| 1. |
- Johansson, Jonas
(författare)
-
Litteraturhistoriskt undervisningsinnehåll – introduktion och respons
- 2022
-
Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- 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.
|
|
| 2. |
- Nordberg, Olle, 1972-
(författare)
-
Aristoteles, Nussbaum och de 426 högstadieeleverna : Empiriska perspektiv på teorier om fiktionsläsningens demokratiska potential i en globaliserad värld
- 2022. - 1
-
Ingår i: Didaktiska perspektiv på språk och litteratur i en globaliserad värld. - Lund : SMDI. - 9789178772841 ; , s. 155-174
-
Bokkapitel (refereegranskat)abstract
- Skönlitteraturen har sedan Aristoteles Om diktkonsten ansetts ha en särskild potential att utveckla människans tankevärldar och perspektiv. Detta förklaras främst genom fiktionsberättelsers sätt att samspela med betraktarens eller läsarens inlevelse och inifrånförståelse av mänskliga val och handlanden. Perspektivet har uppmärksammats inom det litteraturdidaktiska fältet under lång tid och har också påverkat läroplansformuleringar och lärarutbildningen i viss utsträckning, inte minst i dess utvidgade form där boksamtal och öppenhet för personliga tolkningar lyfts fram och där demokratiska och toleranta värden har ansetts kunna utvecklas och växa. Samtidigt målas i vår samtid en bild av att litteraturläsningen är hotad, eller redan död, och att dessa perspektiv har spelat ut sin roll. I den här artikeln sätts teorier om denna skönlitteraturens potential i relation till 426 ungdomars läsning av en roman som bland annat berör rasism och mänskliga rättigheter, På natten är allt sant (Stoltz 2018). Inom ramen för ett omfattande läsprojekt i en mellansvensk småstadskommun har eleverna läst boken och haft boksamtal med deras egna tolkningar och tankar i centrum. I artikeln presenteras svaren på forskningsfrågorna 1) Vilka större linjer i receptionen av romanen i form av engagerade och affektiva reaktioner och reflektioner går att se i materialet? 2) Hur ser ungdomarna i undersökningen på fiktionens sätt aktualisera frågor om rasism och människovärde? och 3) Hur uppfattar eleverna den gemensamma läsningen och samtalens betydelse för deras förståelse för och engagemang i romanen? Resultaten visar att den potential som alltsedan antiken diskuterats på teoretisk nivå framträder mycket tydligt. Elevernas egna tankar om romanen och om fiktionsläsning innebär därför ett starkt inlägg både i frågan om skönlitteraturens legitimering i skolan och ett viktigt bidrag till det litteraturdidaktiska forskningsfältet i stort.
|
|
| 3. |
|
|
| 4. |
|
|
| 5. |
- Nordberg, Olle, Doktor, 1972-
(författare)
-
Berättelser som förändrar : Utvärdering och didaktisk diskussion kring ett nationellt läsprojekt för ungdomar
- 2019
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Olle Nordberg: Berättelser som förändrar. Utvärdering och didaktisk diskussion kring ett nationellt läsprojekt för ungdomar. Svenska i utveckling nr 35. Uppsala universitet, Uppsala.Narratives that change. Evaluation and pedagogical discussion on a national literary reading project for young people. During 2017, a comprehensive national project concentrating on literary reading was performed in secondary and upper secondary schools all over Sweden. Around 30,000 teenagers were involved, reading novels as whole classes with the literary discussion in the centre. This report is an evaluation of that project, made with the participant experiences in focus, and from a literary teaching point of view.The project was initiated and designed by the foundation Läsrörelsen. The aim of the project was to highlight the discussion around the content of books, bookclub-style, not fixating on technical details, grades and tests, biographical details or similar. Accordingly, ten novels with rather “strong” or even poignant content were part of the project. Each school or teacher then made their own choice among the titles available.The rich evaluation material submitted by the participating pupils, teachers, librarians and principals clearly shows that the project really had numerous beneficial effects. This was seen most of all among young readers who expressed the meaning by discussing, disagreeing, engaging, empathising, reflecting and making references to the world around them, all based on the current novel.From a literary pedagogical perspective, the outcome of the project points out several opportunities for teaching literature in schools of today.
