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Kritiskt litteracitetsarbete: En kvalitativ studie om hur lärare i årskurs 1-3 tolkar, planerar och arbetar med kritiskt litteracitetsarbete i svenskundervisningen.
Jönköping University, School of Education and Communication.
2018 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

The school inspection quality review shows that many pupils are not given enough space to talk about the text that they encounter while working critically with texts (Skolinspektionen, 2010). This might be a problem because Jönsson (2009) considers that the joint conversations about texts can lead to a deeper understanding of the text. Teachers own use and understanding of a critical attitude can be reflected in their teaching (Mclaughling & DeVoogd, 2004). The study is a qualitative interview study that is based on the socio-cultural theory. The aim of the study is to contribute with knowledge of how the interviewed teachers in grade 1-3 relate to the term critical review, which methods and approaches there are in critical literacy in the teaching of Swedish, in order to visualize and discuss critical literacy work at school. The data was collected through semi structured interviews where five participating teachers answered several questions. The result shows how the interviewed teachers work and relate to critical literacy work in the teaching. The result also shows that teachers allow for joint and open conversations by asking critical questions about the texts.

Place, publisher, year, edition, pages
2018. , p. 29
Keywords [sv]
svenskämnet, litteracitet, kritisk litteracitet, kritiskt granska, interaktion
National Category
Learning
Identifiers
URN: urn:nbn:se:hj:diva-40473ISRN: JU-HLK-JU-2-20180531OAI: oai:DiVA.org:hj-40473DiVA, id: diva2:1219728
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Available from: 2018-06-18 Created: 2018-06-17 Last updated: 2018-06-18Bibliographically approved

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CiteExportLink to record
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  • apa
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