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Att läsa fram sig själv: unga om centrallyrikens betydelse
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.ORCID iD: 0000-0002-9425-8170
2017 (Swedish)In: Edda. Nordisk tidsskrift for litteraturforskning, ISSN 0013-0818, E-ISSN 1500-1989, Vol. 104, no 04, p. 338-353Article in journal (Refereed) Published
Abstract [sv]

Föreliggande artikel undersöker poesiintresserade 16–19-åringars fritidsläsning av poesi. Mot bakgrund av en internationell diskussion kring behovet av studier som diskuterar litteraturens legitimeringar i en starkt medialiserad samtid, studeras här utsagor om varför unga läser poesi för att bidra med ny förståelse om poesins värde för unga läsare idag. Studiens material utgörs av nätintervjuer med 21 unga kvinnor och män från hela Sverige. Gruppen läser huvudsakligen centrallyrik. Analysen genererade tre kategorier vilka belyser viktiga funktioner av den privata läsningen av centrallyrik: att bli sedd av dikten, en inre gemenskap och stöd i svåra perioder. Kategorierna analyseras och diskuteras i relation till Felskis (2008) begrepp «igenkänning», «förtrollning», «kunskap» och «chock» men enbart «igenkänning» visar sig ha förklaringsvärde. En didaktisk implikation av resultaten synes vara att elever bör ges möjligheter att utforska centrallyriken utan krav på ingående redogörelser av läsupplevelser för att kunna utveckla en individuell relation till genren.

Abstract [en]

This article explores the value of leisure reading of poetry for a group of 16 to 19-year olds with a keen interest in poetry. Against the background of the international discussion of the value of reading literature and the need for new legitimisation in the context of new media, statements about why young people read poetry contribute to our understanding of the importance of poetry for readers today. Twenty-one men and women from different parts of Sweden were interviewed for the study. The poetry read is mostly lyric poetry. The analysis generated three categories, which highlight key aspects of their leisure reading of lyric poetry: being seen by the poem, an internal community and support in difficult periods. The categories are analysed and discussed in relation to Felskis’s (2008) concepts of «recognition», «enchantment», «knowledge» and «shock», but only «recognition» is found to have explanatory value. The results point to the importance of letting students explore lyric poetry without always having to present their personal response in class.

Place, publisher, year, edition, pages
Universitetsforlaget, 2017. Vol. 104, no 04, p. 338-353
Keywords [en]
Poetry, Lyric Poetry, Reading, Felski, Online Interviews, Leisure Reading
Keywords [sv]
poesi, centrallyrik, läsning, Felski, nätintervjuer, fritidsläsning
National Category
Didactics
Research subject
Swedish and Education
Identifiers
URN: urn:nbn:se:ltu:diva-66544DOI: 10.18261/issn.1500-1989-2017-04-03OAI: oai:DiVA.org:ltu-66544DiVA, id: diva2:1156013
Note

Validerad;2017;Nivå 2;2017-11-15 (andbra)

Available from: 2017-11-10 Created: 2017-11-10 Last updated: 2018-10-22Bibliographically approved

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Publisher's full texthttps://www.idunn.no/edda/2017/04/att_lsa_fram_sig_sjlv

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Sigvardsson, Anna

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