Linköping Studies in Arts and Science • 251
Linköping Studies in Arts and Science • • Science and Arts in Studies Linköping 251
Katarina Eriksson 2002 Life and Fiction
On intertextuality in pupils’ booktalk
On intertextuality in pupils’ booktalk pupils’ in intertextuality On Life and Fiction and Life
2002 Katarina Eriksson Katarina Linköping Studies in Arts and Science
In the Faculty of Arts and Sciences at Linköping University research is pursued and research training given within seven broad problem areas known as 91-7373-299-0 ISBN
themes, in Swedish tema. These are: Child Studies, Gender Studies, Health
Print: UniTryck, Linköping, Linköping, UniTryck, Print:
and Society, Communication Studies, Culture Studies, Technology and Social 2002
Change and Water and Environmental Studies. Each tema publishes its own Thörnell Monika Composition:
series of scientific reports, but they also publish jointly the series Linköping Larsson Jonas Cover:
Studies in Arts and Science. Jonsson Peter Photo:
ISSN 0282-9800 Eriksson Katarina Layout: & Design Graphic
First Edition. First
© Katarina Eriksson and the Department of Child Studies Studies Child of Department the and Eriksson Katarina © 2002
SE-581 83 Linköping, Sweden Linköping, 83 SE-581
The Department of Child Studies, Linköping University, Linköping Studies, Child of Department The Katarina Eriksson: Life and Fiction and Life Eriksson: Katarina
Katarina Eriksson: Life and Fiction
The Department of Child Studies, Linköping University, SE-581 83 Linköping, Sweden
© Katarina Eriksson and the Department of Child Studies 2002
First Edition.
Graphic Design & Layout: Katarina Eriksson 0282-9800 ISSN
Photo: Peter Jonsson Science. and Arts in Studies
Cover: Jonas Larsson Linköping series the jointly publish also they but reports, scientific of series
. Each tema publishes its own its publishes tema Each . Studies Environmental and Water and
Composition: Monika Thörnell Change
Print: UniTryck, Linköping, 2002 Social and Technology Studies, Culture Studies, Communication Society, and
Child Studies, Gender Studies, Health Studies, Gender Studies, Child are: These tema. Swedish in themes,
ISBN 91-7373-299-0 as known areas problem broad seven within given training research and
In the Faculty of Arts and Sciences at Linköping University research is pursued is research University Linköping at Sciences and Arts of Faculty the In Linköping Studies in Arts and Science and Arts in Studies Linköping
In memory of my grandfather Johan Eriksson In memory of my grandfather Johan Eriksson Johan grandfather my of memory In
54
...... ……………………...... ……………………......
RECORDINGS CONTENTS
54
...... ……………...... EVENTS CLUB BOOK RECORDED
50
.…………...... …………...... SCHOOL VALLEY THE AT ROUTINES CLUB BOOK
49 ’
...... ……………......
METHOD BOOKTALK S CHAMBER ACKNOWLEDGEMENTS ….…………...... …………...... 11
Pedagogues Pupils 48 48 • •
48
...... ……......
PARTICIPANTS 1 INTRODUCTION ...... …..……………...... ……...... 15
school The
46 OVERVIEW OF THE THESIS ...... ……………...... ……......
• 17
46
...... ……………………………...... SETTING
3
SETTING AND METHOD AND SETTING CHILDREN’S LITERATURE AND READER RESPONSES 46
...... ………………....…...... 2 ...... 19
DISCURSIVE PSYCHOLOGY ...... ……………...... ……...... 19
44
...... …..………...... ……...... FORMULATION
PROBLEM THEORY ON CHILDREN’S LITERATURE ...... ……………...... ……...... 20
42
’ : • ...... MIND S READER THE READER INDIVIDUAL THE Relation to adult literature 21 Children’s literature in the popular
• • • 41 circuit 22 The childist perspective 23 Ghettoisation 25 ...... …..……………...... …...... GENDER
Children’s literature as an imperialistic activity 25 • Research on 40 ...... …..……....…...... ……...... …..……....…...... ……......
CLASS children and literature in Sweden 26 •
37
) ( ...... …...... …...... ……...... READING AND STAGE
AGE FROM THE TEXT TO THE READER ...... …..…………...... …...…...... 27
37
...... …..……………...... …..…...... COMMUNITY
INTERPRETIVE THE READER IN THE TEXT ...... …..……………...... 31
34
...... …..……………...... ……...... CONTRACTS
LITERARY LITERARY CONTRACTS ...... …..……………...... ……...... 34
31
...... …..……………...... …..……………...... TEXT THE IN READER
THE INTERPRETIVE COMMUNITY ...... …..……………...... …..…...... 37
27
...... …..…………...... …...…...... READER THE TO TEXT THE
FROM AGE (STAGE) AND READING ...... …...... …...... ……...... 37
children and literature in Sweden Sweden in literature and children
26
• CLASS ...... …..……....…...... ……...... 40
Children’s literature as an imperialistic activity activity imperialistic an as literature Children’s Research on Research 25
• GENDER ...... …..……………...... …...... circuit circuit Ghettoisation Ghettoisation perspective childist The
23 22 25 41
• • •
Children’s literature in the popular the in literature Children’s literature adult to Relation
21 THE INDIVIDUAL READER THE READER S MIND ...... • : ’ 42
20 ’
...... ……………...... ……...... ……………...... ……...... LITERATURE S CHILDREN ON
THEORY PROBLEM FORMULATION ...... …..………...... ……...... 44
19
...... ……………...... ……...... PSYCHOLOGY DISCURSIVE
2
19
...... ………………....…...... 46 CHILDREN’S LITERATURE AND READER RESPONSES READER AND LITERATURE CHILDREN’S 3 SETTING AND METHOD
SETTING ...... ……………………………...... 46
17
• ...... ……………...... ……...... ……………...... ……...... THESIS THE OF OVERVIEW The school 46
1 1 ION ION T C RODU NT I 15
...... …..……………...... ……...... …..……………...... ……...... PARTICIPANTS ...... ……...... 48
Pupils 48 • Pedagogues 48 •
ACKNOWLEDGEMENTS 11
….…………...... …………...... ….…………...... …………...... CHAMBER’S BOOKTALK METHOD ...... ……………...... 49 BOOK CLUB ROUTINES AT THE VALLEY SCHOOL .…………...... 50
RECORDED BOOK CLUB EVENTS ...... ……………...... 54 CONTENTS RECORDINGS ...... ……………………...... 54 TRANSCRIPTION AND TRANSLATION ...... ………...…..…...... 56 Transcription conventions 56 • ETHICAL CONSIDERATIONS ...... …..……………...... ……...... 57
ON “NATURAL” DATA ...... …..……………...... ……...... 58
reading for pleasure pleasure for reading
99
ANALYTICAL PROCEDURE ...... …..……………...... ……...... 59 •
Reading aloud and aloud Reading pleasure for reading and lessons Vocabulary 96
•
96
...... …...... PROJECTS READING VERSUS PROJECTS SCHOOL
4 BOOKS TO PROMOTE READING OTHER
93
......
FOR
A presentation of 8 narratives ...... ….....……...... 64 PLEASURE
READING AND ACTIVITY SYNCHRONISED A AS
INTRODUCTION: PROBLEM FORMULATION ...... …...………...... …... 64 READING
88 ’
.…......
PLEASURE FOR READING VERSUS CALENDARS S
NARRATIVE ANALYSIS ...... …..……………...... ……...... 67 CHILDREN
analysis analysis dilemmas of Coding 87 86
•
SETTING ...... …..……………...... ……...... 68 •
Using discourse analysis for analysis discourse Using Translation Transcriptions 86 86
•
POINT OF VIEW ...... …..……………...... ……...... 70 •
routines club Book Recordings participants and Setting 83 82 82
• •
CHARACTERS ...... …..……………...... ……...... 70 • 82
...... …..……………...... ……...... METHOD
PLOT ...... …..……………...... ……...... 73 81
...... …..……………...... ……...... DILEMMAS BOOKTALK
FICTION AND LIFE ...... …..………….....……...... 75 80
...... …..………………...... DILEMMAS AND PSYCHOLOGY
The absent father 76 • DISCURSIVE
79
...... …………...... READING TO APPROACH AN AS BOOKTALK
79 -
...... ……...... TONGUE MOTHER AND PRACTICES
5 BOOKTALK DILEMMAS BOOKTALK
Teachers’ organisation of pupils’ reading pupils’ of organisation Teachers’ 78
Teachers’ organisation of pupils’ reading ...... …..………...... 78 ...... …..………......
5 BOOKTALK PRACTICES AND MOTHER-TONGUE ...... ……...... 79 DILEMMAS BOOKTALK
BOOKTALK AS AN APPROACH TO READING ...... …………...... 79 father absent The 76
DISCURSIVE PSYCHOLOGY AND DILEMMAS ...... …..………………...... 80 • 75
...... …..………….....……...... LIFE AND FICTION
BOOKTALK DILEMMAS ...... …..……………...... ……...... 81 73
...... …..……………...... ……...... PLOT
METHOD ...... …..……………...... ……...... 82 70
...... …..……………...... ……...... CHARACTERS
Setting and participants 82 • Recordings 82 • Book club routines 83 •
70
...... …..……………...... ……...... VIEW OF
Transcriptions 86 • Translation 86 • Using discourse analysis for POINT
68
...... …..……………...... ……......
analysis 86 • Coding of dilemmas 87 • SETTING
67
...... …..……………...... ……......
ANALYSIS
CHILDREN’S CALENDARS VERSUS READING FOR PLEASURE .…...... 88 NARRATIVE
64 :
...... …...………...... …...
FORMULATION PROBLEM
READING AS A SYNCHRONISED ACTIVITY AND READING INTRODUCTION
narratives A presentation of of presentation A 64 8
FOR PLEASURE ...... 93 ...... ….....……......
4 OTHER SCHOOL PROJECTS VERSUS READING PROJECTS ...... …...... 96 READING PROMOTE TO BOOKS
Vocabulary lessons and reading for pleasure 96 • Reading aloud and
59
...... …..……………...... ……...... …..……………...... ……...... PROCEDURE
reading for pleasure 99 • ANALYTICAL
58 ” ” “
...... …..……………...... ……...... …..……………...... ……...... DATA NATURAL ON
57
...... …..……………...... ……...... …..……………...... ……...... CONSIDERATIONS ETHICAL
conventions Transcription 56 •
56
...... ………...…..…...... TRANSLATION AND TRANSCRIPTION CONCLUDING DISCUSSION ...... ……...... …...... 102 ACKNOWLEDGEMENTS ...... ……………………….….…...... 103
REFERENCES ...... …………………….…...... 104
181
...... …………...... ORIGINALS SWEDISH
APPENDIX APPENDIX SWEDISH ORIGINALS ...... …………………………...... 105
178
...... …….…………………...... REFERENCES
175 ...... ………………….…...
DISCUSSION 6 BEYOND STEREOTYPES?
167
” “ ...... ……………………...... EVENTS PERSONAL REAL
AS Talking about gender in school booktalk ...... 112
163 ” “ .…………………..………………..……...... REAL AS EVENTS
LITERAL INTRODUCTION: CHILDREN’S LITERATURE AND GENDER …...... 113
158 ” “ ...... ……………….…….…. REAL AS EVENTS
LIFELIKE METHOD ...... …..…………………...... 115
157
...... ………………..……......
INTERTEXTUALITY Book club routines at the Valley school 116 • Recordings and
coding coding
156
• transcriptions 117 • Coding and analysis 117 •
Recordings, transcriptions, and transcriptions, Recordings, procedures Booktalk 154
• MALE NARRATOR AS IMPLICIT NORM? ...………....……...... 118
154
...... ………………….……………...... METHOD AND
SETTING FICTIVE CHARACTERS AS IDEALS ...... …………………...... ………….... 120
149
......
INTRODUCTION Looking up to a fictive character 120 • Is he a sweet guy? 122 •
BOOKTALK BOOKTALK 148 ...... To be like Anna or to be like the cat? 124 •
7 REALISM AND INTERTEXTUALITY IN SCHOOL IN INTERTEXTUALITY AND REALISM GENDER STEREOTYPES AND IDEAL PARENTS ……………………...... 126
Mummy and her “little guy” 127 • Not a typical mum 131 •
140
...... …………………...... ORIGINALS SWEDISH
APPENDIX SUMMARY ...... 134
137 ...... …......
REFERENCES REFERENCES ...... …...... 137
134
......
SUMMARY APPENDIX SWEDISH ORIGINALS ...... …………………...... 140
Not a typical mum mum typical a Not guy” “little her and Mummy
127 131
• •
126
……………………...... PARENTS IDEAL AND STEREOTYPES
GENDER 7 REALISM AND INTERTEXTUALITY IN SCHOOL
To be like Anna or to be like the cat? cat? the like be to or Anna like be To
124
• BOOKTALK ...... 148
Is he a sweet guy? guy? sweet a he Is character fictive a to up Looking
120 122
•
• INTRODUCTION ...... 149
120
...... …………………...... ………….... IDEALS AS CHARACTERS
FICTIVE SETTING AND METHOD ...... ………………….……………...... 154
118 ?
...………....……...... NORM IMPLICIT AS NARRATOR
MALE Booktalk procedures 154 • Recordings, transcriptions, and
transcriptions transcriptions Coding and analysis analysis and Coding
117 117
• • coding 156 •
Book club routines at the Valley school school Valley the at routines club Book Recordings and Recordings 116
• INTERTEXTUALITY ...... ………………..……...... 157
115 ...... …..…………………......
METHOD LIFELIKE EVENTS AS “REAL” ...... ……………….…….…. 158
113 ’ :
…...... AND LITERATURE S CHILDREN INTRODUCTION
GENDER LITERAL EVENTS AS “REAL”.…………………..………………..……...... 163
Talking about gender in school booktalk school in gender about Talking
112
...... PERSONAL EVENTS AS “REAL” ...... ……………………...... 167
6 BEYOND STEREOTYPES? BEYOND DISCUSSION...... ………………….…... 175
REFERENCES ...... …….…………………...... 178
105
...... …………………………...... …………………………...... ORIGINALS SWEDISH
APPENDIX APPENDIX SWEDISH ORIGINALS ...... …………...... 181
104 ...... …………………….…...... REFERENCES
103
...... ……………………….….…...... ACKNOWLEDGEMENTS
102
...... ……...... …...... ……...... …...... DISCUSSION CONCLUDING 8 CONCLUDING DISCUSSION ...... 189
REFERENCES ...... 192 APPENDIX A PROPOSAL OF WORK PLAN FOR ACTIVITIES IN THE LIBRARY ...... 206 APPENDIX B INFORMATION LETTER TO THE PUPILS’ PARENTS ...... 207
APPENDIX C INFORMATION SHEET ABOUT THE BOOK CLUB ...... 208
208
...... CLUB BOOK THE ABOUT SHEET INFORMATION C APPENDIX
207 ’ ’ ...... PARENTS PUPILS THE TO LETTER INFORMATION B APPENDIX
206
...... FOR LIBRARY THE IN ACTIVITIES
PLAN WORK OF PROPOSAL A APPENDIX
REFERENCES 192 ......
8 CONCLUDING DISCUSSION CONCLUDING 189 ...... 11
rather private conversations about books. about conversations private rather Acknowledgements teachers and pupils who generously let me video-record their video-record me let generously who pupils and teachers
, the participating the , Mary to thesis this complete to able being for
place with a remarkably clear book culture. I owe my largest dept largest my owe I culture. book clear remarkably a with place
a School Valley the made admirably and skilfully who enthusiast
Out on the research field, I came in contact with a real a with contact in came I field, research the on Out In June 1996, I happily transformed the house-warming party for
life and its big issues”. I greatly appreciate her friendship. her appreciate greatly I issues”. big its and life my brand new, first-hand lease apartment in Stockholm into a
“writer’s blocks”. Moreover, Anna and I have discussed “the little “the discussed have I and Anna Moreover, blocks”. “writer’s farewell party, since I had just received a letter of admission to the
development, my enthusiasm over findings, and my pain during pain my and findings, over enthusiasm my development, PhD program at tema Barn (the Department of Child Studies) in
thesis writing; always helpful, she has shared my theoretical my shared has she helpful, always writing; thesis Linköping. Aronsson. Anna has provided invaluable support throughout my throughout support invaluable provided has Anna
* During my first year at the department, Bengt Sandin socialised
began a collaboration that later became a project, led by Karin by led project, a became later that collaboration a began me into the child perspective and the tema Barn ambiance. Gunilla In summer summer In , my then roommate Anna Sparrman and I and Sparrman Anna roommate then my ,
1998 Halldén’s inspiring course became very important for my selection
sons have had an enormous impact on my research. my on impact enormous an had have sons of a research path. In her capacity as then head of department,
sive psychology at tema Barn. His crystal clear and engaging les- engaging and clear crystal His Barn. tema at psychology sive Gunilla forced me to decide upon a subject for my thesis in spring , Jonathan Potter gave a series of workshops on discur- on workshops of series a gave Potter Jonathan , In In
1998 1998, an act for which I am very grateful. , an act for which I am very grateful. very am I which for act an ,
1998 In 1998, Jonathan Potter gave a series of workshops on discur-
Gunilla forced me to decide upon a subject for my thesis in spring in thesis my for subject a upon decide to me forced Gunilla sive psychology at tema Barn. His crystal clear and engaging les-
of a research path. In her capacity as then head of department, of head then as capacity her In path. research a of sons have had an enormous impact on my research.
Halldén’s inspiring course became very important for my selection my for important very became course inspiring Halldén’s In summer 1998, my then roommate Anna Sparrman and I Barn tema the and perspective child the into me
ambiance. Gunilla ambiance. began a collaboration that later became a project, led by Karin
During my first year at the department, Bengt Sandin socialised Sandin Bengt department, the at year first my During Aronsson.* Anna has provided invaluable support throughout my
Linköping. thesis writing; always helpful, she has shared my theoretical
PhD program at tema Barn (the Department of Child Studies) in Studies) Child of Department (the Barn tema at program PhD development, my enthusiasm over findings, and my pain during
farewell party, since I had just received a letter of admission to the to admission of letter a received just had I since party, farewell “writer’s blocks”. Moreover, Anna and I have discussed “the little
my brand new, first-hand lease apartment in Stockholm into a into Stockholm in apartment lease first-hand new, brand my life and its big issues”. I greatly appreciate her friendship. , I happily transformed the house-warming party for party house-warming the transformed happily I , June In
1996 Out on the research field, I came in contact with a real enthusiast who skilfully and admirably made the Valley School a place with a remarkably clear book culture. I owe my largest dept for being able to complete this thesis to Mary, the participating
teachers and pupils who generously let me video-record their Acknowledgements rather private conversations about books.
11
Life and Fiction and Life 12
Once I started writing my thesis, my colleagues had an immense •
impact on its development through their helpful remarks at Svi- Elinor thank to wish I proofreading, and revision, language
ˆ seminars, etcetera. I especially want to mention Åsa Aretun, Asta support, computer support, library transcriptions, Concerning
Cecaite, Cecilia Lindgren, Roger Klinth, and Karin Osvaldsson in Cioccolata. Café at sessions reading hour-long and library
at the at caffelatte this connection. Jakob Cromdal, Thomas Dahl, Gisela Eckert, with starts slow taking example, for preferences:
Anne-Li Lindgren, Anna Sparrman, and Karin Zetterqvist Nelson my suit to schedule daily my arrange to allowed been have fully,
have, moreover, helped me with their insightful comments and respect- very I, that appreciate I Moreover, arguments. my sharpen
arguments at critical stages of the writing process. me makes always eye critical Karin’s article. scientific a structure
Throughout my PhD education at tema Barn, first the people to how me taught has she things, other Among English. scholarly
that I began with – Thomas Dahl, Roger Klinth, Maria Simonsson, into writings cryptic my transforming with struggled patiently
was right! During frequent rereading, Karin has Karin rereading, frequent During right! was she Anna Sparrman, Michael Tholander – see to pleased
then the whole PhD student collective have helped me to “endure” I’m And me. in confidence her showed repeatedly Aronsson Karin
the challenging life as a PhD student. This help has been provided supervisor my thesis, my of completion hinder would that strophes
during therapeutic coffee sessions, lively social constructivist cata- various predicting Barn tema around wandered I When
debates while eating dinner and many shared laughs over lunch. writing. of stages
I have also had the privilege to learn that Anne-Li Lindgren and final the in me helped that manuscript thesis my of criticism able
Judith Areschoug are fun and considerate friends just to hang valu- had Märak, Gunnlög seminar, final my at opponent The
around with. with. around
The opponent at my final seminar, Gunnlög Märak, had valu- hang to just friends considerate and fun are Areschoug Judith
able criticism of my thesis manuscript that helped me in the final and Lindgren Anne-Li that learn to privilege the had also have I
stages of writing. lunch. over laughs shared many and dinner eating while debates
When I wandered around tema Barn predicting various cata- constructivist social lively sessions, coffee therapeutic during
strophes that would hinder completion of my thesis, my supervisor provided been has help This student. PhD a as life challenging the
Karin Aronsson repeatedly showed her confidence in me. And I’m “endure” to me helped have collective student PhD whole the then
pleased to see she was right! During frequent rereading, Karin has – Wifvesson Marianne and Tholander Michael Sparrman, Anna
patiently struggled with transforming my cryptic writings into Simonsson, Maria Klinth, Roger Dahl, Thomas – with began I that
scholarly English. Among other things, she has taught me how to people the first Barn, tema at education PhD my Throughout
structure a scientific article. Karin’s critical eye always makes me process. writing the of stages critical at arguments
sharpen my arguments. Moreover, I appreciate that I, very respect- and comments insightful their with me helped moreover, have,
fully, have been allowed to arrange my daily schedule to suit my Nelson Zetterqvist Karin and Sparrman, Anna Lindgren, Anne-Li
preferences: for example, taking slow starts with caffelatte at the Eckert, Gisela Dahl, Thomas Cromdal, Jakob connection. this
library and hour-long reading sessions at Café Cioccolata. in Osvaldsson Karin and Klinth, Roger Lindgren, Cecilia Cecaite,
Concerning transcriptions, library support, computer support, Asta Aretun, Åsa mention to want especially I etcetera. seminars,
ˆ language revision, and proofreading, I wish to thank Elinor Svi- at remarks helpful their through development its on impact
12 • Life and Fiction immense an had colleagues my thesis, my writing started I Once
13 Acknowledgements
• berg, Christina Barge, Rosmarie Malmgård, Magnus Baurén, Ian
Dickson, Linda Schenck, Karen Williams, Gisela Eckert, Carolina
- ). - : , Bank of Sweden Donation (Dnr (Dnr Donation Sweden of Bank , Foundation Tercentenary 1999 02 01 0341
The Bank of Sweden of Bank The Samtalsanalys av kamratsamspel i skolmiljö”, funded by by funded skolmiljö”, i kamratsamspel av Samtalsanalys Øverlien, Anna Sparrman, Anne-Li Lindgren and Héctor Barajas.
The present thesis is part of the project “Kulturreception och socialisation – socialisation och “Kulturreception project the of part is thesis present The * Peter Jonsson, Jonas Larsson and Monika Thörnell generously used their skills to help me realise my vision of how the thesis should look. On a private level, I would like to express my gratitude to Katarina Tiväng, Ulrika Sundström, Maivor Carlstam and all the other “broads” in Stockholm for their friendship, hospitality, en- couragement and great times! My parents Anneli and Örjan Eriksson as well as my siblings and their partners, Elisabet Eriksson, Ryan Harlin, Mikael Eriks-
son and Lisa Elmén have always expressed faith in my abilities and
March March
2002 they have all been very supportive in various ways. Simon and
Linköping Miguel Barajas have made me think about things other than
K.E. research every other week, which has been healthy.
deliciosa con que me consientes!). Bailame feliz! Bailame consientes!). me que con deliciosa Finalmente, mi tesoro lindo Héctor Barajas, muchísimas gra-
cias por todo tu amor y tu apoyo (y también por toda la comida la toda por también (y apoyo tu y amor tu todo por cias cias por todo tu amor y tu apoyo (y también por toda la comida
Finalmente, mi tesoro lindo Héctor Barajas, muchísimas gra- muchísimas Barajas, Héctor lindo tesoro mi Finalmente, deliciosa con que me consientes!). Bailame feliz!
research every other week, which has been healthy. been has which week, other every research K.E.
Miguel Barajas have made me think about things other than other things about think me made have Barajas Miguel Linköping
they have all been very supportive in various ways. Simon and Simon ways. various in supportive very been all have they March 2002
son and Lisa Elmén have always expressed faith in my abilities and abilities my in faith expressed always have Elmén Lisa and son
and their partners, Elisabet Eriksson, Ryan Harlin, Mikael Eriks- Mikael Harlin, Ryan Eriksson, Elisabet partners, their and
My parents Anneli and Örjan Eriksson as well as my siblings my as well as Eriksson Örjan and Anneli parents My
couragement and great times! great and couragement
other “broads” in Stockholm for their friendship, hospitality, en- hospitality, friendship, their for Stockholm in “broads” other
Katarina Tiväng, Ulrika Sundström, Maivor Carlstam and all the all and Carlstam Maivor Sundström, Ulrika Tiväng, Katarina
On a private level, I would like to express my gratitude to gratitude my express to like would I level, private a On
should look. should
used their skills to help me realise my vision of how the thesis the how of vision my realise me help to skills their used
Peter Jonsson, Jonas Larsson and Monika Thörnell generously Thörnell Monika and Larsson Jonas Jonsson, Peter * The present thesis is part of the project “Kulturreception och socialisation – Øverlien, Anna Sparrman, Anne-Li Lindgren and Héctor Barajas. Héctor and Lindgren Anne-Li Sparrman, Anna Øverlien, Samtalsanalys av kamratsamspel i skolmiljö”, funded by The Bank of Sweden
Tercentenary Foundation, Bank of Sweden Donation (Dnr 1999-0341: 01-02). Dickson, Linda Schenck, Karen Williams, Gisela Eckert, Carolina Eckert, Gisela Williams, Karen Schenck, Linda Dickson,
berg, Christina Barge, Rosmarie Malmgård, Magnus Baurén, Ian Baurén, Magnus Malmgård, Rosmarie Barge, Christina berg, Acknowledgements • 13
15
reader responses. Readers’ thoughts and feelings about books can books about feelings and thoughts Readers’ responses. reader
in a school set reading project, as a way of exploring children’s exploring of way a as project, reading set school a in 1
focus of the present dissertation is children’s talk about literature about talk children’s is dissertation present the of focus
young readers themselves think and feel about literature. The literature. about feel and think themselves readers young INTRODUCTION
In fact, we do not know a great deal about what children and children what about deal great a know not do we fact, In
more; I got “hooked” on books. on “hooked” got I more;
general positive feeling that made me want to read more, and more, read to want me made that feeling positive general specifically what I achieved from reading as a child, apart from a from apart child, a as reading from achieved I what specifically
they in fact experience from literature? I myself do not remember not do myself I literature? from experience fact in they This was Jo’s favorite refuge; and here she loved to retire with half a read, what wisdom or pleasure do pleasure or wisdom what read, do
readers. But when children children when But readers. dozen russets and a nice book
In contrast, children, at large, can not be assumed to be avid be to assumed be not can large, at children, contrast, In (Alcott, 1868/1994, p. 32)
orientation; an avid reader. avid an orientation;
can be seen as a prototypical academic person with humanistic with person academic prototypical a as seen be can
Marguerite Yourcenar in French language studies. In many ways I ways many In studies. language French in Yourcenar Marguerite Since childhood, I have spent long hours lying stretched out on my
Swedish literature and the philosophy of life in short stories by stories short in life of philosophy the and literature Swedish bed reading. In literature, I seek pleasure, entertainment, or com-
on existential issues in literature, as male/female love poetry in poetry love male/female as literature, in issues existential on fort and enlightenment concerning the complexities of life. During
my undergraduate major studies in Arts and Humanities, I focused I Humanities, and Arts in studies major undergraduate my my undergraduate major studies in Arts and Humanities, I focused
fort and enlightenment concerning the complexities of life. During life. of complexities the concerning enlightenment and fort on existential issues in literature, as male/female love poetry in
bed reading. In literature, I seek pleasure, entertainment, or com- or entertainment, pleasure, seek I literature, In reading. bed Swedish literature and the philosophy of life in short stories by Since childhood, I have spent long hours lying stretched out on my on out stretched lying hours long spent have I childhood, Since Marguerite Yourcenar in French language studies. In many ways I can be seen as a prototypical academic person with humanistic
orientation; an avid reader.
(Alcott, (Alcott, ) p. , /
32 1994 1868 In contrast, children, at large, can not be assumed to be avid
dozen russets and a nice book nice a and russets dozen readers. But when children do read, what wisdom or pleasure do
This was Jo’s favorite refuge; and here she loved to retire with half a half with retire to loved she here and refuge; favorite Jo’s was This they in fact experience from literature? I myself do not remember specifically what I achieved from reading as a child, apart from a general positive feeling that made me want to read more, and more; I got “hooked” on books.
In fact, we do not know a great deal about what children and INTRODUCTION young readers themselves think and feel about literature. The
focus of the present dissertation is children’s talk about literature 1 in a school set reading project, as a way of exploring children’s reader responses. Readers’ thoughts and feelings about books can
15
Life and Fiction and Life 16 be seen as responses to literature. One way of studying reader •
responses is therefore to ask people what they think about a book.
But I wanted to know about children’s and young people’s respon- children. to ture
ses as they are expressed in everyday life. litera- presents institution dominant this how know to interesting
Kulturdepartementet [Ministry of Culture], Culture], of [Ministry Kulturdepartementet ). It is therefore is It ). As the title suggests, the starting point of the present study is the 1998
intersection between life and fiction. Literature treats life, and life & Sommansson, (Hansson, children for institution cultural
can be enriched by literature, that is, fiction. Moreover, literature largest the fact, in is, school since school, into arts integrating
functions as an entry into existential issues, such as love, death and means this children For society. of sectors all in arts integrating
separation. In the current curriculum for Swedish compulsory work developmental runs debate concerned this to Parallel
schools, it is stated that “[l]iterature, films and the theatre help increased.
people to understand themselves and the world, and contribute to have watching video and use computer example, for that, seen
the development of identity” (Skolverket [National Agency for be can it media, other of use for those to compared are statistics
). When book-reading When ). , , ( 2001 85 in percent 1999 1996 NORDICOM 1998 Education], , p. ). This leads us to the notion of intertextual- 11
to in day “average” an on use media total of percent from from 1995 ity, which will be explored in the present thesis. A broad definition 13
Affairs], Affairs], -year-olds decreased -year-olds to - among reading Book ). 14 9 of intertextuality has been adopted, linking meaning making 1996
through texts to life experiences and vice versa. Cultural for Council National Swedish [The kulturråd Statens
; , : amount of reading done by children (cf. (cf. children by done reading of amount 1997 141 1997 At the time of the data collection, the cultural debate in Sweden SOU
was marked by a concern about the decreasing figures for the the for figures decreasing the about concern a by marked was
amount of reading done by children (cf. SOU 1997:141, 1997; Sweden in debate cultural the collection, data the of time the At
Statens kulturråd [The Swedish National Council for Cultural versa. vice and experiences life to texts through
Affairs], 1996). Book reading among 9- to 14-year-olds decreased making meaning linking adopted, been has intertextuality of
from 13 percent of total media use on an “average” day in 1995 to definition broad A thesis. present the in explored be will which ity,
). This leads us to the notion of intertextual- of notion the to us leads This ). p. , 11 1998 NORDICOM 1996 1999 Education], 85 percent in ( , , ). When book-reading 2001
statistics are compared to those for use of other media, it can be for Agency [National (Skolverket identity” of development the
seen that, for example, computer use and video watching have to contribute and world, the and themselves understand to people
increased. help theatre the and films “[l]iterature, that stated is it schools,
Parallel to this concerned debate runs developmental work compulsory Swedish for curriculum current the In separation.
integrating arts in all sectors of society. For children this means and death love, as such issues, existential into entry an as functions
integrating arts into school, since school is, in fact, the largest literature Moreover, fiction. is, that literature, by enriched be can
cultural institution for children (Hansson, Sommansson, & life and life, treats Literature fiction. and life between intersection
Kulturdepartementet [Ministry of Culture], 1998). It is therefore the is study present the of point starting the suggests, title the As
interesting to know how this dominant institution presents litera- life. everyday in expressed are they as ses
ture to children. respon- people’s young and children’s about know to wanted I But
responses is therefore to ask people what they think about a book. a about think they what people ask to therefore is responses
to literature. One way of studying reader studying of way One literature. to responses
16 • Life and Fiction as seen be
17 Introduction
• Since 1994, the Swedish school system has prescribed book
discussions within the subject of Swedish (Utbildningsdeparte-
to real life experiences; so called text-to-life references. The ana- The references. text-to-life called so experiences; life real to mentet [Ministry of Education and Science], 1994). I therefore
different ways in which both pupils and teachers related the texts the related teachers and pupils both which in ways different decided to collect my data in a school context. The overall purpose
towards gender in the book club discussions. Chapter Chapter discussions. club book the in gender towards treats the treats 7 of the present study is to examine authentic group discussions
gender and the diverse ways that the pupils and teachers oriented teachers and pupils the that ways diverse the and gender about books in school. If, as in the present thesis, one intends to
examines the notion of notion the examines organising the discussions. Chapter Chapter discussions. the organising 6 study reader responses as expressed in conversations, a scientific
school setting. First, Chapter Chapter First, setting. school examines the role of the teacher in teacher the of role the examines 5 approach to talk is required. To this end, the present thesis takes an
analysis of children’s booktalk as it took place in an informal an in place took it as booktalk children’s of analysis explorative approach, roughly corresponding to the empirical de-
literary theory. The remaining three studies are based on discursive on based are studies three remaining The theory. literary parture in the branch of discourse analysis known as discursive
tological analysis. It thus provides a reading of the books based on based books the of reading a provides thus It analysis. tological psychology. The present study therefore combines literary theory
sents the books that the children discussed, drawing on a narra- a on drawing discussed, children the that books the sents about the reader (reader-response criticism) with discursive
pre- Chapter studies. empirical four of consist to Chapters Chapters 4 7 4 psychology in order to understand how teachers organise book
. presented along with methodological considerations, in Chapter Chapter in considerations, methodological with along presented 3 discussions and how pupils talk about books in an authentic
logy and reader-response criticism. The data collection will be will collection data The criticism. reader-response and logy setting, where literature plays a role.
background for this thesis, that is, particularly, discursive psycho- discursive particularly, is, that thesis, this for background
, I present research and theories that constitute the constitute that theories and research present I , Chapter In
2 Overview of the thesis
Overview of the thesis the of Overview In Chapter 2, I present research and theories that constitute the
background for this thesis, that is, particularly, discursive psycho-
setting, where literature plays a role. a plays literature where setting, logy and reader-response criticism. The data collection will be
discussions and how pupils talk about books in an authentic an in books about talk pupils how and discussions presented along with methodological considerations, in Chapter 3.
psychology in order to understand how teachers organise book organise teachers how understand to order in psychology Chapters 4 to 7 consist of four empirical studies. Chapter 4 pre-
about the reader (reader-response criticism) with discursive with criticism) (reader-response reader the about sents the books that the children discussed, drawing on a narra-
psychology. The present study therefore combines literary theory literary combines therefore study present The psychology. tological analysis. It thus provides a reading of the books based on
in the branch of discourse analysis known as discursive as known analysis discourse of branch the in parture literary theory. The remaining three studies are based on discursive
explorative approach, roughly corresponding to the empirical de- empirical the to corresponding roughly approach, explorative analysis of children’s booktalk as it took place in an informal
approach to talk is required. To this end, the present thesis takes an takes thesis present the end, this To required. is talk to approach school setting. First, Chapter 5 examines the role of the teacher in
study reader responses as expressed in conversations, a scientific a conversations, in expressed as responses reader study organising the discussions. Chapter 6 examines the notion of
about books in school. If, as in the present thesis, one intends to intends one thesis, present the in as If, school. in books about gender and the diverse ways that the pupils and teachers oriented
of the present study is to examine authentic group discussions group authentic examine to is study present the of towards gender in the book club discussions. Chapter 7 treats the
decided to collect my data in a school context. The overall purpose overall The context. school a in data my collect to decided different ways in which both pupils and teachers related the texts
). I therefore I ). mentet [Ministry of Education and Science], Science], and Education of [Ministry mentet 1994 to real life experiences; so called text-to-life references. The ana-
discussions within the subject of Swedish (Utbildningsdeparte- Swedish of subject the within discussions
, the Swedish school system has prescribed book prescribed has system school Swedish the , Since Since
1994 Introduction • 17
Life and Fiction and Life 18 lyses problematize the intersection between fiction and pupils’ • everyday lives, as treated in book discussions. The findings are finally summarised in a concluding chapter.1
Note 1. The references for the chapters that constitute articles submitted/accepted in academic journals, i.e., Chapters 5–7, are listed after each chapter, while all references
are found in a complete list of references at the end of the thesis.
are found in a complete list of references at the end of the thesis. the of end the at references of list complete a in found are
, are listed after each chapter, while all references all while chapter, each after listed are , – Chapters i.e., journals, academic 7 5
. The references for the chapters that constitute articles submitted/accepted in submitted/accepted articles constitute that chapters the for references The . 1
Note
The findings are finally summarised in a concluding chapter. concluding a in summarised finally are findings The
1 everyday lives, as treated in book discussions. book in treated as lives, everyday
18 • Life and Fiction pupils’ and fiction between intersection the problematize lyses
19
departure for the present thesis are partly epistemological and epistemological partly are thesis present the for departure
Thus, the motives to use discursive psychology as a theoretical a as psychology discursive use to motives the Thus, 2
ded in discursive psychology (see also Chapter Chapter also (see psychology discursive in ded ). 3
become readers, I have chosen to work with a methodology groun- methodology a with work to chosen have I readers, become CHILDREN’S LITERATURE
) stresses the importance of talk in teaching children to children teaching in talk of importance the stresses ) /
1999
1993 AND READER RESPONSES
Potter, Potter, / ; / ( Chambers Aidan Since ). ; 1996 1991 2000 1985 1996b
; Edwards & Potter, Potter, & Edwards ; Edwards, ; ; , , al. et (Billig ties 1992 1997 1988
congenial with a discursive turn in the social science and humani- and science social the in turn discursive a with congenial
Theoretically, the focus on booktalk, that is, on dialogues, is dialogues, on is, that booktalk, on focus the Theoretically, Discursive psychology Discursive Social psychology, literary theory, literary criticism and the objects of that criticism are all involved with “sense-making”.
(Potter, Wetherell, & Stringer, 1984, p. 1) How is literature exploited in this particular pedagogical context? pedagogical particular this in exploited literature is How
or discursive perspective. discursive or literary
issues are analysed, it is from a a from is it analysed, are issues The present work is an interdisciplinary investigation, which com-
at large, it does not involve pedagogical theory. When educational When theory. pedagogical involve not does it large, at bines theory on children’s literature with discursive psychology, as . The present study takes place in a school setting. Yet, setting. school a in place takes study present The . se per
books books it analyses talk about books, and not only reader responses or the about books, and not only reader responses or the or responses reader only not and books, about talk
it analyses analyses it books per se. The present study takes place in a school setting. Yet,
bines theory on children’s literature with discursive psychology, as psychology, discursive with literature children’s on theory bines at large, it does not involve pedagogical theory. When educational
The present work is an interdisciplinary investigation, which com- which investigation, interdisciplinary an is work present The issues are analysed, it is from a literary or discursive perspective.
How is literature exploited in this particular pedagogical context? (Potter, Wetherell, & Stringer, Stringer, & Wetherell, (Potter, ) p. , 1 1984
that criticism are all involved with “sense-making”. with involved all are criticism that Social psychology, literary theory, literary criticism and the objects of objects the and criticism literary theory, literary psychology, Social Discursive psychology Theoretically, the focus on booktalk, that is, on dialogues, is congenial with a discursive turn in the social science and humani- ties (Billig et al., 1988; Edwards, 1997; Edwards & Potter, 1992;
Potter, 1996b). Since Aidan Chambers (1985/2000; 1991/1996;
AND READER RESPONSES READER AND 1993/1999) stresses the importance of talk in teaching children to CHILDREN’S LITERATURE CHILDREN’S become readers, I have chosen to work with a methodology groun-
ded in discursive psychology (see also Chapter 3). 2 Thus, the motives to use discursive psychology as a theoretical departure for the present thesis are partly epistemological and
19
Life and Fiction and Life 20
partly methodological. According to discursive psychology, •
phenomena are only given meaning through discourse (cf. discussed be not will theory pedagogical aim, didactic a have not Edwards, 1997; Edwards & Potter, 1992; Potter, 1996b; Potter & does it since but setting, didactic a in place takes thesis present The Wetherell, 1987). Typically, discursive psychologists avoid ontolo-
gical statements and formulate research questions from a social literature children’s on Theory
constructionist perspective (Potter, 1996b, p. 98). An epistemologi-
cal base of discursive psychology and the present thesis is social thesis. present the of aim the with
). Such a resource perspective is congenial is perspective resource a Such ). practices (Potter, (Potter, practices constructionism as it was originally formulated by Peter Berger 1997
and Thomas Luckmann (1966/1991), meaning, very briefly, that all same the in upon drawn are that resources the on and practices on
social phenomena are created in and through social interaction. focus dual a having those instance, for are, advantage, with used
The methodological motive concerns the definition of dis- be can psychology discursive which for questions Research
course as “talk and texts as parts of social practices” (Potter, text. “ordinary” any as way same the in views
1996b, p. 105) – e.g. transcriptions of talk – which has proved and arguments of web a form they since texts as way same the in
useful for the study. Discursive psychology deals with everyday analysed be can which interaction, in talk of transcriptions written
conversation, but also with, for instance, written news reports and as well as – texts i.e. – literature children’s of consist data the work
scientific papers. Yet, the present definition of discourse is nar- present the in Accordingly, text. and talk between differentiate not
rower than macro oriented approaches within the social sciences does deliberately Potter discourse, of definition his with line In
(e.g., Foucauldian models). models). Foucauldian (e.g.,
In line with his definition of discourse, Potter deliberately does sciences social the within approaches oriented macro than rower
not differentiate between talk and text. Accordingly, in the present nar- is discourse of definition present the Yet, papers. scientific
work the data consist of children’s literature – i.e. texts – as well as and reports news written instance, for with, also but conversation,
written transcriptions of talk in interaction, which can be analysed everyday with deals psychology Discursive study. the for useful
) – e.g. transcriptions of talk – which has proved has which – talk of transcriptions e.g. – ) p. b, 105 in the same way as texts since they form a web of arguments and 1996
views in the same way as any “ordinary” text. (Potter, practices” social of parts as texts and “talk as course
Research questions for which discursive psychology can be dis- of definition the concerns motive methodological The
used with advantage, are, for instance, those having a dual focus interaction. social through and in created are phenomena social
and Thomas Luckmann ( Luckmann Thomas and ), meaning, very briefly, that all that briefly, very meaning, ), / 1991 on practices and on the resources that are drawn upon in the same 1966
practices (Potter, 1997). Such a resource perspective is congenial Berger Peter by formulated originally was it as constructionism
with the aim of the present thesis. social is thesis present the and psychology discursive of base cal
). An epistemologi- An ). p. b, constructionist perspective (Potter, (Potter, perspective constructionist 98 1996
Theory on children’s literature social a from questions research formulate and statements gical Wetherell, Wetherell, ). Typically, discursive psychologists avoid ontolo- avoid psychologists discursive Typically, ). 1987
b; Potter & Potter b; Potter, ; Potter, & Edwards ; Edwards, Edwards, 1996 1992 The present thesis takes place in a didactic setting, but since it does 1997 not have a didactic aim, pedagogical theory will not be discussed (cf. discourse through meaning given only are phenomena
20 • Life and Fiction psychology, discursive to According methodological. partly
21 responses reader and literature Children’s
• here. However, some literary pedagogical works involve issues that are of interest for the present study, and will therefore be
presented.
reading differs from that of adults. of that from differs reading
information about how children read literature and how their how and literature read children how about information Relation to adult literature
) indicates that there is a lack of lack a is there that indicates ) p. , ( Shavit ). , p. p. , 1985 70 1986 71 1986 Perry Nodelman ( ) argues that the essential difference be-
more an excuse for the text than its primary addressee (Shavit, addressee primary its than text the for excuse an more tween literature for adults and for children is that there is an
addressee, should understand everything in the text. The child is child The text. the in everything understand should addressee, apparent sameness in works of children’s literature. According to
primary intention is not that the child, who is only the official the only is who child, the that not is intention primary Nodelman, this sameness involves conservatism, and a group of
readers: a pseudo-addressee and a real addressee. The author’s The addressee. real a and pseudo-addressee a readers: oppositional themes (e.g., freedom and constriction, home and
ing, Shavit argues that ambivalent texts have two implicated two have texts ambivalent that argues Shavit ing, exile, escape and acceptance). Nodelman’s intention is not primar-
). In line with this reason- this with line In ). p. , children and adults) (Shavit, (Shavit, adults) and children 66 1986 ily to criticise children’s literature. He claims that such sameness
different ways by at least two different reader groups (in this case, this (in groups reader different two least at by ways different requires a new approach to interpretation, since traditional inter-
ly to more than one literary system and are therefore read in read therefore are and system literary one than more to ly pretation places a high value on uniqueness.
polysystem” (Shavit, (Shavit, polysystem” ). Such texts belong simultaneous- belong texts Such ). , p. p. , 1986 66 1986 According to Zohar Shavit ( ), there is a discrepancy be-
not statically) maintain an ambivalent status in the literary the in status ambivalent an maintain statically) not tween child and adult readers, for example in the expectations
Ambivalent texts are “texts that synchronically (yet dynamically, (yet synchronically that “texts are texts Ambivalent concerning the texts and in the reading habits. Shavit calls texts
texts. ambivalent that can be read by both children and adults, adults, and children both by read be can that that can be read by both children and adults, ambivalent texts.
concerning the texts and in the reading habits. Shavit calls texts calls Shavit habits. reading the in and texts the concerning Ambivalent texts are “texts that synchronically (yet dynamically,
tween child and adult readers, for example in the expectations the in example for readers, adult and child tween not statically) maintain an ambivalent status in the literary
), there is a discrepancy be- discrepancy a is there ), According to Zohar Shavit ( Shavit Zohar to According 1986 66 1986 polysystem” (Shavit, , p. ). Such texts belong simultaneous-
pretation places a high value on uniqueness. on value high a places pretation ly to more than one literary system and are therefore read in
requires a new approach to interpretation, since traditional inter- traditional since interpretation, to approach new a requires different ways by at least two different reader groups (in this case,
ily to criticise children’s literature. He claims that such sameness such that claims He literature. children’s criticise to ily children and adults) (Shavit, 1986, p. 66). In line with this reason-
exile, escape and acceptance). Nodelman’s intention is not primar- not is intention Nodelman’s acceptance). and escape exile, ing, Shavit argues that ambivalent texts have two implicated
oppositional themes (e.g., freedom and constriction, home and home constriction, and freedom (e.g., themes oppositional readers: a pseudo-addressee and a real addressee. The author’s
Nodelman, this sameness involves conservatism, and a group of group a and conservatism, involves sameness this Nodelman, primary intention is not that the child, who is only the official
in works of children’s literature. According to According literature. children’s of works in sameness apparent apparent addressee, should understand everything in the text. The child is
tween literature for adults and for children is that there is an is there that is children for and adults for literature tween more an excuse for the text than its primary addressee (Shavit,
) argues that the essential difference be- difference essential the that argues ) Perry Nodelman ( Nodelman Perry 1986 71 1986 70 1985 , p. ). Shavit ( , p. ) indicates that there is a lack of Relation to adult literature adult to Relation information about how children read literature and how their
reading differs from that of adults.
presented. that are of interest for the present study, and will therefore be therefore will and study, present the for interest of are that
here. However, some literary pedagogical works involve issues involve works pedagogical literary some However, here. Children’s literature and reader responses • 21
Life and Fiction and Life 22
Children’s literature in the popular circuit •
Pierre Bourdieu’s (1998) reasoning on cultural fields and cultural and children for literature Moreover, increases. illustrations of
). The percentage of the royalty decreases as the amount the as decreases royalty the of percentage The ). p. , 34 capital can be applied to the study of children’s literature (cf. 1994
Boëthius, 1996, pp. 16–17). Where on the literary field is children’s (Yrlid, less paid are children for literature illustrated of authors the
). Moreover, ). p. , strump) manages to lift a horse (Westin, (Westin, horse a lift to manages strump) 131 literature placed? What cultural or symbolic capital is acquired 1998
from working with literature for children? According to Bourdieu Lång- Pippi (Swed. Longstocking Pippi Swedish original the eas
(1979; 1998), the largest amount of symbolic capital is available in wher- pony, a lift only example, for can, Brindacier Fifi French The
autonomic fields in which experts evaluate other experts. The field adaptations. corresponding undergone have translated been have
of children’s literature is not autonomous. Outsiders, for example that books children’s Swedish some Inversely, stereotypes. racial
pedagogues and parents, constantly judge books for children; as such parts, incorrect politically of mainly cuts, major involved
critique, as well as criticism, of children’s literature is not under- cases, some in books, Biggles the of translations Swedish the how
more than books for adults. Stefan Mählqvist ( Mählqvist Stefan adults. for books than more ) has shown has ) taken by children, but by adults for them. 1983
Drawing on the field of sociology of literature, it is possible to books children’s of manuscripts edit often publishers The treated.
examine the significance of the placement of children’s literature are authors and manuscripts how of terms in audience child vs.
. There are differences between writers for an adult an for writers between differences are There . on specific bookshelves in stores and libraries (Boëthius, 1996, p. circuit popular
12). Furthermore, the appearance – for example, cover and bulk – the in own its of category a constitutes people young and children
) terminology, literature for literature terminology, ) adults. Using Robert Escarpit’s ( Escarpit’s Robert Using adults. of children’s books often differs from books for adults. In addition, 1978
children’s literature is often sold at a lower price than literature for for literature than price lower a at sold often is literature children’s
adults. Using Robert Escarpit’s (1978) terminology, literature for addition, In adults. for books from differs often books children’s of
). Furthermore, the appearance – for example, cover and bulk – bulk and cover example, for – appearance the Furthermore, ). children and young people constitutes a category of its own in the 12
, p. , on specific bookshelves in stores and libraries (Boëthius, (Boëthius, libraries and stores in bookshelves specific on popular circuit. There are differences between writers for an adult 1996
vs. child audience in terms of how manuscripts and authors are literature children’s of placement the of significance the examine
treated. The publishers often edit manuscripts of children’s books to possible is it literature, of sociology of field the on Drawing
them. for more than books for adults. Stefan Mählqvist (1983) has shown adults by but children, by taken
how the Swedish translations of the Biggles books, in some cases, under- not is literature children’s of criticism, as well as critique,
involved major cuts, mainly of politically incorrect parts, such as children; for books judge constantly parents, and pedagogues
racial stereotypes. Inversely, some Swedish children’s books that example for Outsiders, autonomous. not is literature children’s of
have been translated have undergone corresponding adaptations. field The experts. other evaluate experts which in fields autonomic
), the largest amount of symbolic capital is available in available is capital symbolic of amount largest the ), ; ( 1998 The French Fifi Brindacier can, for example, only lift a pony, wher- 1979
eas the original Swedish Pippi Longstocking (Swed. Pippi Lång- Bourdieu to According children? for literature with working from
strump) manages to lift a horse (Westin, 1998, p. 131). Moreover, acquired is capital symbolic or cultural What placed? literature
Boëthius, Boëthius, ). Where on the literary field is children’s is field literary the on Where ). – pp. , 17 16 the authors of illustrated literature for children are paid less (Yrlid, 1996
1994, p. 34). The percentage of the royalty decreases as the amount (cf. literature children’s of study the to applied be can capital
) reasoning on cultural fields and cultural and fields cultural on reasoning ) Pierre Bourdieu’s ( Bourdieu’s Pierre of illustrations increases. Moreover, literature for children and 1998
22 • Life and Fiction circuit popular the in literature Children’s
23 responses reader and literature Children’s
• youth is unfairly treated as regards reviews. Children’s literature is
not always placed among reviews of literature for adults, and there
books by Tove Jansson, Westin Jansson, Tove by books Moomin doctoral thesis on the the on thesis doctoral is a well-established custom to review several children’s books in
children’s literature that is almost opposite to that of Hunt. In her In Hunt. of that to opposite almost is that literature children’s the same article. In Sweden, for example, the two major daily
example of this point of view. Westin ( Westin view. of point this of example ) has a way of viewing of way a has ) 1993 newspapers, Svenska Dagbladet and Dagens Nyheter, both practice
methods as for literature at large. Boel Westin represents one represents Westin Boel large. at literature for as methods this type of reviewing.
children and young people using the very same theories and theories same very the using people young and children In Sweden, the status of children’s literature has increased
No, some researchers answer. It is possible to analyse literature for literature analyse to possible is It answer. researchers some No, during the post-war period, with a hausse during the 1970s, but it
young peoples’ literature within the academic subject of literature? of subject academic the within literature peoples’ young is constantly lower than that of literature for adults. To give some
Is there really a need for a special branch of children’s and children’s of branch special a for need a really there Is examples; no author of literature for children and young people
“reading as a child” ( child” a as “reading ). – pp. , 192 191 1991 has as yet been awarded the Nobel Prize, and neither Tove Jansson
means criticism childist Hunt, to According . feminist criticism feminist nor Astrid Lindgren have had a chair in the Swedish Academy.
shall be regarded in analogy with analogy in regarded be shall criticism childist The notion notion The After the death of Astrid Lindgren in March 2002, the Swedish
and young people must be seen from the perspective of children. of perspective the from seen be must people young and government has decided to launch a yearly Astrid Lindgren prize
perspective, that is, literature for children for literature is, that perspective, childist studied from a a from studied of about 5 million Swedish Crowns. Yet, quite symptomatically,
Peter Hunt ( Hunt Peter ) argues that children’s literature should be should literature children’s that argues ) 1991 the prize will not be reserved for authors. Organisations can, in
The childist perspective childist The principle, also be awarded.
principle, also be awarded. be also principle, The childist perspective
the prize will not be reserved for authors. Organisations can, in can, Organisations authors. for reserved be not will prize the Peter Hunt (1991) argues that children’s literature should be
million Swedish Crowns. Yet, quite symptomatically, quite Yet, Crowns. Swedish million of about about of 5 studied from a childist perspective, that is, literature for children
government has decided to launch a yearly Astrid Lindgren prize Lindgren Astrid yearly a launch to decided has government and young people must be seen from the perspective of children.
