1 Department of Curriculum Research, Danish School of Education, Aarhus University, Aarhus University2 Enheden for didaktik, Danish School of Education, Aarhus University, Aarhus University3 Miljø- og sundhedspædagogik, Danish School of Education, Aarhus University, Aarhus University4 Danish School of Education - General Education, Emdrup, Danish School of Education, Arts, Aarhus University5 Danish School of Education - General Education, Emdrup, Danish School of Education, Arts, Aarhus University
The teacher's selection of theories of reading and attached methods for learning to read influence what kind of texts the children will be presented in the first years of school. A teaching strategy based on phonetic theory of reading result in the fact that children will meet less fiction texts with fictional quality. This is a problem while fiction literature holds a potential for personal and language Bildung - a potential for both their future life and also their precondition for learning to read. Based on the hypothesis that children's fiction literature (imaginative literature) might be a useful tool towards children's general Bildung and more specific development of literacy competence in the first years of school, in 2007 we carried out an investigation about fiction as a part of mother-tongue teaching and the process of children's learning to read. Via the investigation and general studies we want to get more knowledge ablout following questions: How to define fiction which holds a personal and language "Bildung"? How to define the importance of fiction related to children's literacy competence? What kind of fiction do teachers use? How do teachers mediate fiction, how and in what extend do teachers make use of drawing and play activities? How to find a balance between to maintain the aesthetical and narrative methods and expressions AND gaining a literacy competence? This paper has focus on the fourth question.
Main Research Area:
The New Goal-orientation of research strategies: The 36th Congress of NERA, Nordic Educational Research Association, 2008