Gå i cirklar : litteratur, läsning och identitet i bokcirklar för gymnasieelever

Detta är en Master-uppsats från Lunds universitet/Avdelningen för ABM och digitala kulturer

Sammanfattning: This master thesis in library and information science is centered around two reading circles taking place at the libraries of Swedish upper secondary schools. The aim of the thesis is to study how the participants (ages 16-18) in the reading circles reflect on their own reading practices and their identities as readers. One main point of the thesis is that reading circles are forms of reading communities, an umbrella term for activities where communication around literature takes place, and where reading experiences are discussed. The research questions are the following: What perspectives on reading and literature are expressed among the participants? How are the participant’s identities as readers formed by taking part in a reading community? The theoretical framework is made out of critical literacy (Sarah McNicol 2016) and Judith A. Langers (2005) concept of literary envisionments. These theoretical perspectives have been chosen because they focus on the reader as an active part in the reading process and the interpretation of literature. Group observations of the reading circles and qualitative interviews (individually and in groups) have been used to examine the ways in which the participants build literary envisionments, and how they use critical literacy practices. The research findings have been analyzed through categories which consider different aspects of reader experiences and interpretations of the text. Some of the research findings include that the reading circles serves as opportunities for the participants to experience literature which they wouldn’t have chosen to read outside of the reading circle. Different perspectives on reading were expressed among the participants. Some used reading as a way of relaxation, others highlighted that reading fiction contributes to deeper understanding of all forms of texts, such as the ability to “read between the lines”. A common thread in the interviews were that the reading circles provided opportunities for the participants to choose which books to read. This was put in perspective to the reading activities in school, where the students are often assigned books to read by their teachers.

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