After the death of Astrid Lindgren in March March in Lindgren Astrid of death the After , the Swedish the , 2002 The notion childist criticism shall be regarded in analogy with
nor Astrid Lindgren have had a chair in the Swedish Academy. Swedish the in chair a had have Lindgren Astrid nor feminist criticism. According to Hunt, childist criticism means
has as yet been awarded the Nobel Prize, and neither Tove Jansson Tove neither and Prize, Nobel the awarded been yet as has “reading as a child” (1991, pp. 191–192).
examples; no author of literature for children and young people young and children for literature of author no examples; Is there really a need for a special branch of children’s and
is constantly lower than that of literature for adults. To give some give To adults. for literature of that than lower constantly is young peoples’ literature within the academic subject of literature?
s, but it but s, during the post-war period, with a a with period, post-war the during during the the during hausse 1970 No, some researchers answer. It is possible to analyse literature for
In Sweden, the status of children’s literature has increased has literature children’s of status the Sweden, In children and young people using the very same theories and
this type of reviewing. of type this methods as for literature at large. Boel Westin represents one
Dagens Nyheter Dagens and Dagbladet Svenska newspapers, , both practice both , example of this point of view. Westin (1993) has a way of viewing
the same article. In Sweden, for example, the two major daily major two the example, for Sweden, In article. same the children’s literature that is almost opposite to that of Hunt. In her
custom to review several children’s books in books children’s several review to custom is a well-established well-established a is doctoral thesis on the Moomin books by Tove Jansson, Westin not always placed among reviews of literature for adults, and there and adults, for literature of reviews among placed always not
youth is unfairly treated as regards reviews. Children’s literature is literature Children’s reviews. regards as treated unfairly is youth Children’s literature and reader responses • 23
Life and Fiction and Life 24
(1988) did not treat the texts as children’s literature but submitted • them to a traditional study of genre and theme.
Westin (1993) has also developed her standpoint in an article
entitled “Mission Impossible – The dilemma of research on child- adults. do than tion
ren’s literature”. The dilemma – the mission impossible of research situa- another in live who people containing group, age specific a
on children’s literature – is, according to Westin, that children’s to oriented is it since literature, other from distinct is people young
). Yet, literature for children and children for literature Yet, ). or books for adults (Westin, (Westin, adults for books or literature is written by adults but read by children and young 1993
people. Westin (1993, p. 22) claims that it is impossible for the literature children’s to applied is it whether same the remain must
). Therefore, the analytical process analytical the Therefore, ). p. , its audience (Westin, (Westin, audience its 22 researcher to read such books both as an adult and as a child. 1993
Overall, Westin believes that it is impossible to grasp the child on dependent not is work of piece particular a of artistry the that
reader’s experience of the text. Yet, a Swedish example of child- argues She utility. normative or didactic of sort some as literature
According to Westin ( Westin to According ), pedagogues have seen children’s seen have pedagogues ), 1994 p. , 17 ren’s reading is, for instance, Gunnlög Märak’s ( ) thesis, 1993
which will be referred to below. Westin (1998) has later modified pedagogues. of yoke historical the from literature children’s
her statement, arguing that a special children’s method and theory release to is Westin of agenda proper the Notwithstanding,
is not needed, however, as in any case of literary study, one should researcher. a of gaze the with testimony readers’ real study
, and , best second choose a method corresponding to the studied texts. the for settle might one impossible, is ultimate
Could one not then just as well talk about a mission impossible the If researcher. a as and reader “ordinary” an as both fiction read
of literary studies? The literary scholar – the researcher – cannot cannot – researcher the – scholar literary The studies? literary of
mission impossible mission read fiction both as an “ordinary” reader and as a researcher. If the a about talk well as just then not one Could
ultimate is impossible, one might settle for the second best, and texts. studied the to corresponding method a choose
study real readers’ testimony with the gaze of a researcher. should one study, literary of case any in as however, needed, not is
Notwithstanding, the proper agenda of Westin is to release theory and method children’s special a that arguing statement, her
which will be referred to below. Westin ( Westin below. to referred be will which ) has later modified later has ) children’s literature from the historical yoke of pedagogues. 1998
) thesis, ) 1993 17 ( Märak’s Gunnlög instance, for is, reading ren’s According to Westin ( , p. ), pedagogues have seen children’s 1994
literature as some sort of didactic or normative utility. She argues child- of example Swedish a Yet, text. the of experience reader’s
that the artistry of a particular piece of work is not dependent on child the grasp to impossible is it that believes Westin Overall,
its audience (Westin, 1993, p. 22). Therefore, the analytical process child. a as and adult an as both books such read to researcher
people. Westin ( Westin people. ) claims that it is impossible for the for impossible is it that claims ) p. , 22 must remain the same whether it is applied to children’s literature 1993
or books for adults (Westin, 1993). Yet, literature for children and young and children by read but adults by written is literature
young people is distinct from other literature, since it is oriented to children’s that Westin, to according is, – literature children’s on
a specific age group, containing people who live in another situa- research of impossible mission the – dilemma The literature”. ren’s
tion than do adults. child- on research of dilemma The – Impossible “Mission entitled
) has also developed her standpoint in an article an in standpoint her developed also has ) Westin ( Westin 1993
them to a traditional study of genre and theme. and genre of study traditional a to them
) did not treat the texts as children’s literature but submitted but literature children’s as texts the treat not did ) (
24 • Life and Fiction 1988
25 responses reader and literature Children’s
• Ghettoisation
Since one aspect of the orientalism of children’s literature is adults is literature children’s of orientalism the of aspect one Since In a somewhat related view, Maria Nikolajeva (1998) has criticised
, for example, inferior, female, sensitive. female, inferior, example, for , Other seeing them as the as them seeing Hunt for ghettoising children’s literature; she argues that Hunt
way that Occidentals relates to Orientals, adults relate to children, to relate adults Orientals, to relates Occidentals that way isolates children’s literature from general literary studies, and that
psychology are, in many ways, imperialist activities. In the same the In activities. imperialist ways, many in are, psychology Hunt is hostile towards theory per se. In her critique of Hunt for
convincingly argues that children’s literature as well as child as well as literature children’s that argues convincingly being anti-theoretical, Nikolajeva draws a somewhat surprising
) Drawing on Edward Said’s work on orientalism, Nodelman ( Nodelman orientalism, on work Said’s Edward on Drawing 1992 parallel to feminism, stating that it is also against theory. I believe Children’s literature as an imperialistic activity imperialistic an as literature Children’s that it is indeed possible to see both Hunt’s childist argument and
certainly literary feminism (for an introduction see, for example,
has led to a proud separatist self-exclusion. separatist proud a to led has M. Eagleton, 1997), as dismissals of former theories. In contrast to
ture was marginalized from the literary establishment; later this later establishment; literary the from marginalized was ture Nikolajeva, I claim that both childism and feminism move beyond
ghettoisation ( ghettoisation voluntary to ). At first, children’s litera- children’s first, At ). p. , 23 2000 that dismissal, and therefore are theory generating rather than
ghettoisation imposed children’s literature as having passed from from passed having as literature children’s theory antagonistic.
Torben Weinreich has described the situation in the field of field the in situation the described has Weinreich Torben In her writing, Nikolajeva seems to dismiss attempts to reach
are too elusive and respond in ways that are too laconic. too are that ways in respond and elusive too are insights about children’s and young people’s understanding of
, p. p. , / ) claims that children that claims ) literature, Nicholas Tucker ( Tucker Nicholas literature, 1998 19 1991 1981 2 literature through children ( , p. ). In fact, Nikolajeva di-
1
responses to literature. In his psychological study of children’s of study psychological his In literature. to responses strusts children’s capability to verbalise literary experiences. She
is not alone in her distrust of children’s ability to articulate their articulate to ability children’s of distrust her in alone not is is not alone in her distrust of children’s ability to articulate their
She strusts children’s capability to verbalise literary experiences. literary verbalise to capability children’s strusts responses to literature. In his psychological study of children’s
1
, p. p. , ). In fact, Nikolajeva di- Nikolajeva fact, In ). literature through children ( children through literature 1981 1991 2 19 1998 literature, Nicholas Tucker ( / , p. ) claims that children
insights about children’s and young people’s understanding of understanding people’s young and children’s about insights are too elusive and respond in ways that are too laconic.
In her writing, Nikolajeva seems to dismiss attempts to reach to attempts dismiss to seems Nikolajeva writing, her In Torben Weinreich has described the situation in the field of
theory antagonistic. theory children’s literature as having passed from imposed ghettoisation
theory generating theory are therefore and dismissal, that rather than rather to voluntary ghettoisation (2000, p. 23). At first, children’s litera-
Nikolajeva, I claim that both childism and feminism move beyond move feminism and childism both that claim I Nikolajeva, ture was marginalized from the literary establishment; later this
M. Eagleton, Eagleton, M. theories. In contrast to contrast In theories. former of dismissals as ), 1997 has led to a proud separatist self-exclusion.
certainly literary feminism (for an introduction see, for example, for see, introduction an (for feminism literary certainly
that it is indeed possible to see both Hunt’s childist argument and argument childist Hunt’s both see to possible indeed is it that Children’s literature as an imperialistic activity
parallel to feminism, stating that it is also against theory. I believe I theory. against also is it that stating feminism, to parallel Drawing on Edward Said’s work on orientalism, Nodelman (1992)
being anti-theoretical, Nikolajeva draws a somewhat surprising somewhat a draws Nikolajeva anti-theoretical, being convincingly argues that children’s literature as well as child
Hunt is hostile towards theory theory towards hostile is Hunt . In her critique of Hunt for Hunt of critique her In . per se per psychology are, in many ways, imperialist activities. In the same
isolates children’s literature from general literary studies, and that and studies, literary general from literature children’s isolates way that Occidentals relates to Orientals, adults relate to children,
children’s literature; she argues that Hunt that argues she literature; children’s ghettoising Hunt for for Hunt seeing them as the Other, for example, inferior, female, sensitive.
) has criticised has ) In a somewhat related view, Maria Nikolajeva ( Nikolajeva Maria view, related somewhat a In 1998 Since one aspect of the orientalism of children’s literature is adults
Ghettoisation Children’s literature and reader responses • 25
Life and Fiction and Life 26
seeing and speaking for children, Hunt’s childist approach is criti- •
departments of literature from from literature of departments onwards. cised by Nodelman. According to Nodelman, the solution to the 1970
situation is instead to accept it and, most importantly, to keep it in university Swedish at offered been have youth and children for ture
). Moreover, undergraduate courses in litera- in courses undergraduate Moreover, ). p. , Affairs], 81 mind, while proceeding to formulate a modern criticism of child- 1987
ren’s literature. Cultural for Council National Swedish [The kulturråd Statens
barnboksinstitutet [The Swedish Institute for Children’s Books] & Books] Children’s for Institute Swedish [The barnboksinstitutet
Research on children and literature in Sweden (Svenska founded was Books Children’s for Institute Swedish the –
even despised by literary scholars. Around the same time – in in – time same the Around scholars. literary by despised even Research on literature for children and youth became an indepen- 1965
ren and young people people young and ren . Until that point, the area was area the point, that Until . 1960 1987 – 1839 dent branch in Sweden in the s (Kåreland, ). The interest 1591
Klingberg’s ( Klingberg’s 1970 child- for literature Swedish on work historical ) in children’s literature then increased in the s due to the boom 1964
in publication of children’s literature during the post-war period was It Education. of Department a at presented was subject this
(S. Svensson, 1987, pp. 22–29). One background factor was that on thesis PhD Swedish first very the fact, In pedagogues. for ved
children’s literature of the 1940s had had an impact on adult reser- been had literature children’s of domain the Originally,
readers as well. The aesthetic climate in the early 1960s also shaped right. own their in focus of point a
an increased interest in children’s literature. The left-wing wave in became people, young and children example for readers, the fore,
). There- ). p. , 1960 (Svedjedal, phenomenon social a as seen was 77 the late s put marginalized literary genres like labour litera- 1998
). Instead, literature Instead, ). p. , focus on text critique (Bergsten, (Bergsten, critique text on focus 11 ture and children’s literature on the agenda. Simultaneously, liter- 1998
, and its and , Criticism New ary theorists started to turn away from the New Criticism, and its the from away turn to started theorists ary
focus on text critique (Bergsten, 1998, p. 11). Instead, literature liter- Simultaneously, agenda. the on literature children’s and ture
the late late the 1998 77 litera- labour like genres literary marginalized put s was seen as a social phenomenon (Svedjedal, , p. ). There- 1960
fore, the readers, for example children and young people, became in wave left-wing The literature. children’s in interest increased an
s also shaped also s readers as well. The aesthetic climate in the early early the in climate aesthetic The well. as readers a point of focus in their own right. 1960
s literature of the the of literature s children’ s had had an impact on adult on impact an had had s Originally, the domain of children’s literature had been reser- 1940
). One background factor was that was factor background One ). – pp. , (S. Svensson, Svensson, (S. 29 22 ved for pedagogues. In fact, the very first Swedish PhD thesis on 1987
this subject was presented at a Department of Education. It was period post-war the during literature children’s of publication in
in children’s literature then increased in the the in increased then literature children’s in 1964 boom the to due s Klingberg’s ( ) historical work on Swedish literature for child- 1970
). The interest The ). (Kåreland, s 1591 1839 the in Sweden in branch dent 1987 ren and young people – . Until that point, the area was 1960
even despised by literary scholars. Around the same time – in 1965 indepen- an became youth and children for literature on Research – the Swedish Institute for Children’s Books was founded (Svenska Sweden in literature and children on Research
barnboksinstitutet [The Swedish Institute for Children’s Books] &
Statens kulturråd [The Swedish National Council for Cultural literature. ren’s
Affairs], 1987, p. 81). Moreover, undergraduate courses in litera- child- of criticism modern a formulate to proceeding while mind,
ture for children and youth have been offered at Swedish university in it keep to importantly, most and, it accept to instead is situation departments of literature from 1970 onwards. the to solution the Nodelman, to According Nodelman. by cised
26 • Life and Fiction criti- is approach childist Hunt’s children, for speaking and seeing
27 responses reader and literature Children’s
• Several doctoral dissertations in Literature on texts for children
three periods: three and young people were presented in 1977; at Uppsala University by
The modern study of literature can roughly be divided into divided be roughly can literature of study modern The Lena Kåreland (1977) and Stefan Mählqvist (1977), and at Lund
presented. University by Gudrun Fagerström (1977). Kåreland studied one
a bit of the background to such studies on reading will also be also will reading on studies such to background the of bit a important Swedish critic of children’s literature, Gurli Linder.
, that is, groups that co-construct their readings. First, readings. their co-construct that groups is, that , communities Kåreland’s thesis also presents the development of Swedish criti-
studies of individual readers and reading, and work on on work and reading, and readers individual of studies interpretive cism of children’s literature. In terms of time period, Mählqvist’s
thesis, e.g. work drawing on a constructionist perspective, such as such perspective, constructionist a on drawing work e.g. thesis, thesis more or less continues where Klingberg stopped; Mählqvist
This review focuses on studies that are relevant to the present the to relevant are that studies on focuses review This undertook a quantitative analysis of children’s literature in Swe-
). Tompkins, ; further Suleiman & Crosman, Crosman, & Suleiman further 1870 1950 1980 1980 den, covering the period – . In his thesis, Mälhqvist used a
can also be related to studies of reader-response criticism (see criticism reader-response of studies to related be also can cross-sectional model to get a grip on the extensive text material.
work of Stanley Fish ( Fish Stanley of work ), it ), ( Culler Jonathan and ) / 1980 1998 1980 Fagerström’s thesis on the well-known Swedish author of child- Since the theoretical background to the present study is close to the to close is study present the to background theoretical the Since ren’s books Maria Gripe was a pioneering work in two senses, since it also included a reader survey. In 1982, Stockholm Univer-
From text to reader to text From sity inaugurated Sweden’s first chair in Literature for children and
young people, and Vivi Edström was appointed as professor
literature expanded during the the during expanded literature s (Boëthius, (Boëthius, s ). , p. p. , 1994 44 1960 43 1994 (Boëthius, , p. ).
Also in Germany, England and the U.S. the interest in children’s in interest the U.S. the and England Germany, in Also Also in Germany, England and the U.S. the interest in children’s
). p. , (Boëthius, (Boëthius, 1960 1994 43 44 1994 literature expanded during the s (Boëthius, , p. ). young people, and Vivi Edström was appointed as professor as appointed was Edström Vivi and people, young
sity inaugurated Sweden’s first chair in Literature for children and children for Literature in chair first Sweden’s inaugurated sity From text to reader , Stockholm Univer- Stockholm , since it also included a reader survey. In In survey. reader a included also it since 1982
ren’s books Maria Gripe was a pioneering work in two senses, two in work pioneering a was Gripe Maria books ren’s Since the theoretical background to the present study is close to the
Fagerström’s thesis on the well-known Swedish author of child- of author Swedish well-known the on thesis Fagerström’s work of Stanley Fish (1980/1998) and Jonathan Culler (1980), it
cross-sectional model to get a grip on the extensive text material. text extensive the on grip a get to model cross-sectional can also be related to studies of reader-response criticism (see
. In his thesis, Mälhqvist used a used Mälhqvist thesis, his In . – den, covering the period period the covering den, 1980 1980 1950 1870 further Suleiman & Crosman, ; Tompkins, ).
undertook a quantitative analysis of children’s literature in Swe- in literature children’s of analysis quantitative a undertook This review focuses on studies that are relevant to the present
thesis more or less continues where Klingberg stopped; Mählqvist stopped; Klingberg where continues less or more thesis thesis, e.g. work drawing on a constructionist perspective, such as
cism of children’s literature. In terms of time period, Mählqvist’s period, time of terms In literature. children’s of cism studies of individual readers and reading, and work on interpretive
Kåreland’s thesis also presents the development of Swedish criti- Swedish of development the presents also thesis Kåreland’s communities, that is, groups that co-construct their readings. First,
important Swedish critic of children’s literature, Gurli Linder. Gurli literature, children’s of critic Swedish important a bit of the background to such studies on reading will also be
University by Gudrun Fagerström ( Fagerström Gudrun by University ). Kåreland studied one studied Kåreland ). 1977 presented.
) and Stefan Mählqvist ( Mählqvist Stefan and ) ), and at Lund at and ), Lena Kåreland ( Kåreland Lena 1977 1977 The modern study of literature can roughly be divided into
; at Uppsala University by University Uppsala at ; and young people were presented in in presented were people young and 1977 three periods:
Several doctoral dissertations in Literature on texts for children for texts on Literature in dissertations doctoral Several Children’s literature and reader responses • 27
Life and Fiction and Life 28 •
• A focus on the author (Romanticism, 19th century)
• An exclusive interest in the text (New Criticism) was, it As groupings. both in upon drawn are Iser example, for
• A radical shift towards attention to the reader over recent years of, works the since Especially introduction. her in theory reception
(T. Eagleton, 1996, p. 64) and criticism reader-response between relation the thoroughly
This reader focus in fact started as early as in the 1930s with the more discussed had Tompkins if interesting been have would It
criticism. Otherwise that terminology is not used. not is terminology that Otherwise criticism. work of D. W. Harding, “The Role of the Onlooker” (1937), and response
reader- that of Louise M. Rosenblatt, Literature as Exploration (1938/ from adopted are bibliography Crosman’s of categories the
1970). However, their theorising on readers and reading did not that mentioned is it Criticism”; Audience-Oriented of “Varieties
have any large impact until the 1960s, when it appeared under the introduction her entitles enough, interestingly Suleiman, Prince.
reader-response criticism banner (Benton, 1996, p. 72). Gerald and Iser Holland, Culler, books: both in appear authors
( tation ) by Susan R. Suleiman and Inge Crosman. Four Crosman. Inge and Suleiman R. Susan by ) The basic assumption of all reader-oriented research is that the 1980
The Reader in the Text: Essays on Audience and Interpre- and Audience on Essays Text: the in Reader The reader is a co-creator of the text. This can be studied in a wide and kins
omp- T Jane by ) ( Post-Structuralism to Formalism From cism: range of manners: from studying the rhetoric and the “reader” in 1980
Reader-Response Criti- Reader-Response the text (using, for example, Wolfgang Iser’s theories or studying a published: were criticism reader-response
judgements” ( judgements” , two collections of texts on texts of collections two , In x). p. a, 1980 text’s impact on authentic readers as in Norman N. Holland’s 1978
work, see below). readers’ of history a from arises reception of theory a text; the in
The two main research approaches that focus on the reader are roots its has response of theory “A that in response from reception
. Iser distinguishes Iser . theory reception and reader-response criticism and reception theory. Iser distinguishes criticism reader-response
reception from response in that “A theory of response has its roots are reader the on focus that approaches research main two The
in the text; a theory of reception arises from a history of readers’ below). see work,
judgements” (1978a, p. x). In 1980, two collections of texts on Holland’s N. Norman in as readers authentic on impact text’s
reader-response criticism were published: Reader-Response Criti- a studying or theories Iser’s Wolfgang example, for (using, text the
in cism: From Formalism to Post-Structuralism (1980) by Jane Tomp- “reader” the and rhetoric the studying from manners: of range
kins and The Reader in the Text: Essays on Audience and Interpre- wide a in studied be can This text. the of co-creator a is reader
tation (1980) by Susan R. Suleiman and Inge Crosman. Four the that is research reader-oriented all of assumption basic The
reader-response criticism banner (Benton, (Benton, banner criticism reader-response ). p. , 72 authors appear in both books: Culler, Holland, Iser and Gerald 1996
s, when it appeared under the under appeared it when s, have any large impact until the the until impact large any have Prince. Suleiman, interestingly enough, entitles her introduction 1960
). However, their theorising on readers and reading did not did reading and readers on theorising their However, ). “Varieties of Audience-Oriented Criticism”; it is mentioned that 1970
( Exploration as Literature Rosenblatt, M. Louise of that / the categories of Crosman’s bibliography are adopted from reader- 1938
), and ), work of D. W. Harding, “The Role of the Onlooker” ( Onlooker” the of Role “The Harding, W. D. of work response criticism. Otherwise that terminology is not used. 1937
s with the with s This reader focus in fact started as early as in the the in as early as started fact in focus reader This It would have been interesting if Tompkins had discussed more 1930
(T. Eagleton, Eagleton, (T. ) p. , 64 thoroughly the relation between reader-response criticism and 1996
• over recent years recent over reader reception theory in her introduction. Especially since the works of, the to attention towards shift radical A
• (New Criticism) (New text for example, Iser are drawn upon in both groupings. As it was, the in interest exclusive An
• century) (Romanticism, author the on focus A 19
28 • Life and Fiction th
29 responses reader and literature Children’s
• only Hans Robert Jauß was mentioned in a footnote as a repre- based on their experiences. Methodologically, the distinct recep- distinct the Methodologically, experiences. their on based sentative of reception aesthetics.
-
generation after generation. Each generation interprets them anew them interprets generation Each generation. after generation Etymologically, reception derives from the Latin, receptio,
literary canon, will continue to be relevant, and they will influence will they and relevant, be to continue will canon, literary which means the act of receiving (Onions, 1966, p. 745). Reception
patterns. These “classical” masterpieces, which form parts of the of parts form which masterpieces, “classical” These patterns. theory has been thoroughly presented by Robert C. Holub in
expectation. Masterpieces have had the power to change ingrained change to power the had have Masterpieces expectation. Reception Theory: A critical introduction (1984). The purpose of
to the reader in the book can change the readers’ horizon of horizon readers’ the change can book the in reader the to Holub’s book was to introduce German reception theory to a non-
them, are fulfilled. Also, the thoughts and ideas that are presented are that ideas and thoughts the Also, fulfilled. are them, German-speaking audience (1984, p. xiv). Holub began by sorting
tations; the reader will be satisfied if these expectations, or some of some or expectations, these if satisfied be will reader the tations; out the boundaries between the two approaches; the connection is
expectations of the book and reads the book through these expec- these through book the reads and book the of expectations that they share an involvement in the general shift from author and
( expectation of horizon of notion The reader has reader The . ) p. , 22 1982 work to text and reader. The major divergence, according to
other of Jauß’ important contributions to literary theory is the is theory literary to contributions important Jauß’ of other Holub, is that reception theory started as a collective undertaking,
attention to the connection between literature and history. An- history. and literature between connection the to attention while reader-response criticism constitutes a more loosely connect-
According to Holub, Jauß’ interest in reception derived from his from derived reception in interest Jauß’ Holub, to According ed group, a catchall term for a group of separate theories (Holub,
on the general reception of literature during a certain epoch. certain a during literature of reception general the on 1984, p. xii). In this regard, it is not so surprising that some theo-
mulation of a history of readers’ reactions to literature, focusing literature, to reactions readers’ of history a of mulation rists, for example, Iser, appear in both reception theory and in
theory. Jauß has had an impact on literary theory through his for- his through theory literary on impact an had has Jauß theory. reader-response criticism.
Besides Iser, Jauß is one of the major theorists in reception in theorists major the of one is Jauß Iser, Besides Besides Iser, Jauß is one of the major theorists in reception
reader-response criticism. reader-response theory. Jauß has had an impact on literary theory through his for-
rists, for example, Iser, appear in both reception theory and in and theory reception both in appear Iser, example, for rists, mulation of a history of readers’ reactions to literature, focusing
, p. xii). In this regard, it is not so surprising that some theo- some that surprising so not is it regard, this In xii). p. , 1984 on the general reception of literature during a certain epoch.
catchall term for a group of separate theories (Holub, theories separate of group a for term catchall ed group, a group, ed According to Holub, Jauß’ interest in reception derived from his
while reader-response criticism constitutes a more loosely connect- loosely more a constitutes criticism reader-response while attention to the connection between literature and history. An-
Holub, is that reception theory started as a collective undertaking, collective a as started theory reception that is Holub, other of Jauß’ important contributions to literary theory is the
work to text and reader. The major divergence, according to according divergence, major The reader. and text to work notion of horizon of expectation (1982, p. 22). The reader has
that they share an involvement in the general shift from author and author from shift general the in involvement an share they that expectations of the book and reads the book through these expec-
out the boundaries between the two approaches; the connection is connection the approaches; two the between boundaries the out tations; the reader will be satisfied if these expectations, or some of
German-speaking audience ( audience German-speaking , p. xiv). Holub began by sorting by began Holub xiv). p. , 1984 them, are fulfilled. Also, the thoughts and ideas that are presented
Holub’s book was to introduce German reception theory to a non- a to theory reception German introduce to was book Holub’s to the reader in the book can change the readers’ horizon of
). The purpose of purpose The ). Reception Theory: A critical introduction critical A Theory: Reception ( 1984 expectation. Masterpieces have had the power to change ingrained
theory has been thoroughly presented by Robert C. Holub in Holub C. Robert by presented thoroughly been has theory patterns. These “classical” masterpieces, which form parts of the
). Reception ). p. , which means the act of receiving (Onions, (Onions, receiving of act the means which 745 1966 literary canon, will continue to be relevant, and they will influence
Etymologically, Etymologically, derives from the Latin, Latin, the from derives reception ,
receptio generation after generation. Each generation interprets them anew - sentative of reception aesthetics. reception of sentative based on their experiences. Methodologically, the distinct recep-
only Hans Robert Jauß was mentioned in a footnote as a repre- a as footnote a in mentioned was Jauß Robert Hans only Children’s literature and reader responses • 29
Life and Fiction and Life 30
tions of different historical generations are studied through critics, •
reviews, diaries, cultural articles and so on. One can also come as such notions of range broad a is there and consistent, tely
across the notion Rezeptionsästhetik (Ger.; Eng. reception of aes- comple- not is however, terminology, The age. what at read could
thetic) for this branch of reception studies. should/ child a what as such issues, applied of studies lopmental
An overview of reader-response criticism, equivalent to Holub’s deve- psychological and investigations empirical on emphasis an
work on reception theory, is Elizabeth Freund’s The Return of the with foreground, the in criticism reader-response put has Time
Reader (1987). Freund’s account is focused on I. A. Richards (a theory. of application an
founding figure), Culler, Fish, Holland and Iser. With respect to the as seen be way, a in can, teaching on writing the as logical, rather as
difference between reception theory and reader-response criticism, literature teaching on theories and reading on theories on focus a
Freund followed Iser’s distinction (see above). between movement pendulum the find I However, education. and
Apart from the above-mentioned books that deal with adult children between connection ever-appearing the on agree do I
the the s. the in focus reader-response more a to s, and s 1970 1980 readers, there are two informative articles on children’s reader 1960
responses: “Research in Response to Literature” by Lee Galda in focus educational an from forth and back shifted has literature
(1983) and “Reader-Response Criticism” by Michael Benton (1996). teaching on as well as reading on focus the Benton, to ding
. Accor- . literature teaching of that and reading In her paper, Galda discussed theory and research – in terms of text on writing academic
) points at what he sees as a fusion between the between fusion a as sees he what at points ) Benton ( Benton and context – and concluded with a methodological discussion, all 1996
in relation to reader responses to literature. She did not take a camp. criticism reader-response the in her place would I responses,
stance in relation to the label issue, but with her focus on on focus her with but issue, label the to relation in stance
responses, I would place her in the reader-response criticism camp. a take not did She literature. to responses reader to relation in
Benton (1996) points at what he sees as a fusion between the all discussion, methodological a with concluded and – context and
academic writing on reading and that of teaching literature. Accor- text of terms in – research and theory discussed Galda paper, her In
). ( Benton Michael by Criticism” “Reader-Response and ) ( 1996 ding to Benton, the focus on reading as well as on teaching 1983
literature has shifted back and forth from an educational focus in Galda Lee by Literature” to Response in “Research responses:
the 1960s and 1980s, to a more reader-response focus in the 1970s. reader children’s on articles informative two are there readers,
I do agree on the ever-appearing connection between children adult with deal that books above-mentioned the from Apart
and education. However, I find the pendulum movement between above). (see distinction Iser’s followed Freund
a focus on theories on reading and theories on teaching literature criticism, reader-response and theory reception between difference
as rather logical, as the writing on teaching can, in a way, be seen as the to respect With Iser. and Holland Fish, Culler, figure), founding
). Freund’s account is focused on I. A. Richards (a Richards A. I. on focused is account Freund’s ). ( Reader an application of theory. 1987
The Return of the of Return The Time has put reader-response criticism in the foreground, with Freund’s Elizabeth is theory, reception on work
an emphasis on empirical investigations and psychological deve- Holub’s to equivalent criticism, reader-response of overview An
lopmental studies of applied issues, such as what a child should/ studies. reception of branch this for thetic)
(Ger.; Eng. reception of aes- of reception Eng. (Ger.; Rezeptionsästhetik could read at what age. The terminology, however, is not comple- notion the across tely consistent, and there is a broad range of notions such as come also can One on. so and articles cultural diaries, reviews,
30 • Life and Fiction critics, through studied are generations historical different of tions
31 responses reader and literature Children’s
• reader-response orientation (Benton, 1996, p. 72), reader-oriented
theory (cf. Appleyard, 1990, pp. 4–9; Culler, 1997, p. 123), reader-
gaps. oriented perspective (Iser, 1978a, p. 20) or reader-response theory
readers create their own texts through their interpretations of the of interpretations their through texts own their create readers (Cuddon, 1998/1999, p. 726); catchall or partly overlapping terms
the reader’s imagination and the blanks of the text. In this way, the way, this In text. the of blanks the and imagination reader’s the that would in some cases even comprise both reception theory and
in the author’s intention, Iser underlines the interaction between interaction the underlines Iser intention, author’s the in reader-response criticism.
minable place has one “correct” solution where the reader may fill may reader the where solution “correct” one has place minable Apart from these theoretical discussions, some empirical recep-
Ingarden claims that every indeter- every that claims Ingarden Where . gaps of indeterminacy of gaps tion research has been conducted, mainly through “staged” situa-
(Ger.; Eng. uncertain places), into into places), uncertain Eng. (Ger.; stimmtheitsstellen or blanks tions (cf. Benton, 1996) but also through ethnographic studies of
unbe- of notion ) ( Ingarden’s Roman developed ) Iser ( Iser 1981 1960 1971 literature in school (cf. Hickman, ).
).) p. , ( model communication the calls Holub what with 107 1984 This review does not attempt to be exhaustive. The ambition is
the text. (This corresponds roughly corresponds (This text. the in perspectives: one example is is example one perspectives: merely to indicate the main lines that research on reader response
As mentioned above, the reader can be studied from various from studied be can reader the above, mentioned As has taken in relation to children’s literature. Both texts that focus
). paper by Chambers ( Chambers by paper 1977 reader response in general and texts that focus children’s response
book by Suleiman and Crosman ( Crosman and Suleiman by book ), who in turn drew on a on drew turn in who ), 1980 to literature in particular will be presented in the following brief
The title of this section of my presentation is borrowed from the from borrowed is presentation my of section this of title The review. The reader in the text the in reader The
The reader in the text
review. The title of this section of my presentation is borrowed from the
to literature in particular will be presented in the following brief following the in presented be will particular in literature to book by Suleiman and Crosman (1980), who in turn drew on a
reader response in general and texts that focus children’s response children’s focus that texts and general in response reader paper by Chambers (1977).
has taken in relation to children’s literature. Both texts that focus that texts Both literature. children’s to relation in taken has As mentioned above, the reader can be studied from various
merely to indicate the main lines that research on reader response reader on research that lines main the indicate to merely perspectives: one example is in the text. (This corresponds roughly
This review does not attempt to be exhaustive. The ambition is ambition The exhaustive. be to attempt not does review This with what Holub calls the communication model (1984, p. 107).)
literature in school (cf. Hickman, Hickman, (cf. school in literature ). 1971 1960 1981 Iser ( ) developed Roman Ingarden’s ( ) notion of unbe-
) but also through ethnographic studies of studies ethnographic through also but ) tions (cf. Benton, Benton, (cf. tions 1996 stimmtheitsstellen (Ger.; Eng. uncertain places), into blanks or
tion research has been conducted, mainly through “staged” situa- “staged” through mainly conducted, been has research tion gaps of indeterminacy. Where Ingarden claims that every indeter-
Apart from these theoretical discussions, some empirical recep- empirical some discussions, theoretical these from Apart minable place has one “correct” solution where the reader may fill
reader-response criticism. reader-response in the author’s intention, Iser underlines the interaction between
that would in some cases even comprise both reception theory and theory reception both comprise even cases some in would that the reader’s imagination and the blanks of the text. In this way, the
(Cuddon, (Cuddon, ); catchall or partly overlapping terms overlapping partly or catchall ); p. , / 726 1999 1998 readers create their own texts through their interpretations of the
reader-response theory reader-response or ) p. a, oriented perspective oriented (Iser, (Iser, 20 1978 gaps.
reader- ), p. , Culler, ; – pp. , (cf. Appleyard, Appleyard, (cf. theory 123 1997 9 4 1990
reader-oriented ), p. , reader-response (Benton, (Benton, orientation 72
1996 Children’s literature and reader responses • 31
Life and Fiction and Life 32
In his influential book The Implied Reader (Ger. Der Implizite • Leser 1972; 1978b), Iser also introduced the term the implied read- er – analogous to Wayne C. Booth’s implied author (1961/1970).
The implied reader is the one for whom the writer writes; this is
Real reader Real reader Implied (Narratee) (Narrator) author Implied Real author author Real
→ → → → however not necessarily a conscious act of the author. Historically, →
literature was in general commissioned work; the reader was thus text Narrative
) p. , Wall, Wall, 4 known. The modern author may write with a specific person or 1991
illustrate narrative communication (Chatman, (Chatman, communication narrative illustrate ; p. , / 151 1993 audience in mind, or for nobody in particular. One can still “hear” 1978
the author’s voice whether or not there is a narrator in the text. to diagram Chatman’s Seymour uses Wall adults. for literature
distinguish literature for children and young people from people young and children for literature distinguish In an award winning paper, Chambers (1977) advanced the address
). Barbara Wall argues that special forms of forms special that argues Wall Barbara ). (Wall, addressee idea of using the notion of an implied reader to determine the ever- 1991
appearing question of whether a book can be for children (1977, p. the examine to is text the in reader the studying of way Another
78). book. the
Chambers also uses the notion of gaps – though he calls them to up themselves give degree lesser a to children that in adults from
tell-tale gaps (1985/2000, p. 46) – along with narratological terms differ children that claim Chambers’ on light shed might research
such as point of view (cf. Chatman, 1978/1993). Chambers had a Empirical paper. his in readers, adult to opposed as readers, child
point in that children, being younger, are generally less used to about assumptions his for account not did he that problematic
giving themselves up to the book while reading, but it is a bit bit a is it but reading, while book the to up themselves giving
problematic that he did not account for his assumptions about to used less generally are younger, being children, that in point
(cf. Chatman, Chatman, (cf. view of point as such ). Chambers had a had Chambers ). / 1993 child readers, as opposed to adult readers, in his paper. Empirical 1978
) – along with narratological terms narratological with along – ) p. , / gaps ( gaps tell-tale 46 2000 research might shed light on Chambers’ claim that children differ 1985
from adults in that children to a lesser degree give themselves up to them calls he though – gaps of notion the uses also Chambers
). the book. 78
, p. , appearing question of whether a book can be for children ( children for be can book a whether of question appearing Another way of studying the reader in the text is to examine the 1977
addressee (Wall, 1991). Barbara Wall argues that special forms of ever- the determine to reader implied an of notion the using of idea
In an award winning paper, Chambers ( Chambers paper, winning award an In ) advanced the advanced ) address distinguish literature for children and young people from 1977
literature for adults. Wall uses Seymour Chatman’s diagram to text. the in narrator a is there not or whether voice author’s the
illustrate narrative communication (Chatman, 1978/1993, p. 151; “hear” still can One particular. in nobody for or mind, in audience
Wall, 1991, p. 4) or person specific a with write may author modern The known.
Narrative text thus was reader the work; commissioned general in was literature
Real author → Implied author → (Narrator) → (Narratee) → Implied reader → Real reader Historically, author. the of act conscious a necessarily not however
The implied reader is the one for whom the writer writes; this is this writes; writer the whom for one the is reader implied The
). / ( author implied Booth’s C. Wayne to analogous – er 1970 1961
the implied read- implied the term the introduced also Iser b), ; Leser Leser 1978 1972
(Ger. Der Implizite Der (Ger. Reader Implied The
32 • Life and Fiction book influential his In
33 responses reader and literature Children’s
• The two physical entities – real author and real reader – para-
doxically never communicate directly. They only know each other
, the , year in century, the of turn the At phenomenon. century 1900 as implied. In the text, only the narrator and the narratee
adults can read the text. According to Wall, this address is a a is address this Wall, to According text. the read can adults 20 communicate with each other. The narrator articulates the wishes th
apparently unperturbed by the fact that also that fact the by unperturbed apparently narratee child the the of an implied author (Wall, 1991, pp. 6–8). What is significant in
Characteristic of single address is that the narrator addresses narrator the that is address single of Characteristic children’s literature is, according to Wall, not what is said but “the
of Astrid Lindgren’s books about Emil (cf. Boëthius, Boëthius, (cf. Emil about books Lindgren’s Astrid of ). 1991 2 1998 way it is said, and to whom it is said” ( , p. ). She distinguishes
double address. A Swedish example can be found in some passages some in found be can example Swedish A address. double three types of addresses in children’s literature: (i) dual address –
and C. S. Lewis (the Narnia books) are examples of writers using writers of examples are books) Narnia (the Lewis S. C. and when the child and the adult reader are addressed simultaneously,
address as a a as address ) Pan Peter ( Barrie M. J. phenomenon. -century 19 (ii) double address – where the child and the adult reader are
th
because children do not understand them. Wall sees this type of type this sees Wall them. understand not do children because addressed alternately, and (iii) single address – when only a child
and entertains the adult reader with jokes that are funny just funny are that jokes with reader adult the entertains and reader is addressed (Wall, 1991, pp. 35–36).
narrator consciously exploits the implicit child reader’s ignorance reader’s child implicit the exploits consciously narrator A dual, or a simultaneous type of address is oriented to a child
attention from the implicit author, or in concealment, when the when concealment, in or author, implicit the from attention reader at the same time as an adult reader is satisfied. Such dual
This can either occur openly as a consequence of a shift in shift a of consequence a as openly occur either can This address is both difficult and unusual. Wall has, however, detected
it with addressing an adult audience. adult an addressing with it alternate child addressee, but but addressee, child some examples from different epochs: T. H. White (The Sword in
When a double address is used, the narrator orients towards a towards orients narrator the used, is address double a When the Stone and The Queen of Air and Darkness) and Lewis Carroll’s
books about Alice. about books books about Alice.
) and Lewis Carroll’s Lewis and ) Darkness and Air of Queen The and the Stone the When a double address is used, the narrator orients towards a
The Sword in Sword The some examples from different epochs: T. H. White ( White H. T. epochs: different from examples some child addressee, but alternate it with addressing an adult audience.
address is both difficult and unusual. Wall has, however, detected however, has, Wall unusual. and difficult both is address This can either occur openly as a consequence of a shift in
reader at the same time as an adult reader is satisfied. Such dual Such satisfied. is reader adult an as time same the at reader attention from the implicit author, or in concealment, when the
type of address is oriented to a child a to oriented is address of type simultaneous A dual, or a a or dual, A narrator consciously exploits the implicit child reader’s ignorance
– pp. , ). reader is addressed (Wall, (Wall, addressed is reader 35 1991 36 and entertains the adult reader with jokes that are funny just
addressed alternately, and (iii) (iii) and alternately, addressed – when only a child a only when – single address single because children do not understand them. Wall sees this type of
th
– where the child and the adult reader are reader adult the and child the where – address double (ii) (ii) address as a 19 -century phenomenon. J. M. Barrie (Peter Pan)
when the child and the adult reader are addressed simultaneously, addressed are reader adult the and child the when and C. S. Lewis (the Narnia books) are examples of writers using
three types of addresses in children’s literature: (i) (i) literature: children’s in addresses of types three – dual address dual double address. A Swedish example can be found in some passages
way it is said, and to whom it is said” ( said” is it whom to and said, is it way ). She distinguishes She ). , p. p. , 1998 1991 2 of Astrid Lindgren’s books about Emil (cf. Boëthius, ).
children’s literature is, according to Wall, not what is said but “the but said is what not Wall, to according is, literature children’s Characteristic of single address is that the narrator addresses
, pp. pp. , ). What is significant in significant is What ). – implied author implied an of (Wall, (Wall, 6 1991 8 the child narratee apparently unperturbed by the fact that also
th
communicate with each other. The narrator articulates the wishes the articulates narrator The other. each with communicate adults can read the text. According to Wall, this address is a 20
as implied. In the text, only the the only text, the In implied. as narratee the and narrator century phenomenon. At the turn of the century, in year 1900, the
doxically never communicate directly. They only know each other each know only They directly. communicate never doxically
real reader real and author real – entities physical two The
– para- – Children’s literature and reader responses • 33
Life and Fiction and Life 34
attitude towards adults writing for children changed in that •
children’s literature became a legitimate area. concept the developed Ninio and Snow interactions. reading book
in parent-toddler picture parent-toddler in literacy of contracts seven identified ) Wall notes that numerous classics among children’s books 119
trying to eat the book. Catherine E. Snow and Anat Ninio ( Ninio Anat and Snow E. Catherine book. the eat to trying , p. , appeal strongly to adult readers. Her interpretation of this is that 1986
the classics invoke childhood nostalgia, which, obviously, is from oneself restrain to is books with interactions first very the
something that children cannot sense. during acquire must one competencies literary first the of One
initial literary interactions to to interactions literary initial -year-olds literary presumptions. literary -year-olds Umberto Eco also treats the addressee in his work. Eco claims 18
that the author is obliged to construe a model of the possible children’s young very of studies from presented, be will examples
reader. Eco (1981, p. 7) calls such possible reader a Model Reader some Below, ways. various in studied been have competence
Culler ( Culler ). Different components of literary of components Different ). – pp. , 130 113 (cf. Iser’s notion the implied reader). Texts in which the author tries 1980
to predict the response of a special group of readers, such as in found be can explanation detailed more A situation. reading
children, Eco calls closed texts (1981, p. 8). Paradoxically, nothing the to brings reader the experiences previous or knowledge the
focuses on focuses competence literary of notion ) – pp. , 1985 74 ( Culler’s 63 62 is more open than a closed text, argues Eco ( , p. ). However, 1997 this openness has its origin in how the reader uses the text, not in
the text itself. Contrarily, the openness of open texts is located in contracts Literary
the possibility of interpretation. Open texts are addressed to any
). p. , (Eco, (Eco, 75 type of reader; the Model Reader for open texts is constructed 1985
drawing on linguistic difficulty, possible interpretations etceteras etceteras interpretations possible difficulty, linguistic on drawing
of reader; the Model Reader for open texts is constructed is texts open for Reader Model the reader; of (Eco, 1985, p. 75). type
the possibility of interpretation. Open texts are addressed to any to addressed are texts Open interpretation. of possibility the
texts is located in located is texts open
Literary contracts of openness the Contrarily, itself. text the the text, not in not text, the uses reader the how in origin its has openness this
is more open than a closed text, argues Eco ( Eco argues text, closed a than open more is ). However, ). 1997 62 63 p. , 74 Culler’s ( , pp. – ) notion of literary competence focuses on 1985
texts ( texts closed calls Eco children, ). Paradoxically, nothing Paradoxically, ). p. , 8 the knowledge or previous experiences the reader brings to the 1981
reading situation. A more detailed explanation can be found in as such readers, of group special a of response the predict to
Culler (1980, pp. 113–130). Different components of literary tries author the which in Texts reader). implied the notion Iser’s (cf.
