Barn och ungas läsning : En diskursanalys över vilka roller som läsning tillskrivs i Sveriges grundskoleläroplan 2022

Sammanfattning

The purpose of this thesis was to examine what roles children and youths reading is attributed in the Swedish elementary curriculum, lgr22. Results for children’s reading comprehension, according to PISA 2022, have decreased and, because of this, both politicians and teachers have declared Sweden to be in a ‘reading crisis’. The ‘reading crisis’ has also led to a public discourse concerning how children and youths' reading should be treated. Therefore, it woke an interest to the authors to analyze what roles reading is attributed in lgr22. To accomplish this, this thesis uses a theoretical framework called discourse analysis, based on Bacchi's WPR-questions, which in its turn is reformed to fit this thesis's chosen subject area. Through previous research, it was identified that allowing children and youths to have the freedom of choice on what, how and when, they want to read and work with the books and their content, leads to an increase in their reading-interests. When different parts of these key aspects were used in research study concerning a reading-project held in Romania, it showed a positive result. It is with this knowledge that the empirical material was analyzed, in search of if what was written or said in the public discourse reflected these effective ways to encourage children and youths to want to read. While analyzing the chosen empirical material that represents the public discourse, it was identified that there was a severe lack of writings concerning children and youths' reading and their interest in it. This concluded in that reading is usually attributed to an institutionalized role within the public discourse, while the role attributed to pastime reading was not as represented. Reading itself was also identified to be attributed to a more meaningful role within the discourse than it had in lgr22. A discussion was also created among those who were identified to have a certain responsibility towards reading within this discourse where, in contrast to the previous research, said responsibility seemed to lean more towards the institutions than the individual. School libraries and school librarians were identified in the public discourse to have big responsibilities when it comes to children and youths' reading. Lastly, it is also identified that multiple consequences can be created from this attribution of reading, where, among other things, it is shown that the way reading is attributed within lgr22 is very interpretable, which leads to different students reading different amounts depending on how their teacher interpret the contents in lgr22.