Avsikten med detta examensarbete är att få en uppfattning om hur elevers läsvanor på fritiden påverkar deras betyg, naturvetenskapliga begreppsförståelse och språkbehandling. En grupp om 75 elever i år 8 fick skriftligt redogöra för sina läsvanor och förmodade höstterminsbetyg i svenska samt i de naturvetenskapliga ämnena. De ombads även förklara några vetenskapliga begrepp och sätta de naturvetenskapliga ämnenas svårighetsgrad i förhållande till övriga ämnen i skolan samt gradera sitt intresse för de olika naturvetenskapliga ämnena. Undersökningen visar en varierande kvalitet beträffande elevernas skriftspråk utan egentlig koppling till läsvanor. En majoritet har svårt att förklara de angivna begreppen ens ur vardaglig synvinkel. De elever som inte läser alls eller endast seriemagasin har dock till övervägande delen svaga prestationer i undersökningen och låga betyg, medan kopplingen är tydlig mellan goda läsvanor och höga betyg. I fråga om begreppsförståelse och språkbehandling tycks det inte spela så stor roll om eleven läser ofta eller ibland. Den tyngst vägande förutsättningen verkar istället vara intresse. / The purpose of this diploma work is to investigate how leisure time reading habits of students affect their grades, understanding of concepts of science and language handling. A group of 75 pupils in the 8th grade gave written answers to questions about their reading habits and presumed autumn grades in the subjects Swedish and Science. They were also asked to explain some scientific concepts, compare the difficulty level of science to that of other school subjects and rate their interest in science The survey shows a variation in writing skills that has no actual connection to reading habits. The majority fails to explain the given concepts even from an everyday point of view. Students who don’t read at all or only read comic books achieves poor results in the survey as well as low grades and students who read every day achieves high grades. In the matter of understanding of concepts of science and language handling it doesn’t seem to matter whether a student is reading every day or more seldom. It appears that the most important factor in this case is the student’s interest in science.

Abstract This study is based on my work as a secondary school teacher of literature and the Swedish language and rooted in my interest in developing knowledge about the importance of teaching literature in order to both cultivate young people’s reading habits and their view of themselves as readers. The more concrete purpose of this study is to examine a reading project that focuses on theories of literary perception and teaching literature. I examine four pupils who, in 2003, participated in the reading project as readers and compare this description with their view of themselves as readers seven years later. I complete the study by examining how they discuss reading and the teaching of literature. The method is qualitative and the empirics include materiel collected in two different time periods: first in 2003, in a class I taught in a secondary school; and second in 2010, when I examined four of the former pupils who participated in the project from 2003. The material contains documentation of the reading project, teacher’s notes and observations during the reading project, transcribed recordings of interviews, the pupils’ written reading logs and written inquiries about reading habits. The study shows a variety in literary perception among the pupils and attitudes towards reading. The study also shows that enlightened teaching can contribute to pupils’ motivation to read literature. One of the didactic challenges concerning these findings is that the teacher — before planning and executing the lesson — should be aware of the pupils’ reading habits and attitudes towards reading in order to be able to adjust the teaching process to the pupils’ conditions. The teacher should also be aware of the societal context of which pupils are a part and try to integrate the use of media other than literature. Finally, the teacher should be both skillful at utilizing different literature teaching methods and at choosing literature.

