To make students interested in reading fiction is considered a challenging task bymany teachers. A common approach to this dilemma is letting the students decidefor themselves what novels to read. Unfortunately, by reading different novels thestudents are left omitted to their personal interpretation and understanding of thenovels, lacking the benefits of sharing reading experiences. The purpose of thismaster thesis is to investigate how upper secondary school students experienceliterary conversations. The study is based on semi-structured interviews with 29students, who have participated in an action research project focusing on regularliterary conversations. The result shows that even though the students perceivereading all the time as somewhat stressful and the heterogeneity of the students cancause difficulties, they appreciate discussing literature. They especially valuemeeting the interpretations and perspectives of other students. Through literaryconversations, the students have improved their understanding of novels, theircapability of analyzing texts, and their ability to express their opinions. They havealso developed their conversation skills and being part of a reading communitycharacterized by different opinions and interpretations of texts has broadened theirperspectives on literature and life beyond the texts. By sharing thoughts on the texts,the students have also developed on a personal level. The “good conversation”occurs at the intersection of the qualifying, socializing and subjectifyingdimensions of learning (Biesta, 2011).
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:umu-175017 |
| Date | January 2020 |
| Creators | Viklund, Sara |
| Publisher | Umeå universitet, Institutionen för estetiska ämnen i lärarutbildningen |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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