Insight into learning conceptions and interpretation strategies This article deals with the relations between different approaches to literature teaching and the resulting reading performance among Danish students in upper secondary school (16-19 year olds; the Danish Gymnasium). It looks into how the reading of literature is respectively supported and hindered in literature lessons in upper secondary school. The aim is to investigate the relation between the teacher's conception of learning and knowledge within the subject combined with the student's conception of learning and of reading and interpreting literary texts in the subject of Danish literature in order to create a broader insight to teachers and students into the underlying factors in a classroom with regard to knowledge and conceptions of learning (Marton, Dall'Alba et al. 1993; Boulton-Lewis, Smith et al. 2001). Furthermore the aim is to reveal possible connections between, on one hand, students' learning conceptions and learning approaches, and, on the other, their reading and interpretation skills in the subject of Danish language and literature. Finally the article describes possible ways of teaching reading and writing and at the same time supporting the students in developing metacognitive skills.
L1 Educational Studies in Language and Literature, 2011