) calls such possible reader a Model Reader Model a reader possible such calls ) p. , reader. Eco ( Eco reader. 7 competence have been studied in various ways. Below, some 1981
examples will be presented, from studies of very young children’s possible the of model a construe to obliged is author the that
initial literary interactions to 18-year-olds literary presumptions. claims Eco work. his in addressee the treats also Eco Umberto
One of the first literary competencies one must acquire during sense. cannot children that something
the very first interactions with books is to restrain oneself from is obviously, which, nostalgia, childhood invoke classics the
trying to eat the book. Catherine E. Snow and Anat Ninio (1986, p. that is this of interpretation Her readers. adult to strongly appeal
119) identified seven contracts of literacy in parent-toddler picture books children’s among classics numerous that notes Wall book reading interactions. Snow and Ninio developed the concept area. legitimate a became literature children’s
34 • Life and Fiction that in changed children for writing adults towards attitude
35 responses reader and literature Children’s
• of contracts of literacy after a reanalysis of parts of their former
distinguishes between three types of interaction: Readiness for Readiness interaction: of types three between distinguishes research on parent-child interaction among Western middle-class
of of ) p. , / ( Cochran-Smith events, reading story 169 1994 1984 100 families where most children were initiated into the literary world
. In her analysis her In . reading story One such type of literacy event is is event literacy of type such One at an early age. The contracts are: (i) books are for reading, not for
environment was impregnated with texts and text-based activities. text-based and texts with impregnated was environment manipulating, e.g. eating; (ii) in book reading, the book is in
specific setting is one cause behind socialisation into literacy. The literacy. into socialisation behind cause one is setting specific control: the reader is led; (iii) pictures are not things but rep-
piece of writing”. The sheer amount of literacy events in this in events literacy of amount sheer The writing”. of piece resentations of things; (vi) pictures are for naming; (v) pictures,
( , p. p. , / ): “occasions in which the talk revolves around a around revolves talk the which in “occasions ): 1991 1983 386 though static, can represent events; (vi) book events occur outside
the concept “literacy event” in analogue to Shirley Brice Heath Brice Shirley to analogue in event” “literacy concept the real time; (vii) books constitute an autonomous fictional world.
teaching (Cochran-Smith, (Cochran-Smith, teaching ). Cochran-Smith uses Cochran-Smith ). p. , / 2 1994 1984 The parent’s scaffolding of these rules is essential, since reading a
through socialisation in terms of literary events, not by direct by not events, literary of terms in socialisation through book alone is the same as communicating with an object. This can
they had been taught to code and decode text. This was done was This text. decode and code to taught been had they certainly be a high-quality communication – once you have
children thus learned to use and understand written text before text written understand and use to learned thus children learned to make meaning of it.
into readers long before they could recognize text or write. The write. or text recognize could they before long readers into As a child develops, it will normally come in contact with
this nursery school context, the adults transformed the children the transformed adults the context, school nursery this institutionalised story reading. In a study of such a literary inter-
. Her findings show that, in that, show findings Her . Reader a of Making The monograph: monograph: action, Readiness for Reading is used in a way corresponding to
school. Her interest was what later became the title of her of title the became later what was interest Her school. literary contracts. During a period of 18 months, Marilyn
) did field work at an American nursery American an at work field did ) / Cochran-Smith ( Cochran-Smith 1984 1994 1994 1984 Cochran-Smith ( / ) did field work at an American nursery
months, Marilyn months, literary contracts. During a period of of period a During contracts. literary 18 school. Her interest was what later became the title of her
action, Readiness for Reading is used in a way corresponding to corresponding way a in used is Reading for Readiness action, monograph: The Making of a Reader. Her findings show that, in
institutionalised story reading. In a study of such a literary inter- literary a such of study a In reading. story institutionalised this nursery school context, the adults transformed the children
As a child develops, it will normally come in contact with contact in come normally will it develops, child a As into readers long before they could recognize text or write. The
learned to make meaning of it. of meaning make to learned children thus learned to use and understand written text before
certainly be a high-quality communication – once you have you once – communication high-quality a be certainly they had been taught to code and decode text. This was done
book alone is the same as communicating with an object. This can This object. an with communicating as same the is alone book through socialisation in terms of literary events, not by direct
The parent’s scaffolding of these rules is essential, since reading a reading since essential, is rules these of scaffolding parent’s The teaching (Cochran-Smith, 1984/1994, p. 2). Cochran-Smith uses
real time; (vii) books constitute an autonomous fictional world. fictional autonomous an constitute books (vii) time; real the concept “literacy event” in analogue to Shirley Brice Heath
though static, can represent events; (vi) book events occur outside occur events book (vi) events; represent can static, though (1983/1991, p. 386): “occasions in which the talk revolves around a
resentations of things; (vi) pictures are for naming; (v) pictures, (v) naming; for are pictures (vi) things; of resentations piece of writing”. The sheer amount of literacy events in this
control: the reader is led; (iii) pictures are not things but rep- but things not are pictures (iii) led; is reader the control: specific setting is one cause behind socialisation into literacy. The
manipulating, e.g. eating; (ii) in book reading, the book is in is book the reading, book in (ii) eating; e.g. manipulating, environment was impregnated with texts and text-based activities.
at an early age. The contracts are: (i) books are for reading, not for not reading, for are books (i) are: contracts The age. early an at One such type of literacy event is story reading. In her analysis
families where most children were initiated into the literary world literary the into initiated were children most where families of 100 story reading events, Cochran-Smith (1984/1994, p. 169) research on parent-child interaction among Western middle-class Western among interaction parent-child on research distinguishes between three types of interaction: Readiness for
of contracts of literacy after a reanalysis of parts of their former their of parts of reanalysis a after literacy of contracts of Children’s literature and reader responses • 35
Life and Fiction and Life 36 • Reading, Life-to-Text and Text-to-Life. Readiness concerns ap-
propriate behaviour for story reading, such as sitting down and
-year-olds to make this type of interpretation. of type this make to -year-olds listening quietly. Readiness interactions occurred before and at the 14
- and - than inclined more are -year-olds that shown has ) ( 11 18
beginning of story reading. Most of the interactions during the 1985
story reading were spent on helping the listeners to understand the Svensson Cai prose. as presented is text same very the if than
particular texts: what Cochran-Smith calls Life-to-Text inter- poem a of shape typographical the has that text a reading when
actions. “[W]ithin Life-to-Text sequences, the storyreader was meaning deeper a interpret to and word single every to importance
teaching the listeners how to make sense of text by bringing to light more ascribe to tends reader the that is this of example One
the extra-textual information they needed in order to make inner- contracts. literary
textual sense.” (Cochran-Smith, 1984/1994, p. 173) It is thus a with compared be can assumptions These assumptions. these from
question of referring to life – normally the well-known everyday understood be immediately will utterances All situation. present
life – in order to understand literature. Finally, in Text-to-Life the of aims and goals the concerning assumptions of structure a by
interactions, the aim is to learn how to use literature for embraced is one that is context specific a in being of consequence
understanding life (Cochran-Smith, 1984/1994, pp. 169–173). A context. specific a in place takes fiction, of interpretation
Fish ( Fish ) stresses that communication, for example for communication, that stresses ) / 1998
Cochran-Smith noticed that a great deal of time during story 1980
matters.” (Cochran-Smith, (Cochran-Smith, matters.” .) Chapter also (See ) p. , / 7 173 1994
reading was devoted to helping the children understand the 1984
meaning that a literary message, theme, or information could have extra-textual on light throw to used were references “Textual
in their lives. As an opposed parallel to Life-to-Text interactions: interactions: Life-to-Text to parallel opposed an As lives. their in
“Textual references were used to throw light on extra-textual have could information or theme, message, literary a that meaning
matters.” (Cochran-Smith, 1984/1994, p. 173) (See also Chapter 7.) the understand children the helping to devoted was reading
Fish (1980/1998) stresses that communication, for example story during time of deal great a that noticed Cochran-Smith
). – pp. , / understanding life (Cochran-Smith, (Cochran-Smith, life understanding 173 169 1994
interpretation of fiction, takes place in a specific context. A 1984
consequence of being in a specific context is that one is embraced for literature use to how learn to is aim the interactions,
by a structure of assumptions concerning the goals and aims of the Text-to-Life in Finally, literature. understand to order in – life
present situation. All utterances will immediately be understood everyday well-known the normally – life to referring of question
textual sense.” (Cochran-Smith, (Cochran-Smith, sense.” textual ) It is thus a thus is It ) p. , / 173 1994
from these assumptions. These assumptions can be compared with 1984
literary contracts. inner- make to order in needed they information extra-textual the
One example of this is that the reader tends to ascribe more light to bringing by text of sense make to how listeners the teaching
importance to every single word and to interpret a deeper meaning was storyreader the sequences, Life-to-Text “[W]ithin actions.
when reading a text that has the typographical shape of a poem inter- Life-to-Text calls Cochran-Smith what texts: particular
than if the very same text is presented as prose. Cai Svensson the understand to listeners the helping on spent were reading story
(1985) has shown that 18-year-olds are more inclined than 11- and the during interactions the of Most reading. story of beginning
14-year-olds to make this type of interpretation. the at and before occurred interactions Readiness quietly. listening
propriate behaviour for story reading, such as sitting down and down sitting as such reading, story for behaviour propriate Reading, Life-to-Text and Text-to-Life. Readiness concerns ap- concerns Readiness Text-to-Life. and Life-to-Text Reading, 36 • Life and Fiction
37 responses reader and literature Children’s
• Interpretive community
empirical work on children’s reading. children’s on work empirical Fish (1970; 1980/1998) has been a very important foreground fi-
own experience of children’s reading, Favat did not draw on draw not did Favat reading, children’s of experience own gure in promoting reader-response perspectives and social con-
. Yet, besides his besides Yet, . egocentrism cognitive as well as beliefs
animist structionism. Fish (1980/1998) coined the notion of interpretive
children’s conception of the world at that age; e.g. e.g. age; that at world the of conception children’s and
magical community to signify those who share interpretative strategies. In
years of age like fairy tales because they correspond to correspond they because tales fairy like age of years than than
8 his theories, he primarily stresses the interpretive situation; that is,
thinking, Favat arrived at the conclusion that children younger children that conclusion the at arrived Favat thinking, the context in which the interpretation occurs.
for children. Applying early Piagetian notions of children’s of notions Piagetian early Applying children. for Below, others who have espoused a similar line of thinking as
brothers and H. C. Andersen, are discussed in his analysis of tales of analysis his in discussed are Andersen, C. H. and brothers Fish – that is, that the local community can be of significance when
development. Classical tales, written by Perrault, the Grimm the Perrault, by written tales, Classical development. interpreting literature – will be presented. When analysing child-
In his analyses, Favat drew on Jean Piaget’s theory on children’s on theory Piaget’s Jean on drew Favat analyses, his In ren’s literature, the concept of reading ages, or stages in a Piagetian
towards common characteristics between the reader and the tale. the and reader the between characteristics common towards sense, has been important. One could say that some of these works
corresponds to the story; and (iii) analyse the sources that lead that sources the analyse (iii) and story; the to corresponds apply – without using that very term – related notions of
interest in tales; (ii) identify when the reader’s interest best interest reader’s the when identify (ii) tales; in interest interpretive communities, in the sense that, for example, children
( Interest of Origins ). These were to (i) examine children’s examine (i) to were These ).
1977 of a certain age share a similar life situation and are therefore also
Child and Tale: The Tale: and Child
André Favat had three aims with his study study his with aims three had Favat André assumed to share interpretative strategies. Age (stage) and reading and (stage) Age
Age (stage) and reading
assumed to share interpretative strategies. interpretative share to assumed André Favat had three aims with his study Child and Tale: The
of a certain age share a similar life situation and are therefore also therefore are and situation life similar a share age certain a of Origins of Interest (1977). These were to (i) examine children’s
interpretive communities, in the sense that, for example, children example, for that, sense the in communities, interpretive interest in tales; (ii) identify when the reader’s interest best
apply – without using that very term – related notions of notions related – term very that using without – apply corresponds to the story; and (iii) analyse the sources that lead
sense, has been important. One could say that some of these works these of some that say could One important. been has sense, towards common characteristics between the reader and the tale.
ren’s literature, the concept of reading ages, or stages in a Piagetian a in stages or ages, reading of concept the literature, ren’s In his analyses, Favat drew on Jean Piaget’s theory on children’s
interpreting literature – will be presented. When analysing child- analysing When presented. be will – literature interpreting development. Classical tales, written by Perrault, the Grimm
Fish – that is, that the local community can be of significance when significance of be can community local the that is, that – Fish brothers and H. C. Andersen, are discussed in his analysis of tales
Below, others who have espoused a similar line of thinking as thinking of line similar a espoused have who others Below, for children. Applying early Piagetian notions of children’s
the context in which the interpretation occurs. interpretation the which in context the thinking, Favat arrived at the conclusion that children younger
his theories, he primarily stresses the interpretive interpretive the stresses primarily he theories, his ; that is, that ;
situation than 8 years of age like fairy tales because they correspond to
to signify those who share interpretative strategies. In strategies. interpretative share who those signify to
community children’s conception of the world at that age; e.g. magical and
structionism. Fish ( Fish structionism. interpretive of notion the coined ) / 1998
1980 animist beliefs as well as cognitive egocentrism. Yet, besides his
gure in promoting reader-response perspectives and social con- social and perspectives reader-response promoting in gure own experience of children’s reading, Favat did not draw on
) has been a very important foreground fi- foreground important very a been has ) / ; ( Fish 1998 1980 1970 empirical work on children’s reading.
Interpretive community Interpretive Children’s literature and reader responses • 37
Life and Fiction and Life 38
Appleyard (1990) has similarly written about the development •
of the reader, drawing on developmental psychology and other dis- Tucker that provocative bit a as experienced be therefore can
, and it and , se per accounts of children’s reading. Following the maturation of the interesting are analyses His “ageless”. as seen were
). In contrast, fairy stories, myths and legends and myths stories, fairy contrast, In ). – children (ages (ages children 14 individual, Appleyard identified five reader roles; (i) early child- 11
) and (iv) literature for older for literature (iv) and ) – (ages fiction early (iii) ); – 11 7 7 hood: the reader as player; (ii) later childhood: the reader as hero 3
); (ii) story and picture books (ages books picture and story (ii) ); – (ages books first (i) stages: 3 and heroine; (iii) adolescence: the reader as thinker; (iv) college 0
and beyond: the reader as interpreter; (v) adulthood: the pragmatic age-based four into book children’s divided Tucker ages. different
reader. In the present review, the second and third stages are of of children to literature children’s of accommodation the of study
Tucker ( Tucker ) drew on a Piagetian tradition in his in tradition Piagetian a on drew ) p. , / 4 1991 most interest, considering the ages of the children participating in 1981
the present study, that is, children of 10–14 years. Appleyard means imitation”.
that since most literature for school-aged children has an arche- for models role authentic and images, ideal commitment, of
typal powerful or clever heroine or hero as principal character, worthy beliefs and values life, of meaning the into insights discover
) claims that “[t]he adolescent reader looks to stories to stories to looks reader adolescent “[t]he that claims ) p. p. “the distinctive role readers take at this stage is to imagine 14
, desire. Taking the role of The Reader as Thinker, Appelyard ( Appelyard Thinker, as Reader The of role the Taking desire. themselves as heroes and heroines of romances that are uncons- 1990
cious analogues of their own lives” (Appleyard, 1990, pp. 59–60). themselves they qualities of representations for look to seem
This is developed by Appleyard (1990, p. 77) as “fictional charac- readers young that means Appleyard identity”. about confusion
ters represent what children at this age [school-age, my comment] resolve will that approval adult and popularity, skill, virtue, guous
want to be; they are the fantasized embodiments of the unambi- unambi- the of embodiments fantasized the are they be; to want
guous virtue, skill, popularity, and adult approval that will resolve comment] my [school-age, age this at children what represent ters
This is developed by Appleyard ( Appleyard by developed is This ) as “fictional charac- “fictional as ) p. , 77 confusion about identity”. Appleyard means that young readers 1990
). – pp. , cious analogues of their own lives” (Appleyard, (Appleyard, lives” own their of analogues cious 60 59 seem to look for representations of qualities they themselves 1990
desire. Taking the role of The Reader as Thinker, Appelyard (1990, uncons- are that romances of heroines and heroes as themselves
p. 14) claims that “[t]he adolescent reader looks to stories to imagine to is stage this at take readers role distinctive “the
discover insights into the meaning of life, values and beliefs worthy character, principal as hero or heroine clever or powerful typal
of commitment, ideal images, and authentic role models for arche- an has children school-aged for literature most since that
years. Appleyard means Appleyard years. – the present study, that is, children of of children is, that study, present the 14 imitation”. 10
Tucker (1981/1991, p. 4) drew on a Piagetian tradition in his in participating children the of ages the considering interest, most
study of the accommodation of children’s literature to children of of are stages third and second the review, present the In reader.
different ages. Tucker divided children’s book into four age-based pragmatic the adulthood: (v) interpreter; as reader the beyond: and
stages: (i) first books (ages 0–3); (ii) story and picture books (ages college (iv) thinker; as reader the adolescence: (iii) heroine; and
3–7); (iii) early fiction (ages 7–11) and (iv) literature for older hero as reader the childhood: later (ii) player; as reader the hood:
children (ages 11–14). In contrast, fairy stories, myths and legends child- early (i) roles; reader five identified Appleyard individual,
were seen as “ageless”. His analyses are interesting per se, and it the of maturation the Following reading. children’s of accounts
can therefore be experienced as a bit provocative that Tucker dis- other and psychology developmental on drawing reader, the of
) has similarly written about the development the about written similarly has ) Appleyard ( Appleyard
38 • Life and Fiction 1990
39 responses reader and literature Children’s
• missed children’s own responses and only drew on his own
Why are some books so popular?”. In their conclusion, Wåhlin conclusion, their In popular?”. so books some are Why thoughts about children’s possible responses.
work derived from a study called “Rubber-Tarzan in the library. the in “Rubber-Tarzan called study a from derived work In Sweden, two major works on children and reading were
and (iii) school or public libraries. Wåhlin and Asplund Carlsson’s Asplund and Wåhlin libraries. public or school (iii) and published in 1994. Gunnlög Märak (1994) has shown that children
three main sources for children’s book supply: (i) home, (ii) friends (ii) home, (i) supply: book children’s for sources main three as young as 6–8 years are capable of creating meaning out of
) identified ) ( Carlsson Asplund Maj and Wåhlin Kristian , 1994 12 complex literary texts. Her thesis consists of two studies. In one
– Through questionnaires and interviews with children aged aged children with interviews and questionnaires Through 40 6 8 9 study, children aged and from middle-class or working class
tations were the closest to the literary norm. literary the to closest the were tations backgrounds heard a short story written by Tove Jansson read
children and the middle class children, the children’s interpre- children’s the children, class middle the and children aloud. Afterwards, they were to retell the story for a comrade.
interpretation of the text and the literary norm. Among the older the Among norm. literary the and text the of interpretation Thereafter, the children discussed the characters’ feelings during
and class had an impact on the distance between the child’s the between distance the on impact an had class and the plot. In a second study, 70 pre-school children and grade 2
introduced moral points of their own in the stories. Also, both age both Also, stories. the in own their of points moral introduced pupils heard a chapter of Winnie-the-Pooh by A. A. Milne read
invented “happy endings” where there were none, and they and none, were there where endings” “happy invented aloud. Questions were asked during and after the reading.
understanding of the coherence of the plots. For example, they example, For plots. the of coherence the of understanding Märak found that even the youngest children were, at large,
ren’s retelling of the story revealed that they often had their own their had often they that revealed story the of retelling ren’s capable of taking the perspective of more than one fictional
. The child- The . Winnie-the-Pooh children hearing the chapter from from chapter the hearing children character at a time. A majority of the children also expressed
percent of the pre-school the of percent percent of the school children and and children school the of percent 95 46 understanding of irony. The metaphors were solved by percent
of the children hearing the short story by Tove Jansson, and by by and Jansson, Tove by story short the hearing children the of 61 61 of the children hearing the short story by Tove Jansson, and by
understanding of irony. The metaphors were solved by by solved were metaphors The irony. of understanding percent 46 95 percent of the school children and percent of the pre-school
character at a time. A majority of the children also expressed also children the of majority A time. a at character children hearing the chapter from Winnie-the-Pooh. The child-
capable of taking the perspective of more than one fictional one than more of perspective the taking of capable ren’s retelling of the story revealed that they often had their own
Märak found that even the youngest children were, at large, at were, children youngest the even that found Märak understanding of the coherence of the plots. For example, they
aloud. Questions were asked during and after the reading. the after and during asked were Questions aloud. invented “happy endings” where there were none, and they
pupils heard a chapter of of chapter a heard pupils by A. A. Milne read Milne A. A. by Winnie-the-Pooh introduced moral points of their own in the stories. Also, both age
pre-school children and grade grade and children pre-school the plot. In a second study, study, second a In plot. the 70 2 and class had an impact on the distance between the child’s
Thereafter, the children discussed the characters’ feelings during feelings characters’ the discussed children the Thereafter, interpretation of the text and the literary norm. Among the older
aloud. Afterwards, they were to retell the story for a comrade. a for story the retell to were they Afterwards, aloud. children and the middle class children, the children’s interpre-
backgrounds heard a short story written by Tove Jansson read Jansson Tove by written story short a heard backgrounds tations were the closest to the literary norm.
study, study, from middle-class or working class working or middle-class from and children aged aged children 9 8 6 40 Through questionnaires and interviews with children aged –
complex literary texts. Her thesis consists of two studies. In one In studies. two of consists thesis Her texts. literary complex 12, Kristian Wåhlin and Maj Asplund Carlsson (1994) identified
years are capable of creating meaning out of out meaning creating of capable are years – as young as as young as 8 6 three main sources for children’s book supply: (i) home, (ii) friends
. Gunnlög Märak ( Märak Gunnlög . ) has shown that children that shown has ) published in in published 1994 1994 and (iii) school or public libraries. Wåhlin and Asplund Carlsson’s
In Sweden, two major works on children and reading were reading and children on works major two Sweden, In work derived from a study called “Rubber-Tarzan in the library.
thoughts about children’s possible responses. possible children’s about thoughts Why are some books so popular?”. In their conclusion, Wåhlin his own his
missed children’s own responses and only drew on on drew only and responses own children’s missed Children’s literature and reader responses • 39
Life and Fiction and Life 40 • and Asplund Carlsson, discusses how an ideal library – an institu-
tion where the needs of small-scale readers as well as bookworms
would be satisfied – should be organised. Their proposition is a books. picture example, for in, objects of
library in three sections: a book café for reading, a book shop for identification by environment their interpret and read to children
new and second hand books, and finally a public library. their encourage communities mainstream in Parents early. starts
According to Heath ( Heath to According ), this initiation into a literate society literate a into initiation this ),
Asplund Carlsson’s (1998) thesis consists of no less than 13 1982
studies derived from four separate projects: (1) Phenomenographic values. middle-class on based system
studies of “Before the law” by Franz Kafka; 2) Schoolchildren’s school a within succeed to equipped better ways, many in were,
(aged 8–20) understandings of the tale The Giving Tree; 3) children middle-class be; can acquisition language varied how
Gummi-Tarzan and readers in grades 3–6 (see also Wåhlin and of analysis detailed its in unique is study Her language. a acquired
) studied how children in different environments different in children how studied ) / Heath ( Heath 1991
Asplund Carlsson above); and 4) Children, narratives and books 1983
in two American countryside towns, countryside American two in – work field her In 1978
in pre-school. The focus in these studies was children’s response in 1969 relation to structure, character and meaning in narratives. Class Asplund Carlsson distinguishes three ways of relating to mean-
ing in narrative. One, that she calls allegoric, is where the author
wants to transmit, or the reader can understand, a message in the interpreting. of process whole the
text. A second, called ironic, is where the reader grasps contradic- of critical is reader the where is one critical the and third the Last,
tions between what the authors want to say and what is in the text. text. the in is what and say to want authors the what between tions
Last, the third and the critical one is where the reader is critical of contradic- grasps reader the where is ironic, called second, A text.
the whole process of interpreting. the in message a understand, can reader the or transmit, to wants
ing in narrative. One, that she calls allegoric, is where the author the where is allegoric, calls she that One, narrative. in ing
Asplund Carlsson distinguishes three ways of relating to mean- to relating of ways three distinguishes Carlsson Asplund
Class narratives. in meaning and character structure, to relation
In her field work 1969–1978 in two American countryside towns, in response children’s was studies these in focus The pre-school. in
) Children, narratives and books and narratives Children, ) Asplund Carlsson above); and and above); Carlsson Asplund
Heath (1983/1991) studied how children in different environments 4
(see also Wåhlin and Wåhlin also (see – and readers in grades grades in readers and Gummi-Tarzan 6 acquired a language. Her study is unique in its detailed analysis of 3
(aged (aged ) ; Tree Giving The tale the of understandings ) – 3 20 how varied language acquisition can be; middle-class children 8
) Schoolchildren’s ) studies of “Before the law” by Franz Kafka; Kafka; Franz by law” the “Before of studies were, in many ways, better equipped to succeed within a school 2
) Phenomenographic ) ( projects: separate four from derived studies system based on middle-class values. 1
Asplund Carlsson’s ( Carlsson’s Asplund ) thesis consists of no less than than less no of consists thesis ) 13
According to Heath (1982), this initiation into a literate society 1998
starts early. Parents in mainstream communities encourage their library. public a finally and books, hand second and new
children to read and interpret their environment by identification for shop book a reading, for café book a sections: three in library
of objects in, for example, picture books. a is proposition Their organised. be should – satisfied be would
tion where the needs of small-scale readers as well as bookworms as well as readers small-scale of needs the where tion and Asplund Carlsson, discusses how an ideal library – an institu- an – library ideal an how discusses Carlsson, Asplund and 40 • Life and Fiction
41 responses reader and literature Children’s
• Gender
In a study of female romance readers, Reading the romance, Janice
the classroom; the lack of historical change in the literature the in change historical of lack the classroom; the Radway (1984/1991) interviewed one bookshop salesclerk and 16
“teacher’s text”; his observations of opposing gender positions in positions gender opposing of observations his text”; “teacher’s of her regular customers. Additionally, Radway collected a ques-
Elmfeldt discusses his insights about the “pupil’s text” and the and text” “pupil’s the about insights his discusses Elmfeldt tionnaire from 42 additional customers.
to read exactly these texts (Elmfeldt, (Elmfeldt, texts these exactly read to ). In his result section, result his In ).
1997 The romance readers that participated in Radway’s (1984/1991,
read and discuss were classics, and they had not themselves chosen themselves not had they and classics, were discuss and read p. 109) study expressed the view that a good book should have a
own pedagogical practices as a teacher. The texts that the pupils the that texts The teacher. a as practices pedagogical own cover that depicts the characters with the right hair colour, show-
significant part of the analysis concerns reflection on Elmfeldt’s on reflection concerns analysis the of part significant ing that the artist has actually read the book. In their judgement of
his own teaching of literature in a high school in Sweden. A Sweden. in school high a in literature of teaching own his a book’s realism, the romance readers separated plot from setting
) thesis were collected from collected were thesis ) The data of Johan Elmfeldt’s ( Elmfeldt’s Johan of data The
1997 (Radway, 1984/1991, p. 109). Therefore they embraced the follow-
studied teenagers. studied ing ambivalence: the setting should be “factually correct”, yet the
sion of reference to Radway’s study (see above), even though Moss though even above), (see study Radway’s to reference of sion lives of the people in the book should be happier and more exciting
relation to social practices. A bit surprising, though, is her omis- her is though, surprising, bit A practices. social to relation than those of the readers. (See also Chapter 7 below.)
study. Moss concluded that romances should be understood in understood be should romances that concluded Moss study. Another study where gender can be seen as an interpretive
romances spoke differently to the four girls who participated in the in participated who girls four the to differently spoke romances community, in a transferred sense, is Gemma Moss’ chapter in
histories behind young girls’ interest in the romance genre. The genre. romance the in interest girls’ young behind histories David Buckingham’s Reading Audiences: Young people and the
( media ). In an innovative study, Moss focused the reading the focused Moss study, innovative an In ).
1993 media (1993). In an innovative study, Moss focused the reading
Reading Audiences: Young people and the and people Young Audiences: Reading
David Buckingham’s Buckingham’s David histories behind young girls’ interest in the romance genre. The
community, in a transferred sense, is Gemma Moss’ chapter in chapter Moss’ Gemma is sense, transferred a in community, romances spoke differently to the four girls who participated in the
Another study where gender can be seen as an interpretive an as seen be can gender where study Another study. Moss concluded that romances should be understood in
below.) than those of the readers. (See also Chapter Chapter also (See readers. the of those than
7 relation to social practices. A bit surprising, though, is her omis-
lives of the people in the book should be happier and more exciting more and happier be should book the in people the of lives sion of reference to Radway’s study (see above), even though Moss
ing ambivalence: the setting should be “factually correct”, yet the yet correct”, “factually be should setting the ambivalence: ing studied teenagers.
). Therefore they embraced the follow- the embraced they Therefore ). p. , / (Radway, (Radway, 109 1991
1984 The data of Johan Elmfeldt’s (1997) thesis were collected from
a book’s realism, the romance readers separated plot from setting from plot separated readers romance the realism, book’s a his own teaching of literature in a high school in Sweden. A
ing that the artist has actually read the book. In their judgement of judgement their In book. the read actually has artist the that ing significant part of the analysis concerns reflection on Elmfeldt’s
cover that depicts the characters with the right hair colour, show- colour, hair right the with characters the depicts that cover own pedagogical practices as a teacher. The texts that the pupils
p. p. ) study expressed the view that a good book should have a have should book good a that view the expressed study )
109 read and discuss were classics, and they had not themselves chosen
, / The romance readers that participated in Radway’s ( Radway’s in participated that readers romance The 1991
1984 to read exactly these texts (Elmfeldt, 1997). In his result section,
additional customers. additional tionnaire from from tionnaire
42 Elmfeldt discusses his insights about the “pupil’s text” and the
of her regular customers. Additionally, Radway collected a ques- a collected Radway Additionally, customers. regular her of “teacher’s text”; his observations of opposing gender positions in
) interviewed one bookshop salesclerk and and salesclerk bookshop one interviewed ) / Radway ( Radway 1991 1984
16 the classroom; the lack of historical change in the literature
In a study of female romance readers, readers, romance female of study a In , Janice , romance the Reading
Gender Children’s literature and reader responses • 41
Life and Fiction and Life 42
discussions; and finally, his view on the conflict between the •
traditional educational setting and experience-oriented reading. content. the
of presentation A series of studies have concerned gender and young children’s the foregrounds also study present the since way,
reading. Yet, all these studies have been arranged by the re- detailed more a in presented be will books around meetings from
of the present thesis, transcripts of conversations of transcripts thesis, present the of – Chapters Chapters 7 searchers themselves, from the selection of books to the discussing 5
and interviewing (Arizpe, 2001; Davies, 1989b; Davies & Banks, In study. his of focus content the to corresponds approach tional
1992; Wing, 1997, see also Chapter 6 in the present thesis). conversa- His expressions. similar and phrases” “filler starts, false associations. Holland chose to transcribe the meetings excluding meetings the transcribe to chose Holland associations.
The individual reader: The reader’s mind free eliciting responses, students’ the towards annoyance “How do you feel about…”, avoiding displaying shock or shock displaying avoiding about…”, feel you do “How
Holland presented a sort of case study of reader response in his phrase the with responses initiating sessions; therapeutic during
book on 5 Readers Reading (1975). He had the intention to behaviours analysts’ of suggestive is meetings the during acting
undertake a study with questionnaires and group experiments, but own his of description Holland’s Battler”. “The Hemingway’s
discovered that “each reader must give the words meaning, and he Ernest and Dreams” “Winter Fritzgerald’s Scott F. Emily”,
[sic!] can only give them the meanings they have for him” for Rose “A Faulkner’s William are book his in treated stories
(Holland, 1975, p. 43) and therefore decided to instead work discussed The tape-recorded. were meetings The story. decided
informally with five readers; one female and four male college previously a discussing hour, one about for time, a at one students,
students interested in literature. Holland met weekly with the the with weekly met Holland literature. in interested students
students, one at a time, for about one hour, discussing a previously college male four and female one readers; five with informally
(Holland, (Holland, ) and therefore decided to instead work instead to decided therefore and ) p. , 43 decided story. The meetings were tape-recorded. The discussed 1975
stories treated in his book are William Faulkner’s “A Rose for him” for have they meanings the them give only can [sic!]
Emily”, F. Scott Fritzgerald’s “Winter Dreams” and Ernest he and meaning, words the give must reader “each that discovered
Hemingway’s “The Battler”. Holland’s description of his own but experiments, group and questionnaires with study a undertake
). He had the intention to intention the had He ). ( Reading Readers 5 on book acting during the meetings is suggestive of analysts’ behaviours 1975 during therapeutic sessions; initiating responses with the phrase his in response reader of study case of sort a presented Holland
“How do you feel about…”, avoiding displaying shock or annoyance towards the students’ responses, eliciting free mind reader’s The reader: individual The
associations. Holland chose to transcribe the meetings excluding
in the present thesis). present the in Chapter also see , Wing, ; 6 1997 false starts, “filler phrases” and similar expressions. His conversa- 1992
b; Davies & Banks, & Davies b; Davies, ; and interviewing (Arizpe, (Arizpe, interviewing and 1989 tional approach corresponds to the content focus of his study. In 2001
Chapters 5–7 of the present thesis, transcripts of conversations discussing the to books of selection the from themselves, searchers
from meetings around books will be presented in a more detailed re- the by arranged been have studies these all Yet, reading.
way, since the present study also foregrounds the presentation of children’s young and gender concerned have studies of series A the content. reading. experience-oriented and setting educational traditional
42 • Life and Fiction the between conflict the on view his finally, and discussions;
43 responses reader and literature Children’s
• Holland claims that “we draw upon the treasury a literary
how the children see themselves as readers. as themselves see children the how work provides to re-create our own characteristic psychological
move from children’s books to adult books. Also, Fry discusses Fry Also, books. adult to books children’s from move process” (1975, p. 247). This principle, he argues, explains both
reading; (v) reading of horror stories and enjoyment of films; (vi) a (vi) films; of enjoyment and stories horror of reading (v) reading; why different people have the same experience of, for example, a
attraction to young readers; (iv) enjoyment of stories vs. academic vs. stories of enjoyment (iv) readers; young to attraction novel and why still other people’s experiences of the very same
(ii) the move from information books to fiction; (iii) Enid Blyton’s Enid (iii) fiction; to books information from move the (ii) novel differ. According to Holland, the sameness derives from the
children and reading is discussed. The topics are: (i) re-readings; (i) are: topics The discussed. is reading and children resources that are used to create the experience. While the
ter to each child; furthermore, in each chapter, a common issue of issue common a chapter, each in furthermore, child; each to ter differences mirror individual differences (Holland, 1975, pp. 247–
participating children during one school year. Fry devotes a chap- a devotes Fry year. school one during children participating 248).
his own recordings of several conversations with each of the of each with conversations several of recordings own his David Bleich (1981) similarly stresses the subjectivity of res-
years. His study included study His years. and , four girls and two boys aged aged boys two and girls four 15 12 8 ponse. He even launches the notion of subjective criticism:
Donald Fry ( Fry Donald ) has presented case studies of six readers, six of studies case presented has ) 1990 his subjective criticism to the areas of language and literature. and language of areas the to criticism subjective his Subjective criticism proposes that when the object of attention
is symbolic, the attempt to explain that object is necessarily a ) extends ) p. , applied to areas other than literature. Bleich ( Bleich literature. than other areas to applied 294
1981 subjective (and intersubjective) reconstruction of our own
use of modern identity theory and that his own work can be can work own his that and theory identity modern of use perceptions of the object. To construct a literary meaning is to
and claims that the difference between them resides in Holland’s in resides them between difference the that claims and explain a spontaneous perception and the means of under-
) compares his own work to that of Bleich of that to work own his compares ) ( Holland fact, In 1975 standing it in the same act. (Bleich, 1981, p. 237)
standing it in the same act. (Bleich, (Bleich, act. same the in it standing ) p. ,
1981 237 In fact, Holland (1975) compares his own work to that of Bleich
explain a spontaneous perception and the means of under- of means the and perception spontaneous a explain and claims that the difference between them resides in Holland’s perceptions of the object. To construct a literary meaning is to is meaning literary a construct To object. the of perceptions use of modern identity theory and that his own work can be
subjective (and intersubjective) reconstruction of our own our of reconstruction intersubjective) (and subjective applied to areas other than literature. Bleich (1981, p. 294) extends is symbolic, the attempt to explain that object is necessarily a necessarily is object that explain to attempt the symbolic, is Subjective criticism proposes that when the object of attention of object the when that proposes criticism Subjective his subjective criticism to the areas of language and literature.
Donald Fry (1990) has presented case studies of six readers,
ponse. He even launches the notion of subjective criticism: subjective of notion the launches even He ponse. four girls and two boys aged 8, 12 and 15 years. His study included
David Bleich ( Bleich David ) similarly stresses the subjectivity of res- of subjectivity the stresses similarly ) 1981 his own recordings of several conversations with each of the
). 248 participating children during one school year. Fry devotes a chap-
differences mirror individual differences (Holland, (Holland, differences individual mirror differences – pp. , 247 1975 ter to each child; furthermore, in each chapter, a common issue of
resources that are used to create the experience. While the While experience. the create to used are that resources children and reading is discussed. The topics are: (i) re-readings;
novel differ. According to Holland, the sameness derives from the from derives sameness the Holland, to According differ. novel (ii) the move from information books to fiction; (iii) Enid Blyton’s
novel and why still other people’s experiences of the very same very the of experiences people’s other still why and novel attraction to young readers; (iv) enjoyment of stories vs. academic
why different people have the same experience of, for example, a example, for of, experience same the have people different why reading; (v) reading of horror stories and enjoyment of films; (vi) a
). This principle, he argues, explains both explains argues, he principle, This ). p. , process” ( process” 247 1975 move from children’s books to adult books. Also, Fry discusses work provides to re-create our own characteristic psychological characteristic own our re-create to provides work how the children see themselves as readers.
Holland claims that “we draw upon the treasury a literary a treasury the upon draw “we that claims Holland Children’s literature and reader responses • 43
Life and Fiction and Life 44
Problem formulation • In everyday life, we do not talk about books in the same way as we talk about for example movies: outside organised settings, we seldom read the same book simultaneously as someone else. In a school setting, however, that is, in our most important cultural
institution for children, literature is often discussed as a part of
normal everyday routines. Yet, as shown in my brief review above, setting. everyday
there is a lack of work on children’s authentic conversations about an in practices such in involved, be may that paradoxes and mas
books. dilem- interests, of type the and genre conversational a as booktalk
In a non-problematized way, many earlier studies of children’s describe both will I psychology, discursive with line In setting.
reader responses have mainly involved adult perspectives and school everyday an in literature and children between point
values, for example, in mapping what children do or do not meeting a as booktalk describe to therefore, is aim Another
understand. In Nodelman’s (1992) terminology, this can be seen as sessions. group authentic in conversationally
an adult colonialisation of children’s literature. Therefore an displayed are they as studied be will resources These booktalk.
overarching goal of the present study has been to try to find out in literature interpreting in exploit children that resources various
what significance literature might have to the children themselves. the analyse will I doing, so In context. school a in place taking
More specifically, the present investigation tries to explore responses reader describe will I particular In lives. own their about
literature as an entry into important issues for children in thinking thinking in children for issues important into entry an as literature
about their own lives. In particular I will describe reader responses explore to tries investigation present the specifically, More
taking place in a school context. In so doing, I will analyse the themselves. children the to have might literature significance what
various resources that children exploit in interpreting literature in out find to try to been has study present the of goal overarching
booktalk. These resources will be studied as they are displayed an Therefore literature. children’s of colonialisation adult an
understand. In Nodelman’s ( Nodelman’s In understand. ) terminology, this can be seen as seen be can this terminology, )
conversationally in authentic group sessions. 1992
Another aim is therefore, to describe booktalk as a meeting not do or do children what mapping in example, for values,
point between children and literature in an everyday school and perspectives adult involved mainly have responses reader
setting. In line with discursive psychology, I will both describe children’s of studies earlier many way, non-problematized a In
booktalk as a conversational genre and the type of interests, dilem- books.
mas and paradoxes that may be involved, in such practices in an about conversations authentic children’s on work of lack a is there
everyday setting. above, review brief my in shown as Yet, routines. everyday normal
institution for children, literature is often discussed as a part of part a as discussed often is literature children, for institution
school setting, however, that is, in our most important cultural important most our in is, that however, setting, school
seldom read the same book simultaneously as someone else. In a In else. someone as simultaneously book same the read seldom
talk about for example movies: outside organised settings, we settings, organised outside movies: example for about talk In everyday life, we do not talk about books in the same way as we as way same the in books about talk not do we life, everyday In
44 • Life and Fiction formulation Problem
45 responses reader and literature Children’s
• Note 1. “Om han [Hunt] vore konsekvent borde han helt överlåta studier av barn- litteratur till skolelever, vilkas begreppsapparat tyvärr aldrig går mycket längre än till ‘Det var en bra bok’. Inom parentes sagt: inte därför att barnen saknar förmåga att ta till sig boken, utan därför att de inte kan verbalisera sina upplevelser. Inte heller alla vuxna kan det.” [“Had he [Hunt] been consistent, he should have delegated studies of children’s literature to school children, whose conceptual repertoire unfortunately never stretches much farther than ‘It was a good book’. Incidentally, this is not because children lack the ability to understand the book, but because they cannot verbalise their
experiences. Nor can all adults.”] (Nikolajeva, 1998, p. 19)
) p. , experiences. Nor can all adults.”] (Nikolajeva, (Nikolajeva, adults.”] all can Nor experiences. 1998 19
children lack the ability to understand the book, but because they cannot verbalise their verbalise cannot they because but book, the understand to ability the lack children
never stretches much farther than ‘It was a good book’. Incidentally, this is not because not is this Incidentally, book’. good a was ‘It than farther much stretches never
children’s literature to school children, whose conceptual repertoire unfortunately repertoire conceptual whose children, school to literature children’s
vuxna kan det.” [“Had he [Hunt] been consistent, he should have delegated studies of studies delegated have should he consistent, been [Hunt] he [“Had det.” kan vuxna
till sig boken, utan därför att de inte kan verbalisera sina upplevelser. Inte heller alla heller Inte upplevelser. sina verbalisera kan inte de att därför utan boken, sig till
‘Det var en bra bok’. Inom parentes sagt: inte därför att barnen saknar förmåga att ta att förmåga saknar barnen att därför inte sagt: parentes Inom bok’. bra en var ‘Det
litteratur till skolelever, vilkas begreppsapparat tyvärr aldrig går mycket längre än till än längre mycket går aldrig tyvärr begreppsapparat vilkas skolelever, till litteratur 1. “Om han [Hunt] vore konsekvent borde han helt överlåta studier av barn- av studier överlåta helt han borde konsekvent vore [Hunt] han “Om 1.
Note Children’s literature and reader responses • 45
46
school in June June in school . In August, I received permission to collect the collect to permission received I August, In . 1998
3 the at teacher-librarian the contacted first I projects. reading
school through The National Council for Cultural Affairs’ list of list Affairs’ Cultural for Council National The through school
SETTING AND METHOD the about know to got I years. ten for levels all at support reading
school – here called the Valley School – that has worked with worked has that – School Valley the called here – school
My search for a natural setting led to a municipal elementary municipal a to led setting natural a for search My The school The
‘Well,’ said Owl, ‘the customary procedure in such cases is as follows.’ premises. school the in occurring
‘What does Crustimoney Proseedcake mean?’ said Pooh. ‘For I am a and school the by initiated activities, authentic were practices
Bear with Very Little Brain, and long words Bother me.’ ‘It means the booktalk the investigation, present the In data.) “natural” On also
Thing to Do.’ (See not. or studied being was it whether occur would conversation
(Milne, 1926/1991, p. 45) the is, that practice, conversational the created not has researcher
). The ). p. a, (Potter, researcher” the by up got been not has 135 1996
Setting “it that sense the in natural – staged to opposed as natural is that
The primary focus of this study is children’s encounter with context a to refers setting natural A setting. natural a in literature
literature in a natural setting. A natural setting refers to a context with encounter children’s is study this of focus primary The that is natural as opposed to staged – natural in the sense that “it Setting
has not been got up by the researcher” (Potter, 1996a, p. 135). The
researcher has not created the conversational practice, that is, the 45) p. 1926/1991, (Milne,
conversation would occur whether it was being studied or not. (See Do.’ to Thing also On “natural” data.) In the present investigation, the booktalk the means ‘It me.’ Bother words long and Brain, Little Very with Bear
practices were authentic activities, initiated by the school and a am I ‘For Pooh. said mean?’ Proseedcake Crustimoney does ‘What occurring in the school premises. follows.’ as is cases such in procedure customary ‘the Owl, said ‘Well,’
The school My search for a natural setting led to a municipal elementary
school – here called the Valley School – that has worked with reading support at all levels for ten years. I got to know about the METHOD AND SETTING
school through The National Council for Cultural Affairs’ list of reading projects. I first contacted the teacher-librarian at the 3 school in June 1998. In August, I received permission to collect the
46
47 method and Setting
• data for the study there. Eight groups, two from each grade (grades
) and “Skolans viktigaste uppgift är att skapa att är uppgift viktigaste “Skolans and ) p. , tion], tion], 4 7 75 1996 – ) agreed to participate. The Valley School is located in a district
language development] (Skolverket [National Agency for Educa- for Agency [National (Skolverket development] language outside one of the ten largest cities in Sweden. The first time I
most important mission to create good opportunities for pupils’ for opportunities good create to mission important most visited the school, it was a misty autumn day. After a 15 minutes’
goda möjligheter för elevernas språkutveckling” [It is the school’s the is [It språkutveckling” elevernas för möjligheter goda bus-ride from the city centre, the school emerged out of the fog, as
ment of the pupils: “Det är [.] skolans viktigaste uppgift att skapa att uppgift viktigaste skolans [.] är “Det pupils: the of ment I walked from the bus stop over a quagmire. I easily found the
school is to create good opportunities for the language develop- language the for opportunities good create to is school library, at the heart of a small one-storey building. The library was
both documents, it is declared that the most important task for the for task important most the that declared is it documents, both stored in one room. My first impression was of a vivid ambience in
). In ). – pp. , (Skolverket [National Agency for Education], Education], for Agency [National (Skolverket 79 75 1996 the library, with several pupils visiting: asking the librarian,
to the official compulsory school syllabus for the subject Swedish subject the for syllabus school compulsory official the to searching the bookshelves, reading, discussing books with each
activities] Appendix A). The work plan document is very close very is document plan work The A). Appendix activities] other. Later, I would learn that this was quite usual at the school.
[Proposal [Proposal biblioteksverksamhet Work plan for library library for plan Work / / 98 06 08 The pupils also participated in the library council, and they took
Förslag Förslag ( library the in activities for plan Arbetsplan för Arbetsplan 980608 turns working in the library: handing out books using the
by The Swedish Authors’ fund. The school has established a work a established has school The fund. Authors’ Swedish The by computer, and doing other small tasks. The library was thus a
school valuable; the school library has, for example, been awarded been example, for has, library school the valuable; school concern for both the pupils and the librarian and school direction.
librarian and others consider the different reading projects of the of projects reading different the consider others and librarian Like most Swedish schools, the school studied is municipal; it is
though they have developed over the years. The teachers, the teachers, The years. the over developed have they though not an independent school (Swed. fristående skola). The school
, and the book clubs were initiated immediately, initiated were clubs book the and , started in in started 1988 1988 started in , and the book clubs were initiated immediately,
not an independent school (Swed. fristående skola). The school The skola). fristående (Swed. school independent an not though they have developed over the years. The teachers, the
Like most Swedish schools, the school studied is municipal; it is it municipal; is studied school the schools, Swedish most Like librarian and others consider the different reading projects of the
concern for both the pupils and the librarian and school direction. school and librarian the and pupils the both for concern school valuable; the school library has, for example, been awarded
computer, and doing other small tasks. The library was thus a thus was library The tasks. small other doing and computer, by The Swedish Authors’ fund. The school has established a work
turns working in the library: handing out books using the using books out handing library: the in working turns plan for activities in the library (Förslag 980608 Arbetsplan för
The pupils also participated in the library council, and they took they and council, library the in participated also pupils The biblioteksverksamhet [Proposal 08/06/98 Work plan for library
other. Later, I would learn that this was quite usual at the school. the at usual quite was this that learn would I Later, other. activities] Appendix A). The work plan document is very close
searching the bookshelves, reading, discussing books with each with books discussing reading, bookshelves, the searching to the official compulsory school syllabus for the subject Swedish
the library, with several pupils visiting: asking the librarian, the asking visiting: pupils several with library, the (Skolverket [National Agency for Education], 1996, pp. 75–79). In
stored in one room. My first impression was of a vivid ambience in ambience vivid a of was impression first My room. one in stored both documents, it is declared that the most important task for the
library, at the heart of a small one-storey building. The library was library The building. one-storey small a of heart the at library, school is to create good opportunities for the language develop-
I walked from the bus stop over a quagmire. I easily found the found easily I quagmire. a over stop bus the from walked I ment of the pupils: “Det är [.] skolans viktigaste uppgift att skapa
bus-ride from the city centre, the school emerged out of the fog, as fog, the of out emerged school the centre, city the from bus-ride goda möjligheter för elevernas språkutveckling” [It is the school’s
visited the school, it was a misty autumn day. After a a After day. autumn misty a was it school, the visited minutes’ 15 most important mission to create good opportunities for pupils’
outside one of the ten largest cities in Sweden. The first time I time first The Sweden. in cities largest ten the of one outside language development] (Skolverket [National Agency for Educa-
) agreed to participate. The Valley School is located in a district a in located is School Valley The participate. to agreed ) – 1996 75 7 4 tion], , p. ) and “Skolans viktigaste uppgift är att skapa
data for the study there. Eight groups, two from each grade (grades grade each from two groups, Eight there. study the for data Setting and method • 47
Life and Fiction and Life 48
goda möjligheter för elevernas språkutveckling” [The school’s •
most important mission is to create good opportunities for pupils’ book present the before times several clubs book leading practised
language development] (Förslag 980608 Arbetsplan för biblioteks- all had male) one and female (four involved pedagogues five The verksamhet [Proposal 08/06/98 Work plan for library activities] Pedagogues
Appendix A). It is also stated that language is a road to
knowledge, and that it is of fundamental importance for learning. participate. to not chose child No B). Appendix
Therefore, the studied school declares that it prioritises keeping (see study the in participate would that groups the in parents,
the school library well equipped. their and children, the from consent for asked I letter, my In study.
According to the work plan (Appendix A), the school studied the in participate would that children the with home sent was this
has four goals for the nursery school and for grades 1–7; three of activity; club book the about parents the to information usual the
them correspond to three of the syllabus’ eighteen goals for the with study the about letter information an enclosed teachers the
subject Swedish (Skolverket [National Agency for Education], selected, were groups the Once study. the join to asked groups the
1996). The fourth goal corresponds with one part of the general selected teacher-librarian the participate, to willing were teachers
introduction to the Swedish language syllabus. which asking After researcher. the by participate to selected
in the book clubs studied. As indicated, the pupils were not were pupils the indicated, As studied. clubs book the in
was about about was boys, participated boys, and girls pupils, all, In . 20 20 40
Participants 250 At the time of the study, the total number of pupils at the school the at pupils of number total the study, the of time the At Pupils Pupils At the time of the study, the total number of pupils at the school
was about 250. In all, 40 pupils, 20 girls and 20 boys, participated Participants
in the book clubs studied. As indicated, the pupils were not
selected to participate by the researcher. After asking which syllabus. language Swedish the to introduction
). The fourth goal corresponds with one part of the general the of part one with corresponds goal fourth The ). teachers were willing to participate, the teacher-librarian selected 1996
the groups asked to join the study. Once the groups were selected, Education], for Agency [National (Skolverket Swedish subject
the teachers enclosed an information letter about the study with the for goals eighteen syllabus’ the of three to correspond them
; three of three ; – has four goals for the nursery school and for grades grades for and school nursery the for goals four has 7 the usual information to the parents about the book club activity; 1
this was sent home with the children that would participate in the studied school the A), (Appendix plan work the to According
study. In my letter, I asked for consent from the children, and their equipped. well library school the
parents, in the groups that would participate in the study (see keeping prioritises it that declares school studied the Therefore,
Appendix B). No child chose not to participate. learning. for importance fundamental of is it that and knowledge,
Appendix A). It is also stated that language is a road to road a is language that stated also is It A). Appendix
[Proposal [Proposal verksamhet Work plan for library activities] library for plan Work / / 98 06 Pedagogues 08
Arbetsplan för biblioteks- för Arbetsplan Förslag Förslag ( development] language The five pedagogues involved (four female and one male) had all 980608 practised leading book clubs several times before the present book pupils’ for opportunities good create to is mission important most
48 • Life and Fiction school’s [The språkutveckling” elevernas för möjligheter goda
49 method and Setting
• club events. Four of them were class teachers, and the fifth was the concerns questions like variety of purchase, opening hours of the of hours opening purchase, of variety like questions concerns teacher-librarian of the school, with a background as a class
1
stock, availability, accessibility and presentation. In a school, this school, a In presentation. and accessibility availability, stock, teacher and continued training as literary pedagogue. According to Chambers, the Selection sequence includes book includes sequence Selection the Chambers, to According
enablers do, in fact, learn from their novices. their from learn fact, in do, enablers Chamber’s booktalk method acknowledges that learners learn from one another and that and another one from learn learners that acknowledges
enced guide is the best company for learning readers, yet he yet readers, learning for company best the is guide enced The book clubs were primarily inspired by Aidan Chambers’
need adults. Chambers ( Chambers adults. need ) claims that an experi- an that claims ) p. , / 1985 2000 1991 1996 1993 1999 15 1996 1991 ( / ; / ; / ) and his booktalk approach.
the child at every phase in the circle. Thus, his view is that children that is view his Thus, circle. the in phase every at child the Chambers is an author of children’s books and a former literature
to support to adult enabling Chambers stresses the importance of an an of importance the stresses Chambers teacher who has published several works about how to get child-
After the Response follows a new Selection, and so forth. so and Selection, new a follows Response the After ren to verbalise their literary experiences. In 1985, Chambers coin-
Reading”-time and the third the Response. the third the and Reading”-time “ second sequence the the sequence second ed the term booktalk for talk about reading in reader-response
2
Chambers calls the first sequence the Selection of books, the books, of Selection the sequence first the calls Chambers contexts (Chambers, 1985/2000). Chambers warns the reader
of reading. He describes the reading process as a Reading Circle: Reading a as process reading the describes He reading. of about “[e]xclusively repetitious reading of one kind of book, of
To Chambers ( Chambers To ), talk about books is an essential part essential an is books about talk ), / 1993 1999 13 1999 1993 any one writer” ( / , p. ). He argues that a person who
others say about books and to speak your mind about books. about mind your speak to and books about say others reads in this way becomes simpleminded. To avoid repetitious
method for accomplishing this makes it possible to listen to what to listen to possible it makes this accomplishing for method reading, the enabling adult should help children to read with
variation. According to Chambers ( Chambers to According variation. ), the ), – pp. , / 1993 1999 12 14 1993 14 12 1999 variation. According to Chambers ( / , pp. – ), the
reading, the enabling adult should help children to read with read to children help should adult enabling the reading, method for accomplishing this makes it possible to listen to what
reads in this way becomes simpleminded. To avoid repetitious avoid To simpleminded. becomes way this in reads others say about books and to speak your mind about books.
). He argues that a person who person a that argues He ). p. , / any one writer” ( writer” one any 1993 1999 13 1999 1993 To Chambers ( / ), talk about books is an essential part
about “[e]xclusively repetitious reading of one kind of book, of book, of kind one of reading repetitious “[e]xclusively about of reading. He describes the reading process as a Reading Circle:
contexts (Chambers, (Chambers, contexts ). Chambers warns the reader the warns Chambers ). / 2000 1985 Chambers calls the first sequence the Selection of books, the
2
for talk about reading in reader-response in reading about talk for booktalk ed the term term the ed second sequence the “Reading”-time and the third the Response.
, Chambers coin- Chambers , ren to verbalise their literary experiences. In In experiences. literary their verbalise to ren 1985 After the Response follows a new Selection, and so forth.
teacher who has published several works about how to get child- get to how about works several published has who teacher Chambers stresses the importance of an enabling adult to support
Chambers is an author of children’s books and a former literature former a and books children’s of author an is Chambers the child at every phase in the circle. Thus, his view is that children
approach. booktalk his and ) / ; / ; / ( 1991 1996 15 1999 1993 1996 1991 2000 1985 need adults. Chambers ( / , p. ) claims that an experi- The book clubs were primarily inspired by Aidan Chambers’ Aidan by inspired primarily were clubs book The enced guide is the best company for learning readers, yet he acknowledges that learners learn from one another and that
Chamber’s booktalk method booktalk Chamber’s enablers do, in fact, learn from their novices.
