Concepts of literature in Danish L1-textbooks and their framing of students’ reading

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This article focuses on concepts of literature, reader and literary reading in five Danish textbooks for lower secondary school from the period 1983-2008. The bases, priorities and orientations of the textbooks are studied by the use of Langer’s five stances for envisionment building (Langer, 2011), and Witte & Sâmihaian’s model of paradigms in literature teaching (Witte & Sâmihaian, 2013). On this basis, the article analyses the aims, approaches, text selection and the reader stances intended in the tasks and assignments of the textbooks. The aim of the article is to present an analysis of the learning designs of the textbooks in order to discuss how the different designs may frame students’ encounters with literature, and how they link to paradigms in literature teaching and to current discussions about text and/or reader orientation within literature teaching.
Original languageEnglish
JournalL1-Educational Studies in Language and Literature
Volume20
Issue20
Pages (from-to)1-23
Number of pages24
ISSN1578-6617
DOIs
Publication statusPublished - 2020

    Research areas

  • literature teaching, textbook design, literary approaches, choice of text, students’ assignments

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