Læremidler i brug i danskfagets litteraturundervisning

- en empirisk undersøgelse af litteraturanalyse og litteraturfortolkning i udskolingen

Abstract

This article presents the results from a five-week case study of learning materials in use in the Danish subject's (L1) literature teaching in two 8th grades. The focus is on three empirical perspectives: 1) two teachers' didactic designs 2) video observation of the literature teaching 3) student products in the form of padlets. The article's contribution is twofold. First, it contributes with knowledge on what percentage the didactic designs, teaching and student products comprise of the literature analysis and interpretation, respectively. Second, it contributes with knowledge on how literature analysis and interpretation is practiced in literature teaching. In the study, a literature didactic coding system was developed to analyze the empirical material based on Benjamin Bloom's taxonomy. The results show, that analysis was given higher priority than interpretation. Both literature analysis and interpretation were practiced in a vacuum – isolated from each other and from the remaining taxonomic levels.