Läsning i skolan : Om läskonst, läslust och läsnytta

My essay has three foci. One is the presentation of a survey I gave to two groups of pupils, one grade 7 and the other grade 8 about their attitude to reading books in school, and their attitude to reading books in general. I was interested in how the result would correspond to what many investigations on this subject had concluded. One such result was that girls were usually not only more willing to read, but they were also better readers than boys. Therefore, the answerers must tell if they were boys or girls. The result of my investigation rather corroborated what many others had already said: Swedish young people are not enthusiastic book readers, but when reading, the girls are the ones that take the lead. Another focus is in a way historical. I used a novel by a Swedish author telling about poor people on the Swedish countryside in the nineteenth century dreaming of being able to emigrate from their home country and come to America. What interests me is the story telling of the attitude to reading, both in the characters and the authorities. There is much about reading incapacities, but also of lust for, and skill in reading. The attitudes from the authorities is dominated by churchly paternalism: reading skill in ordinary people has one primary function, to make them good Christians. This common value-system is fixed by the didactic curricula of the time. My third focus is the Swedish curricula especially in what they say about reading and literature. I thought I found that they have at least something in common with the curricula of mid-nineteenth century than might be expected. The older ones have what could be seen as an instrumental attitude to reading and such an attitude I thought could be perceived also in the modern ones: they seem to be eager to point out the usefulness of reading in general and even of reading literature. Another point would be the great importance attached to the strengthening of the common value-system, here, not Christian belief, but a democratic ground of values. In my study of what is said about reading in school by people discussing the subject, and when looking at the result of my own investigation by the questionnaire I very often find a similar instrumental attitude: all reading, be it fact or fiction, is expected to lead to something useful not just pleasure