Shared Reading som läsfrämjande metod

• Main Author: Eliasson, Kanja
• Format: Others
• Language: Swedish
• Published: Linnéuniversitetet, Institutionen för kulturvetenskaper (KV) 2019
• Subjects: Shared Reading; läsfrämjande; Rosenblatt; estetisk läsning; social läsning; Information Studies; Biblioteks- och informationsvetenskap
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-86043

The purpose of this essay is to investigate how Shared Reading facilitators consider the method to function as a reader development strategy. What purpose does Shared Reading serve for the participants according to the facilitators? Does Shared Reading affect the participants’ interest in literature? What social functions does Shared Reading serve for the participants? How does the facilitator regard his/her own role in reader development? To answer these questions six facilitators have been interviewed, four of them with leading roles in projects with a purpose of spreading Shared Reading as a reader development strategy in Sweden. The results are analyzed using Louise M. Rosenblatt’s reception theory. The results show that Shared Reading influences the participants’ reading habits, that Shared Reading can have an important social function for individuals living in social exclusion and that there is an interest in working with the method from several organizations in Sweden.