Lesemøtet som arena for utvikling av litterær kompetanse: Elever på tiende trinn leser for elever på første trinn
Doctoral thesis
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Date
2018-11Metadata
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- PhD theses (HF-IGIS) [25]
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Lesemøtet som arena for utvikling av litterær kompetanse: Elever på tiende trinn leser for elever på første trinn by Monica Gundersen Mitchell, Stavanger : University of Stavanger, 2018 (PhD thesis UiS, no. 418)Abstract
This thesis explores how participating in buddy reading events contributes to students’ literary competence. Buddy reading implies tenth-graders (15 years old) paired with first-graders (6 years old) for one-on-one reading time, reading picturebooks. Before and after each buddy reading event, the tenth-graders reflect on their reading by writing reflective texts. Hence, reading is put in context with writing.
There is a large body of research concerning students’ transactions with literary texts, but there is a lack of research regarding students reading picturebooks aloud. This thesis focuses on tenth-graders’ picturebook mediations and the experiences they collect when dealing with the first-graders’ literary transactions. This represents a lacuna within Nordic research on the teaching of literature. Hence, the thesis seeks to develop new knowledge on classroom literary practices. This study also seeks to contribute to the discussion concerning literature teaching in Norwegian classrooms, creating new arguments to legitimize literature teaching.
Students’ transactions with picturebook texts and the read-aloud experience are explored by the terms transaction and aesthetic reading (Rosenblatt, 1995) and by using Jeffrey D. Wilhelm’s (2016) response categories to operationalize the transaction process. Skrivehjulet (Solheim & Matre, 2014), which illustrates how writing is organized functionally and socially, is used to explore and understand the tenth-graders’ reflective texts. Meaning-making and learning as social constructions form a starting point when analysing the conversations, using Mercer’s term interthinking (Mercer, 2000).
In my initiative, the buddy reading events formed an intervention that can also be described as an experiment. There were 25 tenth-graders and 23 first-graders who took part in the study, and 22 buddy reading events were recorded. Each tenth-grader conducted three buddy reading events together with their younger reading buddy and wrote five reflective texts. The tenth-graders also took part in individual, semi-structured interviews with the researcher. The material has been described, and an abductive research strategy (Pierce, 1994; Blaikie, 2009) used to discover patterns. Categories and concepts have been derived to construct a theory that is grounded in the buddy reading events. Video recordings, interviews and reflective texts have been triangulated to reveal findings.
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Publisher
University of Stavanger, NorwaySeries
PhD thesis UiS;;418