Varför läsa litteratur : En kvalitativ studie av fyra svensklärares tankar och attityder till skönlitteraturläsning på gymnasiet

Sammanfattning: The aim with the study is to get an understanding of why pupils read literature in upper secondary school from four Swedish teachers´ thoughts and attitudes towards fiction in upper secondary school. Some of the theoretical starting points that lay as a foundation to the study are Lpf 94, the curriculum for Swedish and different literature oriented researchers as Lars-Göran Malmgren´s subject construction, Louise M. Rosenblatt´s transaction theory, Jan Nilsson´s view on fiction as a source of pleasure and a source of knowledge and Gunilla Molloy´s dialectal questions. To reach the aim in question qualitative interviews with four Swedish teachers in upper secondary school were carried through. The result shows that the teachers see the literature’s part in school as meaningful and claims that it deserves to have an even higher value in all subjects, not only in the subject Swedish. They give attention to literatures meaning in connection to the personal and cultural identity of the student and point out that the meeting between pupils and fiction can be seen as a source of pleasure and joy and at the same time as a source of knowledge. All the interviewed teachers agreed on that literature should be meaningful to the pupil and that is made easy if he or she can recognise herself or himself in the fiction. The result shows that teachers commonly use process orientated teaching in their literature classes where the pupils are recommended to seek knowledge, inspiration, thoughts and experiences in and through the fiction.