In the article we present the method of visual response to literary texts, using the example of a folk tale from a foreign civilization circle titled "The Story of Caiman". In considering the ...perceptions of pupils in the 5th grade of elementary school, our goal is to examine teacher competences for developing the pupils' ability to perceive, understand and evaluate literary texts and on this basis, to assess the justification of content integration (JCI) in the curriculum of university teacher education. This problem was observed within the framework of the interdisciplinary connection between literature and fine arts, since it is only possible to achieve optimal use of aesthetically designed text as a didactic tool for the externalization of the learner's dialogue with literary proverbs, thus checking to what extent teachers are trained in these methods (Visual Response Method) in the communication model of literary education.
Place-based reading Eggersen, Dorte
L1-educational studies in language and literature,
01/2024, Volume:
24, Issue:
1
Journal Article
Open access
This article presents a theoretically based model for place-based reading as a specific method for teaching literature outside the classroom. The model is designed for lower secondary school students ...(ages 13–16). With its four didactic stages, place-based reading is supposed to prompt and scaffold the students’ exploratory, bidirectional text–place attention. The place-based reading model’s theoretical foundations are presented by merging three broad academic fields: philosophies of place, literary topographies, and education outside the classroom (Danish: udeskole). The article is intended to contribute to a discussion of education that addresses how exploratory literature teaching outside the classroom could reveal to students that literature and the world surrounding them are related by concretizing the time element.
Previous research on teaching and learning of literature has called for empirical investigations on classroom practice concerning literary history. As an answer to this call, the study aims to ...develop knowledge about what sparks students’ interest in the teaching of literary history in upper secondary school. In relation to the introductory lesson in literary history, students’ attitudes were collected through questionnaires and interviews. 286 students from ten classes in five different schools participated, all from various university preparation programmes. Thematic analysis was applied to analyse students’ responses. The analysis showed that themes of (1) content and (2) teachers’ ways of leading and organising the teaching, contributed to spark students’ interest in literary history in various ways. In relation to content, the students’ foregrounded students’ experiences; intertextuality; similarities and differences between different periods; epochs, authors and works; and aesthetic elements. Regarding teachers’ ways of leading and organising the teaching, the students emphasised passion and engagement, content legitimation, interaction and participation, variety, structure and delimitation and grades or de-emphasis on performance. These findings are discussed in relation to theories of interest and teaching.
This study investigates and discusses teachers’ choices of content when they introduce literary history in the course Swedish 2 for students in the second year of upper secondary school. The study ...was conducted against the background of a lack of previous research about literary history teaching and previous studies that have highlighted students' lack of interest in literary history. The material consists of video-recorded observations of eight Swedish teachers’ introductory lessons to literary history. The introductory lessons were chosen since they can be seen as occasions when teachers try to spark interest in the subject. All teachers taught in a university preparation programme. The study is based on a didactics and curriculum theory framework. Thematic content analysis was applied to analyse the material. The study presents a wide range of possible teaching content and thereby contributes new empirical knowledge about what forms the content of literary history can take in the teaching context and more specifically what teaching content is emphasised when teachers introduce literary history. Previously, teaching and learning literature has been widely discussed in relation to the different conceptions of the subject Swedish: Swedish as a skills subject , Swedish as a cultural heritage subject , and Swedish as an experience-based subject . The results of the study are discussed in relation to these conceptions but make further contributions by concretizing and visualizing the variety of teaching content that occurs in classrooms when literary history is introduced.
From Literary Comprehension to Literacy: The Expansion of a Concept and its Consequences for the Teaching of Literature
During the last few decades, the concept of ”literacy” has had a growing impact ...on the vast fields of education. Although the uses of the concept are multifaceted and diverse, the hegemonic policy discourse as supported by the OECD treats literacy as an individual competence closely tied to the development of explicit reading strategies. This article examines what the concept of literacy means for literary studies in general and literature education in particular. We argue that there are reasons to critically reflect upon the effects of invoking the concept of literacy in the field of literature education. With the aid of theorists like Rita Felski and Toril Moi, our main focus is to examine the risks of centering attention on the ”subject” (the student and his/her abilities) instead of the ”object” (in our case, the works of fiction). By turning to Gert Biesta and Emmanuel Lévinas, we argue that there is an educational value in acknowledging and appreciating what lies beyond the scope of the student’s immediate understanding.
During the last few decades, the concept of ”literacy” has had a growing impact on the vast fields of education. Although the uses of the concept are multifaceted and diverse, the hegemonic policy ...discourse as supported by the OECD treats literacy as an individual competence closely tied to the development of explicit reading strategies. This article examines what the concept of literacy means for literary studies in general and literature education in particular. We argue that there are reasons to critically reflect upon the effects
of invoking the concept of literacy in the field of literature education. With the aid of theorists like Rita Felski and Toril Moi, our main focus is to examine the risks of centering attention on the ”subject” (the student and his/her abilities) instead of the ”object” (in our case, the works of fiction). By turning to Gert Biesta and Emmanuel Lévinas, we argue that there is an educational value in acknowledging and appreciating what lies beyond the scope of the student’s immediate understanding.