According to Chambers, the Selection sequence includes book
teacher and continued training as literary pedagogue. literary as training continued and teacher stock, availability, accessibility and presentation. In a school, this
1
teacher-librarian of the school, with a background as a class a as background a with school, the of teacher-librarian concerns questions like variety of purchase, opening hours of the
club events. Four of them were class teachers, and the fifth was the was fifth the and teachers, class were them of Four events. club Setting and method • 49
Life and Fiction and Life 50
school library or distance to a local library, and how the books are •
stored on the shelves. This sequence is only meaningful if time is set fantasy). stories, mystery books, horse (e.g., book of type one only
stage (the (the stage point) they tend to favour one specific genre, reading genre, specific one favour to tend they point) aside for reading what has been selected. Chambers claims that the 18
th
“Reading” sequence involves both reading to yourself and hearing second a in omnivorous; be to tend children stage, first the During
skill. Their Their skill. -point model can be summed up in three main stages. main three in up summed be can model -point an enabling adult read aloud in a pleasurable way. The final 23
sequence – the Response – contains the essential point in reading of level certain a at reading their limit children that claim
). They ). – pp. , Kerstin Dominkovic and Birgita Allard ( Allard Birgita and Dominkovic Kerstin ´ 64 58 Chambers’ ideas: the importance of talk about reading. The 1983
ule (Swed. läsutvecklingsschemat, läsutvecklingsschemat, (Swed. ule 8 Sundblad, Bo by created ) present school works under a device by an -year-old girl rendered LUS
by Chambers: “We don’t know what we think about a book until sched- development reading a was clubs book the for inspiration of we’ve talked about it.” (1993/1999, p. 15). This is, in a way, the source main another approach, booktalk Chambers’ from Apart motto for Chambers’ approach to improving how we teach child-
ren to become (literary) readers. In the Response sequence, the school Valley the at routines club Book
enabling adult should avoid asking the child why s/he likes a book,
since that can be experienced as an interrogation. Instead he sug- sequence. Response the of aspects different
“Reading” sequence; and finally Chapters Chapters finally and sequence; “Reading” focuses on focuses and 7 gests that the conversation around the book should start with “Tell 6
concerns the concerns 1993 1999 49 Chapter books; of Selection sequence, initial me…” (Chambers, / , p. ) and proceed with what s/he 5
is devoted to the parts of the of parts the to devoted is Chapter Circle: Reading Chambers’ likes and what is puzzling in the book. 4
One could say that the present thesis concerns all parts of of parts all concerns thesis present the that say could One
Chambers’ Reading Circle: Chapter 4 is devoted to the parts of the book. the in puzzling is what and likes
) and proceed with what s/he what with proceed and ) p. , / 5 (Chambers, me…” 49 1999 initial sequence, Selection of books; Chapter concerns the 1993
“Reading” sequence; and finally Chapters 6 and 7 focuses on “Tell with start should book the around conversation the that gests
different aspects of the Response sequence. sug- he Instead interrogation. an as experienced be can that since
s/he likes a book, a likes s/he why child the asking avoid should adult enabling
Book club routines at the Valley school the sequence, Response the In readers. (literary) become to ren motto for Chambers’ approach to improving how we teach child- teach we how improving to approach Chambers’ for motto
we’ve talked about it.” ( it.” about talked we’ve ). This is, in a way, the way, a in is, This ). p. , / 15 1999 Apart from Chambers’ booktalk approach, another main source 1993
of inspiration for the book clubs was a reading development sched- until book a about think we what know don’t “We Chambers: by
-year-old girl rendered girl -year-old LUS an by device a under works school present ule (Swed. läsutvecklingsschemat, ) created by Bo Sundblad, 8
about reading. The reading. about talk Kerstin Dominkovic´ and Birgita Allard (1983, pp. 58–64). They of importance the ideas: Chambers’
claim that children limit their reading at a certain level of reading in point essential the contains – Response the – sequence
skill. Their 23-point model can be summed up in three main stages. final The way. pleasurable a in aloud read adult enabling an During the first stage, children tend to be omnivorous; in a second hearing and yourself to reading both involves sequence “Reading”
th
what has been selected. Chambers claims that the that claims Chambers selected. been has what reading stage (the 18 point) they tend to favour one specific genre, reading for aside only one type of book (e.g., horse books, mystery stories, fantasy). set is time if meaningful only is sequence This shelves. the on stored
50 • Life and Fiction are books the how and library, local a to distance or library school
51 method and Setting
• This level is sometimes referred to as the “age of book devouring”
three to eight according to the pupils’ first book choices. If several If choices. book first pupils’ the to according eight to three (Swed. bokslukaråldern). According to Sundblad, Dominkovic´
teacher-librarian – in their assignment of pupils into groups of groups into pupils of assignment their in – teacher-librarian and Allard’s definition of the “book-devouring child”, the child
teacher – who knew the pupils’ reading skills better than the than better skills reading pupils’ the knew who – teacher reads a great deal but is limited to one genre. This stage is assumed
librarian co-operated with the class teacher and the remedial the and teacher class the with co-operated librarian (by Sundblad, Dominkovic´ and Allard) to be crucial in children’s
feelings and thoughts evoked by literature. Therefore, the teacher- the Therefore, literature. by evoked thoughts and feelings reading, and therefore it is important that teachers and parents
for the pupils to fulfil the goals of the activity, that is, to express to is, that activity, the of goals the fulfil to pupils the for assist children in developing beyond one chosen genre. According
groups were arranged. But the groups should also make it possible it make also should groups the But arranged. were groups to the authors, it is important both to assist children to get into this
preferences. Later, their choices formed the basis of how the how of basis the formed choices their Later, preferences. book devouring stage, and to guide them out of it by offering varia-
The pupils chose four books and arranged them according to their to according them arranged and books four chose pupils The tion in genres to read; that is, facilitating a move into the third and
of difficulty, and a proposed book was often the first in a series. a in first the often was book proposed a and difficulty, of more educated stage. In this matter, the reasoning of Sundblad,
3
is, is, years of age. The books also represented different degrees different represented also books The age. of years – 14 10 Dominkovic´ and Allard is thus congenial with that of Chambers.
by the teacher-librarian to be popular for the ages concerned, that concerned, ages the for popular be to teacher-librarian the by As a compulsory part of the regular curriculum, the Valley
eight book titles to the pupils. The books presented were assumed were presented books The pupils. the to titles book eight school runs book clubs (Swed. läsecirklar) in grades 4 through 7.
time from an ordinary lesson in each class, presenting seven to seven presenting class, each in lesson ordinary an from time The data of the present study consist of video-recordings of
some time before the book clubs actually started. She took some took She started. actually clubs book the before time some teacher-led book club interactions. During one school year, two
The teacher-librarian introduced the book clubs in the classes the in clubs book the introduced teacher-librarian The groups from each grade were video-recorded, i.e., in all eight
groups. groups.
groups from each grade were video-recorded, i.e., in all eight all in i.e., video-recorded, were grade each from groups The teacher-librarian introduced the book clubs in the classes
teacher-led book club interactions. During one school year, two year, school one During interactions. club book teacher-led some time before the book clubs actually started. She took some
The data of the present study consist of video-recordings of video-recordings of consist study present the of data The time from an ordinary lesson in each class, presenting seven to
. through (Swed. läsecirklar) in grades grades in läsecirklar) (Swed. clubs book runs school 7 4 eight book titles to the pupils. The books presented were assumed
As a compulsory part of the regular curriculum, the Valley the curriculum, regular the of part compulsory a As by the teacher-librarian to be popular for the ages concerned, that
´ Dominkovic and Allard is thus congenial with that of Chambers. of that with congenial thus is Allard and Dominkovic is, 10–14 years of age. The books also represented different degrees
3
more educated stage. In this matter, the reasoning of Sundblad, of reasoning the matter, this In stage. educated more of difficulty, and a proposed book was often the first in a series.
tion in genres to read; that is, facilitating a move into the third and third the into move a facilitating is, that read; to genres in tion The pupils chose four books and arranged them according to their
to guide them out of it by offering varia- offering by it of out them guide to and book devouring stage, stage, devouring book preferences. Later, their choices formed the basis of how the
to the authors, it is important both to assist children to get get to children assist to both important is it authors, the to this into groups were arranged. But the groups should also make it possible
assist children in developing beyond one chosen genre. According genre. chosen one beyond developing in children assist for the pupils to fulfil the goals of the activity, that is, to express
reading, and therefore it is important that teachers and parents and teachers that important is it therefore and reading, feelings and thoughts evoked by literature. Therefore, the teacher-
´ (by Sundblad, Dominkovic and Allard) to be crucial in children’s in crucial be to Allard) and Dominkovic Sundblad, (by librarian co-operated with the class teacher and the remedial
reads a great deal deal great a reads is limited to one genre. This stage is assumed is stage This genre. one to limited is but teacher – who knew the pupils’ reading skills better than the
and Allard’s definition of the “book-devouring child”, the child the child”, “book-devouring the of definition Allard’s and teacher-librarian – in their assignment of pupils into groups of
´ (Swed. bokslukaråldern). According to Sundblad, Dominkovic Sundblad, to According bokslukaråldern). (Swed. three to eight according to the pupils’ first book choices. If several
This level is sometimes referred to as the “age of book devouring” book of “age the as to referred sometimes is level This Setting and method • 51
Life and Fiction and Life 52
pupils chose the same book or if a child chose a book seen as too •
easy or difficult, the second, third or fourth choice served as a basis bookshelf). my on books horse only are there hehe books horse
for the division. only read (I hästböcker’ bara det finns bokhylla min i hihi böcker
When it was time for the first book club session, all teachers häst- bara läser ‘jag reader”: book “horse a as herself presented
Sune also e Jan read). to love (I läsa’ att älskar ‘jag grade in leading a book club group entered the classroom of the class in 6
8 7
question and gathered the group members. When I collection the and days), two in books three read (I dar’ två på böcker tre ut läste
: ‘jag : grade in e Jan books), thick like I (and böcker’ tjocka om data, I presented myself to each and every class, from which pupils 6
6
(Swed. bokslukare), for example Inga example for bokslukare), (Swed. : ‘och jag tycker jag ‘och : grade in would participate, at the beginning of each book club, and again 4
5
explained the purpose of the project. In each class, the class teacher books” of “devourers as themselves presented Some reading.
and the teacher-librarian led one group each, and a suitable num- to relation in themselves present to pupils the for opportunity ber of other teachers in the school who were not occupied with an be to came also session club book first This were. expectations
4 other teaching duties had been asked to lead one group each. The their what and question in book the chosen had they why about
groups spread out in different locations in the school, so that each asked were pupils the Also, about. was story the what and author,
group could discuss their book in tranquillity. The teacher and the about talked S/he pupils. the to in-depth more book chosen
pupils were seated around a table, in the library or in a small room the presented teacher the session, first the During fortnight. one
Every book club gathered three times, for about about for times, three gathered club book Every minutes, in minutes, for group activities. Thus, the teacher was not fronting the room in 30
a traditional hierarchical manner. In fact, the groups often tended tables. squarish) (or circular relatively
to literally form book “circles” in that they were seated around around seated were they that in “circles” book form literally to
relatively circular (or squarish) tables. tended often groups the fact, In manner. hierarchical traditional a
Every book club gathered three times, for about 30 minutes, in in room the fronting not was teacher the Thus, activities. group for
one fortnight. During the first session, the teacher presented the room small a in or library the in table, a around seated were pupils
chosen book more in-depth to the pupils. S/he talked about the and teacher The tranquillity. in book their discuss could group
author, and what the story was about. Also, the pupils were asked each that so school, the in locations different in out spread groups
The about why they had chosen the book in question and what their each. group one lead to asked been had duties teaching other
4
expectations were. This first book club session also came to be an with occupied not were who school the in teachers other of ber
opportunity for the pupils to present themselves in relation to num- suitable a and each, group one led teacher-librarian the and reading. Some presented themselves as “devourers of books” teacher class the class, each In project. the of purpose the explained
5 (Swed. bokslukare), for example Inga in grade 4: ‘och jag tycker again and club, book each of beginning the at participate, would
6 om tjocka böcker’ (and I like thick books), Jane in grade 6: ‘jag pupils which from class, every and each to myself presented I data, läste ut tre böcker på två dar’ (I read three books in two days), and the collection I When members. group the gathered and question
7 8
Sune in grade 6 ‘jag älskar att läsa’ (I love to read). Jane also in class the of classroom the entered group club book a leading
presented herself as a “horse book reader”: ‘jag läser bara häst- teachers all session, club book first the for time was it When
böcker hihi i min bokhylla finns det bara hästböcker’ (I read only division. the for horse books hehe there are only horse books on my bookshelf). basis a as served choice fourth or third second, the difficult, or easy
52 • Life and Fiction too as seen book a chose child a if or book same the chose pupils
53 method and Setting
• According to these presentations, a number of the pupils could be
interpreted as stage II readers in Sundblad et al.’s (1983) scheme, or
after completion of the book club sessions. club book the of completion after – using Chambers’ vocabulary – repetitious readers of a special
to write reviews. The finished tasks would be presented in the class the in presented be would tasks finished The reviews. write to kind of book, excluding all other genres. That is, exactly the type
were writing reviews as well as summaries. The pupils in grade grade in pupils The summaries. as well as reviews writing 1993 1999 13 7 of readers that Chambers ( / , p. ) suggests should be
grade in those and summaries writing practice were to practice to were 6 challenged by an enabling adult to broaden their reading.
were to were grade in pupils The reports. reading the writing start and 5 During the first book club session, the initial part of the book
, the pupils in grade grade in pupils the , y Additionall ead aloud ead r to expected e r we 4 was read. Either the teacher read aloud, or the pupils took turns
didn’t think it was a bad ending, thought it was good then?’) good was it thought ending, bad a was it think didn’t reading aloud. It also happened that the pupils read quietly; some-
dåligt slut, tyckte det var bra då?’ (Eng. ‘And the rest of you who you of rest the ‘And (Eng. då?’ bra var det tyckte slut, dåligt times two or all of these alternatives occurred in the same group.
you liked there?’) ‘Och ni andra som inte tyckte att det var ett var det att tyckte inte som andra ni ‘Och there?’) liked you At the end of the first book club session, the teacher distributed an
var bra där?’ (Eng. ‘At the end, was there something special that special something there was end, the ‘At (Eng. där?’ bra var information sheet (see Appendix C) about the “book club fort-
teachers to the pupils: ‘I slutet, var det något särskilt som du tyckte du som särskilt något det var slutet, ‘I pupils: the to teachers night”, a reminder of what the pupils had been told, for example,
endings. Here are some authentic example of such questions by the by questions such of example authentic some are Here endings. that the group members should gather for a second meeting one
The pupils were often asked by the teachers to evaluate the evaluate to teachers the by asked often were pupils The week later. As a preparation for the second session, the pupils
the last session was discussions about the ending. the about discussions was session last the should have read the first half of the book and completed grade-
the final report of the whole book was held. One recurrent issue in issue recurrent One held. was book whole the of report final the specific tasks at home, such as identifying the main characters of
the book. After yet another week, the third and last session, with session, last and third the week, another yet After book. the the book. After yet another week, the third and last session, with
specific tasks at home, such as identifying the main characters of characters main the identifying as such home, at tasks specific the final report of the whole book was held. One recurrent issue in
should have read the first half of the book and completed grade- completed and book the of half first the read have should the last session was discussions about the ending.
week later. As a preparation for the second session, the pupils the session, second the for preparation a As later. week The pupils were often asked by the teachers to evaluate the
that the group members should gather for a second meeting one meeting second a for gather should members group the that endings. Here are some authentic example of such questions by the
night”, a reminder of what the pupils had been told, for example, for told, been had pupils the what of reminder a night”, teachers to the pupils: ‘I slutet, var det något särskilt som du tyckte
information sheet (see Appendix C) about the “book club fort- club “book the about C) Appendix (see sheet information var bra där?’ (Eng. ‘At the end, was there something special that
At the end of the first book club session, the teacher distributed an distributed teacher the session, club book first the of end the At you liked there?’) ‘Och ni andra som inte tyckte att det var ett
times two or all of these alternatives occurred in the same group. same the in occurred alternatives these of all or two times dåligt slut, tyckte det var bra då?’ (Eng. ‘And the rest of you who
reading aloud. It also happened that the pupils read quietly; some- quietly; read pupils the that happened also It aloud. reading didn’t think it was a bad ending, thought it was good then?’)
was read. Either the teacher read aloud, or the pupils took turns took pupils the or aloud, read teacher the Either read. was Additionally, the pupils in grade 4 were expected to read aloud
During the first book club session, the initial part of the book the of part initial the session, club book first the During and start writing the reading reports. The pupils in grade 5 were to
challenged by an enabling adult to broaden their reading. their broaden to adult enabling an by challenged practice writing summaries and those in grade 6 were to practice
, p. , / ) suggests should be should suggests ) of readers that Chambers ( Chambers that readers of 7 1999 1993 13 writing reviews as well as summaries. The pupils in grade were
kind of book, excluding all other genres. That is, exactly the type the exactly is, That genres. other all excluding book, of kind to write reviews. The finished tasks would be presented in the class
– using Chambers’ vocabulary – repetitious readers of a special a of readers repetitious – vocabulary Chambers’ using – after completion of the book club sessions.
) scheme, or scheme, ) interpreted as stage II readers in Sundblad et al.’s ( al.’s et Sundblad in readers II stage as interpreted 1983
According to these presentations, a number of the pupils could be could pupils the of number a presentations, these to According Setting and method • 53
Life and Fiction and Life 54
Recorded book club events •
The analytic units in this study are book club events, rather than which another, one from voices pupils’ the separating facilitated
pupils or teachers. The table exposes an overview of the collected it that was video-recording choosing for rationale primary The
material: recordings. audio to preferred were Video-recordings participants. Table 1 Overview of book clubs studied all cover would camera the which from spot a at yet unobtrusively
Grade Text studied: author(s), publication year, No. No. No. No. & it place to was intention My bookshelf. a of corner the around
& title, English title 9, and original title and meetings girls boys gender of or room the of corner a in either located was camera video The group year teacher Recordings
4A Monica Zak (1987) Hjälp! Boan är lös! 3 1 3 Female 1
[Help! The Boa is Loose!] 42 05 20 20 24
4B Lasse Ekholm (1990) Smuggelkatten 3 4 1 Female 2 Total
) 1981 , One Silent The (
[The Smuggled Cat] sköldpaddan
3 2 4 Male 5 Male 4 2 3 vita den och Pojken
5A Birgitta Lindblad-Nelson (1995) Kampen 3 – 5 Female 1 (1986) Cowley Joy 7B
, 1987) , Isnatt
om Visby [The Struggle for Visby] (
[Ice Night] 3 3 – Female 1 Female – 3 3 Night] [Ice Isnatt
5B Molly Burkett (1988) Nikki – min vän 3 3 1 Female 3 (1989) Sørlle Steinar 7A
, 1988) , Manni und Nonni
grävlingen (The Year of the Badger, 1972) ( [Nonni and Manni] and [Nonni
6A Henning Mankell (1995) Eldens hemlig- 35410 Female 1 Manni och Nonni
het (Secrets in the Fire, 2000) 4 Female 2 2 3 (1989) Telemann George & Svensson Jón 6B
, 2000) , Fire the in Secrets
6B Jón Svensson & George Telemann (1989) 3 2 2 Female 4 ( het
Female 1 Female 354 hemlig- Eldens (1995) Mankell Henning 6A
Nonni och Manni [Nonni and Manni] 10
, 1972) , Badger the of Year The (
(Nonni und Manni, 1988) grävlingen
3 3 1 Female 3 Female 1 3 3 vän min – Nikki (1988)
7A Steinar Sørlle (1989) Isnatt [Ice Night] 3 3 – Female 1 Burkett Molly 5B
[The Struggle for Visby] for Struggle [The
(Isnatt, 1987) Visby om
3 – 5 Female 1 Female 5 – 3 Kampen
7B Joy Cowley (1986) Pojken och den vita 3 2 4 Male 5 (1995) Lindblad-Nelson Birgitta 5A
sköldpaddan (The Silent One, 1981) Cat] Smuggled [The
3 4 1 Female 2 Female 1 4 3 Smuggelkatten
Total 24 20 20 5 (1990) Ekholm Lasse 4B
[Help! The Boa is Loose!] is Boa The [Help!
3 1 3 Female 1 Female 3 1 3 lös! är Boan Hjälp! (1987) Zak Monica 4A
teacher Recordings year group
gender of gender boys girls meetings and title original and , title English , title &
The video camera was located either in a corner of the room or 9
o o o o & No. No. No. No. year, publication author(s), studied:
around the corner of a bookshelf. My intention was to place it Text Grade
Overview of book clubs studied clubs book of Overview
unobtrusively yet at a spot from which the camera would cover all 1 Table
participants. Video-recordings were preferred to audio recordings. material:
The primary rationale for choosing video-recording was that it collected the of overview an exposes table The teachers. or pupils facilitated separating the pupils’ voices from one another, which than rather events, club book are study this in units analytic The
54 • Life and Fiction events club book Recorded
55 method and Setting
• was particularly helpful since the video camera would be left in the room without the researcher supervising the sessions. Also, it was possible to study the participants’ non-verbal responses and
initiatives.
21 sessions: of no.
Total In all, I video-recorded 24 book club sessions. However, due to
: oebr19 7 1998 November 3:3 B 7 technical mistakes, the recordings lack sound in three cases (5A:1, : oebr19 6 1998 November 2:3 B 7 5B:2, 6A:1), which means that there are 21 transcribed book
: oebr19 5 1998 November 1:3 B 7 sessions (Table 2).
: oebr19 7 1998 November 3:3 A 7 : oebr19 6 1998 November 2:3 A 7 Table 2 Orientation of videotapes
: oebr19 5 1998 November 1:3 A 7 Grade Group Book club session Date11 Tape
: pi 9913 1999 April 3:3 B 6
: pi 9912 1999 April 2:3 B 6 4 A 1:3 September 1998 1
: pi 9912 1999 April 1:3 B 6 4 A 2:3 September 1998 1
: pi 9911 1999 April 3:3 A 6 4 A 3:3 October 1998 2
: pi 9911 1999 April 2:3 A 6 4 B 1:3 September 1998 3
: eray19 10 1999 February 3:3 B 5 4 B Part I of 2:3 September 1998 3
: aur 999 1999 January 1:3 B 5 4 B Part II of 2:3 September 1998 4
: eray19 10 1999 February 3:3 A 5 4 B 3:3 October 1998 4
: eray19 8 1999 February 2:3 A 5 5 A 2:3 February 1999 8
: coe 984 1998 October 3:3 B 4 5 A 3:3 February 1999 10
atI f23Spebr19 4 1998 September 2:3 of II Part B 4 5 B 1:3 January 1999 9
atIo : etme 983 1998 September 2:3 of I Part B 4 5 B 3:3 February 1999 10
: etme 983 1998 September 1:3 B 4 6 A 2:3 April 1999 11
: coe 982 1998 October 3:3 A 4 6 A 3:3 April 1999 11
: etme 981 1998 September 2:3 A 4 6 B 1:3 April 1999 12 : etme 981 1998 September 1:3 A 4 6 B 2:3 April 1999 12
6 B 3:3 April 1999 13 Grade Group Book cl Book Group Grade bssinDate session ub Tape
11 7 A 1:3 November 1998 5
Orientation of videotapes of Orientation Table 2 Table 7 A 2:3 November 1998 6
7 A 3:3 November 1998 7
sessions (Table (Table sessions ).
2 7 B 1:3 November 1998 5
), which means that there are are there that means which ), : , : transcribed book transcribed
1 6A 2 5B
21 7 B 2:3 November 1998 6
, : technical mistakes, the recordings lack sound in three cases ( cases three in sound lack recordings the mistakes, technical 1
5A 7 B 3:3 November 1998 7
book club sessions. However, due to due However, sessions. club book In all, I video-recorded video-recorded I all, In 24 Total no. of sessions: 21
initiatives.
possible to study the participants’ non-verbal responses and responses non-verbal participants’ the study to possible
room without the researcher supervising the sessions. Also, it was it Also, sessions. the supervising researcher the without room was particularly helpful since the video camera would be left in the in left be would camera video the since helpful particularly was Setting and method • 55
Life and Fiction and Life 56
Transcription and translation •
All book club dialogues were transcribed. I have followed Per speech.
Linell’s (1994) recommendations to establish a base transcription. surrounding than louder obviously is that speech Mark CAPITALS
Potter and Wetherell (1995) argue in favour of an in extenso theatrical.
Bold transcription instead of only transcribing the interesting parts of a irony, e.g. speech, surrounding from differs Pronunciation
research material. The researcher is advised to make analytical emphasis. locates words of underlining within individual within underlining of extent the emphasis; Signals Underlining notes during the transcription process, since ideas often appear as speech. overlapping of end and start the mark brackets Square ] [
early as this initial stage (Potter, 1998, p. 136). I have followed this
and discursive psychology discursive and ). Edwards, (cf.
recommendation and made an in extenso transcription of all book 1997
club sessions: in total approximately 450 A4 pages of roughly analysis conversation on based mainly are symbols Transcription transcribed conversations. Yet, as regards the degree of detail, I conventions Transcription
have settled with a rough base level as Linell suggests, since the
focus of the analysis is not the linguistic details in the utterances author. the with collaboration in extracts
(Linell, 1994, p. 14). the translated has translator professional English native A
I indexed the material from these rough transcriptions and latching. and sounds
repeated viewing of the videotapes (for type of indexing see of prolongation and pauses, loudness, emphasis, overlaps, cover
Chapters 5–7). The indices, along with further re-reading of the transcriptions The closely. more transcribe to sequences choose
rough transcriptions and repeated videotape viewing, helped me me helped viewing, videotape repeated and transcriptions rough
Chapters Chapters ). The indices, along with further re-reading of the of re-reading further with along indices, The ). – 7
choose sequences to transcribe more closely. The transcriptions 5
cover overlaps, emphasis, loudness, pauses, and prolongation of see indexing of type (for videotapes the of viewing repeated
sounds and latching. and transcriptions rough these from material the indexed I
). p. , (Linell, (Linell, 14
A native English professional translator has translated the 1994
extracts in collaboration with the author. utterances the in details linguistic the not is analysis the of focus
have settled with a rough base level as Linell suggests, since the since suggests, Linell as level base rough a with settled have
Transcription conventions I detail, of degree the regards as Yet, conversations. transcribed
club sessions: in total approximately approximately total in sessions: club pages of roughly of pages A 4
Transcription symbols are mainly based on conversation analysis 450
transcription of all book all of transcription extenso in and discursive psychology (cf. Edwards, 1997). an made and recommendation
). I have followed this followed have I ). p. , early as this initial stage (Potter, (Potter, stage initial this as early 136 1998 [ ] Square brackets mark the start and end of overlapping speech. as appear often ideas since process, transcription the during notes
Underlining Signals emphasis; the extent of underlining within individual
words locates emphasis. analytical make to advised is researcher The material. research
Bold Pronunciation differs from surrounding speech, e.g. irony, a of parts interesting the transcribing only of instead transcription
Potter and Wetherell ( Wetherell and Potter in extenso in an of favour in argue )
theatrical. 1995
) recommendations to establish a base transcription. base a establish to recommendations ) Linell’s ( Linell’s
CAPITALS Mark speech that is obviously louder than surrounding 1994 speech. Per followed have I transcribed. were dialogues club book All
56 • Life and Fiction translation and Transcription
57 method and Setting
• ° ° Quieter speech.
(4) Measure pauses in seconds.
pation on that information. that on pation
13 (.) Micropause.
to understand the aim of the study and base a decision on partici- on decision a base and study the of aim the understand to ((Text.)) Transcriber’s comments.
parents were informed about the study so that they should be able be should they that so study the about informed were parents : Prolongation of preceding vowel.
the children to participate. All participants and the children’s the and participants All participate. to children the > < Speeded-up talk. children’s environments and to getting the parents’ approval for approval parents’ the getting to and environments children’s < > Slower then surrounding talk. = Immediate “latching” of successive talk.
tion to the key persons was fundamental to gaining access to access gaining to fundamental was persons key the to tion – Utterance interrupted or ebbed away.
in the Humanities and Social Sciences (Swed. (Swed. Sciences Social and Humanities the in A good rela- good A ). HSFR
12 (. . .) Talk has been omitted from a data example.
the ethical recommendations of The Swedish Council for Research for Council Swedish The of recommendations ethical the (text) Uncertain interpretation.
The data collection has been designed taking into consideration into taking designed been has collection data The (x) (xx) Inaudible word or words. Ethical considerations Ethical hehe Laughter.
When using the square brackets for overlapping speech, the tech-
the present study. present the nique sometimes causes an overly long space between the letters;
‘hehe’ (Swed. ‘hihi’) since the quality of laughter is not analysed in analysed not is laughter of quality the since ‘hihi’) (Swed. ‘hehe’ such spaces do not have any significance. All omissions of talk
the book club took place. Laughter and giggles are standardised to standardised are giggles and Laughter place. took club book the were marked in the extracts; in some cases the omitted time, or
example, concern someone mistakenly entering the room where room the entering mistakenly someone concern example, number of turns, was indicated. Omitted passages have no signi-
ficance for the focus of the example in question; they could, for could, they question; in example the of focus the for ficance ficance for the focus of the example in question; they could, for
number of turns, was indicated. Omitted passages have no signi- no have passages Omitted indicated. was turns, of number example, concern someone mistakenly entering the room where
were marked in the extracts; in some cases the omitted time, or time, omitted the cases some in extracts; the in marked were the book club took place. Laughter and giggles are standardised to
such spaces do not have any significance. All omissions of talk of omissions All significance. any have not do spaces such ‘hehe’ (Swed. ‘hihi’) since the quality of laughter is not analysed in
nique sometimes causes an overly long space between the letters; the between space long overly an causes sometimes nique the present study.
When using the square brackets for overlapping speech, the tech- the speech, overlapping for brackets square the using When
eeLaughter. hehe Ethical considerations
(x) (xx) Inaudible word or words. or word Inaudible (xx) (x) The data collection has been designed taking into consideration
(text) Uncertain interpretation. Uncertain (text) the ethical recommendations of The Swedish Council for Research (. . .) Talk has been omitted from a data example. data a from omitted been has Talk .) . (. in the Humanities and Social Sciences (Swed. HSFR).12 A good rela-
– Utterance interrupted or ebbed away. ebbed or interrupted Utterance – tion to the key persons was fundamental to gaining access to = Immediate “latching” of successive talk. successive of “latching” Immediate =
< > Slower then surrounding talk. surrounding then Slower > < children’s environments and to getting the parents’ approval for
> < Speeded-up talk. Speeded-up < > the children to participate. All participants and the children’s
: Prolongation of preceding vowel. preceding of Prolongation : parents were informed about the study so that they should be able
((Text.)) Transcriber’s comments. Transcriber’s ((Text.)) to understand the aim of the study and base a decision on partici-
. Micropause. (.) pation on that information.13 (4) Measure pauses in seconds. in pauses Measure (4)
° ° Quieter speech. Quieter ° ° Setting and method • 57
Life and Fiction and Life 58
The names of the town, the school, the pupils and the personnel •
). Rather than Rather ). stead (another example of this is Sparrman, Sparrman, is this of example (another stead were changed in order to achieve anonymity for the participants. 2002
The pupils and the book club leader were promised that the recor- researcher’s the in “observed” and “participated” speak, to so
ded tapes would not be shown to anyone outside of the research camera, video a study, present the In observation. participant ved
). Traditionally, ethnographic work has normally invol- normally has work ethnographic Traditionally, ). sley, sley, team. All collected material has been treated with confidentiality. 1994
One complication in working with qualitative data is that Hammer- & (Atkinson them about hypotheses testing than rather
arguments gain strength through extracts, which means that a phenomena social particular of exploring the emphasises – ing”
. Ethnography – i.e. “folk writ- “folk i.e. – Ethnography . events literary person might recognise her/his utterance. The ethical recommen- occurring naturally dations of HSFR include that the participants should give their of study ethnographic an as described be can work present The consent without feeling any pressure. This can be a bit tricky in a
study like this, since the pupils are approached via the school data “natural” On
personnel. The pupils can perceive participation in the study as
obligatory or advantageous in terms of getting better grades. To rationality. and thinking own participants the is, that notions,
emic avoid this, the researcher has – as far as possible – tried not to enter of analyses the particular, in and, methods, ethnographic
into an alliance with the school staff. Yet, a researcher in a school by informed been has study present The respected. feel will pants
setting is quite dependent on the school personnel. partici- the that so material the treat to important been therefore
A problem in this particular study is that the participants can has It place. took clubs book the after years published is thesis
remember which text was treated in their group, even when the the when even group, their in treated was text which remember
thesis is published years after the book clubs took place. It has can participants the that is study particular this in problem A
therefore been important to treat the material so that the partici- personnel. school the on dependent quite is setting
pants will feel respected. The present study has been informed by school a in researcher a Yet, staff. school the with alliance an into
ethnographic methods, and, in particular, the analyses of emic enter to not tried – possible as far as – has researcher the this, avoid
notions, that is, the participants own thinking and rationality. To grades. better getting of terms in advantageous or obligatory personnel. The pupils can perceive participation in the study as study the in participation perceive can pupils The personnel.
On “natural” data school the via approached are pupils the since this, like study consent without feeling any pressure. This can be a bit tricky in a in tricky bit a be can This pressure. any feeling without consent
include that the participants should give their give should participants the that include dations of of dations The present work can be described as an ethnographic study of HSFR
naturally occurring literary events. Ethnography – i.e. “folk writ- recommen- ethical The utterance. her/his recognise might person
ing” – emphasises the exploring of particular social phenomena a that means which extracts, through strength gain arguments
rather than testing hypotheses about them (Atkinson & Hammer- that is data qualitative with working in complication One
sley, 1994). Traditionally, ethnographic work has normally invol- confidentiality. with treated been has material collected All team.
ved participant observation. In the present study, a video camera, research the of outside anyone to shown be not would tapes ded
so to speak, “participated” and “observed” in the researcher’s recor- the that promised were leader club book the and pupils The stead (another example of this is Sparrman, 2002). Rather than participants. the for anonymity achieve to order in changed were
58 • Life and Fiction personnel the and pupils the school, the town, the of names The
59 method and Setting
• undertaking field notes, I have transcribed booktalk sessions (eight
and children’s books, I could chose among a number of analytic of number a among chose could I books, children’s and series), during one school year. Working with “natural data”, in this case recorded conversations recorded case this in data”, “natural with Working To further clarify what “natural data” mean in this particular study, the data used will be compared with an imagined research
Analytical procedure Analytical scenario: a group interview. In both the present data, that is, the
book club conversations, and in a group interview, someone initia-
book clubs. book researched state that this study concerns concerns study this that state tes the conversation. In the book club, this is done by a pedagogue,
seemed quite relaxed. For the sake of clarity, one could however could one clarity, of sake the For relaxed. quite seemed and in an interview by the researcher/interviewer. Can something
deal of unrestrained interactions, and, at large, the atmosphere the large, at and, interactions, unrestrained of deal initiated be “natural”? Yes, if you by natural mean something that
kind of influence on the data. Yet, the book clubs involved a great a involved clubs book the Yet, data. the on influence of kind takes place regardless of the researcher’s presence. To test this, you
recorded, but for ethical reasons we obviously have to accept this accept to have obviously we reasons ethical for but recorded, could imagine the researcher’s disappearance or sudden death
minimally affected by their knowledge that the sessions were sessions the that knowledge their by affected minimally during the data collection. Thus, if the researcher did not show up
“spontaneous”. It is also obvious that the participants were at least at were participants the that obvious also is It “spontaneous”. and rig the video camera to record the book clubs they would
used as synonymous with synonymous as used not tural” is in the present study thus thus study present the in is tural” continue anyway (the change would be that they would not be
tuations that are constructed or initiated by researchers. “Na- researchers. by initiated or constructed are that tuations recorded – a fact that of course makes the book clubs more natural
are part of ongoing, already-occurring activities, as opposed to si- to opposed as activities, already-occurring ongoing, of part are in the general sense of the word), but the group interviews would
Thus the word “natural” is used here to describe situations that situations describe to here used is “natural” word the Thus not take place at all. This is thus analogous to Potter’s not-born-
). p. a, ( researcher-test 1996 135 135 1996 researcher-test ( a, p. ).
not take place at all. This is thus analogous to Potter’s Potter’s to analogous thus is This all. at place take not not-born- Thus the word “natural” is used here to describe situations that
in the general sense of the word), but the group interviews would interviews group the but word), the of sense general the in are part of ongoing, already-occurring activities, as opposed to si-
recorded – a fact that of course makes the book clubs more natural more clubs book the makes course of that fact a – recorded tuations that are constructed or initiated by researchers. “Na-
continue anyway (the change would be that they would not be not would they that be would change (the anyway continue tural” is in the present study thus not used as synonymous with
and rig the video camera to record the book clubs they would they clubs book the record to camera video the rig and “spontaneous”. It is also obvious that the participants were at least
during the data collection. Thus, if the researcher did not show up show not did researcher the if Thus, collection. data the during minimally affected by their knowledge that the sessions were
could imagine the researcher’s disappearance or sudden death sudden or disappearance researcher’s the imagine could recorded, but for ethical reasons we obviously have to accept this
takes place regardless of the the of regardless place takes presence. To test this, you this, test To presence. researcher’s kind of influence on the data. Yet, the book clubs involved a great
initiated be “natural”? Yes, if you by natural mean something that something mean natural by you if Yes, “natural”? be initiated deal of unrestrained interactions, and, at large, the atmosphere
and in an interview by the researcher/interviewer. Can something Can researcher/interviewer. the by interview an in and seemed quite relaxed. For the sake of clarity, one could however
the conversation. In the book club, this is done by a pedagogue, a by done is this club, book the In conversation. the tes state that this study concerns researched book clubs.
book club conversations, and in a group interview, someone someone interview, group a in and conversations, club book initia-
scenario: a group interview. In both the present data, that is, the is, that data, present the both In interview. group a scenario: Analytical procedure study, the data used will be compared with an imagined research imagined an with compared be will used data the study,
To further clarify what “natural data” mean in this particular this in mean data” “natural what clarify further To Working with “natural data”, in this case recorded conversations series), during one school year. school one during series), and children’s books, I could chose among a number of analytic
undertaking field notes, I have transcribed booktalk sessions (eight sessions booktalk transcribed have I notes, field undertaking Setting and method • 59
Life and Fiction and Life 60
procedures. In ethnomethodolgy, conversation analysis (CA), as •
well as in discursive psychology there is a fundamental assumption and said is what between and individuals between individuals, in
that the most basic feature of examination is that accounts are studied be can discourse in Variation talk. and text in expressed are
situated as social interactions. that activities explain and identify to possible it makes variation
In the field of discursive psychology, the notion of discourse of study The lever. analytical an as contributions participants’
( The researcher can use variation in and between the between and in variation use can researcher The Variation ) embraces both text and talk, which suites this multi-data study 1
): – pp. , analysing discourse (See also Potter, Potter, also (See discourse analysing 137 136 well. In brief, critical discourse analysis departs from a power 1998
perspective at a macro level and then studies the micro level that is when regarded be should therefore and important considered are
Potter and Wetherell ( Wetherell and Potter ) enumerate five aspects that aspects five enumerate ) p. , 55 influenced by the macro level. Discourse analysis has a dual focus 1994
). p. , tical notes during the transcription (Potter, (Potter, transcription the during notes tical 136 on the studied practice itself and on the resources that are drawn 1998
). The researcher is advised to make analy- make to advised is researcher The ). p. , 1997 148 Wetherell, 86 upon in the very same practices (Potter, , p. ). Since a 1995
starting point for this thesis is both the practice of book clubs in & (Potter material the of parts interesting the transcribing
transcription instead of only of instead transcription extenso in school and the books and other resources drawn upon in the book an of favour in argue
club events, discourse analysis was chosen as a suitable method. Wetherell Margaret and Potter Jonathan above, mentioned As
(See also Chapter 2.) treatment. data present the
In the analyses in the present thesis, procedures from discourse in used were they how of examples added with recommendations
Potter, Potter, b). Here follows a brief summary of methodological of summary brief a follows Here b). analysis will be used. Methods in discourse analysis have been 1996
discussed in several recent books (e.g. Edwards & Potter, Potter, & Edwards (e.g. books recent several in discussed 1992 ; discussed in several recent books (e.g. Edwards & Potter, ; 1992
Potter, 1996b). Here follows a brief summary of methodological been have analysis discourse in Methods used. be will analysis
recommendations with added examples of how they were used in discourse from procedures thesis, present the in analyses the In
.) (See also Chapter Chapter also (See the present data treatment. 2
As mentioned above, Jonathan Potter and Margaret Wetherell method. suitable a as chosen was analysis discourse events, club
argue in favour of an in extenso transcription instead of only book the in upon drawn resources other and books the and school
transcribing the interesting parts of the material (Potter & in clubs book of practice the both is thesis this for point starting
). Since a Since ). p. , 1995 86 (Potter, practices same very the in upon 148 Wetherell, , p. ). The researcher is advised to make analy- 1997
tical notes during the transcription (Potter, 1998, p. 136). drawn are that resources the on and itself practice studied the on
Potter and Wetherell (1994, p. 55) enumerate five aspects that focus dual a has analysis Discourse level. macro the by influenced
are considered important and therefore should be regarded when is that level micro the studies then and level macro a at perspective
analysing discourse (See also Potter, 1998, pp. 136–137): power a from departs analysis discourse critical brief, In well.
(1) Variation The researcher can use variation in and between the study multi-data this suites which talk, and text both embraces
discourse participants’ contributions as an analytical lever. The study of of notion the psychology, discursive of field the In
variation makes it possible to identify and explain activities that interactions. social as situated
are expressed in text and talk. Variation in discourse can be studied are accounts that is examination of feature basic most the that
in individuals, between individuals and between what is said and assumption fundamental a is there psychology discursive in as well
), as ), procedures. In ethnomethodolgy, conversation analysis ( analysis conversation ethnomethodolgy, In procedures.
60 • Life and Fiction CA
61 method and Setting
• what might have been said. One phenomenon can thus be studied
in different shapes. As an illustration of verbal variation, one can,
.) mined. (Cf. Chapter Chapter (Cf. mined. 1997 150 158 6 for example, look at stake inoculation (Potter, , pp. – ).
scription, from gender traditional to gender neutral, can be exa- be can neutral, gender to traditional gender from scription, Stake inoculation, against undermining in conversation, can be
In, for example, a study of gender, different versions of a de- a of versions different gender, of study a example, for In, performed by expressions like “I dunno”, “they would, wouldn’t
to unravel rhetorical organisation is to compare different versions. different compare to is organisation rhetorical unravel to they”, “initially sceptical, but” – thus, three variations of the same
instead it focuses the relation to competing alternatives. One way One alternatives. competing to relation the focuses it instead phenomenon.
away from questions about how a version is related to “reality”; to related is version a how about questions from away For example, when analysing my transcripts, I identified varia-
sis. The analysis of rhetorical organisation draws the attention the draws organisation rhetorical of analysis The sis. tion in a pupil’s way of responding. After several hesitations, a
the design to undermine alternative views can fecundate the analy- the fecundate can views alternative undermine to design the pupil might interrupt another speaker with a straightforward
also be studied. Both the organisation for making arguments and arguments making for organisation the Both studied. be also utterance. In one context this was interpreted as an expression of a
( The rhetorical organisation should organisation rhetorical The organisation Rhetorical ) 3 breakthrough insight.
.) Chapter Chapter 2 7 ( ) Details Observing discursive details has also proven to be
example, if the teacher asks a question and no one answers. (Cf. answers. one no and question a asks teacher the if example, productive. The details of the interaction can preferably be studied
Details such as pauses can be interpreted as resistance, for resistance, as interpreted be can pauses as such Details through a close reading of the transcriptions. In this matter, Potter
quences for the outcome of the interaction. the of outcome the for quences and Wetherell draw on Harvey Sacks’ argument that all details –
). They are either part of an action or have conse- have or action an of part either are They ). Jefferson, Jefferson, 1974 such as pauses, word choice and repairs – in a sequence of discour-
se are potentially there for a reason (cf. Sacks, Schegloff, & Schegloff, Sacks, (cf. reason a for there potentially are se se are potentially there for a reason (cf. Sacks, Schegloff, &
such as pauses, word choice and repairs – in a sequence of discour- of sequence a in – repairs and choice word pauses, as such Jefferson, 1974). They are either part of an action or have conse-
and Wetherell draw on Harvey Sacks’ argument that all details – details all that argument Sacks’ Harvey on draw Wetherell and quences for the outcome of the interaction.
through a close reading of the transcriptions. In this matter, Potter matter, this In transcriptions. the of reading close a through Details such as pauses can be interpreted as resistance, for
productive. The details of the interaction can preferably be studied be preferably can interaction the of details The productive. example, if the teacher asks a question and no one answers. (Cf.
( Observing discursive details has also proven to be to proven also has details discursive Observing Details ) ) 7 2 Chapter .)
breakthrough insight. breakthrough (3) Rhetorical organisation The rhetorical organisation should
utterance. In one context this was interpreted as an expression of a of expression an as interpreted was this context one In utterance. also be studied. Both the organisation for making arguments and
pupil might interrupt another speaker with a straightforward a with speaker another interrupt might pupil the design to undermine alternative views can fecundate the analy-
tion in a pupil’s way of responding. After several hesitations, a hesitations, several After responding. of way pupil’s a in tion sis. The analysis of rhetorical organisation draws the attention
For example, when analysing my transcripts, I identified varia- identified I transcripts, my analysing when example, For away from questions about how a version is related to “reality”;
phenomenon. instead it focuses the relation to competing alternatives. One way
they”, “initially sceptical, but” – thus, three variations of the same the of variations three thus, – but” sceptical, “initially they”, to unravel rhetorical organisation is to compare different versions.
performed by expressions like “I dunno”, “they would, wouldn’t would, “they dunno”, “I like expressions by performed In, for example, a study of gender, different versions of a de-
Stake inoculation, against undermining in conversation, can be can conversation, in undermining against inoculation, Stake scription, from gender traditional to gender neutral, can be exa-
). – pp. , for example, look at at look example, for stake inoculation stake (Potter, (Potter, 6 158 150 1997 mined. (Cf. Chapter .) in different shapes. As an illustration of verbal variation, one can, one variation, verbal of illustration an As shapes. different in
what might have been said. One phenomenon can thus be studied be thus can phenomenon One said. been have might what Setting and method • 61
Life and Fiction and Life 62
(4) Accountability Noting how actions are explained in the di- •
scourse facilitates the understanding of what these actions are. The
analysis should treat how the accounts are made, not how well 1994). Association, Psychological (American title the lated
. Brackets signal that the book does not exist in English, in these cases I have trans- trans- have I cases these in English, in exist not does book the that signal Brackets . they are made. 9
. . . at start , tape , : Session :B, Grade . 35 29 00 12 3 1 6
The focus of this study is descriptive rather than normative, i.e. 8
. . . at start , tape , : Session B, Group . 11 29 00 12 3 1 7
. . . at start , tape , : Session B, Group . 58 29 00 12 3 1 it will display and problemize how booktalk discussions procee- 6
. . . at start , tape , : Session A, Group . 33 00 00 1 3 1
ded, but it will not, for example, suggest how booktalk discussions 5
could be improved. (Cf. Chapter 5.) investigation. present the for video-recorded were groups
. In this case, handicraft and sports teachers were included; however, none of their of none however, included; were teachers sports and handicraft case, this In . 4
). , , al. et (Sundblad moths”) “book rally (5) Cross-referring Finally, Potter and Wetherell underline the 1983
importance of building on earlier analysis in different domains. lite- “bokmalar”, (Swed. “bookworms” become can disability reading with children . Behind the idea of choosing the first book in a series, there is a belief that even that belief a is there series, a in book first the choosing of idea the Behind .
One example: research on interaction in institutional settings can 3 than scanning the words of a page. a of words the scanning than
. Chambers places “reading” in quotation marks since the notion is much broader much is notion the since marks quotation in “reading” places Chambers . profit from studies both of everyday conversation and of discourse 2
patterns in other institutional settings. situation. unusual an not is this schools Swedish In member. staff library only the and
Since the present study is an instance of interdisciplinary work, library the of head the is teacher-librarian the case, this In education. librarian a from . A teacher-librarian is a teacher who works in a school library but lacks a diploma a lacks but library school a in works who teacher a is teacher-librarian A .
the recommendation to perform cross-referring is relevant (Potter, 1 1998; Potter & Wetherell, 1994). For example, both literary sour- Notes
ces and social theory are drawn upon throughout the different
analyses. analyses.
ces and social theory are drawn upon throughout the different the throughout upon drawn are theory social and ces
). For example, both literary sour- literary both example, For ). Wetherell, & Potter ; 1994
Notes 1998
1. A teacher-librarian is a teacher who works in a school library but lacks a diploma (Potter, relevant is cross-referring perform to recommendation the
from a librarian education. In this case, the teacher-librarian is the head of the library work, interdisciplinary of instance an is study present the Since
and the only library staff member. In Swedish schools this is not an unusual situation. settings. institutional other in patterns 2. Chambers places “reading” in quotation marks since the notion is much broader discourse of and conversation everyday of both studies from profit
than scanning the words of a page.
3. Behind the idea of choosing the first book in a series, there is a belief that even can settings institutional in interaction on research example: One
children with reading disability can become “bookworms” (Swed. “bokmalar”, lite- domains. different in analysis earlier on building of importance
Finally, Potter and Wetherell underline the underline Wetherell and Potter Finally, Cross-referring ) ( rally “book moths”) (Sundblad et al., 1983). 5
4. In this case, handicraft and sports teachers were included; however, none of their
.) could be improved. (Cf. Chapter Chapter (Cf. improved. be could
groups were video-recorded for the present investigation. 5
5. Group A, Session 1:3, tape 1, start at 00.00.33. discussions booktalk how suggest example, for not, will it but ded, 6. Group B, Session 1:3, tape 12, start at 00.29.58. procee- discussions booktalk how problemize and display will it
7. Group B, Session 1:3, tape 12, start at 00.29.11.
8. Grade 6:B, Session 1:3, tape 12, start at 00.29.35. i.e. normative, than rather descriptive is study this of focus The
9. Brackets signal that the book does not exist in English, in these cases I have trans- made. are they
well how not made, are accounts the how lated the title (American Psychological Association, 1994). treat should analysis
scourse facilitates the understanding of what these actions are. The are. actions these what of understanding the facilitates scourse
Noting how actions are explained in the di- the in explained are actions how Noting Accountability ) (
62 • Life and Fiction 4
63 method and Setting
• 10. One boy took the initiative to leave the group after the first session. The class teacher and the teacher-librarian – leading this particular book club – agreed since the boy found the book too difficult and it had been his third choice. The boy in question completed the book-reading and book club tasks on his own. 11. In order to protect the participants’ anonymity, only year and month are mentio- ned. 12. It is now called the Swedish Research Council (Swed. Vetenskapsrådet).
13. See Appendix B.
. See Appendix B. Appendix See . 13
. It is now called the Swedish Research Council (Swed. Vetenskapsrådet). (Swed. Council Research Swedish the called now is It . 12
ned.
. In order to protect the participants’ anonymity, only year and month are mentio- are month and year only anonymity, participants’ the protect to order In . 11
completed the book-reading and book club tasks on his own. his on tasks club book and book-reading the completed
boy found the book too difficult and it had been his third choice. The boy in question in boy The choice. third his been had it and difficult too book the found boy
teacher and the teacher-librarian – leading this particular book club – agreed since the since agreed – club book particular this leading – teacher-librarian the and teacher . One boy took the initiative to leave the group after the first session. The class The session. first the after group the leave to initiative the took boy One .
