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Att läsa multimodala texter: Krävs särskilda kunskaper av lärare för att undervisa multimodala sakprosatexter?
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
2017 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesisAlternative title
Reading multimodal texts : Is specific knowledge required to teach multimodal non-fiction texts? (English)
Abstract [sv]

I dagens samhälle är i stort sett alla texter multimodala. Forskning visar att elever har svårt med läsförståelse när det gäller texter med flera modaliteter. Syftet med föreliggande uppsats är att ta reda på vad lärare har för strategier när de tillsammans med elever läser texter bestående av flera modaliteter där text samt illustrationer, tabeller, symboler och grafer kombineras, samt om de läser texterna på olika sätt beroende på om de fått kompetensutveckling/utbildning eller inte. 

Undersökningen bygger på gruppintervjuer med totalt fem verksamma klasslärare i årskurs 4–6 med lärarutbildning och minst tio års erfarenhet. Tre av lärarna har dessutom fått kompetensutveckling inom området multimodala texter. 

Resultatet visar att lärare har specifika strategier när de läser multimodala texter tillsammans med eleverna och att dessa grundas på tradition, tidigare erfarenhet samt kunskaper som lärarna fått genom kompetensutveckling. Det framgår också att de lärare som inte fått kompetensutveckling saknar de kunskaper som krävs för att på ett bra sätt undervisa i hur man läser multimodala texter. 

Abstract [en]

Nowadays, almost all texts are multimodal. Research show that pupils have a hard time understanding texts with several modalities. The aim of this thesis is to figure out teachers’ strategies in reading multimodal texts which consists texts combined with illustrations, charts, symbols and graphs, and examine if they are reading multimodal texts differently depending whether they have completed in-service courses or not. 

The analysis is based on group interviews with teachers from five different classes teaching 4th to 6th grade. All teachers have a teachers-degree and they have at least ten years of experience. Three of them have taken part in in-service courses within the area of multimodal texts. 

The results show that it appears that teachers have strategies while reading multimodal texts with their pupils and those strategies are founded in tradition, experience and knowledge obtained through in-service courses. It also appears that teachers who do not have completed in-service courses, lack the skills needed to teach in how to read multimodal texts. 

Place, publisher, year, edition, pages
2017.
Keyword [en]
Multimodal texts, non-fiction texts, reading ability, teaching, 4th to 6th grade
Keyword [sv]
Multimodala texter, sakprosa, läsförmåga, undervisning, årskurs 4–6
National Category
Other Humanities
Identifiers
URN: urn:nbn:se:kau:diva-55041OAI: oai:DiVA.org:kau-55041DiVA, id: diva2:1109811
Subject / course
The Swedish Language
Educational program
Primary Education Programme, 240 hp
Supervisors
Examiners
Available from: 2017-06-14 Created: 2017-06-14 Last updated: 2017-06-14Bibliographically approved

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CiteExportLink to record
Permanent link

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Citation style
  • apa
  • ieee
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  • Other style
More styles
Language
  • de-DE
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  • en-US
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  • nn-NB
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  • Other locale
More languages
Output format
  • html
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  • asciidoc
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