Syftet med detta arbete är att få reda på vad som kan skapa motivation att läsa skönlitteratur i skolan för elever som saknar motivation att läsa. Det handlar om elever som inte har problem med sin läsförmåga utan att de inte har någon lust att läsa. Jag vill även ta reda på om de förstår syftet med att läsa skönlitteratur i skolan. Jag tar upp vad tidigare forskning säger om läsmotivation och hur vi påverkas och utvecklas genom att läsa skönlitteratur i skolan och i hemmet under barndomen. För att få en bättre bild av läsundvikarnas attityd till läsning har jag intervjuat fem elever som saknar motivation att läsa. Jag har i min studie kommit fram till att tiden och upplägget för undervisningen är av stor vikt när det gäller litteraturläsning. Läsning måste ha ett syfte som är förståeligt för eleverna. Lärare måste därför ge alla elever mer tid att läsa och mer tid för att hjälpa dem att hitta rätt böcker för att de ska känna lusten och nöjet att läsa. / The purpose with this work is to find out what can create motivation to read fiction in school for students without motivation to read. It’s about students who don’t have problems with their reading skills, but they don’t have the pleasure to read. I also want to find out if they understand the purpose of reading fiction in school. I study what previous research says about reading motivation and how we are influenced and developed by reading in school and at home during childhood. To get a better picture of what attitude the students that I call read avoiders have towards reading, I have interviewed five students who have no motivation to read. In my study, I have come to the conclusion that the time and structure of teaching is of great importance in reading literature. Reading must have a purpose that is understandable to the students. Teachers must therefore provide all students with more time to read and more time to help them to find the right books to make them feel the desire and the pleasure of reading.

This study is based on my work as a teacher of Swedish language and literature to upper secondary school students, and my interest in developing the teaching of literature by using both new criticism theories and theories of literary perception focusing on reader response. The purpose of the study is to examine the learning process in trying to develop literary competence and to find out how to describe the competence shown by the students. My starting-point is a discussion about literary competence and the theory and model of literary competence by Örjan Torell. In examining literary competence, by how students use their constitutional competence as well as performance and literary transfer competences, Torell´s model shows the possibility and the need for both knowledge of literature and personal reception by focusing on the dialogue between author and reader. The method is qualitative and the empirics are material collected in one senior high school class in the Social Science programme during their second and third year. The material contains written reading logs, written answers to tasks and transcribed recordings of discussions of literature. The analysis shows a variety among the literary competence shown and developed by the students and points to the complexity of understanding the concept of literary competence. The model proves to be useful in focusing the teaching and learning of literature and the results indicate that teaching of literature by combining learning of epochs, genres, ideas and conceptions with personal reading is a valuable approach. Keywords: literary competence, literary teaching, literary reception, discussions of literature, reading logs, literary repertoire, text competence.

<p>This study is based on my work as a teacher of Swedish language and literature to upper secondary school students, and my interest in developing the teaching of literature by using both new criticism theories and theories of literary perception focusing on reader response. The purpose of the study is to examine the learning process in trying to develop literary competence and to find out how to describe the competence shown by the students. My starting-point is a discussion about literary competence and the theory and model of literary competence by Örjan Torell. In examining literary competence, by how students use their constitutional competence as well as performance and literary transfer competences, Torell´s model shows the possibility and the need for both knowledge of literature and personal reception by focusing on the dialogue between author and reader.</p><p>The method is qualitative and the empirics are material collected in one senior high school class in the Social Science programme during their second and third year. The material contains written reading logs, written answers to tasks and transcribed recordings of discussions of literature.</p><p>The analysis shows a variety among the literary competence shown and developed by the students and points to the complexity of understanding the concept of literary competence. The model proves to be useful in focusing the teaching and learning of literature and the results indicate that teaching of literature by combining learning of epochs, genres, ideas and conceptions with personal reading is a valuable approach.</p><p>Keywords: literary competence, literary teaching, literary reception, discussions of literature, reading logs, literary repertoire, text competence.</p>

Based on the previous review (Levin &amp; Sjöstedt.2016) we discovered that reading aloud was an advantage for children's future Reading and-writing comprehension. The purpose of this work is, therefore, to visualize the application of reading aloud in contemporary education. Application means, in this case, which methods are mostly used, for example: silent reading/reading aloud, and also how it is implemented and what effect, chosen method supposed to provide. The study is conducted at three different Swedish schools in the county of Skåne and they are limited to the grade five. The research methods we used were questionnaires and classroom studies. The questionnaires are based on the mindset of active and legitimate educators, regarding the main subject, reading aloud. The results of the classroom observations and the questionnaires are reported in the latter section and finally a conclusion and discussion of the report and its results are presented.

Syftet med studien är att undersöka hur boken Kalle och chokladfabriken (1964) kan användas i en värdegrundsundervisning där demokrati utgör ramen och där perspektiven klass och mångkultur specificerar undersökningen. Frågeställningarna är formulerade utifrån syftet och berör bokens kopplingar till styrdokumentens värdegrundsformuleringar samt hur boken kan användas i undervisningen utifrån mål i svenska liksom läroplanens övergripande mål. Narrativanalys är den metod som används vid analyserandet av boken och de teoretiska perspektiv som intas vid undersökning är det postkoloniala samt klassperspektivet. Resultatet av bokanalysen visar att det finns en problematik i framställandet av människor från andra kulturer liksom av människor från en viss klass. Boken som sådan skapar ingen förståelse för dessa människor utan det blir lärarens uppgift att bygga en undervisning utifrån denna problematik. Dessutom öppnar boken för en diskussion kring det komplexa begreppet ironi vilket i sin tur kan leda in på frågor kring etik och moral. Andra aspekter som kan beröras i en undervisning utifrån boken är mänskliga rättigheter, förmågan att leva sig in i andra människors liv samt stärkandet av elevernas identitet. / This study aims to investigate how the book Charlie and the Chocolate Factory (1964) can be used in value based education. The primary focus is on the aspect of democracy and the aspects social class and multiculturalism specify the investigation. The research questions concern the book’s connections to fundamental values set by the curriculum, as well as how the book can be used in teaching based on goals defined in the Swedish syllabus. The methodology used is narrative analysis and the theoretical perspectives used are post-colonial and class. The analysis concludes that the representation of people from different cultures and certain classes found in the book raise certain problems. The book itself creates no deeper understanding for these people and therefore it is up to the teacher to create and build a teaching based on these problems. The book opens for discussions regarding the complex concept of irony which in turn can lead to discussions concerning ethical and moral issues. Other aspects involved in teaching based on the book are human rights, the ability to put yourself in another person’s shoes as well as strengthening of the students’ identities.