10 Setting and method • 63 64
4
). First of all, I will present basic data on the eight books (Table (Table books eight the on data basic present will I all, of First BOOKS TO PROMOTE READING 3
years). – promote reading for middle school pupils (here: aged aged (here: pupils school middle for reading promote 14
A presentation of 8 narratives 10 what type of books a Swedish teacher-librarian today considers to considers today teacher-librarian Swedish a books of type what
book clubs, it would be possible to draw some conclusions about conclusions some draw to possible be would it clubs, book
Drawing on the sample of children’s books from the studied the from books children’s of sample the on Drawing
books have been used several times in the same school. same the in times several used been have books books that have, indeed been used to promote reading. Also, these Also, reading. promote to used been indeed have, that books
Introduction: Problem formulation of sample a is it Yet, sample. representative strictly a not course, chosen to promote reading in a Swedish school today. It is, of is, It today. school Swedish a in reading promote to chosen
In terms of Aidan Chambers’ (1993/1999) booktalk approach, the books of sample authentic an as seen be can books these portantly,
. Moreover, and perhaps most im- most perhaps and Moreover, . – these books in Chapters Chapters in books these 7 Selection of books is the first step in The Reading Circle. 5
Below, I will present brief narrative analyses of setting, main about booktalk the understanding to background a as needed
characters, plot, and point of view in the eight books involved in is presentation This issues. existential on discussions initiate
the studied book clubs. I will also present some themes that could could that themes some present also will I clubs. book studied the
initiate discussions on existential issues. This presentation is in involved books eight the in view of point and plot, characters,
needed as a background to understanding the booktalk about main setting, of analyses narrative brief present will I Below,
these books in Chapters 5–7. Moreover, and perhaps most im- Circle. Reading The in step first the is books of Selection
) booktalk approach, the approach, booktalk ) / ( Chambers’ Aidan of terms In 1999 portantly, these books can be seen as an authentic sample of books 1993 chosen to promote reading in a Swedish school today. It is, of
course, not a strictly representative sample. Yet, it is a sample of formulation Problem Introduction: books that have, indeed been used to promote reading. Also, these books have been used several times in the same school. Drawing on the sample of children’s books from the studied book clubs, it would be possible to draw some conclusions about
what type of books a Swedish teacher-librarian today considers to
narratives of presentation A
promote reading for middle school pupils (here: aged 10–14 years). 8
First of all, I will present basic data on the eight books (Table 3). READING PROMOTE TO BOOKS 4
64
65 reading promote to Books
• Table 3 Overview of the books chosen
Eldens hemlig- Eldens veral of the books. Henning Mankell, the author of of author the Mankell, Henning books. the of veral Grade Text studied: author(s), publication No. Illustrations
& year, title, English title 1, and original pages
library loans. Yet, relatively well-known authors have written se- written have authors well-known relatively Yet, loans. library group title and publication year
None of the authors had a top ranking on the list of Swedish of list the on ranking top a had authors the of None 4A Monica Zak (1987) Hjälp! Boan är lös! 165 C. 40 black and white
) has been translated to English. to translated been has )
Eldens hemlighet Eldens [Help! The Boa is Loose!] drawings and wash- As can be seen, only one of the original Swedish books (Mankell’s books Swedish original the of one only seen, be can As drawings, caricaturing scribbles
began, which means that none of the books were newly published. newly were books the of none that means which began, 4B Lasse Ekholm (1990) Smuggelkatten 81 14 black and white
, that is, three years before the studied book club sessions club book studied the before years three is, that ,
1995 [The Smuggled Cat] drawings
published in Swedish in in Swedish in published , and the most recent was published in published was recent most the and ,
1986 5A Birgitta Lindblad-Nelson (1995)Kampen 187 C. 20 black and white
). The oldest book was book oldest The ). elemann, elemann, T & Svensson (J. German and
1989 om Visby [The Struggle for Visby] drawings
) (Sørlle, Norwegian from were each one and ), Cowley, Cowley, 1986
1989 5B Molly Burkett (1988) Nikki – min vän 117 –
works. Two were translations from English (Burkett, (Burkett, English from translations were Two works. ; / 1989
1988 grävlingen (The Year of the Badger, 1972) As shown above, half of the chosen books were original Swedish original were books chosen the of half above, shown As 6A Henning Mankell (1995) Eldens 162 – hemlighet (Secrets in the Fire, 2000)
6B Jón Svensson & George Telemann (1989) 220 –
page drawings page ) 1981 , One Silent The (
sköldpaddan Nonni och Manni [Nonni and Manni]
12 black and white full- white and black 12 131 vita den och Pojken (1986) Cowley Joy
7B (Nonni und Manni, 1988)
, 1987) , Isnatt
( 7A Steinar Sørlle (1989) Isnatt [Ice Night] 127 –
[c ih]17– 127 Night] [Ice Isnatt
7A Steinar Sørlle (1989) Sørlle Steinar 7A (Isnatt, 1987)
, 1988) , Manni und Nonni
( 7B Joy Cowley (1986) Pojken och den vita 131 12 black and white full-
[Nonni and Manni] and [Nonni
Nonni och Manni och Nonni sköldpaddan (The Silent One, 1981) page drawings BJnSeso ereTlmn 18)20– 220 (1989) Telemann George & Svensson Jón 6B
, 2000) , Fire the in Secrets ( hemlighet
6 – 162 Eldens (1995)
6A Henning Mankell Henning 6A As shown above, half of the chosen books were original Swedish
, 1972) , Badger the of Year The (
grävlingen grävlingen works. Two were translations from English (Burkett, 1988/1989;
1 – 117 vän min – Nikki (1988)
5B Molly Burkett Molly 5B Cowley, 1986), and one each were from Norwegian (Sørlle, 1989)
Visby] for Struggle [The Visby om
drawings and German (J. Svensson & Telemann, 1989). The oldest book was
5A Birgitta Lindblad-Nelson (1995) Lindblad-Nelson Birgitta 5A 187 C. 20 black and white and black 20 C. 187
Kampen published in Swedish in 1986, and the most recent was published in
gled Cat] gled Smug [The
drawings 1995, that is, three years before the studied book club sessions 81 14 black and white and black 14 81 Smuggelkatten
4B Lasse Ekholm (1990) (1990) Ekholm Lasse 4B began, which means that none of the books were newly published.
scribbles
drawings, caricaturing drawings, As can be seen, only one of the original Swedish books (Mankell’s
[Help! The Boa is Loose!] is Boa The [Help!
drawings and wash- and drawings Eldens hemlighet) has been translated to English.
Hjälp! Boan är lös! är Boan Hjälp! (1987) Zak Monica 4A
165 C. 40 black and white and black 40 C. 165 None of the authors had a top ranking on the list of Swedish
group title and publication year publication and title group library loans. Yet, relatively well-known authors have written se-
pages original and , title English , & year, title year, &
1
studied: author(s), publication author(s), studied: Text Grade o Illustrations No. veral of the books. Henning Mankell, the author of Eldens hemlig- Overview of the books chosen books the of Overview
Table 3 3 Table Books to promote reading • 65
Life and Fiction and Life 66
het, is a Swedish author, well known as a writer of both detective •
and the age of the presumed reader; both books read in grade grade in read books both reader; presumed the of age the and stories for adults and books for young people. He is the only 4 author of the above-mentioned who had a high position at the illustrations of frequency the in patterns such see to possible really
th
shows that it was not was it that shows 15 Table prefers. s/he illustrations more the is, national top list of authors according to library loans, ranked 3
at the time of the study (De mest utlånade författarna i folk- och child the younger the Analogously, prefers. s/he book the shorter skolbibliotek 1998 [The most borrowed authors at municipal and the is, child the younger the that assumption common a is There
2 school libraries 1998], 1999, p. 1). Next most borrowed in the night.
) once every fort- every once ) Bibliotekstjänst, (Swed. Association Library J T present sample is Monica Zak, author of Hjälp! Boan är lös!, at B
), issued by The Swedish The by issued ), place 146 on the list (De mest utlånade författarna i folk- och media] audiovisual and Books list: ment’s
Sambindningslista. Böcker & AV-media [The book depart- book [The AV-media & Böcker Sambindningslista. skolbibliotek 1998 [The most borrowed authors at municipal and ( books
were reviewed in the catalogue over newly published newly over catalogue the in reviewed were , school libraries 1998], 1999, p. 4). Lasse Ekholm, the author of grävlingen
th
Nilsson, Nilsson, Nikki – min vän min – Nikki except books, All ). 186 Werkelid, ; 1995 Smuggelkatten, was also in fact placed on the list, but in place 1987
; Toijer- ; Lilius, Sandman ; 200 Lundqvist, (cf. newspapers 1987 out of (De mest utlånade författarna i folk- och skolbibliotek 1990
were all reviewed in major daily major in reviewed all were hemlighet Eldens and 1998 [The most borrowed authors at municipal and school lös! är
Hjälp! Boan Hjälp! , sköldpaddan vita den och Pojken , libraries 1998], 1999, p. 5). Smuggelkatten
acterised by excitement and drama, at a difficulty level level difficulty a at drama, and excitement by acterised . of 8 The publishing house of Kampen om Visby, Hegas, specialises 5
in so called easy-to-read literature. Their publications are arranged char- Wolf-series), the (Eng. Varg-serien called so the in included
is Visby om Kampen in series, with increasing levels of difficulty. Kampen om Visby is difficulty. of levels increasing with series, in
included in the so called Varg-serien (Eng. the Wolf-series), char- arranged are publications Their literature. easy-to-read called so in
, Hegas, specialises Hegas, , Visby om Kampen acterised by excitement and drama, at a difficulty level 5 of 8. of house publishing The
). p. , ], libraries libraries 5 1999 Smuggelkatten, Pojken och den vita sköldpaddan, Hjälp! Boan 1998
The most borrowed authors at municipal and school and municipal at authors borrowed most The [ är lös! and Eldens hemlighet were all reviewed in major daily 1998
out of of out De mest utlånade författarna i folk- och skolbibliotek och folk- i författarna utlånade mest De 1990 1987 ( newspapers (cf. Lundqvist, ; Sandman Lilius, ; Toijer- 200
place was also in fact placed on the list, but in in but list, the on placed fact in also was , 1987 1995 Smuggelkatten Nilsson, ; Werkelid, ). All books, except Nikki – min vän 186
th
). Lasse Ekholm, the author of author the Ekholm, Lasse ). p. , ], school libraries libraries school 4 1999 grävlingen, were reviewed in the catalogue over newly published 1998
skolbibliotek skolbibliotek The most borrowed authors at municipal and municipal at authors borrowed most The [ books (Sambindningslista. Böcker & AV-media [The book depart- 1998
De mest utlånade författarna i folk- och folk- i författarna utlånade mest De ( list the on place place ment’s list: Books and audiovisual media]), issued by The Swedish 146
, at , lös! är Boan Hjälp! Library Association (Swed. Bibliotekstjänst, BTJ) once every fort- of author Zak, Monica is sample present
school libraries libraries school Next most borrowed in the in borrowed most Next ). p. , ], 1 1999 night. 1998
2
The most borrowed authors at municipal and municipal at authors borrowed most The [ skolbibliotek skolbibliotek There is a common assumption that the younger the child is, the 1998
De mest utlånade författarna i folk- och folk- i författarna utlånade mest De shorter the book s/he prefers. Analogously, the younger the child ( study the of time the at
3 ranked loans, library to according authors of list top national is, the more illustrations s/he prefers. Table shows that it was not 15
th
really possible to see such patterns in the frequency of illustrations the at position high a had who above-mentioned the of author
and the age of the presumed reader; both books read in grade 4 only the is He people. young for books and adults for stories , is a Swedish author, well known as a writer of both detective both of writer a as known well author, Swedish a is ,
66 • Life and Fiction het
67 reading promote to Books
• were illustrated, but only one of the books in grade 5. One of the
to present a descriptive analysis of the eight books. eight the of analysis descriptive a present to groups with the oldest pupils, that is grade 7, also read an illus-
studied be fully analysed. The aim of the present chapter is merely is chapter present the of aim The analysed. fully be studied trated book. Nor was it possible to see any neat relation between
tive, nor will the above-mentioned notions that feature in the texts the in feature that notions above-mentioned the will nor tive, the number of pages and ages of the presumed readers; the shortest
of all aspects of the chosen notions from a narratological perspec- narratological a from notions chosen the of aspects all of book was indeed read by the youngest pupils, but the oldest pupils
should be noted, however, that this will not be an in-depth account in-depth an be not will this that however, noted, be should read the next shortest one. Also, number of pages is a deceptive
). It ). Nikolajeva, ; / well as in Sweden (cf. Edström, Edström, (cf. Sweden in as well 1998 1994 1980 measurement since layout and typography also determine the
) as ) Vandergrift, ; Wall, ; Monson, & Arbuthnot, Arbuthnot, & Monson, 1986 1991 1981 length of a text. dies of children’s literature, internationally (cf. Sutherland, (cf. internationally literature, children’s of dies
on narratology, has also been used in earlier presentations and stu- and presentations earlier in used been also has narratology, on Narrative analysis . Narratology, and analyses drawing analyses and Narratology, . – the reading of Chapters Chapters of reading the 7 5
the present thesis who have not read them. Also, it will facilitate will it Also, them. read not have who thesis present the The present part of the thesis concerns the texts as such. In the
hopefully facilitate an understanding of the books for readers of readers for books the of understanding an facilitate hopefully description I will use the following notions to give an impression of
books, and placing them in relation to literature for children, may children, for literature to relation in them placing and books, all eight books in an abbreviated way: setting, point of view, cha-
Applying notions from narrative theory in the description of the of description the in theory narrative from notions Applying racters and plot.
rationale for choosing narrative theory was its focus on the text. the on focus its was theory narrative choosing for rationale These notions are drawn from narrative theory (for further
( Narratology of Dictionary A Prince’s Gerald on based ). The ). 1978 1993 1988 1982 1987 reading see Chatman, / ; Genette, ; Prince, ;
). The literary terminology used is mainly is used terminology literary The ). Rimmon-Kenan, Rimmon-Kenan, 1983 1983 Rimmon-Kenan, ). The literary terminology used is mainly
reading see Chatman, Chatman, see reading ; Genette, Genette, ; / ; ; Prince, Prince, ; 1987 1993 1978 1982 1988 based on Gerald Prince’s A Dictionary of Narratology ( ). The
These notions are drawn from narrative theory (for further (for theory narrative from drawn are notions These rationale for choosing narrative theory was its focus on the text.
racters and plot. and racters Applying notions from narrative theory in the description of the
all eight books in an abbreviated way: setting, point of view, cha- view, of point setting, way: abbreviated an in books eight all books, and placing them in relation to literature for children, may
description I will use the following notions to give an impression of impression an give to notions following the use will I description hopefully facilitate an understanding of the books for readers of The present part of the thesis concerns the texts as such. In the In such. as texts the concerns thesis the of part present The the present thesis who have not read them. Also, it will facilitate the reading of Chapters 5–7. Narratology, and analyses drawing
Narrative analysis Narrative on narratology, has also been used in earlier presentations and stu-
dies of children’s literature, internationally (cf. Sutherland,
length of a text. a of length Monson, & Arbuthnot, 1981; Wall, 1991; Vandergrift, 1986) as
measurement since layout and typography also determine the determine also typography and layout since measurement well as in Sweden (cf. Edström, 1980/1994; Nikolajeva, 1998). It
read the next shortest one. Also, number of pages is a deceptive a is pages of number Also, one. shortest next the read should be noted, however, that this will not be an in-depth account
book was indeed read by the youngest pupils, but the oldest pupils oldest the but pupils, youngest the by read indeed was book of all aspects of the chosen notions from a narratological perspec-
the number of pages and ages of the presumed readers; the shortest the readers; presumed the of ages and pages of number the tive, nor will the above-mentioned notions that feature in the texts
trated book. Nor was it possible to see any neat relation between relation neat any see to possible it was Nor book. trated studied be fully analysed. The aim of the present chapter is merely
, also read an illus- an read also , groups with the oldest pupils, that is grade grade is that pupils, oldest the with groups 7 to present a descriptive analysis of the eight books.
. One of the of One . were illustrated, but only one of the books in grade grade in books the of one only but illustrated, were
5 Books to promote reading • 67
Life and Fiction and Life 68
In the interpretation of the texts, I will – like Janice Radway in •
her analysis of romances – partly depart from the readers’ respon- in Gotland island Swedish the on place takes story The time. ical
, is set in histor- in set is , Visby om Kampen ses (Radway, 1984/1991). books, eight the of one Only
As mentioned above, the present analyses of the books chosen criticism. social contained setting the of description the
will be grounded in literary theory, but they will be primarily books, such in Often focused. were conditions cultural and social limited to phenomena discussed by the participants (pupils and decade, that in Later made. were children for poverty, and violence
3 teachers) themselves. For example, the setting will be analysed political example for as problems, difficult concretise to tempts
since it was discussed when talking about where the events in a At- increased. countries, developing especially countries, foreign
countries was also a prominent feature. In the the In feature. prominent a also was countries s, books about books s, book took place. Likewise, the plot will be analysed, as what 1970
happened was talked about in all sessions. other about information Didactic texts. these in dominated often
s; wild and beautiful nature from exotic countries exotic from nature beautiful and wild s; and s 1960 1950
Setting the in published were milieus foreign in set books of number cant s in Sweden. A signifi- A Sweden. in s has undergone great changes since the the since changes great undergone has 1950
Maria Nikolajeva claims that the modern historical novel typically literature children’s in world the of parts foreign in settings wards
Vivi Edström ( Edström Vivi ), who argues that the orientation to- orientation the that argues who ), / 1994 deals with ordinary people, even if the setting concerns famous 1980
historical events; while classical historical novels, like for example to according literature, children’s in frequent more and more come
those written by Alexandre Dumas, require historically correct be- have sense literal more a in settings Foreign setting. “foreign”
). Historical time can be seen as a as seen be can time Historical ). 1998 (Nikolajeva, descriptions descriptions (Nikolajeva, ). Historical time can be seen as a 1998
“foreign” setting. Foreign settings in a more literal sense have be- correct historically require Dumas, Alexandre by written those
come more and more frequent in children’s literature, according to example for like novels, historical classical while events; historical
Vivi Edström (1980/1994), who argues that the orientation to- famous concerns setting the if even people, ordinary with deals wards settings in foreign parts of the world in children’s literature typically novel historical modern the that claims Nikolajeva Maria
has undergone great changes since the 1950s in Sweden. A signifi- cant number of books set in foreign milieus were published in the Setting
1950s and 1960s; wild and beautiful nature from exotic countries
often dominated in these texts. Didactic information about other sessions. all in about talked was happened
countries was also a prominent feature. In the 1970s, books about what as analysed, be will plot the Likewise, place. took book
foreign countries, especially developing countries, increased. At- a in events the where about talking when discussed was it since
teachers) themselves. teachers) tempts to concretise difficult problems, as for example political analysed be will setting the example, For
3
violence and poverty, for children were made. Later in that decade, and (pupils participants the by discussed phenomena to limited
social and cultural conditions were focused. Often in such books, primarily be will they but theory, literary in grounded be will
the description of the setting contained social criticism. chosen books the of analyses present the above, mentioned As
). / ses (Radway, (Radway, ses 1991 Only one of the eight books, Kampen om Visby, is set in histor- 1984 ical time. The story takes place on the Swedish island Gotland in respon- readers’ the from depart partly – romances of analysis her
68 • Life and Fiction in Radway Janice like – will I texts, the of interpretation the In
69 reading promote to Books
• 1361, the time for the famous battle in which Sweden lost both its
starts in Greece during a vacation trip and ends up in a in up ends and trip vacation a during Greece in starts katten Baltic islands to Danish rule, lasting for 300 years. The chronotope
are both, mainly, set in today’s Sweden; however, however, Sweden; today’s in set mainly, both, are lös! Smuggel- involved, that is, the space-time (Bakhtin, 1998, p. 84), is indicated
Hjälp! Boan är Boan Hjälp! and Smuggelkatten countryside of Mozambique. Mozambique. of countryside already in the second paragraph of the first chapter of the book:
, but set in the war-torn the in set but , r autho Swedish a by written is hemlighet “Det var den 27 juli, 1361. Bara fem dagar tidigare hade Kung
posed original New Zealander readers. Correspondingly, Correspondingly, readers. Zealander New original posed Eldens Valdemar av Danmark och hela hans här landstigit nere på södra
the Pacific, which would thus be foreign even for most of the sup- the of most for even foreign be thus would which Pacific, the Gotland.” [It was 27 July 1361. Only five days earlier, King Valde-
is also translated; additionally it is set in an island in island an in set is it additionally translated; also is sköldpaddan mar of Denmark and his whole army had disembarked in the south
Pojken och den vita den och Pojken in the countryside, the British countryside. countryside. British the countryside, the in of Gotland.] (Lindblad-Nelson, (1995, p. 7) It thus concerns a
likewise takes place takes likewise grävlingen vän min – Nikki Norwegian fjord. fjord. Norwegian famous historical event as in the classical historical novels. The
; here the story is located in a in located is story the here ; Isnatt important for the story of of story the for important main plot is, however, centred on a young boy from a merchant
and nature plays a significant role in the events. Nature is also is Nature events. the in role significant a plays nature and family and his servant – that is on “ordinary” people, not historical
. The story is located in the Icelandic landscape, Icelandic the in located is story The . the century century the 1900 persons such as queens and kings. Kampen om Visby can therefore
during the author’s lifetime (Nikolajeva, (Nikolajeva, lifetime author’s the during ) – from the turn of turn the from – ) 1998 be characterised as a modern historical novel, according to Niko-
story – that is, treating past time but time past treating is, that – story retrospective a is Manni lajeva’s terminology.
wegian and British settings, respectively. Furthermore, Furthermore, respectively. settings, British and wegian Nonni och Nonni Notably, the remaining seven books are all – at least partly – set
they are translations of stories that take place in Icelandic, Nor- Icelandic, in place take that stories of translations are they in foreign settings for the supposed readers. Nonni och Manni,
are foreign in the sense that sense the in foreign are grävlingen vän min – Nikki and Isnatt Isnatt and Nikki – min vän grävlingen are foreign in the sense that
, Manni och Nonni in foreign settings for the supposed readers. readers. supposed the for settings foreign in they are translations of stories that take place in Icelandic, Nor-
Notably, the remaining seven books are all – at least partly – set – partly least at – all are books seven remaining the Notably, wegian and British settings, respectively. Furthermore, Nonni och
lajeva’s terminology. lajeva’s Manni is a retrospective story – that is, treating past time but
be characterised as a modern historical novel, according to Niko- to according novel, historical modern a as characterised be during the author’s lifetime (Nikolajeva, 1998) – from the turn of
Kampen om Visby om Kampen kings. and queens as such persons can therefore can the century 1900. The story is located in the Icelandic landscape,
family and his servant – that is on “ordinary” people, not historical not people, “ordinary” on is that – servant his and family and nature plays a significant role in the events. Nature is also
main plot is, however, centred on a young boy from a merchant a from boy young a on centred however, is, plot main important for the story of Isnatt; here the story is located in a
famous historical event as in the classical historical novels. The novels. historical classical the in as event historical famous Norwegian fjord. Nikki – min vän grävlingen likewise takes place
, p. p. , ) It thus concerns a concerns thus It ) of Gotland.] (Lindblad-Nelson, ( (Lindblad-Nelson, Gotland.] of 1995 7 in the countryside, the British countryside. Pojken och den vita
mar of Denmark and his whole army had disembarked in the south the in disembarked had army whole his and Denmark of mar sköldpaddan is also translated; additionally it is set in an island in
Gotland.” [It was was [It Gotland.” . Only five days earlier, King Valde- King earlier, days five Only . July 1361 27 the Pacific, which would thus be foreign even for most of the sup-
Valdemar av Danmark och hela hans här landstigit nere på södra på nere landstigit här hans hela och Danmark av Valdemar posed original New Zealander readers. Correspondingly, Eldens
“Det var den den var “Det . Bara fem dagar tidigare hade Kung hade tidigare dagar fem Bara . juli, 1361 27 hemlighet is written by a Swedish author, but set in the war-torn
already in the second paragraph of the first chapter of the book: the of chapter first the of paragraph second the in already countryside of Mozambique. Smuggelkatten and Hjälp! Boan är
), is indicated is ), p. , involved, that is, the space-time (Bakhtin, (Bakhtin, space-time the is, that involved, 84 1998 lös! are both, mainly, set in today’s Sweden; however, Smuggel-
chronotope The years. Baltic islands to Danish rule, lasting for for lasting rule, Danish to islands Baltic 300 katten starts in Greece during a vacation trip and ends up in a , the time for the famous battle in which Sweden lost both its both lost Sweden which in battle famous the for time the ,
1361 Books to promote reading • 69
Life and Fiction and Life 70
Swedish town; whereas Hjälp! Boan är lös! is a Swedish city story •
). This character is the one around whom the whom around one the is character This ). p. , Prince, Prince, 78 that ends up in the jungles of Guatemala, where the hero is invol- 1987
(cf. protagonist ved in releasing an endangered snake species. the called also is story a of character main The Nikolajeva (1998) claims that modern children’s books rarely
deal with the big world. The books in the book clubs, thus, all Characters
differ from the prototypical modern children’s books.
address, whereby only a child reader is addressed. is reader child a only whereby address, single a apply
Point of view thus and literature, children’s Swedish in tradition child-centred simultaneously. The remaining books follow the rather strong rather the follow books remaining The simultaneously.
Traditionally, the point of view in children’s literature mainly addressed are reader adult the and child the when is, that address,
dual follows two well-established tracks: the omniscient narrator tells using as categorisation for books studied the among dates
the only possible candi- possible only the hemlighet Eldens and Isnatt the story in the third person or there is a first person narrator. This call would
). Without having studied it in-depth, I in-depth, it studied having Without ). alternately (Wall, (Wall, alternately was also the case in the books studied. Kampen om Visby, Eldens 1991
hemlighet, Isnatt, Pojken och den vita sköldpaddan were all told addressed are reader adult the and child the where address of type
address, that is, a is, that address, double by an omnipresent narrator, while Smuggelkatten, Nikki – min vän a had books studied the of none Also,
grävlingen and Nonni och Manni were first person narratives. In books. children’s
Hjälp! Boan är lös!, the narrator was an omnipresent third person typical rather thus, were, books eight All view. of point Hampus’
except in three first-person parts, which were told from the dog dog the from told were which parts, first-person three in except
, the narrator was an omnipresent third person third omnipresent an was narrator the , Hampus’ point of view. All eight books were, thus, rather typical lös! är Boan Hjälp!
were first person narratives. In narratives. person first were Manni och Nonni and children’s books. grävlingen
Nikki – min vän min – Nikki , Smuggelkatten Also, none of the studied books had a double address, that is, a while narrator, omnipresent an by
were all told all were sköldpaddan vita den och Pojken , Isnatt , type of address where the child and the adult reader are addressed hemlighet
Eldens , Visby om Kampen alternately (Wall, 1991). Without having studied it in-depth, I studied. books the in case the also was
would call Isnatt and Eldens hemlighet the only possible candi- This narrator. person first a is there or person third the in story the
dates among the studied books for categorisation as using dual tells narrator omniscient the tracks: well-established two follows address, that is, when the child and the adult reader are addressed mainly literature children’s in view of point the Traditionally, simultaneously. The remaining books follow the rather strong
child-centred tradition in Swedish children’s literature, and thus view of Point
apply a single address, whereby only a child reader is addressed. differ from the prototypical modern children’s books. children’s modern prototypical the from differ
Characters all thus, clubs, book the in books The world. big the with deal ) claims that modern children’s books rarely books children’s modern that claims ) Nikolajeva ( Nikolajeva 1998
The main character of a story is also called the protagonist (cf. species. snake endangered an releasing in ved
Prince, 1987, p. 78). This character is the one around whom the invol- is hero the where Guatemala, of jungles the in up ends that
is a Swedish city story city Swedish a is lös! är Boan Hjälp!
70 • Life and Fiction whereas town; Swedish
71 reading promote to Books
• events of the story centre. Around that character, a story normally
to society, perhaps with a disillusioned vision of life. of vision disillusioned a with perhaps society, to contains subordinate, or minor, characters. A priori, it would seem
spiritual guides. In the end, the hero would settle down and adjust and down settle would hero the end, the In guides. spiritual easy to distinguish between the main character and the minor
would meet sinful as well as chaste women, and intellectual and intellectual and women, chaste as well as sinful meet would characters, but it is not always obvious who is who.
male) leaving his home to discover the world. During his travels he travels his During world. the discover to home his leaving male) Identification of the main character of the story was an impor-
bildungsroman would embrace a hero (the genre is traditionally is genre (the hero a embrace would bildungsroman tant issue in the book clubs studied. This was one of the obligatory
the the ). The customary procedure in a in procedure customary The ). Järvstad, (cf. century 1996 18 tasks during the second session.
th
development. The traditional novel of development dates back to back dates development of novel traditional The development. Literary characters can be static or dynamic and flat (two-
, a novel of novel a , Bildungsroman a as characterised be thus can hemlighet dimensional) or round (multidimensional) (Prince, 1987, p. 12).
during her journey as an internal refugee in Mozambique. Mozambique. in refugee internal an as journey her during Eldens Dynamic characters change during the progression of the story,
mother, brother and stepfather. Sofia’s life transformation occurs transformation life Sofia’s stepfather. and brother mother, static characters do not. Flat characters are less developed in the
young girl, living on her own; having lost her sister and left her left and sister her lost having own; her on living girl, young text than round characters, who are depicted as fully developed
sister and brother, into an independent self-supporting mutilated self-supporting independent an into brother, and sister humans. Usually, flat characters only have few qualities and be-
happy little girl, living protected by her parents in a village with her with village a in parents her by protected living girl, little happy have predictably, while round characters have several qualities,
the most in the progression of the story. Sofia develops from a from develops Sofia story. the of progression the in most the positive as well as negative, and are capable of surprising behaviour.
all the characters in the studied books, she is the one that changes that one the is she books, studied the in characters the all Sofia, the main character of Eldens hemlighet, is indeed descri-
fulness, sorrow, despair, guilt, loneliness, hopefulness, and joy. Of joy. and hopefulness, loneliness, guilt, despair, sorrow, fulness, bed as a complex human being, that is, both dynamic and round.
She displays a wide range of human feelings: happiness, thought- happiness, feelings: human of range wide a displays She She displays a wide range of human feelings: happiness, thought-
bed as a complex human being, that is, both dynamic and round. and dynamic both is, that being, human complex a as bed fulness, sorrow, despair, guilt, loneliness, hopefulness, and joy. Of
, is indeed descri- indeed is , hemlighet Eldens Sofia, the main character of of character main the Sofia, all the characters in the studied books, she is the one that changes
positive as well as negative, and are capable of surprising behaviour. surprising of capable are and negative, as well as positive the most in the progression of the story. Sofia develops from a
have predictably, while round characters have several qualities, several have characters round while predictably, have happy little girl, living protected by her parents in a village with her
humans. Usually, flat characters only have few qualities and be- and qualities few have only characters flat Usually, humans. sister and brother, into an independent self-supporting mutilated
text than round characters, who are depicted as fully developed fully as depicted are who characters, round than text young girl, living on her own; having lost her sister and left her
static characters do not. Flat characters are less developed in the in developed less are characters Flat not. do characters static mother, brother and stepfather. Sofia’s life transformation occurs
Dynamic characters change during the progression of the story, the of progression the during change characters Dynamic during her journey as an internal refugee in Mozambique. Eldens
). p. , round (multidimensional) round or dimensional) (Prince, (Prince, 12 1987 hemlighet can thus be characterised as a Bildungsroman, a novel of
Literary characters can be be can characters Literary flat (two- flat and dynamic or static development. The traditional novel of development dates back to
th
tasks during the second session. second the during tasks the 18 century (cf. Järvstad, 1996). The customary procedure in a
tant issue in the book clubs studied. This was one of the obligatory the of one was This studied. clubs book the in issue tant bildungsroman would embrace a hero (the genre is traditionally
Identification of the main character of the story was an impor- an was story the of character main the of Identification male) leaving his home to discover the world. During his travels he
characters, but it is not always obvious who is who. is who obvious always not is it but characters, would meet sinful as well as chaste women, and intellectual and
easy to distinguish between the main character and the minor the and character main the between distinguish to easy spiritual guides. In the end, the hero would settle down and adjust
contains subordinate, or or subordinate, contains , characters. A priori, it would seem would it priori, A characters. , minor to society, perhaps with a disillusioned vision of life.
events of the story centre. Around that character, a story normally story a character, that Around centre. story the of events Books to promote reading • 71
Life and Fiction and Life 72
Important changes in the characters occur also in some of the •
remaining books studied, however not as radical as those in Eldens
hemlighet. One example is the merchant’s son Thorfein, 15-year- Tessa. dog, family the
old, who becomes friends with his servant Ulf at the end of Kam- and narrator, the of sister younger the Sophie, – daughter a father,
pen om Visby. Thorfein is the main character in the book, and Ulf a mother, a of consisting family “adoptive” her and Nikki, badger
is a very important minor character. the are story the of characters remaining The blurb.) the on vealed
Another character that changes is Kjell in Isnatt who over- re- is narrator the of sex the however, book, English original the
comes his own fears and original self-image of being a coward, (In him. – for suit a buying are parents the since boy, a is narrator
through saving his sister Tina and their common male friend Leif. the that apparent is it point, final this At book. the of end very the
, that is at is that , narrator is male, but this is not revealed until page page until revealed not is this but male, is narrator The adventures in Isnatt occur around these three youngsters; 111
special case with regard to gender. (See Chapter Chapter (See gender. to regard with case special .) The sex of the of sex The .) Kjell however, is focused upon to a higher degree than the others. 6
is however a however is grävlingen vän min – Nikki The gender division among the authors of the books was even; of translation Swedish
half the authors were male, and half female. Also, there was an The characters. female minor important are there though male,
equal (50-50 percent) gender division among the children who thus are characters principal the books, six remaining the In
participated in the book clubs. Yet, only two out of eight books Lydia. mother their and Maria sister Sofia’s are
Eldens hemlighet Eldens had a female main character. These were the young girl Anna in in characters remaining The Per. friend Anna’s
Smuggelkatten and the young girl Sofia in Eldens hemlighet. The and grandmother, paternal her Drama, called cat a father, her are
, apart from the heroine Anna, heroine the from apart , Smuggelkatten major characters in Smuggelkatten, apart from the heroine Anna, in characters major
. The . hemlighet Eldens in Sofia girl young the and are her father, a cat called Drama, her paternal grandmother, and Smuggelkatten
Anna’s friend Per. The remaining characters in Eldens hemlighet in Anna girl young the were These character. main female a had
are Sofia’s sister Maria and their mother Lydia. books eight of out two only Yet, clubs. book the in participated
equal ( equal percent) gender division among the children who children the among division gender percent) - 50 In the remaining six books, the principal characters are thus 50
male, though there are important minor female characters. The an was there Also, female. half and male, were authors the half
Swedish translation of Nikki – min vän grävlingen is however a even; was books the of authors the among division gender The
special case with regard to gender. (See Chapter 6.) The sex of the others. the than degree higher a to upon focused is however, Kjell
occur around these three youngsters; three these around occur Isnatt narrator is male, but this is not revealed until page 111, that is at in adventures The
the very end of the book. At this final point, it is apparent that the Leif. friend male common their and Tina sister his saving through
narrator is a boy, since the parents are buying a suit for – him. (In coward, a being of self-image original and fears own his comes
who over- who Isnatt the original English book, however, the sex of the narrator is re- in Kjell is changes that character Another
vealed on the blurb.) The remaining characters of the story are the character. minor important very a is
. Thorfein is the main character in the book, and Ulf and book, the in character main the is Thorfein . badger Nikki, and her “adoptive” family consisting of a mother, a Visby om pen
Kam- father, a daughter – Sophie, the younger sister of the narrator, and of end the at Ulf servant his with friends becomes who old,
-year- . One example is the merchant’s son Thorfein, Thorfein, son merchant’s the is example One . hemlighet the family dog, Tessa. 15
Eldens in those as radical as not however studied, books remaining
72 • Life and Fiction the of some in also occur characters the in changes Important
73 reading promote to Books
• The main character in Hjälp! Boan är lös! is a 24-year-old ca-
sual labourer called Guttav. The minor characters are his friends,
tures later, they return home to their mother. their to home return they later, tures 11-year-old Frida and Rickard who are fourth grade pupils, and
accusation of manslaughter. Mission completed and a few adven- few a and completed Mission manslaughter. of accusation Guttav’s mother Birgit, called Isidora. Guttav’s real name is, of
their mission is to exonerate their future stepfather from a false a from stepfather future their exonerate to is mission their course, Gustav, but he has been called Guttav ever since the junior
several adventures. Nonni and his brother Manni also leave home, leave also Manni brother his and Nonni adventures. several level of the compulsory school when he constantly misspelled his
fight King Valdemar of Denmark and returns home after surviving after home returns and Denmark of Valdemar King fight name. The characters have a shared interest in animals. In the
, Thorfein leaves home to home leaves Thorfein , Visby om Kampen classical pattern. In In pattern. classical household of Guttav and Isidora, we also find the boa Karo, the rat
all roughly follow this follow roughly all Isnatt , hemlighet Eldens , ni och Manni och ni Hildur, the parrot Polydor, the spider Mrs Adams, the gecko Ace
coming home (cf. Propp, Propp, (cf. home coming Non- , Visby om Kampen ). - , p. p. , 22 59 25 1958 Crawford, grass snakes, and later, the dog Hampus.
of the folktale: home – breaking up from home – adventure – adventure – home from up breaking – home folktale: the of In Nonni och Manni, the main character is Nonni Svensson.
The “typical” plot in children’s literature follows the structure the follows literature children’s in plot “typical” The Together with his younger brother Manni and their father’s friend
sent school. sent Harald, Nonni experiences adventures in Iceland.
ture books and animal books, in the terminology used in the pre- the in used terminology the in books, animal and books ture In Pojken och den vita sköldpaddan, the boy referred to in the
the book clubs mainly circled around two classifications: adven- classifications: two around circled mainly clubs book the title is the deaf-mute orphan Jonasi. The minor characters are his
With regard to what the books “were about”, the discussions in discussions the about”, “were books the what to regard With friend Asaki, his stepmother Luiza, and his stepbrother Samu. Plot
Plot
friend Asaki, his stepmother Luiza, and his stepbrother Samu. stepbrother his and Luiza, stepmother his Asaki, friend With regard to what the books “were about”, the discussions in
title is the deaf-mute orphan Jonasi. The minor characters are his are characters minor The Jonasi. orphan deaf-mute the is title the book clubs mainly circled around two classifications: adven-
, the boy referred to in the in to referred boy the , sköldpaddan vita den och Pojken In In ture books and animal books, in the terminology used in the pre-
Harald, Nonni experiences adventures in Iceland. in adventures experiences Nonni Harald, sent school.
Together with his younger brother Manni and their father’s friend father’s their and Manni brother younger his with Together The “typical” plot in children’s literature follows the structure
, the main character is Nonni Svensson. Nonni is character main the , Manni och Nonni In In of the folktale: home – breaking up from home – adventure –
Crawford, Crawford, grass snakes, and later, the dog Hampus. dog the later, and snakes, grass 1958 25 59 22 coming home (cf. Propp, , p. - ). Kampen om Visby, Non-
Hildur, the parrot Polydor, the spider Mrs Adams, the gecko Ace gecko the Adams, Mrs spider the Polydor, parrot the Hildur, ni och Manni, Eldens hemlighet, Isnatt all roughly follow this
household of Guttav and Isidora, we also find the boa Karo, the rat the Karo, boa the find also we Isidora, and Guttav of household classical pattern. In Kampen om Visby, Thorfein leaves home to
name. The characters have a shared interest in animals. In the In animals. in interest shared a have characters The name. fight King Valdemar of Denmark and returns home after surviving
level of the compulsory school when he constantly misspelled his misspelled constantly he when school compulsory the of level several adventures. Nonni and his brother Manni also leave home,
course, Gustav, but he has been called Guttav ever since the junior the since ever Guttav called been has he but Gustav, course, their mission is to exonerate their future stepfather from a false
Guttav’s mother Birgit, called Isidora. Guttav’s real name is, of is, name real Guttav’s Isidora. called Birgit, mother Guttav’s accusation of manslaughter. Mission completed and a few adven-
-year-old Frida and Rickard who are fourth grade pupils, and pupils, grade fourth are who Rickard and Frida -year-old 11 tures later, they return home to their mother.
sual labourer called Guttav. The minor characters are his friends, his are characters minor The Guttav. called labourer sual
-year-old ca- -year-old Hjälp! Boan är lös! är Boan Hjälp! in character main The is a a is
24 Books to promote reading • 73
Life and Fiction and Life 74
Sofia in Eldens hemlighet leaves home with her mother and • siblings. Some of Sofia’s adventures are experienced with them. After an accident that killed her sister and led to the amputation of Sofia’s legs, Sofia meets with adventures of her own. The home she
“returns” to is her own, a new and more safe one than the original.
). The plot in Isnatt is unique, in that it takes place during a single lös! är Boan
Hjälp! (like elements both contain some and ), night. Three youngsters drift out on an ice floe and are thus, forced Manni och Nonni
), and most of them contain “adventures” (for example (for “adventures” contain them of most and ), to spend a cold winter night on an island. After Kjell’s courageous grävlingen
Nikki – min vän min – Nikki ride on an ice floe ashore, they are rescued and the story ends at example for (as books animal as classified be
their parents’ homes. partly, least at can, books present the of several seen, be can As
In Pojken och den vita sköldpaddan, the pattern is faintly himself). drowning when good, for ocean, the to (returning
outlined. The main character, Jonasi, is a foundling. Since he is a home coming – island) the on (events adventure – adoption)
deaf-mute, some of the Pacific islanders believe that he has magical for sea at boat a in put (being home from up breaking – ocean)
powers and that he was brought to the island by a white turtle. (the home as plot this read could one sense, metaphorical a In
Jonasi meets a white turtle and becomes friends with it, which turtle. white the friend, his by
increases the islanders’ fear of him. When natural disasters occur ocean the into down dragged be himself letting by suicide commits
on the island, the islanders blame Jonasi. His friends therefore and town the to boat the off himself throws Jonasi town the to way
want to move him to a school for deaf-mutes in a town. But on his his on But town. a in deaf-mutes for school a to him move to want
way to the town Jonasi throws himself off the boat to the town and therefore friends His Jonasi. blame islanders the island, the on
commits suicide by letting himself be dragged down into the ocean occur disasters natural When him. of fear islanders’ the increases
by his friend, the white turtle. which it, with friends becomes and turtle white a meets Jonasi
In a metaphorical sense, one could read this plot as home (the turtle. white a by island the to brought was he that and powers
ocean) – breaking up from home (being put in a boat at sea for magical has he that believe islanders Pacific the of some deaf-mute,
adoption) – adventure (events on the island) – coming home a is he Since foundling. a is Jonasi, character, main The outlined.
, the pattern is faintly is pattern the , sköldpaddan vita den och Pojken (returning to the ocean, for good, when drowning himself). In
As can be seen, several of the present books can, at least partly, homes. parents’ their
be classified as animal books (as for example Nikki – min vän at ends story the and rescued are they ashore, floe ice an on ride
grävlingen), and most of them contain “adventures” (for example courageous Kjell’s After island. an on night winter cold a spend to
Nonni och Manni), and some contain both elements (like Hjälp! forced thus, are and floe ice an on out drift youngsters Three night.
is unique, in that it takes place during a single a during place takes it that in unique, is Isnatt Boan är lös!). in plot The
“returns” to is her own, a new and more safe one than the original. the than one safe more and new a own, her is to “returns”
Sofia’s legs, Sofia meets with adventures of her own. The home she home The own. her of adventures with meets Sofia legs, Sofia’s
After an accident that killed her sister and led to the amputation of amputation the to led and sister her killed that accident an After
siblings. Some of Sofia’s adventures are experienced with them. with experienced are adventures Sofia’s of Some siblings.
leaves home with her mother and mother her with home leaves hemlighet Eldens
74 • Life and Fiction in Sofia
75 reading promote to Books
• Fiction and life
The Swedish syllabus celebrates fiction as an entry to existential
thereby breaking the law in order to help animals. The heroine of heroine The animals. help to order in law the breaking thereby issues, and to our understanding of the world and of ourselves.
smuggled snakes out of Sweden, into Guatemala; into Sweden, of out snakes smuggled
Boan är lös! är Boan Fiction is also seen as a source of knowledge about living condi-
Hjälp! of heroes the mentioned, earlier As .
– min vän grävlingen vän min – tions of men and women, throughout history and in different
Nikki in and Smuggelkatten lös!, är Boan Hjälp!
could be traced in in traced be could countries.
class boundaries. Caring about animals was a recurrent theme; it theme; recurrent a was animals about Caring boundaries. class The books discussed in the present study correspond to some of
vant at the end of the book; one theme was thus friendship over friendship thus was theme one book; the of end the at vant these features. All books are, at least partly, set in “foreign” mi-
became friends with his ser- his with friends became Visby om Kampen
the medieval story story medieval the lieus. The books also mirror the general Swedish child-centered-
one of them was living with separated parents. The young hero of hero young The parents. separated with living was them of one ness, in that all books, at large, have a single (child) addressee. This
involved a number of themes touching big issues; big touching themes of number a involved
Smuggelkatten offers possibilities for identification and self-understanding. Fur-
dancing to house work and to live under an exotic false name. false exotic an under live to and work house to dancing thermore, all of the books features child heroes (in Hjälp! Boan är
live in non conformist ways, for example, be a mum and prefer and mum a be example, for ways, conformist non in live lös!, a 24-year-old is the hero, but he has two 11-year-olds as closest
the boa boa, and in an abstract meaning, freedom for humans to humans for freedom meaning, abstract an in and boa, boa the minor characters). Concerning the living conditions of women and
both in a concrete sense, freedom for the endangered snake species snake endangered the for freedom sense, concrete a in both men, however, there is a male preponderance; only two of the eight
freedom was at stake: at was freedom lös!, är Boan Hjälp!
be presented below. In In below. presented be books have a female main character.
(several issues were invoked in more than one book), a sample will sample a book), one than more in invoked were issues (several All the eight books involved themes that possibly could initiate
discussions on existential issues. Without cataloguing all of them of all cataloguing Without issues. existential on discussions discussions on existential issues. Without cataloguing all of them
All the eight books involved themes that possibly could initiate could possibly that themes involved books eight the All (several issues were invoked in more than one book), a sample will
books have a female main character. main female a have books be presented below. In Hjälp! Boan är lös!, freedom was at stake:
men, however, there is a male preponderance; only two of the eight the of two only preponderance; male a is there however, men, both in a concrete sense, freedom for the endangered snake species
minor characters). Concerning the living conditions of women and women of conditions living the Concerning characters). minor the boa boa, and in an abstract meaning, freedom for humans to
a a lös!, -year-old is the hero, but he has two two has he but hero, the is -year-old -year-olds as closest as -year-olds 24
11 live in non conformist ways, for example, be a mum and prefer
Hjälp! Boan är Boan Hjälp!
thermore, all of the books features child heroes (in (in heroes child features books the of all thermore, dancing to house work and to live under an exotic false name.
offers possibilities for identification and self-understanding. Fur- self-understanding. and identification for possibilities offers Smuggelkatten involved a number of themes touching big issues;
ness, in that all books, at large, have a single (child) addressee. This addressee. (child) single a have large, at books, all that in ness, one of them was living with separated parents. The young hero of
lieus. The books also mirror the general Swedish child-centered- Swedish general the mirror also books The lieus. the medieval story Kampen om Visby became friends with his ser-
these features. All books are, at least partly, set in “foreign” mi- “foreign” in set partly, least at are, books All features. these vant at the end of the book; one theme was thus friendship over
The books discussed in the present study correspond to some of some to correspond study present the in discussed books The class boundaries. Caring about animals was a recurrent theme; it
countries. could be traced in Hjälp! Boan är lös!, Smuggelkatten and in Nikki
tions of men and women, throughout history and in different in and history throughout women, and men of tions – min vän grävlingen. As earlier mentioned, the heroes of Hjälp!
Fiction is also seen as a source of knowledge about living condi- living about knowledge of source a as seen also is Fiction Boan är lös! smuggled snakes out of Sweden, into Guatemala;
issues, and to our understanding of the world and of ourselves. of and world the of understanding our to and issues, thereby breaking the law in order to help animals. The heroine of The Swedish syllabus celebrates fiction as an entry to existential to entry an as fiction celebrates syllabus Swedish The
Fiction and life and Fiction Books to promote reading • 75
Life and Fiction and Life 76 • Smuggelkatten, both broke the law and sacrificed her savings for her friendship with the cat that she smuggled from Greece. The narrator of Nikki – min vän grävlingen and his family, who devote
their lives to rehabilitate animals, save the wounded badger Nikki.
Death and mortal danger are the overarching themes of Eldens booktalk. actual the on imprints issues
is Chapters Chapters is , I will analyse in what ways existential and other and existential ways what in analyse will I , – 7
hemlighet; how a little girl in a country marked by civil war copes 5
with the violent death of her father, and with living as a refugee, that chapters, following the In issues. existential about discussions
stepping on a landmine that kills her younger sister and mutilates promote may thus books these Potentially, death. and loyalty,
herself. In Nonni och Manni, themes like loyalty can be traced in separation, freedom, issue: existential of type some involve sions
the two main characters struggle to exculpate their father’s friend ses- booktalk the in applied books eight all above, shown As
. Isnatt and
form a false murder accusation. The characters of Isnatt experien- grävlingen vän min – Nikki
ce a night of mortal danger and are thereby exposed to additional of those are books these in families nuclear two only The orphan.
is an is sköldpaddan vita den och Pojken affliction like love, sibling rivalry and jealousy. Life itself is at stake of character main the while
the father is dead, is father the Manni och Nonni , hemlighet Eldens , in Pojken och den vita sköldpaddan; after years of exclusion, the Visby
Kampen om Kampen hero commits suicide at the end of the book. In life. heroines’ the in present still is he but mother
, he is divorced from the heroine’s the from divorced is he , Smuggelkatten In mentioned.
the father of the hero is never even never is hero the of father the lös! är Boan Hjälp!
The absent father in books:
The fathers constitute another interesting issue in these eight eight these in issue interesting another constitute fathers The books: in Hjälp! Boan är lös! the father of the hero is never even father absent The
mentioned. In Smuggelkatten, he is divorced from the heroine’s
mother but he is still present in the heroines’ life. In Kampen om book. the of end the at suicide commits hero
; after years of exclusion, the exclusion, of years after ; sköldpaddan vita den och Pojken
Visby, Eldens hemlighet, Nonni och Manni the father is dead, in
while the main character of Pojken och den vita sköldpaddan is an stake at is itself Life jealousy. and rivalry sibling love, like affliction
orphan. The only two nuclear families in these books are those of additional to exposed thereby are and danger mortal of night a ce
experien- Isnatt
Nikki – min vän grävlingen and Isnatt. of characters The accusation. murder false a form
As shown above, all eight books applied in the booktalk ses- friend father’s their exculpate to struggle characters main two the
, themes like loyalty can be traced in traced be can loyalty like themes , Manni och Nonni
sions involve some type of existential issue: freedom, separation, In herself.
loyalty, and death. Potentially, these books thus may promote mutilates and sister younger her kills that landmine a on stepping
discussions about existential issues. In the following chapters, that refugee, a as living with and father, her of death violent the with
; how a little girl in a country marked by civil war copes war civil by marked country a in girl little a how ; is Chapters 5–7, I will analyse in what ways existential and other hemlighet
Eldens issues imprints on the actual booktalk. of themes overarching the are danger mortal and Death
their lives to rehabilitate animals, save the wounded badger Nikki. badger wounded the save animals, rehabilitate to lives their
and his family, who devote who family, his and grävlingen vän min – Nikki of narrator
her friendship with the cat that she smuggled from Greece. The Greece. from smuggled she that cat the with friendship her
, both broke the law and sacrificed her savings for savings her sacrificed and law the broke both , Smuggelkatten 76 • Life and Fiction
77 reading promote to Books
• Notes 1. Brackets signal that the book does not exist in English, in these cases I have trans- lated the title (American Psychological Association, 1994). 2. The statistics on the most borrowed authors are the only available ones. However, each individual library can separate the titles if they establish statistics. As an example, none of the books in the study was on the top-ten list of borrowed titles in Stockholm in 1996 (Steinsaphir, 1997). 3. Yet, the literary phenomena were, of course, not necessarily discussed using
literary terms. For instance, the pupils discussed ‘what happened’ and not ‘the plot’.
literary terms. For instance, the pupils discussed ‘what happened’ and not ‘the plot’. ‘the not and happened’ ‘what discussed pupils the instance, For terms. literary
3. Yet, the literary phenomena were, of course, not necessarily discussed using discussed necessarily not course, of were, phenomena literary the Yet, 3.