Abstract The purpose of this work is to try to find out how young people's reading habits among students look at different types of secondary school, ie. both theoretical and practical, and what factors might encourage them to read more. My questions have been; do young people read today? Is there any difference between city, gender or program? What can a teacher do to inspire young people to read more?   I have made a questionnaire survey among different students at two different high schools in Skaraborg. The first school is a high school located in a medium sized town, where I made inquiries to the scientific program, social program, Business and Administration Program and the Electricity Program. The other school is Gymnasium 2 in a slightly smaller town, where I have given the questionnaires to the natural and apprenticeship program, children and Recreation program and electricity, vehicles and Handicraft program. No failure has occurred in addition to those students who were not in place at the distribution of the questionnaire. When you look at the results of all students from both schools, the majority reads and only a few do not read. The genre that is most popular among high school youth are fantasy and motivation to read are good books and because it is fun. The high school students that don't read is because they do not have time to read and that they would start to read if they got a good book. Tips for teachers who is given the most are the students should be allowed to choose books themselves. / Sammanfattning Syftet med detta arbete är att försöka ta reda på hur ungdomars läsvanor ser ut bland elever på olika typer av gymnasieprogram, dvs. både teoretiska och praktiska, samt vilka faktorer som kan stimulera dem till att läsa mera. Mina frågeställningar har varit; läser ungdomar idag? Finns det någon skillnad mellan stad, kön, program eller ålder? Vad kan man som lärare göra för att inspirera ungdomar till att läsa mer?   Jag har gjort en enkät undersökning bland olika elever på två olika gymnasieskolor i Skaraborg. Den första skolan är Gymnasium 1 som ligger i en medelstor stad, där jag gett enkäter till naturvetenskapligaprogrammet, samhällsvetenskapligaprogrammet, Handels- och administrationsprogrammet och elprogrammet. Den andra skolan är Gymnasium 2 i en något mindre stad, där har jag gett enkäter till natur- och lärlingsprogrammet, barn- och fritidsprogrammet och el-, fordon- och hantverksprogrammet. Inga bortfall har förekommit förutom de elever som inte varit på plats vid utdelning av enkäten.   När man tittar på resultatet på alla elever från båda skolorna, så läser de flesta och endast några få läser inte. Genren som är populärast bland gymnasieungdomarna är fantasy och motivationen till att läsa är bra böcker och för att det är roligt. Att gymnasieungdomarna inte läser beror på att de inte har tid att läsa och att de skulle börja läsa om de fick en bra bok. Tips till lärare som flest har gett är eleverna ska få välja böcker själva.

The use of English has increased greatly in the higher education system with universities across the world including English as part of their education programs. One of many consequences of this is that many students have to read and study in a second or foreign language, which has shown to be of difficulty for many students according to previous research. The purpose of this present study is to investigate the academic reading habits of students and explore their perceptions and attitudes towards reading academic English, and what experiences they have in relation to that. A total of 68 participants took part in this study, all recruited at Stockholm University. All participants responded to a questionnaire and interviews were conducted with four of the students. A relatively high degree of commitment was reported towards the assigned reading and a majority of the students did not perceive reading academic English as difficult and reported mostly positive attitudes about it. The results suggest that the personal interest and perception of the assigned reading is crucial and matter more for students than the target language.

El presente proyecto fue elaborado debido a que identificamos un problema grave en los estudiantes de primaria. Los resultados de la última Evaluación Censal de Estudiantes (ECE) llevada a cabo a fines del 2018 no fueron nada alentadores, ya que la mitad de niños de primaria no comprendía lo que leía. Fabu Kids es una plataforma web que promueve el hábito de lectura en niños y jóvenes a través de recursos didácticos, divertidos y personalizados para hacer del proceso de lectura una experiencia única. De esta manera, crear en ellos un gusto por la lectura a través de pruebas que no resulten tediosas o aburridas, sino que le ofrezcan un momento de diversión que a su vez les deje una lección. El canal que usaremos es un aplicativo móvil fácil de usar, este servicio incluirá niveles de dificultad de acuerdo con la edad de los niños y su avance las lecturas. Además, conforme van superando los niveles, la experiencia se convertirá de forma sutil de algo más cercano a un juego a una pequeña librería personal para el usuario, con cada vez menos dinámicas visuales pero una mayor calidad y profundidad en las lecturas que impulse en cierta medida la preferencia del usuario de los medios escritos sobre los audiovisuales. La principal fuente de ingreso será la suscripción del servicio Premium de Fabu Kids, que otorgará mayor contenido a los usuarios y vales en centros de entretenimiento. / This project was prepared because we identified a serious problem in elementary students. The results of the last Student Census Evaluation (ECE) carried out at the end of 2018 were not encouraging, since half of primary school children did not understand what they were reading. Fabu Kids is a web platform that promotes the reading habit in children and young people through educational, fun and personalized resources to make the reading process a unique experience. In this way, create in them a taste for reading through tests that are not tedious or boring, but offer them a moment of fun that in turn leaves them a lesson. The channel that we will use is an easy to use mobile application, this service will include levels of difficulty according to the age of the children and their reading progress. In addition, as levels are passed, the experience will subtly convert from something closer to a game to a small personal user library, with less and less visual dynamics but a greater quality and depth in the readings that drives a certain Measure the preference of the user of written media over audiovisual media. The main source of income will be the subscription to the Fabu Kids Premium service, which will grant more content to users and vouchers in entertainment centers. / Trabajo de investigación

