Abstract The aim of the study is to investigate what the concept of “love of reading” means and how selected teachers act strategically to increase the love of reading in pupils in grade two. The Swedish concept of love of reading (läslust) has not always had the same meaning; in the past it was used in connection with the desire to pursue further studies, while the term is used today when talking about pupils’ own will to read books. The ability to read is a significant part of a pupil’s schooling, and therefore it is important to work to ensure that pupils love reading. Based on qualitative interviews with both teachers and pupils, the results show that teachers’ knowledge plays a significant part for how pupils are motivated to read. The strategies the teachers use to increase the pupils’ love of reading can be traced back to earlier research showing that these strategies are good for stimulating a love of reading among pupils in the early grades of school. Strategies that emerge in this investigation are mainly book selections, readings, discussions literature and the silent individual reading.The pupils expressed a desire for more support in their choice of books and wanted teachers to be greater role models for them when it comes to reading in school. One conclusion of the study is that motivation and reading comprehension are two phenomena, which play an important part in acquiring a love of reading.

Children's language development is highly connected to the success of every school. Especially when it comes to the children learning reading and writing skills, regardless of what method the schools use in order to achieve this. An early intervention can facilitate the learning of reading comprehension. Reading aloud and playing with the language learning is the greatest gift we can give our children and students. Children learn how to use a book by turning the pages and see how the words and texts are structured. Together you create a moment of closeness and discover how you can share your thoughts and experiences using pictures and words in the book. The purpose of this study is to gain insight and understanding into how teachers motivates and leads the children towards the discovering their own joy of reading. These also include those children that would rather play than sitting still listening to children's literature. The survey is a series of interviews with six class teachers from pre-schools in a suburb south of Stockholm. The result shows that teachers believe that reading aloud and having follow up book talks are an important part of capturing children’s interest for reading, especially children who do not have their own motivation to be involved in learning to enjoy books. Reading aloud using intonation and different voices stimulates children's curiosity, and in turn this results in children themselves getting involved in the narration.

Den här studien undersöker hur serieböcker kan vara ett verktyg i undervisningen i svenskämnet. Undersökningens fokus riktas mot hur serieböcker kan främja elevers läslust och om de kan vara ett verktyg för värdegrundsarbete men lyfter också lärares attityder runt serieböcker i undervisningen. Tidigare forskning menar att serieböcker främjar elevers läslust med sin multimodala kommunikation och sitt lustfyllda uttryck. För att undersöka detta har fyra klasslärare och en bildlärare intervjuats. Intervjuerna utgår ifrån en fenomenologisk metodologi som innebär att intervjuerna genomförts ostrukturerat för att få fram vad just den enskilda läraren tycker är viktigt. För att kunna analysera resultatet gjordes ett kategorischema där citat från intervjuerna sorterades i olika teman. Resultaten visar att tillgängligheten till serieböcker är en komponent som påverkar läslusten och tycks se olika ut i olika klassrum. Frågan om hur serieböcker kan användas i värdegrundsarbetet visade också olika resultat. Bildläraren lyfter normer och maktstrukturer samt hur människor påverkas av visuellt berättande medan klasslärare lyfter budskap som förmedlas i berättelsen.

Studiens syfte är att undersöka hur elevers bokval påverkar lärares arbete med litteratur i klassrummet och vilka möjligheter det finns att skapa läslust i samarbetet mellan skolbibliotekarie och lärare. Resultatet bygger på intervjuer med två lärare i årskurs 2 och en skolbibliotekarie. Elevers val av böcker har synliggjorts genom en insamling av titlar som lånats under två biblioteksbesök. Tidigare forskning visar att det är fördelaktigt att låta elever göraegna bokval för att skapa läslust och utveckla läsandet. Forskning belyser ävenatt skönlitterära böcker är vanligast i klassrummen och på skolbibliotek, och att många barn tycker att icke-skönlitterära texter är svårare att läsa, än skön-litteratur. Studiens resultat visar att lärarna är medvetna om vilka genreroch teman som eleverna föredrar, men att det inte påverkar undervisningen.Resultatet visar att elever bör få tillfällen att läsa olika sorters texter och attvarierade arbetssätt är nödvändigt för att skapa läslust. Resultatet visar ävenatt samarbetet mellan skolbibliotekarie och lärare måste få ta tid för att utfalletav samarbetet ska bli lyckat.

Modernists have expressed their views on literature in various ways. Ford Madox Ford’s Ladies Whose Bright Eyes seemingly participates in a discussion regarding the value of imagination in contrast to reason. This thesis argues that Ford Madox Ford’s Ladies Whose Bright Eyes (1911, revised 1935) represents the imagination in ways that suggest that the value of the imagination is greater than the value of reason in order to show the transformative power of literature. The novel’s treatment of the imagination has didactic implications for teaching literary interpretation and for fostering a joy of reading. The present thesis aims to explore how the novel treats the imagination by connecting the novel to modernist discussions of the imagination in Wallace Stevens’ “Imagination as Value” (1951) and Stevens’ “The Irrational Element in Poetry” (1936) as well as to Ford’s essay on literary impressionism “On Impressionism” (1914). The thesis expands upon Max Saunders’ argument that the protagonist, Sorrell, is transformed into a man of imagination. The literary analysis is structured around Sorrell’s transformation, from a rational man living in blissful ignorance of the world of imagination to a man of imagination instructed by Dionissia on living with the imagination in the rational world, through faith. A joy of reading and autonomous reading motivation can be fostered by providing students with choice, cognitively challenging tasks related to commenting on and analysing the novel, and by training students to use quotes via the use of reading logs. The novel’s indirect treatment of the imagination suggests the transformative power of literature, which makes fostering a joy of reading seem all the more important as it may provide students with a gift that will last long after their school years are over.