. 1996 (Steinsaphir, 1997) (Steinsaphir, 1996
none of the books in the study was on the top-ten list of borrowed titles in Stockholm in Stockholm in titles borrowed of list top-ten the on was study the in books the of none
each individual library can separate the titles if they establish statistics. As an example, an As statistics. establish they if titles the separate can library individual each
2. The statistics on the most borrowed authors are the only available ones. However, ones. available only the are authors borrowed most the on statistics The 2.
lated the title (American Psychological Association, 1994). Association, Psychological (American title the lated 1. Brackets signal that the book does not exist in English, in these cases I have trans- trans- have I cases these in English, in exist not does book the that signal Brackets 1.
Notes Books to promote reading • 77
78
.) Research Educational of
Scandinavian Journal Scandinavian 5 in publication for (Accepted K. Eriksson, * BOOKTALK DILEMMAS
Teachers’ organisation of pupils’ reading*
pedagogy.
Booktalk, dilemmas, discourse analysis, literature analysis, discourse dilemmas, Booktalk, Keywords:
ABSTRACT The syllabus for Mother-tongue teaching in Sweden pupils. and teacher
states that an essential goal is that pupils, in conversation with of part the on negotiations extensive to led that reading pupils’
others, should be able to express feelings and thoughts evoked by the of synchronising the concerned complication Another cises.
literature. The present paper addresses how schools try to pro- exer- aloud reading (iii) or, lessons, vocabulary (ii) tasks, lating
mote pupils’ reading, examining authentic school-run booktalk calcu- (i) into transformed times, at were, practices literary Yet,
conversations from a discursive approach. The data consists of pleasure. for reading promoting at aimed were clubs book called
. A series of booktalk dilemmas were identified. The studied so- studied The identified. were dilemmas booktalk of series A . video-recorded sessions with small groups of pupils in grades 4– 7
video-recorded sessions with small groups of pupils in grades grades in pupils of groups small with sessions video-recorded – 7. A series of booktalk dilemmas were identified. The studied so- 4
called book clubs were aimed at promoting reading for pleasure. of consists data The approach. discursive a from conversations
Yet, literary practices were, at times, transformed into (i) calcu- booktalk school-run authentic examining reading, pupils’ mote
lating tasks, (ii) vocabulary lessons, or, (iii) reading aloud exer- pro- to try schools how addresses paper present The literature.
cises. Another complication concerned the synchronising of the by evoked thoughts and feelings express to able be should others,
pupils’ reading that led to extensive negotiations on the part of with conversation in pupils, that is goal essential an that states
The syllabus for Mother-tongue teaching in Sweden in teaching Mother-tongue for syllabus The A teacher and pupils. BSTRACT
Keywords: Booktalk, dilemmas, discourse analysis, literature
pedagogy.
Teachers’ organisation of pupils’ reading* pupils’ of organisation Teachers’
BOOKTALK DILEMMAS BOOKTALK * Eriksson, K. (Accepted for publication in Scandinavian Journal 5 of Educational Research.)
78
79 dilemmas Booktalk •
We don’t know what we think about a book until we’ve talked about it.
the Reading-time and the third the Response. After the Response the After Response. the third the and Reading-time the (Chambers, 1993/1999, p. 15) calls the first sequence the Selection of books, the second sequence second the books, of Selection the sequence first the calls
reading. He describes the reading process as a circle: Chambers circle: a as process reading the describes He reading. Booktalk practices and Mother-tongue teaching ), talk about books is an essential part of part essential an is books about talk ), / To Chambers ( Chambers To 1999 1993
about reading in reader-response contexts (Chambers, (Chambers, contexts reader-response in reading about ). / 2000 1985 The Swedish compulsory school subject “Swedish” (Swed. sven-
ary experiences. In In experiences. ary for talk for booktalk term the coined he , 1985 ska) includes both language and literature (Skolverket [National
works advising how to encourage children to verbalise their liter- their verbalise to children encourage to how advising works Agency for Education], 1996, p. 76). The syllabus for this subject
children’s books and literature teacher, has published several published has teacher, literature and books children’s states that a key goal is that pupils, in conversation with others, be
), author of author ), / ; / ; / ( Chambers Aidan 1999 1993 1996 1991 2000 1985 able to express feelings and thoughts evoked by literature. The step from syllabus to practice is, however, not unproblematic. For one
Booktalk as an approach to reading to approach an as Booktalk thing, the syllabus does not give any advice on how to achieve the
goals. Also, the individual teacher has a number of other goals to one another and with the teacher – in relation to reading for pleasure. for reading to relation in – teacher the with and another one consider in her/his daily responsibilities. The object of the present
1
cern how teachers act, and how individual pupils interact – with – interact pupils individual how and act, teachers how cern investigation is to examine the functions of authentic booktalk schools try to promote reading for pleasure. Sub-questions con- Sub-questions pleasure. for reading promote to try schools practices in everyday life settings: in this case, school-run literary
2
group-work contexts. The main research question addresses how addresses question research main The contexts. group-work conversations. It involves an attempt at a systematic description
of how booktalk is established in teacher-pupil collaboration in collaboration teacher-pupil in established is booktalk how of of how booktalk is established in teacher-pupil collaboration in
conversations.
It involves an attempt at a systematic description systematic a at attempt an involves It group-work contexts. The main research question addresses how 2
practices in everyday life settings: in this case, school-run literary school-run case, this in settings: life everyday in practices schools try to promote reading for pleasure. Sub-questions con-
booktalk
investigation is to examine the functions of authentic of functions the examine to is investigation cern how teachers act, and how individual pupils interact – with 1
consider in her/his daily responsibilities. The object of the present the of object The responsibilities. daily her/his in consider one another and with the teacher – in relation to reading for pleasure.
goals. Also, the individual teacher has a number of other goals to goals other of number a has teacher individual the Also, goals.
thing, the syllabus does not give any advice on on advice any give not does syllabus the thing, to achieve the achieve to
how Booktalk as an approach to reading from syllabus to practice is, however, not unproblematic. For one For unproblematic. not however, is, practice to syllabus from
able to express feelings and thoughts evoked by literature. The step The literature. by evoked thoughts and feelings express to able Aidan Chambers (1985/2000; 1991/1996; 1993/1999), author of
states that a key goal is that pupils, in conversation with others, be others, with conversation in pupils, that is goal key a that states children’s books and literature teacher, has published several
Agency for Education], Education], for Agency ). The syllabus for this subject this for syllabus The ). p. , 76 1996 works advising how to encourage children to verbalise their liter-
ska) includes both language and literature (Skolverket [National (Skolverket literature and language both includes ska) ary experiences. In 1985, he coined the term booktalk for talk The Swedish compulsory school subject “Swedish” (Swed. sven- (Swed. “Swedish” subject school compulsory Swedish The about reading in reader-response contexts (Chambers, 1985/2000). To Chambers (1993/1999), talk about books is an essential part of
Booktalk practices and Mother-tongue teaching Mother-tongue and practices Booktalk reading. He describes the reading process as a circle: Chambers
calls the first sequence the Selection of books, the second sequence
(Chambers, (Chambers, ) p. , / 15 1999 1993 the Reading-time and the third the Response. After the Response We don’t know what we think about a book until we’ve talked about it. about talked we’ve until book a about think we what know don’t We Booktalk dilemmas • 79
Life and Fiction and Life 80
follows a new Selection, and so forth. Chambers stresses the •
). Language is, of course, also a grammatical system that system grammatical a also course, of is, Language ). p. p. importance of an enabling adult to support the child at every phase 84
(Edwards, (Edwards, action social of type a is language that is approach , in the Reading Circle. Thus, his view is that children need adults. 1997
). A basic assumption in this in assumption basic A ). 1991 1996 15 Potter, & Edwards ; 1992 Chambers ( / , p. ) claims that an experienced guide is 1997 the best company for learner readers, yet he acknowledges that (Edwards, constructionism on based is psychology Discursive
learners learn from one another and that enablers do, in fact, learn from their novices. dilemmas and psychology Discursive
According to Chambers, the Selection sequence includes book
stock, availability, accessibility and presentation. In a school, this chology.
concerns questions like variety of purchase, opening hours of the psy- discursive in grounded methodology a with work to chosen
school library or distance to a local library, and how the books are have I readers, become to children teaching in talk of importance
b). Since Chambers stresses the stresses Chambers Since b). Potter, ; Edwards, ; 1996 1997 stored on the shelves. This sequence is only meaningful if time is set 1988
, al. et aside for reading what has been selected. Chambers claims that the (Billig humanities and science social the in turn discursive a
Reading sequence involves both reading to yourself and hearing with congenial is conversation book on focus the Theoretically,
someone read aloud. The final sequence – the Response – contains Circle. Reading Chambers’ of sequence Response the concerns study
the essential point in Chambers’ ideas: the importance of talk to present The readers. (literary) become to children teach we how
p. p. ) – is, in a way, a motto for Chambers’ approach to improving to approach Chambers’ for motto a way, a in is, – ) reading. The quotation above – “We don’t know what we think 15
, / 1993 1999 (Chambers, it.” about talked we’ve until book a about 1999 about a book until we’ve talked about it.” (Chambers, / , 1993
p. 15) – is, in a way, a motto for Chambers’ approach to improving think we what know don’t “We – above quotation The reading.
to talk how we teach children to become (literary) readers. The present of importance the ideas: Chambers’ in point essential the
study concerns the Response sequence of Chambers’ Reading Circle. contains – Response the – sequence final The aloud. read someone
Theoretically, the focus on book conversation is congenial with hearing and yourself to reading both involves sequence Reading
what has been selected. Chambers claims that the that claims Chambers selected. been has what reading a discursive turn in the social science and humanities (Billig et al., for aside
1988; Edwards, 1997; Potter, 1996b). Since Chambers stresses the set is time if meaningful only is sequence This shelves. the on stored
importance of talk in teaching children to become readers, I have are books the how and library, local a to distance or library school
chosen to work with a methodology grounded in discursive psy- the of hours opening purchase, of variety like questions concerns
chology. this school, a In presentation. and accessibility availability, stock, According to Chambers, the Selection sequence includes book includes sequence Selection the Chambers, to According
Discursive psychology and dilemmas novices. their from learners learn from one another and that enablers do, in fact, learn fact, in do, enablers that and another one from learn learners
Discursive psychology is based on constructionism (Edwards, that acknowledges he yet readers, learner for company best the
) claims that an experienced guide is guide experienced an that claims ) p. , / 1997 1992 ( Chambers 15 1996 ; Edwards & Potter, ). A basic assumption in this 1991
approach is that language is a type of social action (Edwards, 1997, adults. need children that is view his Thus, Circle. Reading the in
to support the child at every phase every at child the support to adult enabling p. 84). Language is, of course, also a grammatical system that an of importance
80 • Life and Fiction the stresses Chambers forth. so and Selection, new a follows
81 dilemmas Booktalk
• codes knowledge and experience, but what humans do with this
booktalk practices. The examples are extracted from video-re- from extracted are examples The practices. booktalk system is social. Therefore, the analytical unit in discursive psycho-
pupils’ reading involves dilemmas that are displayed in actual in displayed are that dilemmas involves reading pupils’ logy is text and talk in interaction, that is, discourse. Following this
In the present study, I will discuss how teachers’ organisation of organisation teachers’ how discuss will I study, present the In focus, discursively oriented researchers investigate the social
teacher-led organisation involved in the book club practice studied. practice club book the in involved organisation teacher-led meanings that the participants themselves orient towards in
could, however, come in conflict with the substantial technical and technical substantial the with conflict in come however, could, talk-in-interaction.
to read in focus for booktalk. This booktalk. for focus in read to choice and pleasure the pupils’ pupils’ the One research area in discursive psychology has been ideological
in relation to curricula and ideals. Chambers advocates keeping advocates Chambers ideals. and curricula to relation in dilemmas (Billig et al., 1988). According to Billig et al. (1988, pp. The focus of the present study is on dilemmas in what teachers do, teachers what in dilemmas on is study present the of focus The 10–11), a dilemma is a situation in which a person must choose between alternative courses of action with seemingly equivalent
Booktalk dilemmas Booktalk gains and losses. One empirical practice in which dilemmas have
been studied is education. Billig et al. argue that the educational
tension. system is seen as governed by two contrasting ideological systems:
, p. p. , ). Rather, values like freedom and constraint are in are constraint and freedom like values Rather, ). et al. ( al. et 1988 54 the democratic (progressive) and the authoritarian (traditional).
native expressions of one dilemmatic ideology, according to Billig to according ideology, dilemmatic one of expressions native These are both at work at different levels of educational dilemmas.
practices these two contradictory ideologies could be seen as alter- as seen be could ideologies contradictory two these practices In what teachers say about education there are traces of both
, , al. et (Billig do they ). However, in authentic educational authentic in However, ). 1988 ideologies, and in what teachers do, there are dilemmas between
the two ideologies as well as between what teachers say and what and say teachers what between as well as ideologies two the the two ideologies as well as between what teachers say and what
ideologies, and in what teachers do, there are dilemmas between dilemmas are there do, teachers what in and ideologies, they do (Billig et al., 1988). However, in authentic educational
In what teachers say about education there are traces of both of traces are there education about say teachers what In practices these two contradictory ideologies could be seen as alter-
These are both at work at different levels of educational dilemmas. educational of levels different at work at both are These native expressions of one dilemmatic ideology, according to Billig
the democratic (progressive) and the authoritarian (traditional). authoritarian the and (progressive) democratic the et al. (1988, p. 54). Rather, values like freedom and constraint are in
system is seen as governed by two contrasting ideological systems: ideological contrasting two by governed as seen is system tension. been studied is education. Billig et al. argue that the educational the that argue al. et Billig education. is studied been
gains and losses. One empirical practice in which dilemmas have dilemmas which in practice empirical One losses. and gains Booktalk dilemmas between alternative courses of action with seemingly equivalent seemingly with action of courses alternative between
), a dilemma is a situation in which a person must choose must person a which in situation a is dilemma a ), – 11 10 The focus of the present study is on dilemmas in what teachers do,
). According to Billig et al. ( al. et Billig to According ). , pp. , , , al. et (Billig dilemmas 1988 1988 in relation to curricula and ideals. Chambers advocates keeping
One research area in discursive psychology has been ideological been has psychology discursive in area research One the pupils’ pleasure and choice to read in focus for booktalk. This
talk-in-interaction. could, however, come in conflict with the substantial technical and
meanings that the participants themselves orient towards in towards orient themselves participants the that meanings teacher-led organisation involved in the book club practice studied.
focus, discursively oriented researchers investigate the social the investigate researchers oriented discursively focus, In the present study, I will discuss how teachers’ organisation of
logy is text and talk in interaction, that is, discourse. Following this Following discourse. is, that interaction, in talk and text is logy pupils’ reading involves dilemmas that are displayed in actual system is social. Therefore, the analytical unit in discursive psycho- discursive in unit analytical the Therefore, social. is system booktalk practices. The examples are extracted from video-re-
codes knowledge and experience, but what humans do with this with do humans what but experience, and knowledge codes Booktalk dilemmas • 81
Life and Fiction and Life 82 cordings of such interactions. When I studied the tapes, I identified • different problems in the practical accomplishment of ideal book-
talk. yet at a spot from which the camera would cover all participants. all cover would camera the which from spot a at yet
Method unobtrusively camera the place to tried I filming, actual the At initiatives.
Setting and participants and responses non-verbal participants’ study to possible was
The school studied, the Valley school – a municipal elementary it Also, another. one from voices pupils’ the separating facilitated
school in a medium-large Swedish town – has worked with reading it that was video-recording choosing for rationale primary The
book sessions. book transcribed thus have I all, In ). : 21 1 support at all levels for ten years. As an obligatory part of the 6A
and : , : mistakes the recordings lack sound in three cases ( cases three in sound lack recordings the mistakes 2 5B 1 regular curriculum, the school runs book clubs (Swed. läsecirklar) 5A
, due to technical to due , r in grades 4 through 7. I received permission from teachers and Howeve interactions. club book teacher-led
3 of video-recordings of consist study present the of data The pupils to, during one school year, video-record the book clubs ( 24 sessions/group) for 8 different groups representing 4 classes (gra- Recordings
des 4–7, e.g. pupils aged 10–14); that is, in total 24 book club
sessions. Each session lasted about 30 minutes. Forty pupils (20 anonymity. participants the maintain to order in changed are names
girls and 20 boys) and 5 teachers (4 women and 1 man) participat- All study. this of units analytic the constitute that participate
ed. However, it is the booktalk practices in which these persons persons these which in practices booktalk the is it However, ed.
man) participat- man) and women ( teachers and boys) and girls 1 4 5 participate that constitute the analytic units of this study. All 20
sessions. Each session lasted about about lasted session Each sessions. minutes. Forty pupils ( pupils Forty minutes. 20 names are changed in order to maintain the participants anonymity. 30
book club book total in is, that ); – aged pupils e.g. , – des des 24 14 10 7 4
classes (gra- classes representing groups different for sessions/group) 4 Recordings 8
24 ( clubs book the video-record year, school one during to, pupils The data of the present study consist of video-recordings of 3
. I received permission from teachers and teachers from permission received I . through in grades grades in 7 teacher-led book club interactions. However, due to technical 4
(Swed. läsecirklar) (Swed. clubs book mistakes the recordings lack sound in three cases (5A:1, 5B:2 and runs school the curriculum, regular
6A:1). In all, I have thus transcribed 21 book sessions. the of part obligatory an As years. ten for levels all at support
The primary rationale for choosing video-recording was that it reading with worked has – town Swedish medium-large a in school
facilitated separating the pupils’ voices from one another. Also, it elementary municipal a – school Valley the studied, school The was possible to study participants’ non-verbal responses and participants and Setting initiatives.
At the actual filming, I tried to place the camera unobtrusively Method
yet at a spot from which the camera would cover all participants.
talk. different problems in the practical accomplishment of ideal book- ideal of accomplishment practical the in problems different
82 • Life and Fiction identified I tapes, the studied I When interactions. such of cordings
83 dilemmas Booktalk
• Book club routines
The book clubs at the Valley school were primarily inspired by
´ Dominkovic and Allard is thus congenial with that of Chambers. of that with congenial thus is Allard and Dominkovic Chambers’ booktalk approach. Chambers warns the reader about
educated stage. In this matter, the reasoning of Sundblad, of reasoning the matter, this In stage. educated “[e]xclusively repetitious reading of one kind of book, of any one
genres to read; that is, facilitating a move into the third and more and third the into move a facilitating is, that read; to genres writer” (1993/1999, p. 13). He argues that a person who reads in
to guide them out of it by offering variation in variation offering by it of out them guide to and devouring stage, stage, devouring this way becomes simpleminded. To avoid repetitious reading, the
into get to children assist to both important is it authors, this book this enabling adult should help children to read with variation.
children in developing beyond one chosen genre. According to the to According genre. chosen one beyond developing in children According to Chambers, the method for accomplishing this makes
ing, and therefore it is important that teachers and parents assist parents and teachers that important is it therefore and ing, it possible to listen to what others say about books and to speak
´ Sundblad, Dominkovic and Allard) to be crucial in children’s read- children’s in crucial be to Allard) and Dominkovic Sundblad, your mind about books (Chambers, 1993/1999, pp. 12–14).
is limited to one genre. This stage is assumed (by assumed is stage This genre. one to limited is but great deal deal great Another main source of inspiration of the book clubs at the
´ minkovic, and Allard’s definition of this period, the child reads a reads child the period, this of definition Allard’s and minkovic, Valley school was the reading development schedule (Swed. läsut-
vouring” (Swed. bokslukaråldern). According to Sundblad, Do- Sundblad, to According bokslukaråldern). (Swed. vouring” vecklingsschemat, LUS) created by Sundblad, Dominkovic´ and
The second level is sometimes referred to as the “age of book de- book of “age the as to referred sometimes is level second The Allard (1983, pp. 58–64). They claim that children at a certain level
fiction, newspapers) as well as different genres within each type. each within genres different as well as newspapers) fiction, of reading skill limit their reading to one type of books. Their 23-
stage involves reading of different types of texts (i.e., fiction, non- fiction, (i.e., texts of types different of reading involves stage point-model can be summed up in three main stages. During the type of book (e.g. horse books, mystery stories, fantasy); the third the fantasy); stories, mystery books, horse (e.g. book of type first stage, children tend to be omnivorous; in a second stage (the
th
point) they tend to favour one specific genre, reading only one only reading genre, specific one favour to tend they point) 18 18 point) they tend to favour one specific genre, reading only one
th
first stage, children tend to be omnivorous; in a second stage (the stage second a in omnivorous; be to tend children stage, first type of book (e.g. horse books, mystery stories, fantasy); the third
point-model can be summed up in three main stages. During the During stages. main three in up summed be can point-model stage involves reading of different types of texts (i.e., fiction, non-
- of reading skill limit their reading to one type of books. Their Their books. of type one to reading their limit skill reading of 23 fiction, newspapers) as well as different genres within each type.
). They claim that children at a certain level certain a at children that claim They ). – pp. , Allard ( Allard 64 58 1983 The second level is sometimes referred to as the “age of book de-
´ ) created by Sundblad, Dominkovic and Dominkovic Sundblad, by created ) vecklingsschemat, vecklingsschemat, LUS vouring” (Swed. bokslukaråldern). According to Sundblad, Do-
Valley school was the reading development schedule (Swed. läsut- (Swed. schedule development reading the was school Valley minkovic,´ and Allard’s definition of this period, the child reads a
Another main source of inspiration of the book clubs at the at clubs book the of inspiration of source main Another great deal but is limited to one genre. This stage is assumed (by
your mind about books (Chambers, (Chambers, books about mind your ). – pp. , / 1993 14 12 1999 Sundblad, Dominkovic´ and Allard) to be crucial in children’s read-
it possible to listen to what others say about books and to speak to and books about say others what to listen to possible it ing, and therefore it is important that teachers and parents assist
According to Chambers, the method for accomplishing this makes this accomplishing for method the Chambers, to According children in developing beyond one chosen genre. According to the
enabling adult should help children to read with variation. with read to children help should adult enabling authors, it is important both to assist children to get into this book
this way becomes simpleminded. To avoid repetitious reading, the reading, repetitious avoid To simpleminded. becomes way this devouring stage, and to guide them out of it by offering variation in
). He argues that a person who reads in reads who person a that argues He ). p. , / writer” ( writer” 13 1999 1993 genres to read; that is, facilitating a move into the third and more
“[e]xclusively repetitious reading of one kind of book, of any one any of book, of kind one of reading repetitious “[e]xclusively educated stage. In this matter, the reasoning of Sundblad,
Chambers’ booktalk approach. Chambers warns the reader about reader the warns Chambers approach. booktalk Chambers’ Dominkovic´ and Allard is thus congenial with that of Chambers. The book clubs at the Valley school were primarily inspired by inspired primarily were school Valley the at clubs book The
Book club routines club Book Booktalk dilemmas • 83
Life and Fiction and Life 84
In the following, the usual procedure of the studied book clubs •
will be described. The teacher-librarian introduced the book clubs
in the classes some time before the book clubs actually started. She about asked were pupils the Also, about. was story the what and
took some time from an ordinary lesson in each class, presenting author, the about talked S/he pupils. the to in-depth more book
7–8 book titles to the pupils. The books presented were assumed by chosen the presented teacher the session, first the During fortnight.
Every book club gathered for about about for gathered club book Every minutes, three times in a in times three minutes, the teacher-librarian to be popular for the ages concerned, that is, 30
10–14 years of age. The books also represented different degrees of tables.
difficulty, and a proposed book was often the first in a series. The squarish) (or circular relatively around seated were they that
pupils chose four books and arranged them according to their in “circles” book form literally to tended often groups the fact,
preferences. Later, their choices formed the basis of how the In manner. hierarchical traditional a in room the fronting not was
groups were arranged. But the groups should also make it possible teacher the Thus, activities. group for room small a in or library the
for the pupils to fulfil the school’s goals of the activity; that is, to in table, a around seated were pupils of group the and club book
express feelings and thoughts evoked by literature. Therefore, the the leading teacher The tranquillity. in book their discuss could
teacher-librarian co-operated with the class teacher and the reme- group each that so school, the in locations different in out spread
dial teacher – who knew the pupils’ reading skills better than the groups the sessions, club book first the for time was it When
teacher-librarian – in their assignment into 4–6 groups of 3–8 pu- groups. the of organisation the for
pils per group according to the pupils’ first book choices. If several basis a as served choice fourth or third second, the difficult, or easy
pupils chose the same book or if a child chose a book seen as too too as seen book a chose child a if or book same the chose pupils
easy or difficult, the second, third or fourth choice served as a basis several If choices. book first pupils’ the to according group per pils
pu- – of groups – teacher-librarian – in their assignment into into assignment their in – teacher-librarian 8 3 6 for the organisation of the groups. 4
When it was time for the first book club sessions, the groups the than better skills reading pupils’ the knew who – teacher dial
spread out in different locations in the school, so that each group reme- the and teacher class the with co-operated teacher-librarian
could discuss their book in tranquillity. The teacher leading the the Therefore, literature. by evoked thoughts and feelings express
book club and the group of pupils were seated around a table, in to is, that activity; the of goals school’s the fulfil to pupils the for
the library or in a small room for group activities. Thus, the teacher possible it make also should groups the But arranged. were groups
was not fronting the room in a traditional hierarchical manner. In the how of basis the formed choices their Later, preferences.
fact, the groups often tended to literally form book “circles” in their to according them arranged and books four chose pupils
that they were seated around relatively circular (or squarish) The series. a in first the often was book proposed a and difficulty,
years of age. The books also represented different degrees of degrees different represented also books The age. of years – 14 tables. 10
Every book club gathered for about 30 minutes, three times in a is, that concerned, ages the for popular be to teacher-librarian the
book titles to the pupils. The books presented were assumed by assumed were presented books The pupils. the to titles book – 8 fortnight. During the first session, the teacher presented the chosen 7
book more in-depth to the pupils. S/he talked about the author, presenting class, each in lesson ordinary an from time some took
and what the story was about. Also, the pupils were asked about She started. actually clubs book the before time some classes the in will be described. The teacher-librarian introduced the book clubs book the introduced teacher-librarian The described. be will
84 • Life and Fiction clubs book studied the of procedure usual the following, the In
85 dilemmas Booktalk
• why they had chosen the book in question and what their expecta-
tions were. This first book club session also came to be an opportu-
after the completion of the book club sessions. club book the of completion the after nity for the pupils to present themselves in relation to reading.
write reviews. The tasks fulfilled would be presented in the class the in presented be would fulfilled tasks The reviews. write Some presented themselves as “devourers of books” (Swed. bok-
were to were writing reviews as well as summaries. The pupils in grade grade in pupils The summaries. as well as reviews writing 4 7 slukare), for example Inga in grade : ‘and I like thick books’, and
practice writing summaries and those in grade grade in those and summaries writing practice were to practice to were 6 6 6 Sune in grade ‘I love to read’. Jane in grade presented herself as
were to were and start writing reading reports. The pupils in grade grade in pupils The reports. reading writing start and 5 a horse book reader: ‘I read only horse books he he there are only
Additionally, the pupils in grade grade in pupils the Additionally, were expected to read aloud read to expected were 4 horse books on my bookshelf’. According to these presentations, a
book, was held. was book, number of the pupils could be interpreted as stage II readers in
week the third and last session, with the final report of the whole the of report final the with session, last and third the week Sundblad et al.’s scheme, or – using Chambers’ vocabulary –
identifying the main characters of the book. After yet another yet After book. the of characters main the identifying repetitious readers of a special kind of book, excluding all other
of the book and completed grade-specific tasks at home, such as such home, at tasks grade-specific completed and book the of genres. That is, exactly the type of readers that Chambers suggests
paration for this session, the pupils should have read the first half first the read have should pupils the session, this for paration should be challenged by an enabling adult to broaden their reading
bers should gather for a second meeting one week later). As a pre- a As later). week one meeting second a for gather should bers (1993/1999, p. 13).
what the pupils had been told (for example, that the group mem- group the that example, (for told been had pupils the what During this first book club session, the initial part of the book
information sheet about the “book club fortnight”, a reminder of reminder a fortnight”, club “book the about sheet information was read. Either the teacher read aloud, or the pupils took turns
At the end of the first book club session the teacher distributed an distributed teacher the session club book first the of end the At reading aloud. It also happened that the pupils read quietly; some-
times two or all of these alternatives occurred in the same group. same the in occurred alternatives these of all or two times times two or all of these alternatives occurred in the same group.
reading aloud. It also happened that the pupils read quietly; some- quietly; read pupils the that happened also It aloud. reading At the end of the first book club session the teacher distributed an
was read. Either the teacher read aloud, or the pupils took turns took pupils the or aloud, read teacher the Either read. was information sheet about the “book club fortnight”, a reminder of
During this first book club session, the initial part of the book the of part initial the session, club book first this During what the pupils had been told (for example, that the group mem-
( ). p. , / 13 1999 1993 bers should gather for a second meeting one week later). As a pre-
should be challenged by an enabling adult to broaden their reading their broaden to adult enabling an by challenged be should paration for this session, the pupils should have read the first half
genres. That is, exactly the type of readers that Chambers suggests Chambers that readers of type the exactly is, That genres. of the book and completed grade-specific tasks at home, such as
repetitious readers of a special kind of book, excluding all other all excluding book, of kind special a of readers repetitious identifying the main characters of the book. After yet another
Sundblad et al.’s scheme, or – using Chambers’ vocabulary – vocabulary Chambers’ using – or scheme, al.’s et Sundblad week the third and last session, with the final report of the whole
number of the pupils could be interpreted as stage II readers in readers II stage as interpreted be could pupils the of number book, was held.
horse books on my bookshelf’. According to these presentations, a presentations, these to According bookshelf’. my on books horse Additionally, the pupils in grade 4 were expected to read aloud
a horse book reader: ‘I read only horse books he he there are only are there he he books horse only read ‘I reader: book horse a and start writing reading reports. The pupils in grade 5 were to
‘I love to read’. Jane in grade grade in Jane read’. to love ‘I presented herself as herself presented Sune in grade grade in Sune 6 6 6 practice writing summaries and those in grade were to practice
: ‘and I like thick books’, and books’, thick like I ‘and : slukare), for example Inga in grade grade in Inga example for slukare), 7 4 writing reviews as well as summaries. The pupils in grade were to
Some presented themselves as “devourers of books” (Swed. bok- (Swed. books” of “devourers as themselves presented Some write reviews. The tasks fulfilled would be presented in the class
nity for the pupils to present themselves in relation to reading. to relation in themselves present to pupils the for nity after the completion of the book club sessions. tions were. This first book club session also came to be an opportu- an be to came also session club book first This were. tions
why they had chosen the book in question and what their expecta- their what and question in book the chosen had they why Booktalk dilemmas • 85
Life and Fiction and Life 86
Transcriptions •
In order to investigate the interactions in which, according to
became interest- became accountability Chambers, talk is the most essential part, the entire book club of issues study, present the of focus
conversations were transcribed. Since the focus of the analysis is the as chosen were dilemmas When read. had everyone that book
not the linguistic details in the utterances, I have followed Per the of parts discuss only to how about and read, to much how
Linell’s (1994, pp. 10–11, 14) recommendations and established a read, to when discussed all Yet ways. different quite in planning base transcription. The transcriptions cover overlaps, emphasis, time and reading about talked teachers the that found I since
3
, variation ): Wetherell, & Potter ; – pp. , (Potter, (Potter, 1994 137 136 loudness, pauses, and prolongation of sounds and latching. 1998
sent study the choice was guided by the following principles following the by guided was choice the study sent
Translation pre- the of purposes the For closely. more transcribe to sequences
A native English-speaking professional translator has translated choose me helped viewing, videotape repeated and transcriptions
the extracts in collaboration with the author. rough the of re-reading further with along indices, The tapes.
from these rough transcriptions and repeated viewing of the video- the of viewing repeated and transcriptions rough these from
rough base level as Linell ( Linell as level base rough ) suggests. I indexed the material the indexed I suggests. ) Using discourse analysis for analysis 1994
Potter and Wetherell (1995, p. 86) argue in favour of an in extenso a with settled have I detail, of degree the regards as Yet, sessions.
transcription of all book club book all of transcription extenso in transcription instead of only transcribing the interesting parts of a an made and mendation
this initial stage (Potter, (Potter, stage initial this ). I have followed this recom- this followed have I ). p. , 136 research material. The researcher is advised to make analytical 1998
notes during the transcription since ideas often appear as early as as early as appear often ideas since transcription the during notes
this initial stage (Potter, 1998, p. 136). I have followed this recom- analytical make to advised is researcher The material. research
mendation and made an in extenso transcription of all book club a of parts interesting the transcribing only of instead transcription
in extenso in an of favour in argue ) p. , Potter and Wetherell ( Wetherell and Potter 86 sessions. Yet, as regards the degree of detail, I have settled with a 1995 rough base level as Linell (1994) suggests. I indexed the material analysis for analysis discourse Using
from these rough transcriptions and repeated viewing of the video-
tapes. The indices, along with further re-reading of the rough author. the with collaboration in extracts the
transcriptions and repeated videotape viewing, helped me choose translated has translator professional English-speaking native A sequences to transcribe more closely. For the purposes of the pre- Translation
sent study the choice was guided by the following principles
(Potter, 1998, pp. 136–137; Potter & Wetherell, 1994): variation, latching. and sounds of prolongation and pauses, loudness,
3
since I found that the teachers talked about reading and time emphasis, overlaps, cover transcriptions The transcription. base
) recommendations and established a established and recommendations ) , – pp. , Linell’s ( Linell’s 14 11 10 planning in quite different ways. Yet all discussed when to read, 1994
how much to read, and about how to only discuss parts of the Per followed have I utterances, the in details linguistic the not
book that everyone had read. When dilemmas were chosen as the is analysis the of focus the Since transcribed. were conversations
focus of the present study, issues of accountability became interest- club book entire the part, essential most the is talk Chambers, In order to investigate the interactions in which, according to according which, in interactions the investigate to order In
86 • Life and Fiction Transcriptions
87 dilemmas Booktalk
• ing. Do the teachers display that they experience dilemmas? If so, are these dilemmas accounted for?
Since the present study is an instance of interdisciplinary work,
dilemmas. the appeal of Potter and Wetherell to perform cross-referring beco-
the participants oriented their conversations toward the two the toward conversations their oriented participants the mes obvious. For instance, both literary sources and social theory
sed the organisation of reading, searching for all instances in which in instances all for searching reading, of organisation the sed are drawn upon throughout the analysis.
instances in which the participants (teacher and/or pupil) discus- pupil) and/or (teacher participants the which in instances
In a second reading of the transcribed material, I looked for all for looked I material, transcribed the of reading second a In Coding of dilemmas
other educational aims. educational other The entire body of material was scrutinised in terms of “How does
environment, and it is perhaps not easy for teachers to bracket to teachers for easy not perhaps is it and environment, the teacher organise reading?” For the purpose of this paper, I
parallel school projects? School is an inherently educational inherently an is School projects? school parallel limited myself to one aspect of booktalk practices, analysing pro-
without “destroying” it by simultaneously running other running simultaneously by it “destroying” without blems around the practical accomplishment of the booktalk goals.
) Is it possible to organise literary experience in a school context school a in experience literary organise to possible it Is )
2 During repeated viewing of the tapes, I found several points at
much to read at a time? a at read to much which the participants demonstrated dissatisfaction, and in line
reading for pleasure, that indicates choice of when and how and when of choice indicates that pleasure, for reading with Billig et al. (1988), these problems could be described as
over the pupils) reading without interfering with the pupils’ the with interfering without reading pupils) the over dilemmas.
) Is it possible to structure (i.e., to some extent imposing control imposing extent some to (i.e., structure to possible it Is )
1 Two overarching booktalk dilemmas will be treated in this article.
They are: They They are:
Two overarching booktalk dilemmas will be treated in this article. this in treated be will dilemmas booktalk overarching Two 1) Is it possible to structure (i.e., to some extent imposing control
dilemmas. over the pupils) reading without interfering with the pupils’
), these problems could be described as described be could problems these ), with Billig et al. ( al. et Billig with
1988 reading for pleasure, that indicates choice of when and how
which the participants demonstrated dissatisfaction, and in line in and dissatisfaction, demonstrated participants the which much to read at a time?
During repeated viewing of the tapes, I found several points at points several found I tapes, the of viewing repeated During 2) Is it possible to organise literary experience in a school context
blems around the practical accomplishment of the booktalk goals. booktalk the of accomplishment practical the around blems without “destroying” it by simultaneously running other
limited myself to one aspect of booktalk practices, analysing pro- analysing practices, booktalk of aspect one to myself limited parallel school projects? School is an inherently educational
the teacher organise reading?” For the purpose of this paper, I paper, this of purpose the For reading?” organise teacher the environment, and it is perhaps not easy for teachers to bracket
The entire body of material was scrutinised in terms of “How does “How of terms in scrutinised was material of body entire The other educational aims. Coding of dilemmas of Coding In a second reading of the transcribed material, I looked for all
instances in which the participants (teacher and/or pupil) discus-
are drawn upon throughout the analysis. the throughout upon drawn are sed the organisation of reading, searching for all instances in which
mes obvious. For instance, both literary sources and social theory social and sources literary both instance, For obvious. mes the participants oriented their conversations toward the two
the appeal of Potter and Wetherell to perform perform to Wetherell and Potter of appeal the cross-referring
beco- dilemmas.
Since the present study is an instance of interdisciplinary work, interdisciplinary of instance an is study present the Since
are these dilemmas accounted for? accounted dilemmas these are ing. Do the teachers display that they experience dilemmas? If so, If dilemmas? experience they that display teachers the Do ing. Booktalk dilemmas • 87
Life and Fiction and Life 88
Children’s calendars versus reading for pleasure •
In Swedish schools today, there is a common understanding that
children should read a little every day. This notion – reading books sheet information mentioned above the distributed teacher the
as bits or pieces – is extremely common, but there is not a single reminder, additional an As clubs. book in participated already had
authoritative source for it. One important source, however, is the who siblings older had children the of some that knew question
earlier mentioned project addressing a reading developing sche- in teacher the Moreover, involved. books the and activity club
dule (Swed. läsutvecklingsschemat, LUS), which has been obliga- book the presented first teacher-librarian the when this about med
tory reading in the teacher program at several Swedish universities infor- been already had they that them reminded She later. week
during the last years (Sundblad et al., 1983). As a consequence, a session club book next the before book the half read to had they
many active teachers in Swedish schools today have come in that pupils the told teacher the extract, this preceding conversation
contact with this model. the In minutes. and days in week the across distributed be should
Chambers similarly promotes reading as a daily school activity book the of pages the how on reading; of division on talk of ple
for children up to 16 years of age (Chambers, 1991/1996, p. 37), exam- an presents It place. take could reading of planning around
specifying different time dosage goals for different age periods: discussions the how of example an is extract empirical first The
children aged 7 years should read at least 15 minutes with 1–2 point. some
sessions a day; at 9 years they should read 30 minutes per session; at groups eight all in discussed were dosages” “time concerning
and at 13 years 40–45 minutes (1991/1996, p. 38). However, Cham- matters material, present the In them. applying in gains the and
bers fails to explain how these age-related dosages were defined defined were dosages age-related these how explain to fails bers
). However, Cham- However, ). p. , / ( minutes – years and at at and 38 1996 1991 45 40 and the gains in applying them. In the present material, matters 13
minutes per session; per minutes read should they years at day; a sessions 30 concerning “time dosages” were discussed in all eight groups at 9
– with minutes least at read should years children aged aged children 2 1 15
some point. 7
The first empirical extract is an example of how the discussions periods: age different for goals dosage time different specifying
for children up to to up children for ), p. , / (Chambers, age of years 37 1996 1991
around planning of reading could take place. It presents an exam- 16
ple of talk on division of reading; on how the pages of the book activity school daily a as reading promotes similarly Chambers
should be distributed across the week in days and minutes. In the model. this with contact
conversation preceding this extract, the teacher told the pupils that in come have today schools Swedish in teachers active many
). As a consequence, a As ). , , al. et (Sundblad years last the during
they had to read half the book before the next book club session a 1983
week later. She reminded them that they had already been infor- universities Swedish several at program teacher the in reading tory
dule (Swed. läsutvecklingsschemat, läsutvecklingsschemat, (Swed. dule ), which has been obliga- been has which ),
med about this when the teacher-librarian first presented the book LUS
club activity and the books involved. Moreover, the teacher in sche- developing reading a addressing project mentioned earlier
question knew that some of the children had older siblings who the is however, source, important One it. for source authoritative
had already participated in book clubs. As an additional reminder, single a not is there but common, extremely is – pieces or bits as
the teacher distributed the above mentioned information sheet books reading – notion This day. every little a read should children In Swedish schools today, there is a common understanding that understanding common a is there today, schools Swedish In
88 • Life and Fiction pleasure for reading versus calendars Children’s
89 dilemmas Booktalk
• containing information about the “book club fortnight”. One point was that the pupils should plan their reading according to the
discussions during the first book club session, and that they were
15. Several: he he he Several: 15. expected to have read about half the book before the following
14. MARY: right it’s Thursday (.) what did I want then? want I did what (.) Thursday it’s right MARY: 14. session. Another point was that they should have finished the book 13. Tony: [tomorrow’s Friday] [tomorrow’s Tony: 13. at the time of the final book club session. The teacher also told the
12. Mats: [it’s Thursday today] Thursday [it’s Mats: 12. pupils that she expected them to read up to page 91 in preparation may do it do may
maybe you don’t want to read but then you you then but read to want don’t you maybe for the next book club session. So when the extract starts, pages 1– Thursday then (.) Friday Saturday Sunday and then and Sunday Saturday Friday (.) then Thursday
homework it can be pretty good to begin (.) tomorrow is tomorrow (.) begin to good pretty be can it homework 91 are considered to constitute the first half of the target book.
11. MARY: then you can think like this that when you don’t have any have don’t you when that this like think can you then MARY: 11.
t have any homework today homework any have t don’ we but Inga: 10.
9. MARY: uh huh uh MARY: 9. [1]
8. Mats: I’m going to football to going I’m Mats: 8. Group 4A:1.** Participants: Inga, Mats, Bert, Tony, and MARY (teacher).
.MR:yes MARY: 7. Book: Hjälp! Boan är lös!4 by Monica Zak (1987/1989). (Tape 1: 0.20.47.)
6. Mats: [football ev- [football Mats: 6.
.MR:te ed u [homework our do we then MARY: 5. 1. MARY: then it’s like this you see when you (.) read at home it’s
4. Bert: uh huh uh Bert: 4. really good if you plan to sit and read ‘cause this is your
3. MARY: (7) this evening is a homework evening right evening homework a is evening this (7) MARY: 3. homework (.) and then you can think about (.) this
.Ig? ºyeahº Inga?: 2. evening (5) º(x) write firstº
evening (5) º(x) write firstº write º(x) (5) evening 2. Inga?: ºyeahº
homework (.) and then you can think about (.) this (.) about think can you then and (.) homework 3. MARY: (7) this evening is a homework evening right
really good if you plan to sit and read ‘cause this is your is this ‘cause read and sit to plan you if good really 4. Bert: uh huh 1. MARY: then it’s like this you see when you (.) read at home it’s home at read (.) you when see you this like it’s then MARY: 1. 5. MARY: then we do our [homework
6. Mats: [football ev-
by Monica Zak ( Zak Monica by ) (Tape ). / Hjälp! Boan är lös! är Boan Hjälp! Book: 1987 1: 0.20.47. 1: 1989
4 7. MARY: yes
.** Participants: Inga, Mats, Bert, Tony, and and Tony, Bert, Mats, Inga, Participants: .** Group (teacher).
4A:1
MARY MARY 8. Mats: I’m going to football [1] 9. MARY: uh huh 10. Inga: but we don’t have any homework today
11. MARY: then you can think like this that when you don’t have any
are considered to constitute the first half of the target book. target the of half first the constitute to considered are 91 homework it can be pretty good to begin (.) tomorrow is
Thursday then (.) Friday Saturday Sunday and then – for the next book club session. So when the extract starts, pages pages starts, extract the when So session. club book next the for
1 maybe you don’t want to read but then you may do it
in preparation in pupils that she expected them to read up to page page to up read to them expected she that pupils
91 12. Mats: [it’s Thursday today]
at the time of the final book club session. The teacher also told the told also teacher The session. club book final the of time the at 13. Tony: [tomorrow’s Friday]
session. Another point was that they should have finished the book the finished have should they that was point Another session. 14. MARY: right it’s Thursday (.) what did I want then?