El presente trabajo de investigación tiene como objetivo lograr analizar en primer lugar cómo es que han cambiado los hábitos de lectura en los jóvenes de hoy en día con la aparición de la narrativa transmedia y los nuevos medios digitales. Además de ello se pretende investigar si este tipo de contenido y formación de universos narrativos puede influir de alguna forma en los hábitos de lectura y asimismo poder lograr un acercamientos en los que aún no poseen este hábito de lectura desarrollado. / This research work aims to achieve analysis in the first place on how reading habits have changed in young people today with the emergence of transmedia narrative and new digital media. In addition to this, it is intended to investigate whether this type of content and formation of narrative universes can influence reading habits in some way and be able to achieve an approach in those who do not yet have these developed reading habits. / Trabajo de investigación

This essay aims to investigate Swedish upper secondary school students’ extramural reading (ER) habits as well as if and how these habits affect students’ attitudes toward and motivation for reading in the L2 English classroom. The research questions addressed are: “What are Swedish upper secondary school students’ extramural reading habits?” and “Do students’ extramural reading habits affect their a) attitudes toward, and b) motivation for reading in the L2 English classroom? If yes, in what way?” As engagement in extramural English is suggested to both motivate and demotivate students to read in school, this essay can provide insights into how students’ extramural reading habits affect the reading they do in school. A questionnaire is used to collect data from 99 Swedish upper secondary school students from all three English courses. The questionnaire consists of closed-ended and open-ended questions about the students’ extramural reading habits, attitudes toward and motivation for reading in the L2 English classroom. Quantitative content analysis is used to analyse the data. The findings of this essay reveal that the reading habits of the participating students are varied. While some students read extramurally in English frequently and in a large quantity, others never read extramurally in English. The most commonly read text types are web texts and subtitles. Furthermore, the results show that some aspects of students’ attitudes toward reading in the L2 classroom are significantly affected by the students’ ER and that 77% of the students agree to some extent that their extramural reading provides them with more motivation to read in school. To conclude, pedagogical implications in relation to the findings of this essay are discussed.

The purpose of this paper is to study the variation of library visits and reading habits in different Swedish residential areas (e.g., countryside, towns, cities, and large cities). Furthermore, the paper aims to map out which residential areas that are less covered by library services in order to determine which resources need to be instated. The research questions touched onto the residential areas impact on library visits and reading habits, as well as whether the demography could explain the differences. The paper was based on the national SOM survey of 2015-2019. The results show that people from less populated areas visit the library and read books less frequently than those from more highly populated areas. It also became clear that both gender and education played a part in how often people read and visited the library. Women and those with a higher education were more likely to read and visit the library more often, although the residential area continued to have a clear impact on those habits, particularly amongst those with a lower education. In conclusion these results could help pinpoint where more library resources are necessary.

The aim of this study is to understand upper-secondary school students’ reading habits and what influences them, with a focus on the possible effect of BookTok, a subcommunity on the social media platform TikTok. Data was based on questionnaires collected from students and interviews with a teacher and a librarian, which were analyzed using a thematic analysis. Findings have revealed that the majority of the participating students do not read for pleasure, though many do. The students who read for pleasure are influenced by social media when choosing books to read, including BookTok. Teachers and librarians also influence students’ reading habits. The interviewed teacher had not noticed any increase in reading but rather a negative attitude towards reading. However, the interviewed librarian noticed a slight increase in reading, as well as BookTok’s impact. Students who use BookTok report that this platform affects their reading habits and has increased the number of books they read, both in Swedish and in English. They also report that reading develops their language skills.

This dissertation examines young people’s reading of fiction in the digital age, with a special focus on the aspects of attitude and competence. The literary reading of respondents in their upper teens is considered from several perspectives—especially those of the respondents themselves. The discussion is based on three larger empirical studies of the reading attitudes and practices of 18-year-olds. These studies build on and complement each other in relation to the overarching research questions through a triangulating process combining qualitative and quantitative methods. The studies are, however, freestanding and were conducted using different empirical methods. The first study is diachronic in that it compares national test essays on the topic of reading from the year 2000 with essays written according to the same instructions twelve years later. The main aim of this study is to reveal possible differences between the two generations in terms of attitudes and approaches to reading fiction, and to relate them to issues of literary legitimization and competence. The second study consists of a questionnaire about a short story read by the respondents, as well as about their general reading and media habits. A connection is drawn between media habits and reading frequency, on the one hand, and the results of the essay study, on the other. The respondents’ reception and understanding of the story is analyzed separately. A summary of the first two studies reveals several complex issues with contradictory patterns. The third study, which examines these issues more closely, was conducted through focus-group interviews. All three studies have been carried out among groups of pupils in the third year of upper secondary school in Sweden. The final part of the dissertation summarizes the results of the three studies, applying a pedagogical perspective to literature pedagogy within the subject of Swedish at the upper secondary level. This discussion points out several opportunities for literature teachers today.