Syftet med undersökningen är dels att undersöka hur mycket tid 257 svensklärare i årskurs F-6 upplever att läsningen får i deras undervisning och dels att synliggöra huruvida eleverna får samtala med varandra om det lästa. Vidare är syftet också att dels undersöka hur mycket barn- och ungdomslitteratur läraren läser och dels ta del av lärarnas tankar om hur deras läsundervisning kan utvecklas utifrån verksamheten men också sig själva. För att besvara syftets frågeställningar användes en enkät av främst kvantitativ karaktär men med inslag av öppna frågor. Resultatet visar att de flesta lärare ser på läsning som en social aktivitet. Lärarna anser det viktigt med sin egen läsning av barn- och ungdomslitteratur och läser i den mån de hinner. Elevernas läsning av skönlitteratur, lärarens högläsning och samtal mellan elever om texter är vanligt förekommande i den planerade undervisningen, men inte i alla klassrum. Det visar sig även att många lärare önskar mer tid för att arbeta med att inspirera till läsning, ett större samarbete med verksamheten, men också att de önskar att förbättra yttre faktorer såsom klassrum, läshörnor och bibliotek.

Textsamtal har en viktig roll i undervisningen och för elevernas lärande. Genom att delta i textsamtal kan eleverna utveckla sina läsförmågor, språkligaförmågor och läsförståelseförmågor. Fördelen med att lärare använder sig av textsamtal är att textsamtal inte är begränsad till svenskundervisningen, utan kan nyttjas i alla skolans ämnen. Textsamtal ger lärare goda möjligheter till att arbeta ämnesövergripande och diskutera kring saker som inte är direkt kopplade till svenskämnet. Däremot utgår denna studie i ämnet svenska med fokus på diskussioner kring olika livsfrågor med några elever i årskurs 3. Syftet med studien är att analysera vilka livsfrågor elever i årskurs 3 läser om i de böcker eleverna väljer att läsa. Studien syftar också till att lyfta fram de tankar som eleverna uttrycker i textsamtal kring livsfrågor. Studien utgår ifrån den sociokulturella teorin för att lyfta fram de sociala aspekterna i undervisningen och betydelsen av att lära sig av och med varandra. Materialet i studien grundar sig på de två genomförda fokusgruppsintervjuerna samt läsning av de böcker eleverna har läst. Resultatet visar att eleverna stöter på en mängd olika livsfrågor i sin läsning, bland annat kamratskap, saknad och död. Likaså visar resultatet att textsamtalen i ämnet svenska ger eleverna goda möjligheter till att få uttrycka sig och dela med sig av sina tankar kring olika livsfrågor. / Text conversations have an important role in teaching and for students' learning. By participating in text conversations, pupils can develop their reading skills, language skills and reading comprehension skills. The advantage of teachers using text conversations is that text conversations are not limited to Swedish teaching, but can be used in all school subjects. Text conversations give teachers good opportunities to work interdisciplinary and discuss things that are not directly connected to the Swedish subject. However, this study is based on the subject Swedish with a focus on discussions about various life issues with some pupils in year 3. The purpose of the study is to analyse which life issues students in year 3 read about in the books the students choose to read. The study also aims to highlight the thoughts that pupils express in text conversations about life issues. The study is based on the socio-cultural theory to highlight the social aspects of teaching and the importance of learning from and with each other. The material in the study is based on the two completed focus group interviews and reading of the books the students have read. The results show that students encounter a variety of life issues in their reading, including friendship, loss and death. The results also show that the text conversations in the Swedish subject give pupils good opportunities to express themselves and share their thoughts on various life issues.