expected to have read about half the book before the following the before book the half about read have to expected 15. Several: he he
discussions during the first book club session, and that they were they that and session, club book first the during discussions point was that the pupils should plan their reading according to the to according reading their plan should pupils the that was point
containing information about the “book club fortnight”. One fortnight”. club “book the about information containing Booktalk dilemmas • 89
Life and Fiction and Life 90
16. MARY: I thought it was still Wednesday yes Thursday this •
evening you read then you have Monday Tuesday and
Wednesday evening (.) if we say it’s four evenings> so to speak and if we see that we’re on page 11 can-] you know [ya Inga: 38. now and should read [to page] 91 (.)–] [had 17. Mats: [80 pages] Bert idea good a really was that that! do can you right MARY: 37. 18. MARY: that’s about 80 pages eveningº ºyou can (x) read 10 in the morning and 10 in the in 10 and morning the in 10 read (x) can ºyou Bert: . 19. Mats: that is 80 pages 36 20. MARY: and then we have four evenings (.) about how much bit- a all you help to written have adults we that should you read then? sheet the at look we if then? do you should what right MARY: 35. 21. Mats: 10 pages every evening (x)? write we should Mats: 34. 22. MARY: then you’ve read 40 pages 91 to up about discuss only we’ll time next (.) but– MARY: 33. 23. Mats: oh right it’s 20 pages (x) Mats: 32. can 24. MARY: out and don’t think you’ll have time to read then you 91? beyond read] we [can Tony: 30. have to read a little more read–] we [can Inga: 29. 25. Mats: I have football twice a week and then so- that do 26. MARY: but really (.) Mats (.) your football you don’t play it from can you Sunday and Saturday on read to want you if and the moment you come home till you go to bed fine that’s another less and day one more read to want 27. Mats: till six-thirty you if but days four (.) pages 20 about it’s that– know 28. MARY: so then you can read when you come home (.) so that you you that so (.) home come you when read can you then so MARY: 28. know that– it’s about 20 pages (.) four days but if you six-thirty till Mats: 27. want to read more one day and less another that’s fine bed to go you till home come you moment the and if you want to read on Saturday and Sunday you can from it play don’t you football your (.) Mats (.) really but MARY: 26. twice a week and then so- then and week a twice do that football have I Mats: 25. 29. Inga: [can we read–] more little a read to have 30. Tony: [can we read] beyond 91? you then read to time have you’ll think don’t and out 31. MARY: sure you can are or evening one football played you’ve if (.) 32. Mats: (x) pages 20 it’s right oh Mats: 23. 33. MARY: but– (.) next time we’ll only discuss about up to 91 pages 40 read you’ve then MARY: 22. 34. Mats: should we write (x)? evening every pages 10 Mats: 21. 35. MARY: right what should you do then? if we look at the sheet then? read you should that we adults have written to help you all a bit- much how about (.) evenings four have we then and MARY: 20. is 80 pages 80 is 36. Bert: ºyou can (x) read 10 in the morning and 10 in the that Mats: 19. eveningº pages 80 about that’s MARY: 18. 37. MARY: right you can do that! that was really a good idea Bert pages] [80 Mats: 17. [had (.)–] 91 page] [to read should and now 38. Inga: [ya know you can-] 11 page on we’re that see we if and speak to so evenings> 39. MARY: 10 pages in the morning and 10 in the evening evening you read then you have Monday Tuesday and Tuesday Monday have you then read you evening yes Thursday this Thursday yes 90 • Life and Fiction Wednesday still was it thought I MARY: 16. 91 dilemmas Booktalk • 40. Inga: if you read to 91 do you have to keep reading? 41. MARY: no no no it’s just to 91 the first creative pupil suggestion along a teacher’s line of thinking. of line teacher’s a along suggestion pupil creative first the 42. Inga: then you can read another book their reading she is obviously thrilled by Bert’s suggestion, which is which suggestion, Bert’s by thrilled obviously is she reading their 43. MARY: ºsure you canº doses. Since the teacher wants the pupils to plan ahead concerning ahead plan to pupils the wants teacher the Since doses. ** Group 4A:1 = grade 4, group A, session 1. good and desirable example of how to arrange reading in two daily two in reading arrange to how of example desirable and good in the evening. She immediately takes up Bert’s suggestion as a as suggestion Bert’s up takes immediately She evening. the in 10 At the beginning of this sequence, the teacher accentuates that it is pages in the morning and morning the in pages read may one that ) suggestion (turn (turn suggestion 10 36 ‘really good’ (Swed. ‘väldigt bra’) that one plans the reading (turn We can also note the teacher’s enthusiastic response to Bert’s to response enthusiastic teacher’s the note also can We 1). Thereafter she begins to discuss how such a planning can be plan homework and still do spare-time activities. spare-time do still and homework plan formed. First the teacher, so to speak, makes an inventory of time because of other activities. The teacher teaches the pupils how to how pupils the teaches teacher The activities. other of because by enumerating the days when the pupils can read: Thursday, homework reading homework skip to legitimate not is it However, ). (turn (turn 24 Monday, Tuesday and Wednesday are reading days since they are teacher takes into consideration the pupils’ spare-time activities spare-time pupils’ the consideration into takes teacher ‘school-day evenings’, (Swed. ‘skoldagskvällar’) (turn 16). There- interferes with the pupils’ spare time. In the present example, the example, present the In time. spare pupils’ the with interferes after she presents a subtraction task: if the goal is 91 pages to go tails homework on top of the regular curriculum. Thus, the teacher the Thus, curriculum. regular the of top on homework tails from 11 pages (she had read 11 pages aloud for the group) – how The pupils’ reading of the selected book during one fortnight en- fortnight one during book selected the of reading pupils’ The many pages remain for the pupils to read during the coming week In this case, the booktalk dilemma involves conflict of interests. of conflict involves dilemma booktalk the case, this In (turn 16)? Mats answers ‘80 pages’ (turn 17). The teacher reformu- around pages’ (Swed. ‘det ‘det (Swed. pages’ is ‘that : ). (turn sidor’) är 80 80 19 80 lates his answer to ‘that’s about 80 pages’ (in turn 18), but he then pages remain, not remain, pages exactly that fact the on focusing her, corrects 80 corrects her, focusing on the fact that exactly 80 pages remain, not pages’ (in turn turn (in pages’ ), but he then he but ), lates his answer to ‘that’s about about ‘that’s to answer his lates 80 18 around 80: ‘that is 80 pages’ (Swed. ‘det är 80 sidor’) (turn 19). (turn (turn pages’ (turn (turn pages’ ‘ answers Mats )? ). The teacher reformu- teacher The ). 80 16 17 In this case, the booktalk dilemma involves conflict of interests. many pages remain for the pupils to read during the coming week coming the during read to pupils the for remain pages many The pupils’ reading of the selected book during one fortnight en- pages aloud for the group) – how – group) the for aloud pages read had (she pages from from 11 11 tails homework on top of the regular curriculum. Thus, the teacher after she presents a subtraction task: if the goal is is goal the if task: subtraction a presents she after pages to go to pages 91 interferes with the pupils’ spare time. In the present example, the ). There- ). ‘school-day evenings’, (Swed. ‘skoldagskvällar’) (turn (turn ‘skoldagskvällar’) (Swed. evenings’, ‘school-day 16 teacher takes into consideration the pupils’ spare-time activities Monday, Tuesday and Wednesday are reading days since they are they since days reading are Wednesday and Tuesday Monday, (turn 24). However, it is not legitimate to skip homework reading by enumerating the days when the pupils can read: Thursday, read: can pupils the when days the enumerating by because of other activities. The teacher teaches the pupils how to formed. First the teacher, so to speak, makes an inventory of time of inventory an makes speak, to so teacher, the First formed. plan homework and still do spare-time activities. ). Thereafter she begins to discuss how such a planning can be can planning a such how discuss to begins she Thereafter ). 1 We can also note the teacher’s enthusiastic response to Bert’s ‘really good’ (Swed. ‘väldigt bra’) that one one that bra’) ‘väldigt (Swed. good’ ‘really the reading (turn reading the plans suggestion (turn 36) that one may read 10 pages in the morning and At the beginning of this sequence, the teacher accentuates that it is it that accentuates teacher the sequence, this of beginning the At 10 in the evening. She immediately takes up Bert’s suggestion as a good and desirable example of how to arrange reading in two daily ** Group 4A:1 = grade 4, group A, session 1. session A, group 4, grade = 4A:1 Group ** doses. Since the teacher wants the pupils to plan ahead concerning 43. MARY: ºsure you canº you ºsure MARY: 43. their reading she is obviously thrilled by Bert’s suggestion, which is can read another book another read can 42. Inga: then you you then Inga: 42. the first creative pupil suggestion along a teacher’s line of thinking. 41. MARY: no no no it’s just to 91 to just it’s no no no MARY: 41. 40. Inga: if you read to 91 91 to read you if Inga: 40. do you have to keep reading? keep to have you do Booktalk dilemmas • 91 Life and Fiction and Life 92 This piece of interaction is all about a teacher’s attempt to • impose some sort of control over the pupils’ time, and spare time at that (cf. Hustler & Payne, 1982). At the same time she works at making it clear that she is not pursuing a total control of the spare time – rather that as long as the work gets done the pupils are free to distribute the work (turn 20). The teacher orients towards this them. for routine reading a implementing teacher -year-olds cannot finish a book in a fortnight without their without fortnight a in book a finish cannot -year-olds dilemma by, on the one hand, imposing control upon the pupils’ 10 spare time but on the other, making it clear that there is a certain Swedish that experience the had have teachers the that impossible had worked with book clubs for for clubs book with worked had years. It is, of course, not course, of is, It years. amount of freedom within their reading planning as well. The 10 teacher’s enthusiastic acceptance of Bert’s suggestion – which staff the school, this In reading. their plan to able be should they so pupils in grades grades in pupils , grade since clubs book in participated have – 4 7 makes him instead of her the regulator of his classmates’ spare time 5 – supports the interpretation that the teacher orients towards this all Normally, clubs. book the in distributed sheet information the dilemma. on issue important an also is planning that noted be can It reading. One could assume that the phenomenon of detailed planning of their plan to how pupils the with discussing time much so spend reading only occurs among younger pupils, but in the collected teachers the reason the be also might aspect control time The data such planning takes place at all levels. Actually, in the initial time. of control rather but planning, about just not is it that be could session of all transcribed group sessions (i.e., 4A, 4B, 5B, 6B, 7A and this for explanation An doses. suitable into book the of pages 7B the divide to how about sequence a always indeed is there ) ) there is indeed always a sequence about how to divide the 7B session of all transcribed group sessions (i.e., (i.e., sessions group transcribed all of session and , , , , 7A 6B 5B 4B pages of the book into suitable doses. An explanation for this could 4A be that it is not just about planning, but rather control of time. initial the in Actually, levels. all at place takes planning such data The time control aspect might also be the reason the teachers collected the in but pupils, younger among occurs only reading spend so much time discussing with the pupils how to plan their of planning detailed of phenomenon the that assume could One reading. It can be noted that planning is also an important issue on dilemma. the information sheet distributed in the book clubs. Normally, all this towards orients teacher the that interpretation the supports – instead of her the regulator of his classmates’ spare time spare classmates’ his of regulator the her of instead him pupils in grades 5–7 have participated in book clubs since grade 4, makes so they should be able to plan their reading. In this school, the staff which – suggestion Bert’s of acceptance enthusiastic teacher’s had worked with book clubs for 10 years. It is, of course, not The well. as planning reading their within freedom of amount impossible that the teachers have had the experience that Swedish certain a is there that clear it making other, the on but time spare 10-year-olds cannot finish a book in a fortnight without their pupils’ the upon control imposing hand, one the on by, dilemma to distribute the work (turn (turn work the distribute to ). The teacher orients towards this towards orients teacher The ). teacher implementing a reading routine for them. 20 time – rather that as long as the work gets done the pupils are free are pupils the done gets work the as long as that rather – time control of the spare the of control total a pursuing not is she that clear it making ). At the same time she works at works she time same the At ). that (cf. Hustler & Payne, Payne, & Hustler (cf. that 1982 impose some sort of control over the pupils’ time, and spare time at time spare and time, pupils’ the over control of sort some impose 92 • Life and Fiction to attempt teacher’s a about all is interaction of piece This 93 dilemmas Booktalk • Reading as a synchronised activity and reading for pleasure The collected material also revealed another dilemma. If some, but not all, pupils have read more, or perhaps even finished the entire there? book before the second book club session, a great deal of time will maybe indirectly a bit responsible for them ending up ending them for responsible bit a indirectly maybe be spent on what can and can not be said about the text since that Kjell wants to take responsibility ‘cause (.) he was he (.) ‘cause responsibility take to wants Kjell that 6. MARY: no (.) but during the first part of the book we see in a way a in see we book the of part first the during but (.) no MARY: 6. everyone has not read the same amount of the story. In fact, in the 5. Anja: (x) like I can’t say it so: ((Smiles.)) so: it say can’t I like (x) Anja: 5. second session of the transcribed group sessions (i.e., 4A, 4B, 5A, 4. MARY: [yes that’s] good! he he ((Smiles.)) he he good! that’s] [yes MARY: 4. 6A, 6B, 7A and 7B), all but one (i.e., 4A) contained a sequence in open hand towards the teacher.)) the towards hand open which the synchrony was discussed. that, that was what I [thought (xx)] ((Waves with one with ((Waves (xx)] [thought I what was that that, Group A in grade 7 were told during the first book club session 3. Anja: [yeah I] know I] [yeah Anja: 3. that they could read more than the prescribed amount of pages, smiles.)) about the en [d yet] [d en the about smiles.)) not] talking ((Taps with two fingers on Anja’s arm and arm Anja’s on fingers two with ((Taps talking not] but that they would not discuss the latter half of the book during 2. MARY: [yes but we’re but [yes MARY: 2. the second session. The teacher explicitly reminded them to keep apart the two “halves” of the book, in order not to reveal the 1. Anja: he’s well brave then in the end you could s [ay but (xx)] but [ay s could you end the in then brave well he’s Anja: 1. ending. by Steinar Sørlle (1989). (Tape 6: 0.07.50.) 6: (Tape (1989). Sørlle Steinar by Isnatt Book: Group 7A:2. Participants: Åsa, Eva, Anja, and MARY (teacher). MARY and Anja, Eva, Åsa, Participants: 7A:2. Group [2] [2] Group 7A:2. Participants: Åsa, Eva, Anja, and MARY (teacher). Book: Isnatt by Steinar Sørlle (1989). (Tape 6: 0.07.50.) ending. 1. Anja: he’s well brave then in the end you could s [ay but (xx)] apart the two “halves” of the book, in order not to reveal the reveal to not order in book, the of “halves” two the apart the second session. The teacher explicitly reminded them to keep to them reminded explicitly teacher The session. second the 2. MARY: [yes but we’re but that they would not discuss the latter half of the book during book the of half latter the discuss not would they that but not] talking ((Taps with two fingers on Anja’s arm and smiles.)) about the en [d yet] that they could read more than the prescribed amount of pages, of amount prescribed the than more read could they that 3. Anja: [yeah I] know Group Group were told during the first book club session club book first the during told were grade in 7 A that, that was what I [thought (xx)] ((Waves with one which the synchrony was discussed. was synchrony the which open hand towards the teacher.)) ), all but one (i.e., (i.e., one but all ), and , , ) contained a sequence in sequence a contained ) 4A 7B 7A 6B 6A 4. MARY: [yes that’s] good! he he ((Smiles.)) second session of the transcribed group sessions (i.e., (i.e., sessions group transcribed the of session second , , , 5A 4B 4A 5. Anja: (x) like I can’t say it so: ((Smiles.)) everyone has not read the same amount of the story. In fact, in the in fact, In story. the of amount same the read not has everyone 6. MARY: no (.) but during the first part of the book we see in a way that Kjell wants to take responsibility ‘cause (.) he was be spent on what can and can not be said about the text since text the about said be not can and can what on spent be maybe indirectly a bit responsible for them ending up book before the second book club session, a great deal of time will time of deal great a session, club book second the before book there? not all, pupils have read more, or perhaps even finished the entire the finished even perhaps or more, read have pupils all, not The collected material also revealed another dilemma. If some, but some, If dilemma. another revealed also material collected The Reading as a synchronised activity and reading for pleasure for reading and activity synchronised a as Reading Booktalk dilemmas • 93 Life and Fiction and Life 94 7. Anja: he seems to know a lot and then he says to the others that • (.) like (.) (xx) ((Hits the table with her hand.)) on the ice ‘vi ska inte prata slutet än’) (turn (turn än’) slutet prata inte ska ‘vi ). Her initial discount ‘yes but’ ‘yes discount initial Her ). so it doesn’t break for example he said to Leif didn’t he 2 once I think so like he like (.) aeh well you could say (Swed. yet’ end the about talking not ‘we’re that her reminding her, (…) ((1.18 minutes omitted.)) ). The teacher immediately interrupts immediately teacher The ). to the end of the story (turn (turn story the of end the to 8. Anja: but then in the end but we won’t tell that 1 9. MARY: look at Leif now he also had guilt feelings ‘cause he was and directions teacher’s the followed has Eva one third the while the one who’d gone further out (.) how does he develop book, entire the read have – Åsa and Anja – pupils participating during the first part of this book? three the of two session, club book second the of time the At 10. Anja: I don’t really know if Eva’s read this far now but like he was gonna (.) like (1) you know he was gonna jump out yes MARY: 27. like this- then so day first the thing whole the read I Anja: 26. 11. Eva: on the ice? get- yes he he MARY: 25. 12. Anja: yeah it about sure really not I’m Anja: 24. 13. Eva: the bag giggles.)) and relief from as deeply out ((Breathes shu Eva: 23. 14. Anja: yeah huh uh MARY: 22. say it now then now it say 15. MARY: uh huh I can Anja: 21. 16. Anja: it was there I wanted- well it’s but Eva: 20. 17. MARY: uh huh huh uh MARY: 19. 18. Anja: then he showed ya know that that know ya showed he then Anja: 18. 19. MARY: uh huh huh uh MARY: 17. 20. Eva: but it’s well wanted- I there was it Anja: 16. 21. Anja: can I say it now then huh uh MARY: 15. 22. MARY: uh huh yeah Anja: 14. 23. Eva: shu ((Breathes out deeply as from relief and giggles.)) bag the Eva: 13. 24. Anja: I’m not really sure about it yeah Anja: 12. 25. MARY: he he yes get- ice? the on Eva: 11. 26. Anja: I read the whole thing the first day so then this- like 27. MARY: yes out jump gonna was he know you (1) like (.) gonna was 10. Anja: I don’t really know if Eva’s read this far now but like he like but now far this read Eva’s if know really don’t I Anja: 10. At the time of the second book club session, two of the three book? this of part first the during participating pupils – Anja and Åsa – have read the entire book, develop he does how (.) out further gone who’d one the while the third one Eva has followed the teacher’s directions and was he ‘cause feelings guilt had also he now Leif at look t tell that now we’ll look at it next week!> if we if week!> next it at look we’ll now that tell t ’ won to the end of the story (turn 1). The teacher immediately interrupts that tell won’t we but end the in then but Anja: 8. (…) ((1.18 minutes omitted.)) minutes ((1.18 (…) her, reminding her that ‘we’re not talking about the end yet’ (Swed. say could you well aeh (.) like he like so think I once ‘vi ska inte prata slutet än’) (turn 2). Her initial discount ‘yes but’ he didn’t Leif to said he example for break doesn’t it so (.) like (.) (xx) ((Hits the table with her hand.)) on the ice the on hand.)) her with table the ((Hits (xx) (.) like (.) 94 • Life and Fiction that others the to says he then and lot a know to seems he Anja: 7. 95 dilemmas Booktalk • (Swed. ‘jamen’) suggests that she refers to something that is alrea- dy part of the group’s shared information. Also, Anja confirms that she is aware of this and that she had indeed thought about it (turn 3). I interpret the teacher’s interruption in combination with her touching Anja’s arm as a reprimand. The preceding smile indicates participants have not taken part in the same text units. text same the in part taken not have participants a mitigation of that reprimand. A problematic point here is that the group reading in that it is not easy to discuss a book if the group the if book a discuss to easy not is it that in reading group teacher has exercised a sort of quasi-control over the pupils: she Without doubt, there is an educational dilemma involved in involved dilemma educational an is there doubt, Without has decided that they only should talk about the first half of the . route book, while at the same time she has allowed them to read more was to help the children get through the story by making a stop stop a making by story the through get children the help to was en than the first half. Thus, there is a dilemma in the book club. A behind the teachers’ decision to discuss the first half of the book the of half first the discuss to decision teachers’ the behind dilemma such as this could be avoided if the teacher either takes is no indication that the first “half” is a unity in itself. The rationale The itself. in unity a is “half” first the that indication no is full control over what to read and discuss, or lets the pupils’ place in the first or the second “half” of the book. Normally there Normally book. the of “half” second the or first the in place spontaneous reading conduct what to discuss. involved, but also had to keep account of whether an event took event an whether of account keep to had also but involved, The fact that Anja has read more than Eva has, also becomes sessions. The pupils thus not only had to recall the specific story specific the recall to had only not thus pupils The sessions. the subject for discussion later in the extract. The next time Anja in terms of text read – occurred in almost all the second book club book second the all almost in occurred – read text of terms in has a comment, she opens with a question about how far in the As pointed out, the same problem – that is, a lack of synchrony of lack a is, that – problem same the out, pointed As book Eva has reached (turn 10). The following 17 turns refer to this ). – asymmetry (turns (turns asymmetry 27 11 asymmetry (turns 11–27). book Eva has reached (turn (turn reached has Eva book ). The following following The ). turns refer to this to refer turns 10 17 As pointed out, the same problem – that is, a lack of synchrony has a comment, she opens with a question about how far in the in far how about question a with opens she comment, a has in terms of text read – occurred in almost all the second book club the subject for discussion later in the extract. The next time Anja time next The extract. the in later discussion for subject the sessions. The pupils thus not only had to recall the specific story The fact that Anja has read more than Eva has, also becomes also has, Eva than more read has Anja that fact The involved, but also had to keep account of whether an event took spontaneous reading conduct what to discuss. to what conduct reading spontaneous place in the first or the second “half” of the book. Normally there full control over what to read and discuss, or lets the pupils’ the lets or discuss, and read to what over control full is no indication that the first “half” is a unity in itself. The rationale dilemma such as this could be avoided if the teacher either takes either teacher the if avoided be could this as such dilemma behind the teachers’ decision to discuss the first half of the book than the first half. Thus, there is a dilemma in the book club. A club. book the in dilemma a is there Thus, half. first the than was to help the children get through the story by making a stop en book, while at the same time she has allowed them to read more read to them allowed has she time same the at while book, route. has decided that they only should talk about the first half of the of half first the about talk should only they that decided has Without doubt, there is an educational dilemma involved in teacher has exercised a sort of quasi-control over the pupils: she pupils: the over quasi-control of sort a exercised has teacher group reading in that it is not easy to discuss a book if the group a mitigation of that reprimand. A problematic point here is that the that is here point problematic A reprimand. that of mitigation a participants have not taken part in the same text units. touching Anja’s arm as a reprimand. The preceding smile indicates smile preceding The reprimand. a as arm Anja’s touching I interpret the teacher’s interruption in combination with her with combination in interruption teacher’s the interpret I ). she is aware of this and that she had indeed thought about it (turn (turn it about thought indeed had she that and this of aware is she 3 dy part of the group’s shared information. Also, Anja confirms that confirms Anja Also, information. shared group’s the of part dy (Swed. ‘jamen’) suggests that she refers to something that is alrea- is that something to refers she that suggests ‘jamen’) (Swed. Booktalk dilemmas • 95 Life and Fiction and Life 96 Other school projects versus reading projects • All circle leaders except one worked as teachers at the time of the study. As teachers they had to handle many different educational goals. Goals that surface in the present material are vocabulary knowledge, skills in reading aloud, and review writing. control). (teachers’ memory their It can be added that none of the five reasons for reading aloud and knowledge vocabulary pupils’ both testing of goal school nary that Sundblad, Dominkovic´ and Allard (1983, pp. 43–44) present ordi- the to subordinated is freedom) (pupils’ experience literary indicates that reading aloud should promote joyful reading. when of example an is following The unit. a text the make together Reading aloud is, for instance, seen as something that gives speech that words all is, that parts, all comprehend to essential is it text), support to the learner reader, promotes the feeling of competence any to applies course of (this text literary a understand to order In in the learner reader, paves the way to a concentrated reading, and pleasure for reading and lessons Vocabulary facilitates the transmission of a message. It also makes it possible for the teacher to check the learner reader’s skills. To Chambers, experience. reading the hinder hearing someone reading aloud is an essential part of reading. might goals educational competing how show sequences following The main goal of the book club is, I would surmise, at times, The disconnected. is experience joyful the sessions, club book contradictory to a number of other educational goals. The book during tested are skills other If sessions. club book of out kept be clubs aim at a personal joyful reading experience at different would goals achievement other if attained easily more be perhaps degrees of difficulty, without performance anxiety. This would would This anxiety. performance without difficulty, of degrees perhaps be more easily attained if other achievement goals would different at experience reading joyful personal a at aim clubs be kept out of book club sessions. If other skills are tested during book The goals. educational other of number a to contradictory book club sessions, the joyful experience is disconnected. The times, at surmise, would I is, club book the of goal main The someone reading aloud is an essential part of reading. of part essential an is aloud reading someone following sequences show how competing educational goals might hearing hinder the reading experience. Chambers, To skills. reader’s learner the check to teacher the for facilitates the transmission of a message. It also makes it possible it makes also It message. a of transmission the facilitates Vocabulary lessons and reading for pleasure and reading, concentrated a to way the paves reader, learner the in In order to understand a literary text (this of course applies to any competence of feeling the promotes reader, learner the to support text), it is essential to comprehend all parts, that is, all words that speech gives that something as seen instance, for is, aloud Reading together make the text a unit. The following is an example of when reading. joyful promote should aloud reading that indicates ´ that Sundblad, Dominkovic and Allard ( Allard and Dominkovic Sundblad, that ) present ) – pp. , 44 43 literary experience (pupils’ freedom) is subordinated to the ordi- 1983 nary school goal of testing both pupils’ vocabulary knowledge and aloud reading for reasons five the of none that added be can It their memory (teachers’ control). writing. review and aloud, reading in skills knowledge, goals. Goals that surface in the present material are vocabulary are material present the in surface that Goals goals. study. As teachers they had to handle many different educational different many handle to had they teachers As study. All circle leaders except one worked as teachers at the time of the of time the at teachers as worked one except leaders circle All 96 • Life and Fiction projects reading versus projects school Other 97 dilemmas Booktalk • [3] Group 4B:2. Participants: Julia, Sara, Mia, Ida, Dan, and SUE (teacher). Book: Smuggelkatten by Lasse Ekholm (1990). (Tape 3: 0.40.54.) 4 i:yes Mia: 24. 1. SUE: ri:ght and that money what did she use it for? 23. SUE: no no (.) was that what you were going to say Mia? say to going were you what that was (.) no no SUE: 23. 2. Sara: for the c [at] not so good so not 3. Mia: [-at] Sweden so those animals get the same disease and that’s and disease same the get animals those so Sweden 4. SUE: yeah for what then for the cat? for buying food? bring it with them and infect all other animals (.) in (.) animals other all infect and them with it bring 5. Sara: no for- what’s it called what’s it called for putting it in- ca- if they have a disease they can they disease a have they if ca- 22. Sara: well it’s like that the the that like it’s well Sara: 22. 6. Julia: ºquarantineº 21. SUE: no:e what about Sara? about what no:e SUE: 21. 7. Sara: it in quaractine for three months head.)) 8. Dan?: ºfourº 20. Ida: ((Who has not raised her hand to answer, shakes her shakes answer, to hand her raised not has ((Who Ida: 20. 9. SUE: wha— what was it called? tha— that you said it so well 19. SUE: >I know< Ida? know< >I SUE: 19. Julia? 18. Sara: >I know< >I Sara: 18. 10. Julia: ºquarantineº raise their hands to answer.)) to hands their raise 11. SUE: quarantine (.) what is quarantine then? ((Sara and Mia 17. SUE: right (.) why do they have to do that? ((Sara and Mia and ((Sara that? do to have they do why (.) right SUE: 17. raise their hands to answer.)) 16. Dan: you get shots and tests and then well (.) you sit in a cages a in sit you (.) well then and tests and shots get you Dan: 16. 12. Sara: it’s like- 15. SUE: you don’t want to? What about Dan? about What to? want don’t you SUE: 15. 13. SUE: Mia do you say I can’t say it rightº it say can’t I say you do 14. Mia: it’s like (.) that uh we:ll what do you say (.)((Dan raises his hand.)) it’s (.) I mean you could say it’s (.) we:ll ºwhat we:ll (.) it’s say could you mean I (.) it’s hand.)) his his hand.)) it’s (.) I mean you could say it’s (.) we:ll ºwhat 14. Mia: it’s like (.) that uh we:ll what do you say (.)((Dan raises (.)((Dan say you do what we:ll uh that (.) like it’s Mia: 14. do you say I can’t say it rightº 3 U:Mia SUE: 13. 15. SUE: you don’t want to? What about Dan? 12. Sara: it’s like- it’s Sara: 12. 16. Dan: you get shots and tests and then well (.) you sit in a cages raise their hands to answer.)) to hands their raise 17. SUE: right (.) why do they have to do that? ((Sara and Mia 11. SUE: quarantine (.) what is quarantine then? ((Sara and Mia and ((Sara then? quarantine is what (.) quarantine SUE: 11. raise their hands to answer.)) 0 ui:ºquarantineº Julia: 10. 18. Sara: >I know< Julia? 19. SUE: >I know< Ida? 9. SUE: wha— what was it called? tha— that you said it so well so it said you that tha— called? it was what wha— SUE: 9. 20. Ida: ((Who has not raised her hand to answer, shakes her .Dn:ºfourº Dan?: 8. head.)) e for three months three for e 7. Sara: it in quaractin in it Sara: 7. 21. SUE: no:e what about Sara? .Jla ºquarantineº Julia: 6. 22. Sara: well it’s like that the ca- if they have a disease they can 5. Sara: no for- what’s it ca it what’s for- no Sara: 5. lled what’s it called for putting it in- it putting for called it what’s lled bring it with them and infect all other animals (.) in 4. SUE: yeah for what then for the cat? for buying food? buying for cat? the for then what for yeah SUE: 4. Sweden so those animals get the same disease and that’s [-at] .Mia: 3. not so good .Sr:frtec[at] c the for Sara: 2. 23. SUE: no no (.) was that what you were going to say Mia? 1. SUE: ri:ght and that money what did she use it for? it use she did what money that and ri:ght SUE: 1. 24. Mia: yes by Lasse Ekholm (1990). (Tape 3: 0.40.54.) 3: (Tape (1990). Ekholm Lasse by Smuggelkatten Book: Group 4B:2. Participants: Julia, Sara, Mia, Ida, Dan, and SUE (teacher). SUE and Dan, Ida, Mia, Sara, Julia, Participants: 4B:2. Group [3] Booktalk dilemmas • 97 Life and Fiction and Life 98 25. SUE: uh huh and that’s why he had to sit in this quarantine and • that’s what cost so much money (.) uh huh (.) and then she was well- then she thought it was so- more important to pay for the cat than to buy that horse quarantine. 26. Mia: uh huh of meaning the on authorities ultimate the as cast not are peers 27. SUE: uh huh Mia’s Thereby, saving. face this her offering by Mia of questioning sion about reading experiences, in her attempt to mitigate the mitigate to attempt her in experiences, reading about sion In the book club sequence above, the teacher first asks some discus- free alleged an during pupils the interrogating of situation ). The teacher here orients towards the dilemmatic the towards orients here teacher The ). 1 4 and 25 questions as if she does not know the story herself (turns , ). 23 Chambers warns us about this type of book discussion, which he (turns along all this knew really Mia that suggests she as Mia), (of compares with an interrogation (1993/1999, pp.48–49). When saving face other-oriented of kind a as seen, be can contributions asked to recall a specific event in the book, Sara hesitates, trying to final teacher’s The needed. is quarantine why explain to Sara and find the right word (turn 5). During Sara’s time for reflection, Julia Dan on calls then teacher the and answer, the know not does Mia (who raises her hand to volunteer to answer) (turn (turn answer) to volunteer to hand her raises (who ). Yet ). 6 and 13 breaks in and whispers ‘quarantine’ (Swed. ‘karantän’) (turn ). 12 Right after, Sara re-takes the turn but makes a slip of the tongue, Mia on calls who teacher the by interrupted is but question the ‘quaractine’ (Swed. ‘karatären’) (turn 7). The teacher asks Julia to answer to begins correctly, word the pronounce not did who Sara, ). 9 (turn då?’) karantän en är ‘vad (Swed. then?’ quarantine is repeat the correct word (turn ), which she does, however still in a 11 whispering manner (turn 10). As if to reassure herself that the ‘what question the poses and again yet it repeats teacher the pupils, correct pronunciation of the unusual word is noted by all the the all by noted is word unusual the of pronunciation correct ). As if to reassure herself that the that herself reassure to if As ). whispering manner (turn (turn manner whispering pupils, the teacher repeats it yet again and poses the question ‘what 10 repeat the correct word (turn (turn word correct the repeat 11 a in still however does, she which ), is quarantine then?’ (Swed. ‘vad är en karantän då?’) (turn ). 9 ). The teacher asks Julia to Julia asks teacher The ). ‘quaractine’ (Swed. ‘karatären’) (turn (turn ‘karatären’) (Swed. ‘quaractine’ Sara, who did not pronounce the word correctly, begins to answer 7 the question but is interrupted by the teacher who calls on Mia tongue, the of slip a makes but turn the re-takes Sara after, Right breaks in and whispers ‘quarantine’ (Swed. ‘karantän’) (turn (turn ‘karantän’) (Swed. ‘quarantine’ whispers and in breaks 12 13 ). (who raises her hand to volunteer to answer) (turn and ). Yet 6 ). During Sara’s time for reflection, Julia reflection, for time Sara’s During ). find the right word (turn (turn word right the find Mia does not know the answer, and the teacher then calls on Dan 5 and Sara to explain why quarantine is needed. The teacher’s final to trying hesitates, Sara book, the in event specific a recall to asked compares with an interrogation ( interrogation an with compares ). When ). – pp. , / 49 48 1999 contributions can be seen, as a kind of other-oriented face saving 1993 (of Mia), as she suggests that Mia really knew this all along (turns he which discussion, book of type this about us warns Chambers ). , 23 25 (turns herself story the know not does she if as questions 4 and ). The teacher here orients towards the dilemmatic 1 situation of interrogating the pupils during an alleged free discus- some asks first teacher the above, sequence club book the In sion about reading experiences, in her attempt to mitigate the questioning of Mia by offering her this face saving. Thereby, Mia’s huh uh SUE: 27. peers are not cast as the ultimate authorities on the meaning of huh uh Mia: 26. quarantine. horse that buy to than cat the for pay to she was well- then she thought it was so- more important more so- was it thought she then well- was she that’s what cost so much money (.) uh huh (.) and then and (.) huh uh (.) money much so cost what that’s 98 • Life and Fiction and quarantine this in sit to had he why that’s and huh uh SUE: 25. 99 dilemmas Booktalk • It is possible that the two pupils, Sara and Julia, construe the situation as an interrogation where the purpose is to give the teacher the desired answer. On top of the vocabulary lesson, one could, therefore, also interpret some of the teacher’s questions as testing the pupils’ memories, or if they have read the book as far as they should. This could be a necessary pedagogical task for all vation for why they chose that particular part. particular that chose they why for vation kinds of purposes, but Chambers claims that it is devastating for their chosen texts aloud to one another and presented the moti- the presented and another one to aloud texts chosen their literary discussions (1993/1999, pp. 45–46). At its extreme, educa- text aloud. During the second book club session, the pupils read pupils the session, club book second the During aloud. text tion like this could become an ongoing interrogation where the half a page. At home, the child should practice reading the chosen the reading practice should child the home, At page. a half pupils have to find the right answers to what the teacher has in sheet about the book club, the chosen part should consist of about of consist should part chosen the club, book the about sheet mind. To avoid this, Chambers suggests that talk about reading choose an extract from the text. According to the information the to According text. the from extract an choose should be based on an agreement that everything is honourably In grade grade In , an additional task for the children was to individually to was children the for task additional an , 4 reportable. Honourably reportable implies that what is said will Reading aloud and reading for pleasure for reading and aloud Reading not be misused in any way, and that everyone will be listened to and respected. The teacher’s questions are legitimate from the first run to explain it. explain to run first point of view that one should understand the parts to understand spot since she in fact first failed to pronounce it, and then in the in then and it, pronounce to failed first fact in she since spot the whole. The problem is that the teacher in the example above puts Sara – who first used the word quarantine – in rather a bad a rather in – quarantine word the used first who – Sara puts puts Sara – who first used the word quarantine – in rather a bad the whole. The problem is that the teacher in the example above example the in teacher the that is problem The whole. the spot since she in fact first failed to pronounce it, and then in the point of view that one should understand the parts to understand to parts the understand should one that view of point first run to explain it. and respected. The teacher’s questions are legitimate from the from legitimate are questions teacher’s The respected. and not be misused in any way, and that everyone will be listened to listened be will everyone that and way, any in misused be not Reading aloud and reading for pleasure . Honourably reportable implies that what is said will said is what that implies reportable Honourably . reportable In grade 4, an additional task for the children was to individually should be based on an agreement that everything is is everything that agreement an on based be should honourably choose an extract from the text. According to the information mind. To avoid this, Chambers suggests that talk about reading about talk that suggests Chambers this, avoid To mind. sheet about the book club, the chosen part should consist of about right answers to what the teacher has in has teacher the what to answers right the pupils have to find find to have pupils half a page. At home, the child should practice reading the chosen tion like this could become an ongoing interrogation where the where interrogation ongoing an become could this like tion text aloud. During the second book club session, the pupils read – pp. , / ). At its extreme, educa- extreme, its At ). literary discussions ( discussions literary 45 1999 1993 46 their chosen texts aloud to one another and presented the moti- kinds of purposes, but Chambers claims that it is devastating for devastating is it that claims Chambers but purposes, of kinds vation for why they chose that particular part. they should. This could be a necessary pedagogical task for all for task pedagogical necessary a be could This should. they testing the pupils’ memories, or if they have read the book as far as far as book the read have they if or memories, pupils’ the testing could, therefore, also interpret some of the teacher’s questions as questions teacher’s the of some interpret also therefore, could, teacher the desired answer. On top of the vocabulary lesson, one lesson, vocabulary the of top On answer. desired the teacher situation as an interrogation where the purpose is to give the give to is purpose the where interrogation an as situation It is possible that the two pupils, Sara and Julia, construe the construe Julia, and Sara pupils, two the that possible is It Booktalk dilemmas • 99 Life and Fiction and Life 100 [4] • Group 4B:3. Participants: Julia, Sara, Mia, Ida, Dan, and SUE (teacher). 46 on decided had Ida and Julia that SUE: 31. Book: Smuggelkatten by Lasse Ekholm (1990). (Tape 4: 0.10.16.) 49º take I’ll ºthen Ida: 30. 29. Dan: ºbut I haven’t (x)º haven’t I ºbut Dan: 29. 1. SUE: what page do you want to read then (.) Sara? that- case the really it’s if (.) little a wonder to beginning 2. Sara: (xx) here hum 80 actually I’m and (.) decided we page a half least at said I SUE: 28. 3. SUE: page 80 bit little a just it’s Sara: 27. 4. Dan: 5. Sara: [>but I’m not gonna read] a whole page< no Sara: 25. 6. SUE: no- well everyone has to read (.) and which page have you yeah Dan: 24. [but page 46] that’s not enough to read to enough not that’s 46] page [but chosen then Dan? SUE: 23. 7. Dan: 46 first] read [can I but bu- Sara: 22. 8. SUE: uh huh and uh Ida? º- I but º Ida: 21. 9. Ida: 46 things 10. SUE: 46 too (.) and Mia? these practised all you’ve now that it’s see you but no SUE: 20. 11. Mia: yes 27 first read to want don’t I then well Dan: 19. 12. SUE: oh that’s good that someone else was earlier too and it? about do I can what but great so not it’s no SUE: 18. Julia? no Dan: 17. 13. Julia: 46 isn’t it no Mia: 16. 14. SUE: 46 you too? what’s so exciting on page 46 then? this is everybody if fun no it’s but Dan: 15. mysterious! I’ll have to- to- have I’ll mysterious! 15. Dan: but it’s no fun if everybody is this then? 46 page on exciting so what’s too? you 46 SUE: 14. 16. Mia: no it isn’t 46 Julia: 13. 17. Dan: no Julia? 18. SUE: no it’s not so great but what can I do about it? and too earlier was else someone that good that’s oh SUE: 12. 19. Dan: well then I don’t want to read first 27 yes Mia: 11. 20. SUE: no but you see it’s that now you’ve all practised these Mia? and (.) too 46 SUE: 10. things 46 Ida: 9. 21. Ida: º but I º- Ida? uh and huh uh SUE: 8. 22. Sara: bu- but I [can read first] 46 Dan: 7. 23. SUE: [but page 46] that’s not enough to read Dan? then chosen 24. Dan: yeah you have page which and (.) read to has everyone well no- SUE: 6. gonna read] a whole page< whole a read] gonna not I’m [>but 25. Sara: no Sara: 5. 26. SUE: no read]>? to [have we 27. Sara: it’s just a little bit 80 page SUE: 3. 28. SUE: I said at least half a page we decided (.) and I’m actually 80 hum here (xx) Sara: 2. beginning to wonder a little (.) if it’s really the case that- Sara? (.) then read to want you do page what SUE: 1. 29. Dan: ºbut I haven’t (x)º by Lasse Ekholm (1990). (Tape 4: 0.10.16.) 4: (Tape (1990). Ekholm Lasse by Smuggelkatten 30. Ida: ºthen I’ll take 49º Book: 31. SUE: that Julia and Ida had decided on 46 (teacher). SUE and Dan, Ida, Mia, Sara, Julia, Participants: 4B:3. Group 100 • Life and Fiction [4] 101 dilemmas Booktalk • In this group, one could detect actions of resistance towards the resistance, and the children did choose “lengthy-enough” pages “lengthy-enough” choose did children the and resistance, task of reading aloud in that some pupils chose to read the shortest In the other grade grade other the In group, however, there was no displayed no was there however, group, 46 4 page in the book (page ). In a declaration of her intention not to ). choices (turn (turn choices 5 31 read an entire page (turn ), Sara in fact expresses explicit and throws suspicion on Julia and Ida for not revealing their true their revealing not for Ida and Julia on suspicion throws and resistance. The implicit resistance of Dan consists of having chosen ). She even extends her control her extends even She ). (turn the choice to read page page read to choice the 7 9 23 46 the shortest page in the book (turn ). Similarly, Ida (turn ) and the extract when the teacher in fact uses her power and disqualifies and power her uses fact in teacher the when extract the Julia (turn 13) have chosen the same (very short) page as Dan. Mia The dichotomy of freedom versus control is also at play later in later play at also is control versus freedom of dichotomy The complies with the assignment though, in that she has chosen a terms of dilemma. of terms “normal” page, page 27. Sara tries to please the teacher by offering complete control over the situation. This could be interpreted in interpreted be could This situation. the over control complete to read first (turn 22). Also, Sara aligns with the teacher in her restrains herself from using her power as a teacher and exercising and teacher a as power her using from herself restrains challenge of the choice of reading page 46, ‘it’s just a little bit’ (‘det (turn (turn ). She doesn’t like the result of the freedom. Yet, she Yet, freedom. the of result the like doesn’t She ). 27 28 18 är ju bara lite’) (turn ). When the teacher (turn ) objects that read, expresses an orientation towards an educational dilemma educational an towards orientation an expresses read, page 46 does not fulfil the request of being at least half a page, Ida the fact that several pupils have chosen the same text extract to extract text same the chosen have pupils several that fact the tries to negotiate with the teacher, offering to read from page 49 utterance that, despite her dislike, she can not do anything about anything do not can she dislike, her despite that, utterance (turn 30). framed by traditional pedagogy. The teacher’s rather resigned rather teacher’s The pedagogy. traditional by framed A problem with the reading aloud task is that the pupils have a the same text as that of another pupil – thus, progressive pedagogy progressive thus, – pupil another of that as text same the “free” choice of text, but that it should in fact fulfil two additional conditions: it should be a text of proper length and it should not be not should it and length proper of text a be should it conditions: conditions: it should be a text of proper length and it should not be “free” choice of text, but that it should in fact fulfil two additional two fulfil fact in should it that but text, of choice “free” the same text as that of another pupil – thus, progressive pedagogy A problem with the reading aloud task is that the pupils have a have pupils the that is task aloud reading the with problem A framed by traditional pedagogy. The teacher’s rather resigned ). (turn 30 utterance that, despite her dislike, she can not do anything about tries to negotiate with the teacher, offering to read from page page from read to offering teacher, the with negotiate to tries 49 the fact that several pupils have chosen the same text extract to page page does not fulfil the request of being at least half a page, Ida page, a half least at being of request the fulfil not does 46 read, expresses an orientation towards an educational dilemma ). When the teacher (turn (turn teacher the When ). ) objects that objects ) är ju bara lite’) (turn (turn lite’) bara ju är 18 27 28 (turn ). She doesn’t like the result of the freedom. Yet, she , ‘it’s just a little bit’ (‘det bit’ little a just ‘it’s , challenge of the choice of reading page page reading of choice the of challenge 46 restrains herself from using her power as a teacher and exercising to read first (turn (turn first read to ). Also, Sara aligns with the teacher in her in teacher the with aligns Sara Also, ). 22 complete control over the situation. This could be interpreted in . Sara tries to please the teacher by offering by teacher the please to tries Sara . “normal” page, page page page, “normal” 27 terms of dilemma. complies with the assignment though, in that she has chosen a chosen has she that in though, assignment the with complies The dichotomy of freedom versus control is also at play later in Julia (turn (turn Julia ) have chosen the same (very short) page as Dan. Mia Dan. as page short) (very same the chosen have ) 13 the extract when the teacher in fact uses her power and disqualifies ). Similarly, Ida (turn (turn Ida Similarly, ). ) and ) the shortest page in the book (turn (turn book the in page shortest the 46 23 7 9 the choice to read page (turn ). She even extends her control resistance. The implicit resistance of Dan consists of having chosen having of consists Dan of resistance implicit The resistance. and throws suspicion on Julia and Ida for not revealing their true read an entire page (turn (turn page entire an read ), Sara in fact expresses explicit expresses fact in Sara ), 31 5 choices (turn ). ). In a declaration of her intention not to not intention her of declaration a In ). page in the book (page (page book the in page 4 46 In the other grade group, however, there was no displayed task of reading aloud in that some pupils chose to read the shortest the read to chose pupils some that in aloud reading of task resistance, and the children did choose “lengthy-enough” pages In this group, one could detect actions of resistance towards the towards resistance of actions detect could one group, this In Booktalk dilemmas • 101 Life and Fiction and Life 102 (e.g., at least half a page according to the information sheet and the • instructions during the first book club session). is conflict the reading, of terms In clubs. book studied the in stake I have shown how values such as freedom and constraint are at are constraint and freedom as such values how shown have I Concluding discussion dosage. everyday an into reading as such activity there seems to be an in-built contradiction in making a creative a making in contradiction in-built an be to seems there Without somehow suggesting that all children should become but pleasure, for reading about written much not is There nent. authors, I would like to discuss some examples of great reading compo- creative a includes reading thus, text; a of interpretation b) is the importance of the reader’s own reader’s the of importance the is b) Iser, ; / 1978 1998 experience from the universe of authors. As far as I know, there is 1980 no autobiographic report on childhood reading according to a Fish, example (for theories reader-response of implication An time schedule among authors. By contrast, many authors, when day. and night read eagerly he as Bill, Buffalo to Ibsen from recollecting great reading experiences from their childhood, indiscriminately, everything devoured that ostrich an with young recount how they were totally immersed in reading – hour after when himself compares Neruda childhood. his during library hour – forgetting time and place. One example is Astrid Lindgren local the at known well was “gluttony” literary his how confesses ( memorias vivido: he que Confieso memoirs, 1984 Neruda Pablo ), ( ). Lev Tolstoj describes in his autobiographical work, 1974 Childhood (1958?? [Detstvo, originally published in 1852]) how he his In him. around world the of reminded when annoyed became ]), he depicts himself as a boy who could read for hours and hours for read could who boy a as himself depicts he ]), eagerly devoted a childhood summer to reading French novels. 1905 ( lecture la Sur In Proust. [originally written as a preface in preface a as written [originally That particular summer Tolstoj read about one hundred novels. 1988 Vacation reading was also a preferred activity of the young Marcel Marcel young the of activity preferred a also was reading Vacation Proust. In Sur la lecture (1988 [originally written as a preface in novels. hundred one about read Tolstoj summer particular That 1905]), he depicts himself as a boy who could read for hours and novels. French reading to summer childhood a devoted eagerly ]) how he how ]) in published originally [Detstvo, ?? ( Childhood 1852 became annoyed when reminded of the world around him. In his 1958 ( 1974 work, autobiographical his in describes Tolstoj Lev ). memoirs, Confieso que he vivido: memorias ( ), Pablo Neruda 1984 confesses how his literary “gluttony” was well known at the local Lindgren Astrid is example One place. and time forgetting – hour library during his childhood. Neruda compares himself when after hour – reading in immersed totally were they how recount young with an ostrich that devoured everything indiscriminately, childhood, their from experiences reading great recollecting from Ibsen to Buffalo Bill, as he eagerly read night and day. when authors, many contrast, By authors. among schedule time An implication of reader-response theories (for example Fish, a to according reading childhood on report autobiographic no 1980/1998; Iser, 1978b) is the importance of the reader’s own is there know, I as far As authors. of universe the from experience interpretation of a text; thus, reading includes a creative compo- reading great of examples some discuss to like would I authors, nent. There is not much written about reading for pleasure, but become should children all that suggesting somehow Without there seems to be an in-built contradiction in making a creative activity such as reading into an everyday dosage. discussion Concluding I have shown how values such as freedom and constraint are at stake in the studied book clubs. In terms of reading, the conflict is session). club book first the during instructions 102 • Life and Fiction the and sheet information the to according page a half least at (e.g., 103 dilemmas Booktalk • between the pupils’ freedom to read for their own delight and the . Titles of fiction are not translated. not are fiction of Titles . 4 teachers’ educational task to control the pupils’ reading activity. It eh Laughter. he he is also important to separate reading skills from reading for (x) (xx) Inaudible word or words. or word Inaudible (xx) (x) (. . .) Talk has been omitted from a data extract. data a from omitted been has Talk .) . (. pleasure (cf. the use of Sundblad et al. in the studied bookclubs). Utterance interrupted or ebbed away. ebbed or interrupted Utterance – Thus, theories and models of reading skill development are not of < > Slower talk. Slower > < necessity applicable on development of reading for pleasure. Daily > < Speeded-up talk. Speeded-up < > Prolongation of preceding sound. preceding of Prolongation : reading according to a schedule can perhaps be profitable in ((Text.)) Transcriber’s comments. Transcriber’s ((Text.)) developing reading habits but there is, as far as I know, no solid . Micropause. (.) evidence that it is good for the joyful reading experience. ( ) Measure pauses in seconds. in pauses Measure ) 4 ° ° Quieter speech. Quieter ° ° locates emphasis. locates Signals emphasis; the extent of underlining within individual words individual within underlining of extent the emphasis; Signals Underlining Acknowledgements [ ] Square brackets mark the start and end of overlapping speech. overlapping of end and start the mark brackets Square ] [ . The transcription symbols are based on Edwards ( Edwards on based are symbols transcription The . ): 3 1997 I owe thanks to Karin Aronsson, Jakob Cromdal, the editors and . School settings are part of most children’s everyday real-life. everyday children’s most of part are settings School . 2 two anonymous reviewers for helpful comments on an earlier activities, as opposed to situations that are constructed or initiated by researchers. by initiated or constructed are that situations to opposed as activities, manuscript for this article. Financial support from The Bank of . The word “authentic” is here used in the sense ongoing, already-occurring ongoing, sense the in used here is “authentic” word The . 