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BARNLITTERATURENS STÄLLNING I ÅRSKURS F-3
University of Skövde, School of Humanities and Informatics.
University of Skövde, School of Humanities and Informatics.
2013 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
THE STATUS OF CHILDREN'S LITERATURE IN GRADES P-3 (English)
Abstract [sv]

Vi blev inspirerade av barnlitteraturens roll i skolan efter att ha tagit del av svenska regeringens undersökning Läsandets kultur (SOU 2012:65). Den tar upp den negativa utvecklingen av läsförståelse, läsning och intresse för litteratur bland barn och unga. Studiens syfte var att få fördjupad kunskap om lärares förhållningssätt till barnlitteraturens roll i undervisningen. Studiens teoretiska utgångspunkt var ett kulturellt förhållningsätt till lärande där dialog och samspel har stor betydelse. Vi använde oss av kvalitativa intervjuer, då vi ville få en djupare förståelse för lärares förhållningssätt och attityder till barnlitteraturen i undervisningen. Vi intervjuade sex lärare från två olika skolor där vi genomförde den verksamhetsförlagda delen i vår utbildning. Resultatet av vår studie visade att lärarna hade positiv attityd till att arbeta med barnlitteratur. I sitt arbete använde de sig av olika metoder men främst för att främja elevers läsutveckling. En lärare ansåg att det var särskilt viktigt att vara en god förebild vad det gäller elevers individuella läsning och menar att om eleverna ska sitta tysta och läsa så borde även läraren göra det.

Abstract [en]

After reading the Swedish Government report on literature and reading (SOU 2012:65, Läsandets kultur), we were inspired to investigate the role of children's literature in primary school. The report notes a negative trend in reading comprehension, reading and interest in literature among children and youths. The aim of our study has been to gain a greater knowledge of teachers' approaches to the role of children's literature in teaching. The theoretical point of departure for the study is socio-cultural in nature; here, dialogue and interaction are of central importance, as noted in previous research cited in this study. Qualitative interviews have been employed to ascertain teachers' approaches and attitudes to the role of children's literature in teaching. The interviewees were six teachers from the two schools at which we carried out the supervised field study portion of the programme. The results of our study reveal teachers' positive attitudes to the use of children's literature in teaching. In their work they used different methods but mainly to enhance students’ reading skills. One teacher thought it to be of great importance to be a good role model when it comes to students’ individual reading. Meaning that if the students should read quiet the teacher should partake in the same activity to inspire the students.

 

Place, publisher, year, edition, pages
2013. , 37 p.
Keyword [en]
Literature teaching, children's literature, love of reading
Keyword [sv]
Undervisning, barnlitteratur, läsintresse
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:his:diva-7286OAI: oai:DiVA.org:his-7286DiVA: diva2:607502
Subject / course
Pedagogy
Educational program
Teacher Training Programme
Uppsok
Social and Behavioural Science, Law
Supervisors
Examiners
Available from: 2013-03-02 Created: 2013-02-24 Last updated: 2013-03-02Bibliographically approved

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