Booktalk Dilemmas: teachers’ organisation of pupils’ reading
2002 (English)In: Scandinavian Journal of Educational Research, Vol. 46, no 4, 391-408 p.Article in journal (Refereed) Published
The syllabus for mother tongue teaching in Sweden states that an essential goal is that pupils, in conversation with others, should be able to express feelings and thoughts evoked by literature. The present paper addresses how schools try to promote pupils’ reading, examining authentic school-run booktalk conversations from a discursive approach. The data consists of video-recorded sessions with small groups of pupils in Grades 4–7. A series of booktalk dilemmas were identified. The studied so-called book clubs were aimed at promoting reading for pleasure. Yet, literary practices were, at times, transformed into (i) calculating tasks, (ii) vocabulary lessons, or, (iii) reading aloud exercises. Another complication concerned the synchronising of the pupils’ reading that led to extensive negotiations on the part of teacher and pupils.
Place, publisher, year, edition, pages
Routledge , 2002. Vol. 46, no 4, 391-408 p.
booktalk, dilemmas, discourse analysis, literature pedagogy
Other Social Sciences not elsewhere specified
IdentifiersURN: urn:nbn:se:liu:diva-10629DOI: 10.1080/0031383022000024570OAI: oai:DiVA.org:liu-10629DiVA: diva2:17339
Original publication: Katarina Eriksson, Booktalk Dilemmas: teachers’ organisation of pupils’ reading, 2002, Scandinavian Journal of Educational Research, (46), 4, 391-408. http://dx.doi.org/10.1080/0031383022000024570. Copyright: Taylor and Francis (Routledge group), http://www.routledge.com/2008-01-282008-01-282013-09-25