Hur ska vi läsa? : En kvalitativ textanalys av litteraturens funktion i tre läromedel för svenska i gymnasieskolan.

Sammanfattning: This study uses a text analysis and an interpretive approach to examine literatures function in three teaching materials for the subject Swedish in upper secondary school and the abilities that reading literature will develop. The analysis has been done on the primary texts, secondary texts and teaching primary texts to determine which readings that are rewarded, which subjectconceptions that occur and how the teaching materials legitimizes reading literature. The results showed that “the action-oriented reading” was rewarded which means that the reading is aimed at sorting out the course of action that is expressed explicitly in the text. It was not possible to derive only one subjectconception. You can see the tendency for everyone and their scope vary. Reading literature and its function legitimized evident in the material's preface with explicit references to the curriculum. The reading will lead to the understanding of the relationship between fiction and social development, writing, and be a tool to develop self-awareness and understanding of other people's experiences, thoughts and imaginary worlds.