The aim of this intervention study is to investigate the use of concept maps as a pedagogical tool to promote discussions around subject-specific concepts in history education. Additionally, the study seeks to explore students' experiences with using concept maps. The intervention study is implemented with fourth-grade pupils.   This study answers the following questions:  ·      In what ways can concept maps facilitate discussions around subject-specific concepts? ·      How do pupils experience the work with concept maps? ·      What is the relationship between the collected material and pupils' experiences? The intervention study employs a Lesson Study approach and incorporates two qualitative methods: observations, group interviews, and analysis of both first and second text-talk sessions between nine pupils in two groups. The study's theoretical framework is based on concept maps, participation, and interaction. Participation has been divided into three different levels based on the collected material to facilitate the analysis. The levels of participation in the study are categorized as follows: at the first level, pupils remain silent and passively attend the conversation, offering no personal input or opinions. Moving to the second level, pupils engage to varying degrees, sometimes affirming others' ideas without expressing their own. Finally, at the third level, pupils actively contribute to the discussion by sharing their own thoughts, expanding on others' ideas, and engaging in reciprocal dialogue. The results showed that integration of concept maps increased the students' understanding and discussion around subject-specific concepts. They could connect different concepts and analyze their relationships, indicating an improvement in their conceptual understanding and knowledge. The pupils' enhanced engagement, supported by positive experiences with concept maps, is further confirmed by discussion observations. This correlation between student experiences and collected material supports the study's credibility.This underscores the significance of concept maps as a pedagogical tool for advancing understanding of subject-specific concepts in history education.

The dissertation Litteracitet genom interaktion [‘Literacy through Interaction’] spotlights how literacy interaction can work in the primary school’s multilinguistic environments. It investigates conversations that occur in and around teaching about writing. The study material was collected from three different schools from year zero to year three, and special focus is given to what I call literacy chains. These chains are connected by the fact that they all concern a writing assignment that every pupil must complete, which in my material involves the text types narrative, factual text and poem. During the teaching sequences that unfold, there is an interplay of literary events in connection with speech, writing and various artefacts. My main object of inquiry is the interaction that occurs in these literacy chains. The dissertation demonstrates that the teachers’ lessons with the class as a whole lead to fixed conversational patterns, with pupils asked questions that require specific responses. The conversations tend to form either a so-called IRE pattern, where the reader’s initiative for a question demands a given answer in response which is then evaluated by the teacher, or a list pattern, with the pupils filling in answers. In situations involving the whole class, persistent, determined pupils are needed to break into the teacher’s monologue. When persistence wins out, from the pupil’s perspective, pupils can contribute new aspects to these conversations. In small groups and in one-on-one conversations, there are more pupil initiatives, since conversational patterns are not as fixed or predetermined. One key finding is that multilinguistic resources are sometimes made use of even though the schoolwork is usually based on a single-language conversational norm. Yet it is clear that multilingualism is a useful resource regardless of the teacher’s language background. On several occasions, we encounter participants who together construct a multilinguistic environment where languages are interwoven. All three literacy chains provide pupils with clear templates for writing, which determine what the pupils are supposed to do. The writing template in the poem chain serves as support for their writing but is not a straitjacket. This can be compared to the template for the factual text, which includes a copy of the model text. The written language norm of writing properly is communicated in great detail by the teachers to the pupils. Writing properly is not just having good, legible handwriting, but in school the writing norms to be applied in writing assignments are made relevant. On a more general level, the study illustrates that material resources vary in the schools, from green chalkboards to classroom resources that include laptops. However, schoolwork is predicated on paper-based writing. There is built-in stress, since schoolwork is governed by time, with a schedule that determines learning activities down to the minute, with them ending at a precise time. There is a race against time. / Avhandlingen belyser hur litteracitetsinteraktion kan gå till i grundskolans flerspråkiga miljöer. Det handlar om samtal som uppstår i och kring skrivundervisning. Undersökningsmaterialet är insamlat från tre olika skolor inom skolår F-3, och i det materialet är det särskilt det som jag kallar litteracitetskedjor som uppmärksammas. Kedjorna hålls samman av att de berör en gemensam skrivuppgift, som i mitt material handlar om texttyperna berättelse, faktatext och dikt. I de undervisningsförlopp som uppstår samsas litteracitetshändelser knutna till tal, skrift och olika artefakter. Mitt huvudsakliga analysobjekt är interaktionen som uppstår inom litteracitetskedjorna. Avhandlingen visar att lärarnas genomgångar i helklass leder till fasta samtalsmönster genom att de ställer frågor till eleverna som kräver bestämda svar. Samtalen tenderar att bygga antingen på s.k. IRE-mönster, där läsarens frågeinitiativ pockar på ett givet svar som respons, vilket sedan evalueras av läraren, eller på ett listmönster, där elever fyller i svar. I helklassituationer krävs det envisa och målmedvetna elever för att bryta igenom lärarmonologen. Genom att trägen vinner, ur elevperspektiv, kan eleverna bidra med nya aspekter till samtalen. I smågrupper och samtal en mot en förekommer fler elevinitiativ, eftersom samtalsmönstren inte är så fasta och förutbestämda. Ett viktigt resultat är att flerspråkiga resurser ibland tas i bruk, även om skolarbetet oftast bygger på en enspråkig samtalsnorm. Men det är tydligt att flerspråkighet är en användbar resurs oavsett lärarens språkbakgrund. Vi möter vid några tillfällen deltagare som tillsammans konstruerar en flerspråkig miljö där språken flätas ihop. Alla tre litteracitetskedjorna erbjuder elever tydliga skrivmallar, vilket reglerar vad eleverna ska göra. Skrivmallen i diktkedjan fungerar som ett stöd för skrivandet, men ingen tvångströja. Att jämföra med faktatexten där det sker en avskrift av modelltexten. Skriftspråksnormen att skriva fint förmedlas nogsamt av lärarna till eleverna. Skriva fint är inte bara att ha en fin och läsduglig handstil, utan i skolan relevantgörs de normer för skrift som ska tillämpas i skrivuppgifter. På ett mer allmänt plan illustrerar undersökningen att materiella resurser varierar i skolorna från den gröna krittavlan till klassuppsättningar med laptoppar. Skolan stöder sig dock på en pappersbaserad skriftlighet. Det finns en inbyggd stress, för skolarbete är reglerat av tid. Skolan regleras av ett minutbundet tidsschema och de lärande aktiviteterna klipps av utifrån exakta klockslag. Det pågår en kapplöpning med tiden.

