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Litteraturhistoriskt undervisningsinnehåll – introduktion och respons
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.ORCID iD: 0000-0002-2115-3335
2022 (Swedish)Licentiate thesis, comprehensive summary (Other academic)
Abstract [en]

This study aims to develop knowledge about the teaching of literary history in upper secondary school. Sub-study I explores: What content is foregrounded when upper secondary school teachers of Swedish introduce literary history? And what significance can different teaching content have for sparking interest? Sub-study II explores: What teaching content sparks students’ interest in literary history? And what other aspects of the teaching spark their interest in literary history according to the students themselves? The study is framed by didactics and curriculum theory and also theories about interest and teaching. The material consists of video recordings from ten different lessons when upper secondary teachers were introducing literary history in the course Swedish 2. The experiences of upper secondary school students of the teaching were collected using questionnaires and interviews. All students were enrolled in university preparation programmes in a medium-sized Swedish city. The results of the analysis in Sub-study I show a wide range of potential literary history teaching content. The study thus contributes new empirical knowledge about what forms (in terms of its content) literary history can take in its teaching. In the past, Swedish as a subject has been discussed to a large extent in relation to the conceptions of the subject of Swedish as a skills subject, as a cultural heritage subject, and as an experience-based subject. The results of the study are discussed in relation to these conceptions but make further contributions by concretizing the variety of teaching content that occurs in classrooms. The results of the analysis in Sub-study II show that upper secondary school students’ interest in literary history can be sparked in relation to different content in the teaching such as students experiences; intertextuality; similarities and differences between different periods; epochs, authors and works, and aesthetic elements. The analysis also revealed aspects that could be linked to the teachers’ ways of leading and organising the teaching. These were passion and engagement; content legitimation; interaction and participation; variety; structure and delimitation and grades or de-emphasis on performance. The many themes identified in Sub-study II contribute to revealing different ways of sparking interest in literary history. This is an important result in view of the fact that previous research has shown that students lack interest in literary history teaching. Together, the two sub-studies contribute to revealing new empirical knowledge about literary history teaching. Finally, there is a reflective discussion which illuminate the study in relation to different perspectives on classroom management.

Place, publisher, year, edition, pages
Uppsala: Acta Universitatis Upsaliensis, 2022. , p. 64
Series
Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Educational Sciences ; 25
Keywords [en]
literary history, teaching literature, literary didactics, didactical choices, student interest
Keywords [sv]
litteraturhistoria, litteraturundervisning, litteraturdidaktik, didaktiska val, elevintresse
National Category
Educational Sciences
Research subject
Curriculum Studies
Identifiers
URN: urn:nbn:se:uu:diva-463826ISBN: 978-91-513-1399-3 (print)OAI: oai:DiVA.org:uu-463826DiVA, id: diva2:1632503
Presentation
2022-03-18, Gunnar Johansson, 14:K120, Blåsenhus, von Kraemers Allé 1, Uppsala, 13:15 (Swedish)
Opponent
Supervisors
Available from: 2022-02-21 Created: 2022-01-27 Last updated: 2022-03-11Bibliographically approved
List of papers
1. Lärares val av litteraturhistoriskt undervisningsinnehåll
Open this publication in new window or tab >>Lärares val av litteraturhistoriskt undervisningsinnehåll
2022 (Swedish)In: Acta Didactica Norden, E-ISSN 2535-8219, Vol. 16, no 1, article id Art. 4Article in journal (Refereed) Published
Abstract [en]

This study investigates and discusses teachers’ choices of content when they introduce literary history in the course Swedish 2 for students in the second year of upper secondary school. The study was conducted against the background of a lack of previous research about literary history teaching and previous studies that have highlighted students' lack of interest in literary history. The material consists of video-recorded observations of eight Swedish teachers’ introductory lessons to literary history. The introductory lessons were chosen since they can be seen as occasions when teachers try to spark interest in the subject. All teachers taught in a university preparation programme. The study is based on a didactics and curriculum theory framework. Thematic content analysis was applied to analyse the material. The study presents a wide range of possible teaching content and thereby contributes new empirical knowledge about what forms the content of literary history can take in the teaching context and more specifically what teaching content is emphasised when teachers introduce literary history. Previously, teaching and learning literature has been widely discussed in relation to the different conceptions of the subject Swedish: Swedish as a skills subject, Swedish as a cultural heritage subject, and Swedish as an experience-based subject. The results of the study are discussed in relation to these conceptions but make further contributions by concretizing and visualizing the variety of teaching content that occurs in classrooms when literary history is introduced.

Keywords
literary history, teaching literature, literary didactics, didactical choices, conceptions of the subject Swedish
National Category
Educational Sciences
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-465767 (URN)10.5617/adno.8892 (DOI)2-s2.0-85128224007 (Scopus ID)
Available from: 2022-01-27 Created: 2022-01-27 Last updated: 2022-12-06Bibliographically approved
2. Elevperspektiv på vad som väcker intresse för litteraturhistoria
Open this publication in new window or tab >>Elevperspektiv på vad som väcker intresse för litteraturhistoria
(Swedish)In: Educare, ISSN 1653-1868, E-ISSN 2004-5190Article in journal (Refereed) Submitted
Abstract [en]

Previous research on teaching and learning of literature has called for empirical investigations on classroom practice concerning literary history. As an answer to this call, the study aims to develop knowledge about what sparks students' interest in the teaching of literary history in upper secondary school. In relation to the introductory lesson in literary history students' attitudes were collected through questionnaires and interviews. 286 students from ten classes in five different schools participated, all from various university preparation programme. Thematic analysis was applied to analyse students’ responses. The analysis showed that themes of (1) content and (2) teachers’ ways of leading and organising the teaching, contributed to spark students' interest in literary history in various ways. In relation to content, the students’ foregrounded students experiences; intertextuality; similarities and differences between different periods; epochs, authors and works, and aesthetic elements. Regarding teachers’ ways of leading and organising the teaching, the students emphasised passion and engagement; content legitimation; interaction and participation; variety; structure and delimitation; and grades or de-emphasis on performance. These findings are discussed in relation to theories of interest and teaching.

Keywords
literary didactics, literary history, student interest, student motivation, teaching of literature
National Category
Educational Sciences
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-465769 (URN)
Available from: 2022-01-27 Created: 2022-01-27 Last updated: 2023-03-28

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