Malmö University Publications
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  • 1.
    Rosenbaum, Cecilia
    et al.
    Jönköping University, Högskolan för lärande och kommunikation.
    Runesson Kempe, Ulla
    Jönköping University, Matematikdidaktisk forskning.
    Svensson, Anette
    Jönköping University, HLK, Lärandepraktiker i och utanför skolan (LPS).
    Rikta blicken mot texten2021In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 9, no 1, p. 31-49Article in journal (Refereed)
    Abstract [en]

    In Swedish research on reading instruction, it has been emphasized that students already in middle school (grades 4-6) need to develop literary competence and receive guidance on how they can process a text in order to develop in-depth reading comprehension. The aim of the article is to contribute with knowledge regarding how teaching that aims to develop the ability to draw conclusions about a fictional protagonist’s character traits can be designed. A specific activity focusing literature education that was developed within the framework of a Learning study in grades 4 and 5 was studied in more detail. The purpose of the teaching unit was that the students would develop their abilities to draw conclusions about a protagonist’s character traits in a fictional text. 15 hours of video-recorded lessons, where the same story was used in all cycles, were analyzed using variation theory. The analysis shows that the different cycles offered different learning opportunities depending on how the teacher gave instructions to the learning activity, how the task was formulated and designed, if the text and the protagonist’s character traits came into focus and related to each other, and which aspects were opened up as dimensions of variation.

  • 2.
    Rosenbaum, Cecilia
    et al.
    Jönköping University, Högskolan för lärande och kommunikation.
    Svensson, Anette
    Jönköping University, HLK, Communication, Culture and Diversity (CCD).
    Söderberg, Eva
    Högskolan Dalarna.
    En väv av förståelse: Mellanstadieelevers utsagor om sin fiktionsläsning2022In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 10, no 1, p. 119-139Article in journal (Refereed)
    Abstract [en]

    The aim of the article is to illustrate which literary observations nine pupils in year four express when they read the story "The Dragon with the Red Eyes" by Astrid Lindgren (1980), and how these observations can contribute with knowledge regarding what the lessons can be based on, and which aspects can be used when literature education is planned and carried out in middle school. The data material consists of nine semi-structured interviews that were transcribed. The interviews are analyzed based on Langer’s (2017) stances of envisionment as expressed by the interviewed pupils. Thereafter, the pupils’ envisionment building is discussed in relation to literary competence. The study shows that the interviewed pupils’ reading processes are dialogic and that they add their personal experiences to the reading process at the same time as they relate to the text’s approach to textual conventions.

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