The purpose of our study is to find the reasons behind teachers' different choices of literature in the Swedish subject at Sixth Form level in Sweden. These choices have didactical consequences regarding what is actually taught through literature. There is a risk that the diverse subject of Swedish, according to the Swedish curriculum, is not taught to its full extent due to a lack of understanding of what literature should be used for. We believe that one way to counteract this misunderstanding is finding a consensus in the choice of literature between teachers of Swedish. The literature review covers central Swedish sources with student and teacher perspectives on literature use in school. We also included more recent international studies to include further perspectives on different kinds of literature and literature use. To accomplish our study, we interviewed six teachers of Swedish at three different schools in the Southwest of Sweden about their choices of literature as well as their view of literature in Swedish education. The teachers' choices of literature were compared and analysed using theories on categorization of the Swedish subject in school and other factors that might play a role in the choice of literature. We also interpreted what kind of reading was prioritized by teachers to analyse the didactic implications of different literature choices. Additionally, we searched for any sign of consensus between the teachers that might show us whether or not teachers of Swedish do have consensus in their choice of literature. We concluded that our informants all have different views on literary education, which guide their choices, and we have made suggestions for finding consensus in the choice of literature.

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Abstract Reading aloud does not have its own place in the curriculum for grades 4-6. This means that it is up to the teachers to decide whether they should read aloud in their teaching and, if so, to what extent. Neither are there any clear guidelines as to what kind of literature the pupils should take part of. The purpose of this study is to examine how teachers who teach Swedish grades 4-6 reason about reading aloud and the choice of literature for reading aloud. The essay also intends to examine how teachers reason about norm criticism when they choose books and which books they have read aloud in their classes. The method that has been used is interviews of a semi-structured nature. 8 teachers who teach the subject Swedish in grade 4-6 have participated. The survey showed that teachers think reading aloud is an important part of teaching, but that it varies a lot how much time they set aside for reading aloud per week. Teachers aim with read aloud also varies, some wants to arouse interest in other subjects while others want to read books that create good discussions. Most of the teachers are of the opinion that they think it is important to criticize norms but that it should not govern the choice of book. Books that are according to the norm can provide a good discussion as well as a norm-critical book highlights an important topic. The teachers in this study all agreed that they dare and want to bring up sensitive topics in reading aloud. / Sammanfattning Högläsningen har ingen egen punkt i läroplanen. Detta betyder att det är upp till lärarna att bestämma om de ska ha högläsning i sin undervisning och i så fall i vilken utsträckning. Det finns heller inga tydliga riktlinjer om vilken sorts litteratur som eleverna ska få ta del av. Syftet med denna uppsats är att undersöka hur lärare som undervisar i svenska årskurs 4–6 resonerar kring högläsning och valet av litteratur för högläsning. Uppsatsen ämnar även att undersöka hur lärarna resonerar kring normkritik när de väljer böcker samt vilka böcker de har läst högt i sina klasser. Den metod som har använts är intervju av semistrukturerad karaktär. 8 lärare som undervisar i ämnet svenska i årskurs 4–6 har deltagit. Av undersökningen framkom att lärarna tycker högläsningen är en viktig del av undervisningen men att det varierar mycket hur mycket tid de avsätter för högläsning per vecka. Det varierar även i deras syfte med högläsningen, vissa vill väcka intresse för andra ämnen medan andra vill läsa böcker som skapar bra diskussioner. Flertalet av lärarna menar att de tycker det är viktigt med normkritik men att det inte ska styra valet av bok. Böcker som är normbekräftande kan ge en bra diskussion likväl som en normkritisk bok belyser ett viktigt ämne. Lärarna i denna studie var samtliga överens om att de vågar och vill beröra känsliga ämnen i högläsningen.