att framgångsrikt bedriva Shared Reading i ett skolsammanhang. Bland dessa begränsningar kan noteras att det frivilliga deltagandet som utgör ett fundament i läspraktiken, vilket visar sig svårt att återskapa i klassrummet. Det kan förklara det ofta låga deltagandet som var en del av vårt resultat. Samtidigt visar resultatet på många möjligheter att använda sig av Shared Reading. I synnerhet vill vi här lyfta läspraktikens bruk av samtalsmodellering och strävan att sätta den personliga läsupplevelsen i fokus. Vi föreslår att litteraturarbete i skolan kan inspireras av den verktygslåda som Shared Reading innebär. (Less)
Abstract
The overarching aim of this study is to clarify the reading method Shared Reading’s potential and limitations as a method of teaching literature in the subject of Swedish in upper-secondary school. Shared Reading is a reading method that combines reading aloud and conversation about the text during reading. A trained facilitator is responsible for keeping the conversation alive, but the conversations focus is on the participants’ personal response to the text. To this aim, we analyse school policy documents and the reading method’s handbook using two theoretical frameworks, to explore whether Shared Reading can be employed in school practice. Following that, the method is observed as practiced in a school setting to inquire into the... (More)
The overarching aim of this study is to clarify the reading method Shared Reading’s potential and limitations as a method of teaching literature in the subject of Swedish in upper-secondary school. Shared Reading is a reading method that combines reading aloud and conversation about the text during reading. A trained facilitator is responsible for keeping the conversation alive, but the conversations focus is on the participants’ personal response to the text. To this aim, we analyse school policy documents and the reading method’s handbook using two theoretical frameworks, to explore whether Shared Reading can be employed in school practice. Following that, the method is observed as practiced in a school setting to inquire into the relationship between theory and practice. This is supplemented with participant interviews. The theoretical frameworks focus on (1) different perspectives taken while reading (reading positions) and (2) whether the mode of conversation encourages dialogic learning (mode of conversation). The result of the analysis of the policy documents and handbook shows that there is potential to employ Shared Reading in upper-secondary school. However, the match is not perfect, and the reading method is most fitting to use in the Swedish entry level course (Swedish 1). The observations showed that there are challenges with using Shared Reading to its full effect in a school setting. Amongst these are the fundamental role of voluntary participation in Shared Reading which proved difficult to recreate in a classroom setting. This explains the relatively low participant activity in the present study. Still, our results show a lot of potential in using Shared Reading, notably the prevalent use of conversation modelling and the aim to focus on the personal experience while reading. Our suggestion is to view Shared Reading as a series of tools to use and be inspired by when teaching literature. (Less)
Please use this url to cite or link to this publication:
author
Dagerman, Max LU and Wallinder, Jon LU
supervisor
organization
alternative title
Dialogic reading - Shared Reading’s limitations and possibilities in the classroom
course
ÄSVM02 20221
year
type
H2 - Master's Degree (Two Years)
subject
keywords
Shared Reading, Skolans styrdokument, Svenska, Ämnesdidaktik, Undervisning, Litteraturarbete, Läsposition, Dialog, Flerstämmighet
language
Swedish
id
9089490
date added to LUP
2022-09-05 14:29:03
date last changed
2022-09-05 14:29:03
@misc{9089490,
  abstract     = {{The overarching aim of this study is to clarify the reading method Shared Reading’s potential and limitations as a method of teaching literature in the subject of Swedish in upper-secondary school. Shared Reading is a reading method that combines reading aloud and conversation about the text during reading. A trained facilitator is responsible for keeping the conversation alive, but the conversations focus is on the participants’ personal response to the text. To this aim, we analyse school policy documents and the reading method’s handbook using two theoretical frameworks, to explore whether Shared Reading can be employed in school practice. Following that, the method is observed as practiced in a school setting to inquire into the relationship between theory and practice. This is supplemented with participant interviews. The theoretical frameworks focus on (1) different perspectives taken while reading (reading positions) and (2) whether the mode of conversation encourages dialogic learning (mode of conversation). The result of the analysis of the policy documents and handbook shows that there is potential to employ Shared Reading in upper-secondary school. However, the match is not perfect, and the reading method is most fitting to use in the Swedish entry level course (Swedish 1). The observations showed that there are challenges with using Shared Reading to its full effect in a school setting. Amongst these are the fundamental role of voluntary participation in Shared Reading which proved difficult to recreate in a classroom setting. This explains the relatively low participant activity in the present study. Still, our results show a lot of potential in using Shared Reading, notably the prevalent use of conversation modelling and the aim to focus on the personal experience while reading. Our suggestion is to view Shared Reading as a series of tools to use and be inspired by when teaching literature.}},
  author       = {{Dagerman, Max and Wallinder, Jon}},
  language     = {{swe}},
  note         = {{Student Paper}},
  title        = {{Dialogisk läsning - Shared Readings möjligheter och begränsningar i klassrummet}},
  year         = {{2022}},
}