Läskulturer - Lärare, elever och litteraturläsning i grundskolans mellanår

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Läskulturer - Lärare, elever och litteraturläsning i grundskolans mellanår

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dc.contributor.author Ewald, Annette
dc.date.accessioned 2007-05-29T09:56:36Z
dc.date.available 2007-05-29T09:56:36Z
dc.date.issued 2007
dc.identifier.isbn 978-91-976537-1-8
dc.identifier.issn 1651-4513
dc.identifier.uri http://hdl.handle.net/2043/4095
dc.description.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’ written materials. A number of classroom episodes and settings are described, interleaved by portraits and presentations of teachers’ and pupils’ conceptions and attitudes regarding 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 skillsoriented teaching models with a focus on basic literacy dominates the reading cultures. 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 contemporary 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. en
dc.format.extent 412 en_US
dc.language.iso swe en
dc.publisher Lärarutbildningen, Malmö högskola
dc.relation.ispartofseries Malmö Studies in Educational Sciences;29
dc.subject school ethnography en
dc.subject didactic subject research en
dc.subject reading cultures en
dc.subject traditions of literature instruction en
dc.subject the teaching of literature en
dc.subject upper elementary school en
dc.subject.classification Humanities/Social Sciences en
dc.title Läskulturer - Lärare, elever och litteraturläsning i grundskolans mellanår en
dc.type Doctoral Thesis en
dc.contributor.department Malmö University. School of Teacher Education en_US
dc.contributor.department Malmö University. Culture, Languages and Media (KSM) en_US
dc.subject.srsc Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education en
dcterms.type Doctoral Thesis, monograph
mahlocal.identifier.publit 3252
mahlocal.rights.oaType green
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