|
|
| 6. |
|
|
| 7. |
- Nordberg, Olle, 1972-
(författare)
-
Berättelser som förändrar : En utvärdering
- 2018
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Denna rapport är en utvärdering av ett nationellt läsprojekt som pågick i Sverige under 2017 i regi av Läsrörelsen i vilket 200 skolor från Malmö i söder till Kiruna i norr har medverkat. Tio crossover-romaner med genomgående starkt berörande innehåll har lästs och diskuterats av över 30000 elever inom projektet. I utvärderingen görs en grundlig genomgång av elevernas reception av texterna och deras syn på vad boksamtal och diskussioner kan betyda för deras tankemässga utveckling. Även andra aktörer, lärare skolledare och bibliotekarier, kommer till tals och deras upplevelse av projketet behandlas utförligt i rapporten. Parallellt med den löpande utvärderingen görs litteraturdidaktiska iakttagelser och kommentarer. Dessa intryck läggs samman och mynnar ut i en litteraturdidaktisk diskussion där framtida möjligheter för litteraturläsning i skolan och för litteraturundervisning i stort förs med utgångspunkt i de resultat utvärderingen visar.
|
|
| 8. |
|
|
| 9. |
- Pettersson, Torsten, 1955-, et al.
(författare)
-
Sammanfattningar och rekommendationer
- 2015
-
Ingår i: Litteraturen på undantag?. - Göteborg : Makadam Förlag. - 9789170611797 ; , s. 263-281
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 10. |
- Nordberg, Olle, 1972-
(författare)
-
Nöjesläsare och analytiska texttolkare : Empiriska perspektiv på läsarattityder och litterär kompetens hos svenska 18-åringar
- 2014
-
Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- AbstractNordberg, Olle (2014) Nöjesläsare och analytiska texttolkare. Empiriska perspektiv på läsarattityder och litterär kompetens hos svenska 18-åringar. Uppsala University, Sweden This thesis discusses the literary reading of Swedish teenagers in the digital era, with a focus on literary competence and attitudes. The results are based on two empirical studies, which in some ways are related to each other. The first study compares teenagers’ reading in 2000 and 2012. Swedish 18 year-olds were given an essay test that originally took place as a national test in 2000. In the test assignmentthe student is asked to discuss his/her own reading. A comparison has been made between results from each year and changes in young people’s relationship with fiction has been analyzed during a time period when the IT and multi-media habits of teenagers were radically shifting. In the following study, the same group of students, from 2012, read a short story by the Swedish author Werner Aspenström. They processed the text by answering different kinds of questions about their reading including emotional reactions, interpretations and associations. They also answered questions about themselves as readers of fiction and media consumers. The first study indicates that there has been a change in the view of literary fiction so that the reading of fiction today is seen by young people as mere entertainment. To see the reading of fiction as a way of understanding reality better and developing one’s personality is clearly more common among the test results from the year 2000. This tendency can also be observed in the fictional works that students refer to as strong reading experiences. Young people from the 2012 test emphasize fantasy to a greater extent than was the case 12 years earlier. In that earlier group there was a larger number of classics and renowned writers mentioned. Overall, the reading experiences are described as entertainment in a rather shallow and subjective way by the 2012-students. Their literary competence appears to be low. However, in the second study it became clear that these teenagers actually possess a rather advanced literary competence. The results from the interpretative parts of the survey are generally good, even though students state that they read very little fiction compared to other forms of media consumption. It is clear that the students can shift between different kinds of reading, and that they can be competent readers even if they do not regard themselves in that way. Another seemingly contradictory conclusion from the study is that the teenagers can express a really positive attitude to books and the reading of fiction, but at the same time state that they very seldom read. The results show, however, that they clearly do not connect their reading from screens with their traditional book reading. All the reading done while working on school projects and so on simply does not count as “reading”. In addition to this it can be said that the traditional division between fact and fiction is not something that these young readers set store by. Time-hallowed lynchpins in the complex field of literary reading appear to have become obsolete. In the concluding part of the study the need for new perspectives and empirical ways of understanding the reading of young people is underlined. The results are presented as a possible starting point for a morecomprehensive discussion, not only in the area of empirical reading studies, but also in the fields of literary teaching and literary didactics.
|
|
| 11. |
|
|
| 12. |
|
|
