"När vi pratar om det så börjar jag förstå" - Shared Reading som läsfrämjande arbetssätt inom gymnasieskolan
(2023) ÄSVM02 20231Department of Educational Sciences
Swedish
- Abstract (Swedish)
- Det övergripande syftet med detta arbete är att undersöka läspraktiken Shared Readings möjligheter och begränsningar som läsfrämjande arbetssätt inom svensk gymnasieskola. Shared Reading är en läspraktik som fokuserar på det sociala och personliga i läsningen. Under ledning av en utbildad läsledare träffas Shared Reading-grupper regelbundet och läser en eller ett par utvalda texter högt. Under läsningen görs pauser där deltagarna gemensamt får reflektera över texten.
De senaste årens skolforskning visar att den svenska skolan behöver höja kvaliteten i arbetet med läsfrämjande insatser eftersom läsförståelsen bland barn och unga sjunker. Forskning visar dessutom att skolornas läsfrämjande arbete avtar ju äldre eleverna blir. Både lärare... (More) - Det övergripande syftet med detta arbete är att undersöka läspraktiken Shared Readings möjligheter och begränsningar som läsfrämjande arbetssätt inom svensk gymnasieskola. Shared Reading är en läspraktik som fokuserar på det sociala och personliga i läsningen. Under ledning av en utbildad läsledare träffas Shared Reading-grupper regelbundet och läser en eller ett par utvalda texter högt. Under läsningen görs pauser där deltagarna gemensamt får reflektera över texten.
De senaste årens skolforskning visar att den svenska skolan behöver höja kvaliteten i arbetet med läsfrämjande insatser eftersom läsförståelsen bland barn och unga sjunker. Forskning visar dessutom att skolornas läsfrämjande arbete avtar ju äldre eleverna blir. Både lärare och elever vill och behöver mer samtal om läsning och efterfrågar mer stöd för litteratursamtal i undervisningen.
Under vårterminen 2023 genomfördes ett pilotprojekt på en grupp elever för att implementera Shared Reading i en svensk gymnasieskola. I samband med detta genomfördes denna uppsats. I uppsatsen studeras och analyseras elevernas interaktion under SR-sessionerna. Hur samtalar de om litteratur? Vad är deras inställning till Shared Reading som läsfrämjande arbetssätt? Uppsatsen är en mixad kvalitativ studie som består av observationer, ljudinspelning av gruppsamtal och ett fokusgruppssamtal med de elever som ingick i pilotprojektet.
Resultatet visar att det både finns möjligheter och svårigheter med att införa Shared Reading i undervisningen. Eleverna uppskattar den sociala läsningen och hur de får ta del av varandras tankar och erfarenheter om texterna. Men de har svårt att tro att den intima och personliga stämningen som uppstår under Shared Reading-mötena hade fungerat lika väl i helklass inom ramen för den ordinarie undervisningen. Det läsfrämjande arbetet är ett sätt att engagera elever till läsning. Det finns därför anledning till att inspireras av Shared Reading i framtida litteraturundervisning för att underlätta för elever att samtala om litteratur. (Less) - Abstract
- Translated title – When we talk about it, I start to understand: Shared Reading as a reading promotion in upper secondary school.
The overarching aim of this study is to clarify the possibilities and limitations of the reading method Shared Reading as a reading promotion method in Swedish upper secondary schools. Shared Reading is a reading method that focuses on the social and personal aspects of reading. Lead by a trained reader leader, Shared Reading groups meet regularly and read one or a couple of selected texts aloud. During the reading, there are breaks where the participants can reflect on the text together.
School research in recent years shows that the Swedish school needs to raise the quality of work with reading promotion... (More) - Translated title – When we talk about it, I start to understand: Shared Reading as a reading promotion in upper secondary school.
The overarching aim of this study is to clarify the possibilities and limitations of the reading method Shared Reading as a reading promotion method in Swedish upper secondary schools. Shared Reading is a reading method that focuses on the social and personal aspects of reading. Lead by a trained reader leader, Shared Reading groups meet regularly and read one or a couple of selected texts aloud. During the reading, there are breaks where the participants can reflect on the text together.
School research in recent years shows that the Swedish school needs to raise the quality of work with reading promotion efforts because reading comprehension among children and young people is falling. Research also shows that the schools´ work to promote reading decreases as the students get older. Both teachers and students need more conversations about reading and request more support for literature conversations in teaching.
During the spring semester 2023, a pilot project was carried out on a group of students to implement Shared Reading in a Swedish upper secondary school. In connection with this, this master’s thesis was carried out. In the thesis, the student’s interaction during the Shared Reading sessions is studied and analyzed. How do they talk about literature? What is their attitude to Shared Reading as a reading promotion method? The master’s thesis is a mixed qualitative study consisting of observations and a focus group conversation with the students who were part of the pilot project.
The results show that there are both opportunities and difficulties with introducing Shared Reading in teaching. The students appreciate the social reading and how they get to share each other´s thoughts and experiences about the text. But they find it hard to believe that the intimate and personal atmosphere that arises during the Shared Reading meetings would have worked just as well in the whole class within the framework of regular teaching. The reading promotion work is a way of engaging students in reading. There is therefore reason to be inspired by Shared Reading in future literature teaching to make it easier for students to talk about literature. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/9133491
- author
- Glansén, Johanna LU
- supervisor
- organization
- course
- ÄSVM02 20231
- year
- 2023
- type
- H2 - Master's Degree (Two Years)
- subject
- keywords
- Shared reading, högläsning, litteratursamtal, litteraturundervisning, läsfrämjande
- language
- Swedish
- id
- 9133491
- date added to LUP
- 2024-01-17 13:14:32
- date last changed
- 2024-01-17 15:22:14
@misc{9133491,
abstract = {{Translated title – When we talk about it, I start to understand: Shared Reading as a reading promotion in upper secondary school.
The overarching aim of this study is to clarify the possibilities and limitations of the reading method Shared Reading as a reading promotion method in Swedish upper secondary schools. Shared Reading is a reading method that focuses on the social and personal aspects of reading. Lead by a trained reader leader, Shared Reading groups meet regularly and read one or a couple of selected texts aloud. During the reading, there are breaks where the participants can reflect on the text together.
School research in recent years shows that the Swedish school needs to raise the quality of work with reading promotion efforts because reading comprehension among children and young people is falling. Research also shows that the schools´ work to promote reading decreases as the students get older. Both teachers and students need more conversations about reading and request more support for literature conversations in teaching.
During the spring semester 2023, a pilot project was carried out on a group of students to implement Shared Reading in a Swedish upper secondary school. In connection with this, this master’s thesis was carried out. In the thesis, the student’s interaction during the Shared Reading sessions is studied and analyzed. How do they talk about literature? What is their attitude to Shared Reading as a reading promotion method? The master’s thesis is a mixed qualitative study consisting of observations and a focus group conversation with the students who were part of the pilot project.
The results show that there are both opportunities and difficulties with introducing Shared Reading in teaching. The students appreciate the social reading and how they get to share each other´s thoughts and experiences about the text. But they find it hard to believe that the intimate and personal atmosphere that arises during the Shared Reading meetings would have worked just as well in the whole class within the framework of regular teaching. The reading promotion work is a way of engaging students in reading. There is therefore reason to be inspired by Shared Reading in future literature teaching to make it easier for students to talk about literature.}},
author = {{Glansén, Johanna}},
language = {{swe}},
note = {{Student Paper}},
title = {{"När vi pratar om det så börjar jag förstå" - Shared Reading som läsfrämjande arbetssätt inom gymnasieskolan}},
year = {{2023}},
}