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  • 1.
    Lindström, Sandra
    et al.
    University of Skövde, School of Humanities and Informatics.
    Hallåsen, Veronica
    University of Skövde, School of Humanities and Informatics.
    Elevers litteraturval: en fallstudie kring elevers val och en lärares intentioner2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

     

    The starting point for this thesis is our interest in children´s literature. Therefore we decided to work with a qualitative case study with the purpose to increase the understanding of pupils' choice of literature in their individual reading. The research is based on interviews with and observations of pupils in grades 2 and 3 in a countryside school environment. The research shows that the pupils' preferences are bookseries for their individual reading in school and leisure time. The pupils get suggestions for choosing books from their friends, teacher, librarian, family members and the media. Most pupils are decisive in their choices and others do not know what book to read. The content of a book should be exciting, fun and scary. Some choose a book because they want to learn something. The interest of a pupil often mirrors their choice of literature. The teacher plays an active role and thinks that students ought to read books where the text is neither too difficult nor too easy but still challenges the pupils' ability to read. Primarily the teacher thinks that it is more important that pupils are reading then what they read. Further, it should stimulate the pupils' interest in literature and reading. The pupils are aware of the teachers intentions in choosing books on a challenging level, but they don´t see the class teacher as an active guide. The conclusions of our research show that it is important that the teacher knows what determines and affects pupils choice and that the teacher is attuned so the teacher can guide them to the appropriate literature. It is positive if the range is large, however, the supply must also be varied so that all pupils have the opportunity to find literature that match their interests and needs. Moreover, it is important that the teacher motivates their pupils so they find reading meaningful. As a teacher, it may be important if you can offer the pupils other alternatives than the literature available in the library in view of the grade 3 objectives in Swedish who partly contains if the pupils can read different kinds of texts, not just literary. The study also points at that as a teacher it is important to have a permissive attitude and encourage the social interactions between students. While it may be difficult to determine whether pupils in the social interaction are discussing literature or if a group of pupils talking about other things, the conclusion is also because it essential that the teacher is responsive to their pupils. As a teacher you should point out all your intentions for the pupils, it is, for example, positive if the teacher had made clear that the pupils can ask questions and get help in their selection in literature.

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