I en tid der den norske skolens oppdrag og rolle for fremtiden er oppe til diskusjon og revidering (NOU 2015:8), trer den kontinuerlige forhandlingen mellom fagenes tradisjon og nye strømninger ...tydelig frem. Denne artikkelen søker å bidra med kunnskap om sentrale aspekt i norskfagets litteraturarbeid ved å studere hvordan avgangselever i videregående skole fremstiller det som faglig praksis. I to retrospektive gruppeintervju rekontekstualiserer elever den litteraturfaglige praksisen de har møtt i skolen og sin egen utvikling innen rammene for denne. Artikkelen søker å besvare hvordan elevene beskriver praksisens deltakere, handlinger og ressurser, samt hvilke faglige kjerneverdier som strukturerer elevenes bilder av praksis. Studien viser at elevene peker på en spenning mellom rammer i undervisningen som leder i retning av og bort fra en form for faglig kjerne, og at de forholder seg ulikt til denne spenningen. På tross av ulike preferanser og forholdningssett, peker elevene sammen mot kombinasjonen av arbeid med utfordrende tekster over tid og med ulike arbeidsformer som situasjoner kjennetegnet av dybdeforståelse, tolkningsmangfold, kritisk tenkning og deltakelse – situasjoner som er i tråd med bildene elevene tegner av en faglig kjerne. Artikkelen argumenterer for viktigheten av å forstå elevene som deltakere i det litteraturfaglige praksisfellesskapet. English abstract Practices in Literary Education: Graduating Students' Retrospective Look at Working with Literary Texts at the Upper Secondary Level The discussion and revision of the Norwegian school’s role and mission for the future (NOU 2015:8) draws attention to the ever ongoing negotiation between tradition and trends in the disciplines. This article seeks to contribute to knowledge on central aspects of literature education within the subject of Norwegian in upper secondary school, by studying how matriculating students describe this practice. In two group interviews, these students recontextualise, retrospectively, the literary practice which they have encountered in school and their own development within the frames of this practice. The article investigates how the students describe the participants, actions and resources of the practice, and the core values that structure their descriptions of the practice. The study indicate that the students experience a tension between the different frames in teaching practice, that lead towards or away from the subject core, and that students behave differently when experiencing this tension. Despite variations in preferences and behaviour, the students are in accord in describing how a combination of work with challenging literate texts over time and with different ways of working, lead to situations characterised by deep understanding, multiple interpretations, critical thinking and participation – all aspects in line with their conception of the disciplinary core. The article argues for the necessity of considering the students as participants in the literary community of practice.
This study aims to develop knowledge about the teaching of literary history in upper secondary school. Sub-study I explores: What content is foregrounded when upper secondary school teachers of ...Swedish introduce literary history? And what significance can different teaching content have for sparking interest? Sub-study II explores: What teaching content sparks students’ interest in literary history? And what other aspects of the teaching spark their interest in literary history according to the students themselves? The study is framed by didactics and curriculum theory and also theories about interest and teaching. The material consists of video recordings from ten different lessons when upper secondary teachers were introducing literary history in the course Swedish 2. The experiences of upper secondary school students of the teaching were collected using questionnaires and interviews. All students were enrolled in university preparation programmes in a medium-sized Swedish city. The results of the analysis in Sub-study I show a wide range of potential literary history teaching content. The study thus contributes new empirical knowledge about what forms (in terms of its content) literary history can take in its teaching. In the past, Swedish as a subject has been discussed to a large extent in relation to the conceptions of the subject of Swedish as a skills subject, as a cultural heritage subject, and as an experience-based subject. The results of the study are discussed in relation to these conceptions but make further contributions by concretizing the variety of teaching content that occurs in classrooms. The results of the analysis in Sub-study II show that upper secondary school students’ interest in literary history can be sparked in relation to different content in the teaching such as students experiences; intertextuality; similarities and differences between different periods; epochs, authors and works, and aesthetic elements. The analysis also revealed aspects that could be linked to the teachers’ ways of leading and organising the teaching. These were passion and engagement; content legitimation; interaction and participation; variety; structure and delimitation and grades or de-emphasis on performance. The many themes identified in Sub-study II contribute to revealing different ways of sparking interest in literary history. This is an important result in view of the fact that previous research has shown that students lack interest in literary history teaching. Together, the two sub-studies contribute to revealing new empirical knowledge about literary history teaching. Finally, there is a reflective discussion which illuminate the study in relation to different perspectives on classroom management.
This thesis investigates the construction of role models, more specifically literary didactics and constructions of subject positions, in literary works with exemplary stories in Swedish 1400–1750, ...from the perspective of literature for children and young adults. Childhood concepts, didactic concepts and subject positions presented to the reader are analyzed from the point of view of dominance and dissonance between different characters and messages. A number of themes have been chosen for a comparative study, for example: ideas about identification, the construction of subject positions and ideals for girls, the responsibility of adults, subversive tendencies, obedience or autonomy, the immoral role model as exemplary, conflicts between different childhood concepts, adults and children as role models. A central conclusion is that there is variation when it comes to the subject positions that are constructed for children and young adults, mainly through role models. There are examples of authoritative teachings that demands the subordination and obedience of the reader/recipient, as well as encouragement of questioning and even contra conventional subject positions. One conclusion is that premodern literature for the young does not just have an authoritative tone towards the reader, but the texts also negotiates with the reader. The messages are not just about obedience and religious fidelity, but also about learning, questioning and personal, moral responsibility. A critical perspective on adults is encouraged through critizism of adults and exemplary role models. Subject positions for girls also vary in the texts. Some texts convey conventional, passive gender roles while others present active subject positions, where chastity, wisdom and manliness are presented as ideal virtues for girls.
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