In my workplace, the pupils' shortcomings in reading comprehension were noticed after a teacher at theschool noticed that only a few students actively participated in the whole class teaching and that few pupils could answer questions related to the text that was read in the whole class. The pupils in year sixat the school already have uneven results in reading comprehension and the reading lessons that has been conducted in the two classes has for the most part consisted of whole class tutoring and individual work.  Based on the development needs that I have noticed in my workplace, the purpose of this study is to analyze four student groups' work with text conversations and find out what role support has in text conversations to develop students' reading comprehension. Furthermore, the study intends to investigate whether text conversations in small groups can increase students' participation in reading instruction inthe the swedish subject. Based on this, the following questions have been formulated:  How can text conversations in small groups serve as support for students and promote the use of reading strategies? How can text conversations in small groups increase students' participation in reading lessons?  The analytical tools that has been used to analyse the empirical data is scaffolding, reciprocal teaching and the participation model. Qualitative methods have been used to collect empirical material. These arefocus group interviews and observations. The results show that support, participation and interaction are important concepts that can, to a large extent, effect students' reading comprehension development.

“You just say ‘yes!’ Say something more!” A study of pupils participation, active involvement, motivation and development through student discussion of factual texts about the concepts of climate and sustainable development.  The purpose of this study is to investigate whether student-led text conversations about concepts in the subject of geography, with the help of support structures, can be designed in a way that promotes discussion between pupils. The further aim is to investigate how support structures for increased participation affect the dialogue in text conversations for pupils in upper primary school. The research questions in this study were: How is pupils' participation in text conversations affected by different support structures? How are pupils' participation in text conversations affected by different support structures? How is pupils' dialogue in text conversations affected by different support structures? How do pupils experience structured text conversations as a form of work? As this is a practical study based on the model of a lesson study, where the aim is to increase participation and promote dialogue between a group of pupils, a hermeneutic approach is used in the analysis. Hermeneutics is about interpreting meaning and actions by subjectively trying to put yourself in the place of a text author or participant. This is done by moving in the analysis between partial perspectives and holistic perspectives. In this study, conversation analysis has been used as an analysis tool. It focuses on detailed transcriptions of conversations and studies various aspects of the interaction, including overlaps, turn-taking and conversational structure. By analysing these elements, one can identify social norms, conventions and strategies used by participants to create meaningful interactions. The result of the study can be interpreted as that with a high level of participation and active involvement from the pupils, the dialogue between the pupils was convulsive and bordering on monologic, however, in a dialogically well-functioning text conversation, instead, the participation and active involvement were low.