Mer än bara läsning : En kvalitativ studie om hur lärare arbetar med skönlitteratur i undervisningen

Sammanfattning

Fiction literature is recognised as an important component of primary education. Previous studies have highlighted the potential of literature to support empathy and perspective taking, while emphasising that such outcomes depend on instructional practises rather than reading alone. The main purpose of this study was to explore how Swedish middle school teachers describe their use of fiction literature in teaching, with particular attention to empathy. The study used a qualitative approach, and data were collected through semi-structured interviews with six Swedish middle school teachers. The findings show that fiction literature is an important teaching tool that supports students’ reading comprehension, language development, writing skills, and motivation to read. Teachers also describe literature as a way for students to reflect on emotions, relationships, and experiences different from their own. However, empathy is not seen as developing through reading alone. Instead, the results highlight the importance of teacher support through activities such as read-aloud sessions, discussions about literature, questioning, and shared reflection on texts. The study also identifies challenges related to students’ different reading abilities, levels of motivation, and need for support. Keywords: fiction literature, empathy, middle school, literature teaching, values education, didactics.