1 Sweden Tercentenary Foundation (grant 1999-0341: 01-02) is Notes gratefully acknowledged. gratefully acknowledged. gratefully Notes Sweden Tercentenary Foundation (grant (grant Foundation Tercentenary Sweden ) is ) - : - 02 01 0341 1999 1. The word “authentic” is here used in the sense ongoing, already-occurring manuscript for this article. Financial support from The Bank of Bank The from support Financial article. this for manuscript activities, as opposed to situations that are constructed or initiated by researchers. two anonymous reviewers for helpful comments on an earlier an on comments helpful for reviewers anonymous two 2. School settings are part of most children’s everyday real-life. I owe thanks to Karin Aronsson, Jakob Cromdal, the editors and editors the Cromdal, Jakob Aronsson, Karin to thanks owe I 3. The transcription symbols are based on Edwards (1997): [ ] Square brackets mark the start and end of overlapping speech. Acknowledgements Underlining Signals emphasis; the extent of underlining within individual words locates emphasis. ° ° Quieter speech. (4) Measure pauses in seconds. evidence that it is good for the joyful reading reading joyful the for good is it that evidence . experience (.) Micropause. habits reading developing but there is, as far as I know, no solid no know, I as far as is, there but ((Text.)) Transcriber’s comments. reading according to a schedule can perhaps be profitable in profitable be perhaps can schedule a to according reading : Prolongation of preceding sound. > < Speeded-up talk. necessity applicable on development of reading for pleasure. Daily pleasure. for reading of development on applicable necessity < > Slower talk. Thus, theories and models of reading skill development are not of not are development skill reading of models and theories Thus, – Utterance interrupted or ebbed away. (cf. the use of Sundblad et al. in the studied bookclubs). studied the in al. et Sundblad of use the (cf. pleasure (. . .) Talk has been omitted from a data extract. (x) (xx) Inaudible word or words. is also important to separate reading reading separate to important also is from reading for reading from skills he he Laughter. teachers’ educational task to control the pupils’ reading activity. It activity. reading pupils’ the control to task educational teachers’ 4. Titles of fiction are not translated. between the pupils’ freedom to read for their own delight and the and delight own their for read to freedom pupils’ the between Booktalk dilemmas • 103 Life and Fiction and Life 104 References • Billig, M., Condor, S., Edwards, D., Gane, M., Middleton, D., & . . London: London: . construction social Radley, A. (1988). Ideological dilemmas: A social psychology SAGE Potter, J. ( J. Potter, Representing reality: Discourse, rhetoric and rhetoric Discourse, reality: Representing ). of everyday thinking. London: SAGE. 1996b Chambers, A. (1985/2000). Booktalk: Occasional writing on lite- Barral. Seix Spain: . Barcelona, . Memorias vivido: he que Confieso ). Neruda, P. ( P. Neruda, rature and children. Stroud, England: Thimble Press. 1974 Chambers, A. (1991/1996). The reading environment: How University. ). Linköping, Sweden: Linköping Sweden: Linköping, ). nication Studies Studies nication adults help children enjoy books. Stroud, England: Thimble 1994:9 (Working papers from the Department of Commu- of Department the from papers (Working Press. practice]. Chambers, A. (1993/1999). Tell me: Children, reading and talk. and Theory conversation: and speech of [Transcription tik Transkription av tal och samtal: Teori och prak- och Teori samtal: och tal av Transkription ). Linell, P. ( P. Linell, Stroud, England: Thimble Press. 1994 (pp. 9–12). Stockholm: Gidlund. Stockholm: 9–12). (pp. Edwards, D. (1997). Discourse and cognition. London: SAGE. litteraturhistoria Barndomens böcker: Barnboksförfattarnas böcker: Barndomens Edwards, D., & Potter, J. (1992). Discursive psychology. London: (Eds.), Widerberg SAGE. S. & Holm A. In say]. would I width had reading [My ). Det var bredd över min läsning vill jag påstå jag vill läsning min över bredd var Det ). Lindgren, A. ( A. Lindgren, Ekholm, L. (1990). Smuggelkatten. Stockholm: Opal. 1984 Fish, S. (1980/1998). Is there a text in this class? The authority of Press. University Hopkins Johns (2nd ed.). Baltimore: ed.). (2nd interpretive communities. Cambridge, MA: Harvard Univer- Beckett to Bunyan from fiction prose The implied reader. Patterns of communication in communication of Patterns reader. implied The ). Iser, W. ( W. Iser, sity Press. 1978 . – ), ( Research in Education, Education, in Research 64 49 28 Hustler, D. E., & Payne, G. C. F. (1982). Power in the classroom. 46 ). Power in the classroom. the in Power ). Hustler, D. E., & Payne, G. C. F. ( F. C. G. Payne, & E., D. Hustler, Research in Education, 46 (28), 49–64. 1982 Iser, W. (1978). The implied reader. Patterns of communication in Press. sity . Cambridge, MA: Harvard Univer- Harvard MA: Cambridge, . prose fiction from Bunyan to Beckett (2nd ed.). Baltimore: communities interpretive Fish, S. ( S. Fish, Is there a text in this class? The authority of authority The class? this in text a there Is ). / 1998 Johns Hopkins University Press. 1980 . Stockholm: Opal. Stockholm: . Smuggelkatten ). Ekholm, L. ( L. Ekholm, Lindgren, A. (1984). Det var bredd över min läsning vill jag påstå 1990 . [My reading had width I would say]. In A. Holm & S. SAGE Edwards, D., & Potter, J. ( J. Potter, & D., Edwards, . London: . psychology Discursive ). Widerberg (Eds.), Barndomens böcker: Barnboksförfattarnas 1992 . London: . cognition and Discourse ). Edwards, D. ( D. Edwards, SAGE litteraturhistoria (pp. 9–12). Stockholm: Gidlund. 1997 Linell, P. (1994). Transkription av tal och samtal: Teori och prak- Press. Thimble England: Stroud, . talk and reading Children, me: Tell ). / Chambers, A. ( A. Chambers, 1999 tik [Transcription of speech and conversation: Theory and 1993 practice]. (Working papers from the Department of Commu- Press. . Stroud, England: Thimble England: Stroud, . nication Studies 1994:9). Linköping, Sweden: Linköping books enjoy children help adults The reading environment: How environment: reading The ). / ( A. Chambers, 1996 University. 1991 . Stroud, England: Thimble Press. Thimble England: Stroud, . Neruda, P. (1974). Confieso que he vivido: Memorias. Barcelona, children and rature Booktalk: Occasional writing on lite- on writing Occasional Booktalk: ). / Chambers, A. ( A. Chambers, 2000 Spain: Seix Barral. 1985 . London: London: . thinking everyday of . Potter, J. (1996b). Representing reality: Discourse, rhetoric and SAGE Ideological dilemmas: A social psychology social A dilemmas: Ideological ). Radley, A. ( A. Radley, social construction. London: SAGE. 1988 Billig, M., Condor, S., Edwards, D., Gane, M., Middleton, D., & D., Middleton, M., Gane, D., Edwards, S., Condor, M., Billig, 104 • Life and Fiction References 105 dilemmas Booktalk • Potter, J. (1998). Qualitative and discourse analysis. In A. S. Bellack & M. Hersen (Eds.), Comprehensive clinical 3. MARY: (7) i kväll är läxkväll va läxkväll är kväll i (7) MARY: 3. psychology: Research and methods (pp. 117–144). Oxford, .Ig? ºjoº Inga?: 2. England: Pergamon. i kväll (5) ºx skriva förstº skriva ºx (5) kväll i Potter, J., & Wetherell, M. (1994). Analyzing discourse. In A. ju en läxa som ni har (.) och då kan man ju fundera på (.) på fundera ju man kan då och (.) har ni som läxa en ju Bryman & R. G. Burgess (Eds.), Analyzing qualitative data det väldigt bra att man planerar sitt läsande för det här är här det för läsande sitt planerar man att bra väldigt det (pp. 47–66). London: Routledge. 1. MARY: då är det ju så här att när man ska (.) läsa hemma så är så hemma läsa (.) ska man när att här så ju det är då MARY: 1. Potter, J., & Wetherell, M. (1995). Discourse analysis. In J. A. Smith, R. Harré & L. V. Langenhove (Eds.), Rethinking by Monica Zak. (Tape 1: 0.20.47.) 1: (Tape Zak. Monica by lös är Boan Hjälp! Book: Book: methods in psychology (pp. 80–92). London: SAGE. Group 4A:1. Participants: Inga, Mats, Bert, Tony, and MARY (teacher). MARY and Tony, Bert, Mats, Inga, Participants: 4A:1. Group Proust, M. (1988). Sur la lecture. Arles, France: ACTES SUD. [1] Skolverket [National Agency for Education]. (1996). Grundskolan: kursplaner, betygskriterier [Compulsory Appendix Swedish originals Swedish Appendix school: Syllabus, assessment criteria]. Stockholm: Fritzes. Sundblad, B., Dominkovi´c, K., & Allard, B. (1983). LUS — en bok om läsutveckling [RDS — a book on reading Opal. development] (2nd ed.). Stockholm: Liber Utbildningsförlag. Bromma, Sweden: Bromma, lös! är Boan Hjälp! ). / Zak, M. ( M. Zak, 1989 1987 Sørlle, S. (1989). Isnatt (C. Mitchell, Trans.). Stockholm: Tolstoj, L. N. ( N. L. Tolstoj, . Moscow. . youth boyhood, Childhood, ?). 1958 Ordfront. Ordfront. Tolstoj, L. N. (1958?). Childhood, boyhood, youth. Moscow. (C. Mitchell, Trans.). Stockholm: Trans.). Mitchell, (C. Isnatt ). ( S. Sørlle, 1989 Zak, M. (1987/1989). Hjälp! Boan är lös! Bromma, Sweden: (2nd ed.). Stockholm: Liber Utbildningsförlag. Liber Stockholm: ed.). (2nd development] Opal. — a book on reading on book a — bok om läsutveckling [ läsutveckling om bok RDS RDS — en — ). Sundblad, B., Dominkovi´c, K., & Allard, B. ( B. Allard, & K., Dominkovi´c, B., Sundblad, LUS LUS 1983 school: Syllabus, assessment criteria] assessment Syllabus, school: . Stockholm: Fritzes. Stockholm: . Appendix Swedish originals Grundskolan: kursplaner, betygskriterier [Compulsory betygskriterier kursplaner, Grundskolan: ). Skolverket [National Agency for Education]. ( Education]. for Agency [National Skolverket 1996 [1] Proust, M. ( M. Proust, . Arles, France: France: Arles, . lecture la Sur ). . 8 198 ACTES SUD ACTES Group 4A:1. Participants: Inga, Mats, Bert, Tony, and MARY (teacher). ). London: London: ). . (pp. (pp. psychology in methods 80–92 SAGE Book: Hjälp! Boan är lös by Monica Zak. (Tape 1: 0.20.47.) Smith, R. Harré & L. V. Langenhove (Eds.), (Eds.), Langenhove V. L. & Harré R. Smith, Rethinking Potter, J., & Wetherell, M. ( M. Wetherell, & J., Potter, ). Discourse analysis. In J. A. J. In analysis. Discourse ). 1995 1. MARY: då är det ju så här att när man ska (.) läsa hemma så är ). London: Routledge. London: ). (pp. (pp. 47–66 det väldigt bra att man planerar sitt läsande för det här är Bryman & R. G. Burgess (Eds.), (Eds.), Burgess G. R. & Bryman Analyzing qualitative data qualitative Analyzing ju en läxa som ni har (.) och då kan man ju fundera på (.) ). Analyzing discourse. In A. In discourse. Analyzing ). ( M. Wetherell, & J., Potter, 1994 i kväll (5) ºx skriva förstº England: Pergamon. England: 2. Inga?: ºjoº ). Oxford, ). – psychology: Research and methods and Research psychology: (pp. (pp. 144 117 3. MARY: (7) i kväll är läxkväll va Comprehensive clinical Comprehensive (Eds.), Hersen M. & Bellack Potter, J. ( J. Potter, ). Qualitative and discourse analysis. In A. S. A. In analysis. discourse and Qualitative ). 1998 Booktalk dilemmas • 105 Life and Fiction and Life 106 4. Bert: m: • 5. MARY: då ska man läsa [läxor 6. Mats: [fotbolls- det göra man kan så söndag och lördag läsa man vill 7. MARY: ja och bra ju det går så dag nån mindre och dag nån mera 8. Mats: jag ska på fotboll läsa man vill men dagar fyra (.) sidor 20 ungefär att det- 9. MARY: um vet ni att så (.) hem kommer man när läsa man kan då så MARY: 28. 10. Inga: men vi har inga läxor i dag sju halv till Mats: 27. 11. MARY: då kan man ju tänka så här att har man inga läxor så kan dig lägger och går du till hem kommer du det från det ju vara ganska bra att starta upp (.) i morgon är det inte du spelar den fotbollen här den (.) Mats (.) menar jag MARY: 26. torsdag sen (.) fredag lördag söndag och då kanske man så- sen och veckan i gånger två fotboll kör jag Mats: 25. inte vill läsa men det får man ju göra längre lite läsa ju man måste då läsa och 12. Mats: [det är torsdag i dag] hinner man att tycker inte man och bort ska man eller 13. Tony: [i morgon är det fredag] kväll nån fotboll spelat man att så då det är (.) 14. MARY: det är torsdag ja (.) vad ville jag ha då? det vart sidor 20 det just ja Mats: 23. 15. Flera: hihi sidor 40 läst man har då MARY: 22. 16. MARY: jag trodde det var onsdag fortfarande ja torsdag i kväll kväll varje sidor 10 Mats: 21. läser man sen har ni måndag tisdag och onsdag kväll (.) då? läsa man om vi säger att det är fyra så att säga __ och om man då tänker sig att man är på sidan 11 nu och sidor 80 är det Mats: 19. ska läsa [till sidan] 91 sidor 80 ungefär är det MARY: 18. 17. Mats: [80 sidor] sidor] [80 Mats: 17. 18. MARY: det är ungefär 80 sidor 91 sidan] [till läsa ska 19. Mats: det __är 80 sidor och nu 11 sidan på är man att sig tänker då man om och 20. MARY: och sen har man fyra kvällar (.) hur mycket ungefär ska man läsa då? (.) kväll onsdag och tisdag måndag ni har sen man läser 21. Mats: 10 sidor varje kväll kväll i torsdag ja fortfarande onsdag var det trodde jag MARY: 16. 22. MARY: då har man läst 40 sidor hihi Flera: 15. 23. Mats: ja just det 20 sidor vart det då? ha jag ville vad (.) ja torsdag är det MARY: 14. 24. MARY: eller man ska bort och man inte tycker att man hinner dag] i torsdag är [det Mats: 12. och läsa då måste man ju läsa lite längre göra ju man får det men läsa vill inte 25. Mats: jag kör fotboll två gånger i veckan och sen så- man kanske då och söndag lördag fredag (.) sen torsdag 26. MARY: jag menar (.) Mats (.) den här fotbollen den spelar du inte det är morgon i (.) upp starta att bra ganska vara ju det från det du kommer hem till du går och lägger dig kan så läxor inga man har att här så tänka ju man kan då MARY: 11. inga läxor i dag i läxor inga 27. Mats: till halv sju har vi men Inga: 10. 28. MARY: så då kan man läsa när man kommer hem (.) så att ni vet um MARY: 9. det- att ungefär 20 sidor (.) fyra dagar men vill man läsa fotboll på ska jag Mats: 8. mera nån dag och mindre nån dag så går det ju bra och ja MARY: 7. vill man läsa lördag och söndag så kan man göra det [fotbolls- Mats: 6. .MR:d k a äa[läxor läsa man ska då MARY: 5. 106 • Life and Fiction m: Bert: 4. 107 dilemmas Booktalk • 29. Inga: [får man läsa-] 30. Tony: [får man läsa] längre än 91? 31. MARY: det får man göra där? 32. Mats: (x) ju kanske indirekt lite ansvarig för att dom hade hamnat hade dom att för ansvarig lite indirekt kanske ju 33. MARY: men- (.) nästa gång så kommer vi bara och prata om på nåt sätt och vis att Kjell vill ta ansvar för att (.) han var han (.) att för ansvar ta vill Kjell att vis och sätt nåt på ungefär fram till 91 6. MARY: näe (.) men under den första delen av boken märker man märker boken av delen första den under men (.) näe MARY: 6. 34. Mats: ska man skriva x? 5. Anja: (x) kan jag ju inte säga det så:å ((Ler.)) så:å det säga inte ju jag kan (x) Anja: 5. 35. MARY: ja vad ska man göra då? om vi tittar på det här pappret ((Ler.)) som vi vuxna har skrivit för att ni ska ha lite hjälp- 4. MARY: [ja det är] bra! hihi bra! är] det [ja MARY: 4. 36. Bert: ºman kan x läsa 10 på morronen och 10 på kvällenº ((”Wobblar” med en öppen hand mot läraren.)) mot hand öppen en med ((”Wobblar” 37. MARY: det kan man göra du! det var ju en bra idé som Bert 3. Anja: [ja jag] vet det, det var det jag [tänkte (xx)] [tänkte jag det var det det, vet jag] [ja Anja: 3. [hade (.)-] slut [et än ] än [et slut 38. Inga: [man kan ju-] inte] prata ((Petar med två fingrar på Anjas arm, och ler.)) och arm, Anjas på fingrar två med ((Petar prata inte] 39. MARY: -10 sidor på morronen och 10 på kvällen 2. MARY: [jamen vi ska vi [jamen MARY: 2. 40. Inga: om man läser till 91 måste man fortsätta och läsa då? 41. MARY: nej nej nej det är bara till 91 1. Anja: han är ju modig sen i slutet kan man ju s [äga men (xx)] men [äga s ju man kan slutet i sen modig ju är han Anja: 1. 42. Inga: då kan man ju läsa ur nån annan bok 43. MARY: ºvisst kan man göra detº by Steinar Sørlle. (Tape 6: 0.07.50.) 6: (Tape Sørlle. Steinar by Isnatt Book: Group 7A:2. Participants: Åsa, Eva, Anja, and MARY (teacher). MARY and Anja, Eva, Åsa, Participants: 7A:2. Group [2] [2] Group 7A:2. Participants: Åsa, Eva, Anja, and MARY (teacher). Book: Isnatt by Steinar Sørlle. (Tape 6: 0.07.50.) 43. MARY: ºvisst kan man göra detº göra man kan ºvisst MARY: 43. 42. Inga: då kan man ju lä ju man kan då Inga: 42. sa ur nån annan bok annan nån ur sa 1. Anja: han är ju modig sen i slutet kan man ju s [äga men (xx)] 41. MARY: nej nej nej det är bara till 91 till bara är det nej nej nej MARY: 41. måste man fortsätta och läsa då? läsa och fortsätta man måste 40. Inga: om man läser till 91 91 till läser man om Inga: 40. 2. MARY: [jamen vi ska 39. MARY: -10 sidor på morronen och 10 på kvällen på 10 och morronen på sidor -10 MARY: 39. inte] prata ((Petar med två fingrar på Anjas arm, och ler.)) 38. Inga: [man kan ju-] kan [man Inga: 38. slut [et än ] [hade (.)-] [hade 3. Anja: [ja jag] vet det, det var det jag [tänkte (xx)] 37. MARY: det kan man göra du! det var ju en bra idé som Bert som idé bra en ju var det du! göra man kan det MARY: 37. ((”Wobblar” med en öppen hand mot läraren.)) ºman kan x läsa 10 på morronen och 10 på kvällenº på 10 och morronen på 10 läsa x kan ºman Bert: . 36 4. MARY: [ja det är] bra! hihi som vi vuxna har skrivit för att ni ska ha lite hjälp- lite ha ska ni att för skrivit har vuxna vi som ((Ler.)) 35. MARY: ja vad ska man göra då? om vi tittar på det här pappret här det på tittar vi om då? göra man ska vad ja MARY: 35. 5. Anja: (x) kan jag ju inte säga det så:å ((Ler.)) 34. Mats: ska man skriva x? skriva man ska Mats: 34. 6. MARY: näe (.) men under den första delen av boken märker man ungefär fram till 91 till fram ungefär på nåt sätt och vis att Kjell vill ta ansvar för att (.) han var 33. MARY: men- (.) nästa gång så kommer vi bara och prata om prata och bara vi kommer så gång nästa (.) men- MARY: 33. ju kanske indirekt lite ansvarig för att dom hade hamnat 2 as (x) Mats: 32. där? 31. MARY: det får man göra man får det MARY: 31. 30. Tony: [får man läsa] längre än 91? än längre läsa] man [får Tony: 30. 29. Inga: [får man läsa-] man [får Inga: 29. Booktalk dilemmas • 107 Life and Fiction and Life 108 7. Anja: han verkar ju veta mycket och då säger han till dom • andra så här (.) typ (.) (xx) ((Slår med handen på bordet.)) på isen så att den inte spricker till exempel sa han väl till Leif nån gång tror jag så här att han liksom (.) aeh om man säger (…) ((1.18 minuter borttagna.)) 8. Anja: fast sen i slutet men det säger vi inte 9. MARY: han då hade varit den som drivit längre ut (.) hur utvecklas han under första delen i den här boken? ja MARY: 27. 10. Anja: jag vet inte riktigt om om Eva hunnit så där långt nu men då så dan första den ut läste jag Anja: 26. som att han skulle (.) så här (1) ni vet han skulle hoppa ut ja hihi MARY: 25. så här- det på koll riktigt inte har jag Anja: 24. 11. Eva: på isen? hämta Fnittrar.)) lättnad. av som djupt ut ((Andas shu Eva: 23. 12. Anja: ja um MARY: 22. säga det nu då nu det säga 13. Eva: väskan? jag kan Anja: 21. 14. Anja: ja ju är det men Eva: 20. 15. MARY: um um MARY: 19. 16. Anja: det var dä jag ville– dä ju han visa då Anja: 18. 17. MARY: um um MARY: 17. 18. Anja: då visa han ju dä ville– jag dä var det Anja: 16. 19. MARY: um um MARY: 15. 20. Eva: men det är ju ja Anja: 14. 21. Anja: kan jag säga det nu då väskan? Eva: 13. 22. MARY: um ja Anja: 12. 23. Eva: shu ((Andas ut djupt som av lättnad. Fnittrar.)) hämta isen? på Eva: 11. 24. Anja: jag har inte riktigt koll på det här- så 25. MARY: hihi ja ut hoppa skulle han vet ni (1) här så (.) skulle han att som 26. Anja: jag läste ut den första dan så då men nu långt där så hunnit Eva om om riktigt inte vet jag Anja: 10. 27. MARY: ja boken? här den i delen första under han utvecklas han då hade varit den som drivit längre ut (.) hur (.) ut längre drivit som den varit hade då han tittar på Leif då. Han hade ju också skuldkänslor för att för skuldkänslor också ju hade Han då. Leif på tittar 8. Anja: fast sen i slutet men det säger vi inte vi säger det men slutet i sen fast Anja: 8. (…) ((1.18 minuter borttagna.)) minuter ((1.18 (…) aeh om man säger man om aeh han väl till Leif nån gång tror jag så här att han liksom (.) liksom han att här så jag tror gång nån Leif till väl han bordet.)) på isen så att den inte spricker till exempel sa exempel till spricker inte den att så isen på bordet.)) andra så här (.) typ (.) (xx) ((Slår med handen på handen med ((Slår (xx) (.) typ (.) här så andra 108 • Life and Fiction dom till han säger då och mycket veta ju verkar han Anja: 7. 109 dilemmas Booktalk • [3] för katten än att köpa den där hästen där den köpa att än katten för Group 4B:2. Participants: Julia, Sara, Mia, Ida, Dan, and SUE (teacher). hon ju- då tyckte hon att det var vä- viktigare och betala och viktigare vä- var det att hon tyckte då ju- hon Book: Smuggelkatten by Lasse Ekholm. (Tapes 3: 0.40.54.) var det som kosta så mycket pengar (.) u:m (.) och då var då och (.) u:m (.) pengar mycket så kosta som det var 25. SUE: u:m och därför fick han sitta i sån här karantän och det och karantän här sån i sitta han fick därför och u:m SUE: 25. 1. SUE: ja: och dom pengarna vad använde hon dom till? 4 i:ja Mia: 24. 2. Sara: till katt [en] 23. SUE: nej nej (.) var det samma du tänkte säga där Mia? där säga tänkte du samma det var (.) nej nej SUE: 23. 3. Mia: [-en] inte så bra så inte 4. SUE: ja vaddå då till katten? till och köpa mat för? Sverige så att dom djuren får samma sjukdom men det är det men sjukdom samma får djuren dom att så Sverige 5. Sara: ne:j till att- vad heter det vad heter det till att lägga in- dom ta med sig den och smitta alla andra djuren (.) i (.) djuren andra alla smitta och den sig med ta dom 6. Julia: ºkarantänº ifall dom har nån sjukdom så kan så sjukdom nån har dom ifall 22. Sara: ja det är så att den ka- den att så är det ja Sara: 22. 7. Sara: -den på karatären i tre månader 21. SUE: nä:e Sara då? Sara nä:e SUE: 21. 8. Dan?: ºfyraº 20. Ida: ((Som inte har räckt upp handen, skakar på huvudet.)) på skakar handen, upp räckt har inte ((Som Ida: 20. 9. SUE: va- vad hette det här? de- det kunde du säga så bra Julia? 19. SUE: >ja vet< Ida? vet< >ja SUE: 19. 10. Julia: ºkarantän.º 18. Sara: >jag vet< >jag Sara: 18. 11. SUE: karantän (.) vad är en karantän då? ((Sara och Mia handen.)) räcker upp handen.)) 17. SUE: ja (.) varför får dom göra det? ((Sara och Mia räcker upp räcker Mia och ((Sara det? göra dom får varför (.) ja SUE: 17. 12. Sara: det är som- burar 13. SUE: Mia 16. Dan: man får ta sprutor och prov och sen så (.) man sitter i en i sitter man (.) så sen och prov och sprutor ta får man Dan: 16. 14. Mia: det är som (.) att ä- ja: vad ska man säga (.) ((Dan räcker 15. SUE: vill du inte det? Dan då? Dan det? inte du vill SUE: 15. upp handen.)) det är (.) jag menar om man säger så här att (.) ja: ºvad ska man säga jag kan inte säga klartº säga inte kan jag säga man ska ºvad ja: (.) att att (.) ja: ºvad ska man säga jag kan inte säga klartº upp handen.)) det är (.) jag menar om man säger så här så säger man om menar jag (.) är det handen.)) upp 15. SUE: vill du inte det? Dan då? 14. Mia: det är som (.) att ä- ja: vad ska man säga (.) ((Dan räcker ((Dan (.) säga man ska vad ja: ä- att (.) som är det Mia: 14. 16. Dan: man får ta sprutor och prov och sen så (.) man sitter i en 3 U:Mia SUE: 13. burar 12. Sara: det är som- är det Sara: 12. 17. SUE: ja (.) varför får dom göra det? ((Sara och Mia räcker upp räcker upp handen.)) upp räcker handen.)) 11. SUE: karantän (.) vad är en karantän då? ((Sara och Mia och ((Sara då? karantän en är vad (.) karantän SUE: 11. 18. Sara: >jag vet< 0 ui:ºkarantän.º Julia: 10. 19. SUE: >ja vet< Ida? 9. SUE: va- vad hette det här? de- det kunde du säga så bra Julia? bra så säga du kunde det de- här? det hette vad va- SUE: 9. 20. Ida: ((Som inte har räckt upp handen, skakar på huvudet.)) .Dn:ºfyraº Dan?: 8. 21. SUE: nä:e Sara då? 7. Sara: -den på karatären i tre månader tre i karatären på -den Sara: 7. 22. Sara: ja det är så att den ka- ifall dom har nån sjukdom så kan .Jla ºkarantänº Julia: 6. dom ta med sig den och smitta alla andra djuren (.) i 5. Sara: ne:j till att- vad heter det det heter vad att- till ne:j Sara: 5. vad heter det till att lägga in- lägga att till det heter vad Sverige så att dom djuren får samma sjukdom men det är 4. SUE: ja vaddå då till katten? till och köpa mat för? mat köpa och till katten? till då vaddå ja SUE: 4. inte så bra [-en] .Mia: 3. 23. SUE: nej nej (.) var det samma du tänkte säga där Mia? .Sr:tl at[en] katt till Sara: 2. 24. Mia: ja 1. SUE: ja: och dom pengarna vad använde hon dom till? dom hon använde vad pengarna dom och ja: SUE: 1. 25. SUE: u:m och därför fick han sitta i sån här karantän och det var det som kosta så mycket pengar (.) u:m (.) och då var by Lasse Ekholm. (Tapes 3: 0.40.54.) 3: (Tapes Ekholm. Lasse by Smuggelkatten Book: Book: hon ju- då tyckte hon att det var vä- viktigare och betala Group 4B:2. Participants: Julia, Sara, Mia, Ida, Dan, and SUE (teacher). SUE and Dan, Ida, Mia, Sara, Julia, Participants: 4B:2. Group för katten än att köpa den där hästen [3] Booktalk dilemmas • 109 Life and Fiction and Life 110 26. Mia: u:m • 27. SUE: u:m 27. Sara: det är ju bara lite bara ju är det Sara: 27. 6 U:nä SUE: 26. [4] nä Sara: 25. Group 4B:3. Participants: Julia, Sara, Mia, Ida, Dan, and SUE (teacher). jo Dan: 24. [men sidan 46] den duger ju inte att läsa att inte ju duger den 46] sidan [men Book: Smuggelkatten by Lasse Ekholm. (Tape 4: 0.10.16.) SUE: 23. 22. Sara: me- men jag [kan läsa först] läsa [kan jag men me- Sara: 22. 1. SUE: vilken sida vill du läsa då (.) Sara? jagº- ºmen Ida: 21. 2. Sara: xx här um 80 sakerna här 3. SUE: sidan 80 dom på tränat ju har ni att så som det är då du men nej SUE: 20. 4. Dan: 5. Sara: [>fast jag ska inte läsa] en hel sida. det? åt nånting 6. SUE: nä- ja alla måste läsa (.) och vilken sida har du valt ut då göra kunna jag ska hur men roligt inget var det nej SUE: 18. Dan? nej Dan: 17. 7. Dan: 46 det inte ju blir det nej Mia: 16. 8. SUE: um och e: Ida? alla om skojigt inget väl är det men Dan: 15. 9. Ida: 46 måste- jag mystiskt! låter det 10. SUE: också 46 (.) och Mia? då? 46 sidan på spännande för det är vad också? du 46 SUE: 14. 11. Mia: ja 27 46 Julia: 13. 12. SUE: å så bra att det var nån annan också tidigare and Julia? Julia? and tidigare också annan nån var det att bra så å SUE: 12. 13. Julia: 46 27 ja Mia: 11. 14. SUE: 46 du också? vad är det för spännande på sidan 46 då? Mia? och (.) 46 också SUE: 10. det låter mystiskt! jag måste- 46 Ida: 9. 15. Dan: men det är väl inget skojigt om alla Ida? e: och um SUE: 8. 16. Mia: nej det blir ju inte det 46 Dan: 7. 17. Dan: nej Dan? 18. SUE: nej det var inget roligt men hur ska jag kunna göra då ut valt du har sida vilken och (.) läsa måste alla ja nä- SUE: 6. [>fast jag ska inte läsa] en hel sida. hel en läsa] inte ska jag [>fast nånting åt det? Sara: 5. 19. Dan: ja då vill inte jag läsa först läsa]>? [man 20. SUE: nej men du då är det som så att ni har ju tränat på dom 80 sidan SUE: 3. här sakerna 80 um här xx Sara: 2. 21. Ida: ºmen jagº- Sara? (.) då läsa du vill sida vilken SUE: 1. 22. Sara: me- men jag [kan läsa först] by Lasse Ekholm. (Tape 4: 0.10.16.) 4: (Tape Ekholm. Lasse by Smuggelkatten 23. SUE: [men sidan 46] den duger ju inte att läsa Book: 24. Dan: jo (teacher). SUE and Dan, Ida, Mia, Sara, Julia, Participants: 4B:3. Group 25. Sara: nä [4] 26. SUE: nä 27. Sara: det är ju bara lite 7 U:u:m SUE: 27. 110 • Life and Fiction u:m Mia: 26. 111 dilemmas Booktalk • 28. SUE: jag sa minst en halvsida har vi ju sagt (.) och jag kan faktiskt börja undra litegrann (.) om det verkligen var så att- 29. Dan: ºmen jag har inte xº 30. Ida: ºdå tar jag 49º 31. SUE: -att Julia och Ida hade tänkt sig 46 31. SUE: -att Julia och Ida hade tänkt sig 46 sig tänkt hade Ida och Julia -att SUE: 31. 30. Ida: ºdå tar jag 49º jag tar ºdå Ida: 30. 29. Dan: ºmen jag har inte xº inte har jag ºmen Dan: 29. att- faktiskt börja undra litegrann (.) om det verkligen var så var verkligen det om (.) litegrann undra börja faktiskt 28. SUE: jag sa minst en halvsida har vi ju sagt (.) och jag kan jag och (.) sagt ju vi har halvsida en minst sa jag SUE: 28. Booktalk dilemmas • 111 112 6 journal.) to resubmitted version (Revised K. Eriksson, * BEYOND STEREOTYPES? Talking about gender in school booktalk* ABSTRACT The present paper addresses how gender is discussed in booktalk in Swedish schools, examining “book club” discus- sions, using a discursive approach. The data consist of authentic video-recorded teacherled booktalk sessions, involving small groups of pupils in grades 4–7. It was found that the teachers and/ or the pupils invoked gender issues in all book club sessions. The fictive events were, at times, discussed in gender traditional and stereotyped ways. Yet, the teachers and pupils also transcended adults. fictive about talking when than ren gender stereotypes in several cases. In many of those cases, there child- fictive about talking when thinking traditional less apply was a generational pattern, though, in that the pupils tended to to tended pupils the that in though, pattern, generational a was apply less traditional thinking when talking about fictive child- there cases, those of many In cases. several in stereotypes gender ren than when talking about fictive adults. transcended also pupils and teachers the Yet, ways. stereotyped fictive events were, at times, discussed in gender traditional and traditional gender in discussed times, at were, events fictive or the pupils invoked gender issues in all book club sessions. The sessions. club book all in issues gender invoked pupils the or groups of pupils in grades grades in pupils of groups . It was found that the teachers and/ teachers the that found was It . – 7 4 video-recorded teacherled booktalk sessions, involving small involving sessions, booktalk teacherled video-recorded sions, using a discursive approach. The data consist of authentic of consist data The approach. discursive a using sions, booktalk in Swedish schools, examining “book club” discus- club” “book examining schools, Swedish in booktalk The present paper addresses how gender is discussed in discussed is gender how addresses paper present The A BSTRACT Talking about gender in school booktalk* school in gender about Talking BEYOND STEREOTYPES? BEYOND * Eriksson, K. (Revised version resubmitted to journal.) 6 112 113 stereotypes Beyond • Pippi was indeed a remarkable child. The most remarkable thing about her was that she was so strong. She was so very strong that in the whole ings of these studies showed that the children were already attuned already were children the that showed studies these of ings wide world there was not a single police officer as strong as she. interviewed children and four of the pre-school children. The find- The children. pre-school the of four and children interviewed (Lindgren, 1950/1997, pp. 13–14) drew on data from interaction with four of the previously the of four with interaction from data on drew ) Davies, ; years later, in which Davies and Chas Banks ( Banks Chas and Davies which in later, years 1993 1992 b). The same issue was explored in a follow-up study four study follow-up a in explored was issue same The b). 1989 Introduction: Children’s literature and gender observation at four different pre-schools in Australia (Davies, Australia in pre-schools different four at observation In Sweden, the gender bias in children’s literature, became an issue eight 4- and 5-year-old children and undertook participant undertook and children 5-year-old and 4- eight among feminists in the 1960s. In her pioneer work, the sociologist and non-stereotyped tales aloud to them. She met recurrently with recurrently met She them. to aloud tales non-stereotyped and Rita Liljeström claimed that gender stereotypical youth literature Banks, Banks, ) discussed gender with children, after reading feminist reading after children, with gender discussed ) 1992 worked in concealed suggestive ways on the reader, and she b; Davies & Davies b; In her empirical research, Bronwyn Davies ( Davies Bronwyn research, empirical her In 1989 pointed out the need to make this visible through, for example, real world are presented with non-stereotyped literature? non-stereotyped with presented are world real content analysis (Liljeström, 1972, p. 54). In the wake of such ches. But, how is it today? And what happens when children in the in children when happens what And today? it is how But, ches. critical analyses, a belief arose – in Sweden as well as internatio- had a good reputation for its modernist and progressive approa- progressive and modernist its for reputation good a had nally – that presenting non-stereotypical alternative, in fiction books. In the post-war period, children’s literature in Sweden has Sweden in literature children’s period, post-war the In books. could counteract sexism. In 1945, the Swedish author Astrid and other Swedish titles as good examples of non-sexist of examples good as titles Swedish other and stocking stocking Lindgren first presented Pippi Longstocking, a modernist female , p. p. , Pippi Long- Pippi out brought ) children’s literature, Dixon ( Dixon literature, children’s 36 1977 heroine, who, transcended generational and gender stereotypes of what young girls say and do. In a discussion of stereotypes in stereotypes of discussion a In do. and say girls young what what young girls say and do. In a discussion of stereotypes in heroine, who, transcended generational and gender stereotypes of stereotypes gender and generational transcended who, heroine, children’s literature, Dixon (1977, p. 36) brought out Pippi Long- Lindgren first presented Pippi Longstocking, a modernist female modernist a Longstocking, Pippi presented first Lindgren stocking and other Swedish titles as good examples of non-sexist , the Swedish author Astrid author Swedish the , could counteract sexism. In In sexism. counteract could 1945 books. In the post-war period, children’s literature in Sweden has nally – that presenting non-stereotypical alternative, in fiction in alternative, non-stereotypical presenting that – nally had a good reputation for its modernist and progressive approa- critical analyses, a belief arose – in Sweden as well as internatio- as well as Sweden in – arose belief a analyses, critical ches. But, how is it today? And what happens when children in the content analysis (Liljeström, (Liljeström, analysis content , p. p. , ). In the wake of such of wake the In ). 1972 54 real world are presented with non-stereotyped literature? pointed out the need to make this visible through, for example, for through, visible this make to need the out pointed In her empirical research, Bronwyn Davies (1989b; Davies & worked in concealed suggestive ways on the reader, and she and reader, the on ways suggestive concealed in worked Banks, 1992) discussed gender with children, after reading feminist Rita Liljeström claimed that gender stereotypical youth literature youth stereotypical gender that claimed Liljeström Rita and non-stereotyped tales aloud to them. She met recurrently with s. In her pioneer work, the sociologist the work, pioneer her In s. among feminists in the the in feminists among 1960 eight 4- and 5-year-old children and undertook participant In Sweden, the gender bias in children’s literature, became an issue an became literature, children’s in bias gender the Sweden, In observation at four different pre-schools in Australia (Davies, Introduction: Children’s literature and gender and literature Children’s Introduction: 1989b). The same issue was explored in a follow-up study four years later, in which Davies and Chas Banks (1992; Davies, 1993) drew on data from interaction with four of the previously (Lindgren, (Lindgren, ) – pp. , / 14 13 1997 1950 interviewed children and four of the pre-school children. The find- wide world there was not a single police officer as strong as she. as strong as officer police single a not was there world wide ings of these studies showed that the children were already attuned her was that she was so strong. She was so very strong that in the whole the in that strong very so was She strong. so was she that was her Pippi was indeed a remarkable child. The most remarkable thing about thing remarkable most The child. remarkable a indeed was Pippi Beyond stereotypes • 113 Life and Fiction and Life 114 to the dominant discourses of gender, which meant that the non- • sexist texts were at times read as traditional texts. The introduc- biases. traditional of transgression tion of non-sexist content, curricula, and ideals alone are thus not the to texts, progressive undermining through texts, traditional ( ) noted a whole range of variation from the endorsing of endorsing the from variation of range whole a noted ) enough (Davies & Banks, 1992). Davies and Banks claim that 2000 non-sexist texts in literature classes have to be accompanied by al. et Sunderland texts, language foreign of discussions teachers’ discussions around concepts like dominant discourse and discour- of study a In terms. progressive or traditional in out fall can it ses of resistance if they are to be read as non-sexist. Apparently, about discussion the gender, to comes it when progressive or tional children must become aware of some poststructuralist notions, in tradi- is text a in tendency the not or whether of Regardless order to resist dominant discourses on gender. other. the on Alexis Wing has conducted a related study, involving classroom presentation the and hand, one on content, texts’ the of portance process. Furthermore, Arizpe ( Arizpe Furthermore, process. ) stresses the equal im- equal the stresses ) p. , 35 observations of a teacher, who read and discussed a feminist story 2001 with 10-11- year -olds. Wing (1997, p. 503) concluded: “it seems that response reader’s the for contexts cultural the of importance . Arizpe points out the out points Arizpe . [gender-stereotyping] awareness can be raised with a book as a identity female/male their of constitutive and their anxiety to loose gender qualities that they saw as saw they that qualities gender loose to anxiety their and catalyst, discussion and a teacher’s intervention.” stadora conqui- In Mexico, Evelyn Arizpe (2001) arranged a study of critical female the for admiration their the between contradictions reading with twenty girls and boys in grade 8. She let them read a found Arizpe responses, students’ the In time). a at students youth novel about a conquistadora and studied their responses to two with interviews as well as interviews (group interviews of it. Arizpe’s data consists both of the students’ reading diaries and and diaries reading students’ the of both consists data Arizpe’s it. and studied their responses to responses their studied and conquistadora of interviews (group interviews as well as interviews with two a about novel youth . She let them read a read them let She . reading with twenty girls and boys in grade grade in boys and girls twenty with reading students at a time). In the students’ responses, Arizpe found 8 ) arranged a study of critical of study a arranged ) In Mexico, Evelyn Arizpe ( Arizpe Evelyn Mexico, In contradictions between the their admiration for the female conqui- 2001 s intervention.” s stadora and their anxiety to loose gender qualities that they saw as teacher’ a and discussion catalyst, constitutive of their female/male identity. Arizpe points out the a as book a with raised be can awareness [gender-stereotyping] with with ) concluded: “it seems that seems “it concluded: ) p. , ( Wing -olds. year - 503 1997 11- importance of the cultural contexts for the reader’s response 10 process. Furthermore, Arizpe (2001, p. 35) stresses the equal im- story feminist a discussed and read who teacher, a of observations portance of the texts’ content, on one hand, and the presentation classroom involving study, related a conducted has Wing Alexis on the other. gender. on discourses dominant resist to order Regardless of whether or not the tendency in a text is tradi- in notions, poststructuralist some of aware become must children tional or progressive when it comes to gender, the discussion about Apparently, non-sexist. as read be to are they if resistance of ses it can fall out in traditional or progressive terms. In a study of discour- and discourse dominant like concepts around discussions teachers’ discussions of foreign language texts, Sunderland et al. by accompanied be to have classes literature in texts non-sexist enough (Davies & Banks, Banks, & (Davies enough ). Davies and Banks claim that claim Banks and Davies ). (2000) noted a whole range of variation from the endorsing of 1992 traditional texts, through undermining progressive texts, to the not thus are alone ideals and curricula, content, non-sexist of tion transgression of traditional biases. introduc- The texts. traditional as read times at were texts sexist to the dominant discourses of gender, which meant that the non- the that meant which gender, of discourses dominant the to 114 • Life and Fiction 115 stereotypes Beyond • Davies and Banks’ (1992), Wing’s (1997) and Arizpe’s (2001) school in a medium-sized Swedish town, that has worked with worked has that town, Swedish medium-sized a in school studies were all arranged by the researchers themselves, from the The school studied, the Valley school, is a municipal elementary municipal a is school, Valley the studied, school The selection of books to the discussion and interviewing. The situa- tions were thus not part of the children’s regular everyday lives. As Method a complement to such arranged studies, the present study concerns a type of setting that has not been studied, namely construction of stereotypes counteracted, to the extent that they occur? they that extent the to counteracted, stereotypes gender in everyday, naturally occurring discussions of literature. gender made relevant by the teachers and/or the pupils? Are gender Are pupils? the and/or teachers the by relevant made gender This choice of setting is in line with discursive psychology (e.g. discussions with children on books. Is books. on children with discussions authentic is treated in in treated is Potter, 1996a), where natural data are preferred to experimental gender in literature? The topic of the present article is how gender how is article present the of topic The literature? in gender and other arranged situations. I therefore found it important to – in the light of the equality goal – treat pupils’ orientation to orientation pupils’ treat – goal equality the of light the in – study what occurs in authentic situations: how gender is oriented equality reflected in booktalk in school settings? How do teachers do How settings? school in booktalk in reflected equality to in children’s everyday life in school. gender issues are part of the Swedish syllabus. How is gender is How syllabus. Swedish the of part are issues gender The official documents of the Swedish educational system Gender equality has a relatively strong tradition in Sweden and Sweden in tradition strong relatively a has equality Gender promote gender equality as a central fundamental value (Utbild- Education], Education], ). , p. p. , 1998 77 1996 ningsdepartementet [Ministry of Education and Science], , p. and in different countries (Skolverket [National Agency for Agency [National (Skolverket countries different in and 5). It is stated that work in schools should depict and mediate the living conditions of women and men during different epochs different during men and women of conditions living the equality. One way of achieving this is through fiction, which according to the syllabus, provides students with knowledge about knowledge with students provides syllabus, the to according according to the syllabus, provides students with knowledge about equality. One way of achieving this is through fiction, which fiction, through is this achieving of way One equality. the living conditions of women and men during different epochs ). It is stated that work in schools should depict and mediate and depict should schools in work that stated is It ). 5 and in different countries (Skolverket [National Agency for ningsdepartementet [Ministry of Education and Science], Science], and Education of [Ministry ningsdepartementet , p. , 1996 77 1998 Education], , p. ). promote gender equality as a central fundamental value (Utbild- value fundamental central a as equality gender promote Gender equality has a relatively strong tradition in Sweden and The official documents of the Swedish educational system educational Swedish the of documents official The gender issues are part of the Swedish syllabus. How is gender to in children’s everyday life in school. in life everyday children’s in to equality reflected in booktalk in school settings? How do teachers study what occurs in authentic situations: how gender is oriented is gender how situations: authentic in occurs what study – in the light of the equality goal – treat pupils’ orientation to and other arranged situations. I therefore found it important to important it found therefore I situations. arranged other and gender in literature? The topic of the present article is how gender a), where natural data are preferred to experimental to preferred are data natural where a), Potter, Potter, 1996 is treated in authentic discussions with children on books. Is This choice of setting is in line with discursive psychology (e.g. psychology discursive with line in is setting of choice This gender made relevant by the teachers and/or the pupils? Are gender gender in everyday, naturally occurring discussions of literature. of discussions occurring naturally everyday, in gender stereotypes counteracted, to the extent that they occur? a type of setting that has not been studied, namely construction of construction namely studied, been not has that setting of type a a complement to such arranged studies, the present study concerns study present the studies, arranged such to complement a Method tions were thus not part of the children’s regular everyday lives. As lives. everyday regular children’s the of part not thus were tions selection of books to the discussion and interviewing. The situa- The interviewing. and discussion the to books of selection The school studied, the Valley school, is a municipal elementary studies were all arranged by the researchers themselves, from the from themselves, researchers the by arranged all were studies school in a medium-sized Swedish town, that has worked with ) ( Arizpe’s and ) ( Wing’s ), Davies and Banks’ ( Banks’ and Davies 2001 1997 1992 Beyond stereotypes • 115 Life and Fiction and Life 116 reading support at all levels for ten years. During one school year, • I received permission from teachers and pupils to video-record the These detail. more in transcribed and chosen been have examples which amounts to about about to amounts which pages. Thereafter gender-relevant Thereafter pages. 3 8 4 A4 book clubs ( sessions/group) for different groups from classes 450 transcriptions of the entire data set, data entire the of transcriptions extenso in making ), 4 7 10 13 24 ( (grades – , e.g. pupils aged – ); that is, a total of book club 1995 sessions. Forty pupils (20 girls and 20 boys) and 5 teachers (4 Wetherell and Potter of recommendations the followed have I women and 1 man) participated. It should be noted, though, that participants. all cover would it which from spot a at yet the booktalk practices – in all 24 conversations – are the primarily unobtrusively camera the place to tried I filming, actual the At analytic units of this study. All names have been changed in order video-recordings. these of consist study present the of 2 to maintain the participants’ anonymity. data primary The entity. their in recorded were sessions club book ), talk is the most essential part, all the all part, essential most the is talk ), / to Chambers ( Chambers to 1999 1993 Book club routines at the Valley school according which, in practices, club book the investigate to order In As an obligatory part of the regular curriculum in grades 4 through transcriptions and Recordings 7, the Valley school ran book clubs (Swed. läsecirklar) inspired by 1 Chambers’ (1993/1999) “booktalk” approach. The teacher-libra- fortnight. a in times three groups were arranged. Each club gathered for about about for gathered club Each arranged. were groups minutes, rian introduced the book club activities in the classes by presenting 30 7–8 book titles in each class. The teacher-librarian chose books that the how for basis the formed which preferences, their to according were popular in the ages concerned. The books also represented them arranged and books four chose pupils The series. a in first different degrees of difficulty, and a proposed book was often the the often was book proposed a and difficulty, of degrees different first in a series. The pupils chose four books and arranged them represented also books The concerned. ages the in popular were book titles in each class. The teacher-librarian chose books that books chose teacher-librarian The class. each in titles book – 8 according to their preferences, which formed the basis for how the 7 groups were arranged. Each club gathered for about 30 minutes, presenting by classes the in activities club book the introduced rian ) “booktalk” approach. The teacher-libra- The approach. “booktalk” ) / Chambers’ ( Chambers’ 1999 three times in a fortnight. 1993 (Swed. läsecirklar) inspired by inspired läsecirklar) (Swed. clubs book ran school Valley the , 1 7 through As an obligatory part of the regular curriculum in grades grades in curriculum regular the of part obligatory an As Recordings and transcriptions 4 In order to investigate the book club practices, in which, according school Valley the at routines club Book to Chambers (1993/1999), talk is the most essential part, all the book club sessions were recorded in their entity. The primary data anonymity. participants’ the maintain to 2 of the present study consist of these video-recordings. order in changed been have names All study. this of units analytic all in – practices booktalk the conversations – are the primarily the are – conversations At the actual filming, I tried to place the camera unobtrusively 24 man) participated. It should be noted, though, that though, noted, be should It participated. man) and women yet at a spot from which it would cover all participants. 1 teachers ( teachers and boys) and girls sessions. Forty pupils ( pupils Forty sessions. 4 5 20 I have followed the recommendations of Potter and Wetherell 20 (grades (grades book club book of total a is, that ); – aged pupils e.g. , 1995 – 24 13 10 7 ( ), making in extenso transcriptions of the entire data set, 4 classes from groups different for sessions/group) 450 A4 ( clubs book 4 8 which amounts to about pages. Thereafter gender-relevant 3 examples have been chosen and transcribed in more detail. These the video-record to pupils and teachers from permission received I 116 • Life and Fiction year, school one During years. ten for levels all at support reading 117 stereotypes Beyond • transcriptions cover overlaps, emphasis, loudness, pauses, and base of the present study. present the of base prolongation of sounds and latching. Finally, a native English- different occasions, which constitute the constitute which occasions, different cipants. I identified identified I cipants. 16 speaking professional translator has translated the chosen examp- by the parti- the by discussed or elaborated sequences where gender was was gender where sequences les in collaboration with the author. club sessions. The next step in the coding process was to choose to was process coding the in step next The sessions. club various ways both by the teachers and by the pupils, in all book all in pupils, the by and teachers the by both ways various Coding and analysis clear that gender was an issue that was oriented towards, in towards, oriented was that issue an was gender that clear There has recently been a discussion about gender analytical issues . In this process it became it process this In . participants oriented towards gender towards oriented participants and participants’ orientation among discourse analysts (Kitzinger, any sequence where the where sequence any the videotapes. The selection criterion was was criterion selection The videotapes. the 2000; Schegloff, 1998; Stokoe & Smithson, 2001; Wetherell, 1998). material, drawing on the transcriptions, and repeated viewing of viewing repeated and transcriptions, the on drawing material, The part of the discussion that is most relevant to the present study After completing the first rough transcriptions, I indexed the indexed I transcriptions, rough first the completing After was what counts as an orientation towards gender. In line with the to gender in the sessions. the in gender to reasoning of more or less CA oriented research (for example, interactions in that the teachers as well as the pupils explicitly refer explicitly pupils the as well as teachers the that in interactions Stokoe & Smithson, 2001, p. 225), I have chosen to define “orient- orientation, gender is found to be relevant in the present booktalk present the in relevant be to found is gender orientation, ed towards” broadly as explicit reference to gender (e.g. ‘her’, Smithson, Smithson, ). When departing from the participants’ the from departing When ). p. , 220 2001 ‘him, ‘girl’, ‘guy’, and so on). This includes situations where the oriented research and feminist discourse analysis (Stokoe & (Stokoe analysis discourse feminist and research oriented participant could have chosen not to orient towards gender by, for With such a framework, it is indeed possible to combine combine to possible indeed is it framework, a such With CA example, using another expression (e.g. ‘person’, ‘friend’, ‘indivi- dual’, ‘character’, and so on). so and ‘character’, dual’, dual’, ‘character’, and so on). example, using another expression (e.g. ‘person’, ‘friend’, ‘indivi- ‘friend’, ‘person’, (e.g. expression another using example, With such a framework, it is indeed possible to combine CA by, for by, gender towards orient to not chosen have could participant participant oriented research and feminist discourse analysis (Stokoe & ‘him, ‘girl’, ‘guy’, and so on). This includes situations where the where situations includes This on). so and ‘guy’, ‘girl’, ‘him, Smithson, 2001, p. 220). When departing from the participants’ explicit as broadly towards” ed (e.g. ‘her’, (e.g. gender to reference orientation, gender is found to be relevant in the present booktalk ), I have chosen to define “orient- define to chosen have I ), p. , Stokoe & Smithson, Smithson, & Stokoe 225 2001 interactions in that the teachers as well as the pupils explicitly refer reasoning of more or less CA oriented research (for example, (for research oriented CA less or more of reasoning to gender in the sessions. was what counts as an orientation towards gender. In line with the with line In gender. towards orientation an as counts what was After completing the first rough transcriptions, I indexed the The part of the discussion that is most relevant to the present study present the to relevant most is that discussion the of part The material, drawing on the transcriptions, and repeated viewing of ; Stokoe & Smithson, Smithson, & Stokoe ; Schegloff, ; ). Wetherell, ; 1998 2000 1998 2001 the videotapes. The selection criterion was any sequence where the and participants’ orientation among discourse analysts (Kitzinger, analysts discourse among orientation participants’ and participants oriented towards gender. In this process it became There has recently been a discussion about gender analytical issues analytical gender about discussion a been recently has There clear that gender was an issue that was oriented towards, in Coding and analysis and Coding various ways both by the teachers and by the pupils, in all book club sessions. The next step in the coding process was to choose les in collaboration with the author. the with collaboration in les sequences where gender was elaborated or discussed by the parti- speaking professional translator has translated the chosen examp- chosen the translated has translator professional speaking cipants. I identified 16 different occasions, which constitute the prolongation of sounds and latching. Finally, a native English- native a Finally, latching. and sounds of prolongation base of the present study. transcriptions cover overlaps, emphasis, loudness, pauses, and pauses, loudness, emphasis, overlaps, cover transcriptions Beyond stereotypes • 117 Life and Fiction and Life 118 Male narrator as implicit norm? • In a study of influence of social context in reading, a text that did 112 page (.) funny quite was that thought not reveal the narrator’s sex was used (Howard & Allen, 1989, p. really I chapter! last the book.)) the in page the ((Finds LARA: 9. 296). It was found that many readers mistakenly thought that the suit Ebba: 8. narrator was male rather than female. According to Howard and hehe LARA: 7. Allen, the explanation for this is that the readers’ previous literary e:: Ebba: 6. experience is that most stories are narrated by a male voice, and tie! the bought they when Asta: 5. 4. LARA: when did you find that out? hehe out? that find you did when LARA: 4. that men in general are seen as having the authority to speak. In the [bo]y Asta. 3. present data, one of the books, The Year of the Badger (Burkett, bo[y] Ebba: 2. 1. LARA: is the speaker ((of the book)) a boy or a girl? a or boy a book)) the ((of speaker the is LARA: 1. 1972/1985) (Swed. Nikki – min vän grävlingen (Burkett, 1988/ → by Molly Burkett. (Tape 10: 0.05.00.) 10: (Tape Burkett. Molly by grävlingen vän min – Nikki 1989).) does not reveal the sex of the (male) narrator, and the main Book: 3 character, until right at the end. In some respect, the text is (teacher). therefore gender neutral. Would the pupils automatically read the LARA and (boy) Jan (girls), Ylva Ebba, Asta, Participants: 5B:3.** Group narrator as male in line with the findings of Howard and Allen [1] (1989)? Already in the first book club session, the teacher asked the session from which extract extract which from session , below, is drawn. is below, , pupils to think about whether the narrator was male or female 1 during their reading. This question was repeated in the third third the in repeated was question This reading. their during session from which extract 1, below, is drawn. female or male was narrator the whether about think to pupils Already in the first book club session, the teacher asked the asked teacher the session, club book first the in Already ( )? 1989 [1] Allen and Howard of findings the with line in male as narrator Group 5B:3.** Participants: Asta, Ebba, Ylva (girls), Jan (boy) and LARA the read automatically pupils the Would neutral. gender therefore In some respect, the text is text the respect, some In (teacher). end. the at right until character, 3 ).) does not reveal the sex of the (male) narrator, and the main the and narrator, (male) the of sex the reveal not does ).) Book: Nikki – min vän grävlingen by Molly Burkett. (Tape 10: 0.05.00.) 1989 / (Burkett, grävlingen vän min – Nikki (Swed. ) / 1988 1985 1.→ LARA: is the speaker ((of the book)) a boy or a girl? 1972 (Burkett, Badger the of Year The 2. Ebba: bo[y] books, the of one data, present 3. Asta. [bo]y the In speak. to authority the having as seen are general in men that 4. LARA: when did you find that out? hehe 5. Asta: when they bought the tie! and voice, male a by narrated are stories most that is experience 6. Ebba: e:: literary previous readers’ the that is this for explanation the Allen, 7. LARA: hehe and Howard to According female. than rather male was narrator ). It was found that many readers mistakenly thought that the that thought mistakenly readers many that found was It ). 8. Ebba: suit 296 , p. , not reveal the narrator’s sex was used (Howard & Allen, Allen, & (Howard used was sex narrator’s the reveal not 9. LARA: ((Finds the page in the book.)) the last chapter! I really 1989 thought that was quite funny (.) page 112 did that text a reading, in context social of influence of study a In 118 • Life and Fiction norm? implicit as narrator Male 119 stereotypes Beyond • 10. ((Turns withdrawn from the extract.)) 11. LARA: ((Reading out loud from the book.)) “At the weekend by gender. by when it all came to an end. We had gone together to ing thus provides a striking example of our tendency to categorise to tendency our of example striking a provides thus ing Winchester to buy me a suit.” unknown has been noted in other studies as well. The present find- present The well. as studies other in noted been has unknown hehe and then I thought (.) oh I see tendency to identify the narrator as male when the gender is gender the when male as narrator the identify to tendency 12. Ebba: did you think it was a girl? that the unknown narrator was male. As discussed above, the above, discussed As male. was narrator unknown the that 13. LARA: I was completely- on the narrator’s gender though. The majority of them thought them of majority The though. gender narrator’s the on 14. Ylva: I thought that it was a guy in the present session were, in fact, explicitly encouraged to reflect to encouraged explicitly fact, in were, session present the in 15. Asta: I [thought that it was a girl] lating about the gender of a given first person narrator. The pupils The narrator. person first given a of gender the about lating 16. Ebba: [I THOUGHT ALL THE TIME] LIKE, THIS WAS A It seems impossible to read without identifying or at least specu- least at or identifying without read to impossible seems It [GUY BECAUSE (.)] YOU COULD TELL mistakenly thought that the narrator was female.) was narrator the that thought mistakenly 17. Ylva: [but as soon]- as soon as I read this I saw that it not revealed, but although I searched attentively for clues I clues for attentively searched I although but revealed, not was you know a guy [that it was (.)] 18. Ebba: [I saw my mind that it was a guy-] (During my own reading, I noticed early that the narrator’s sex was sex narrator’s the that early noticed I reading, own my (During 19. Ylva: a guy and girl who were brother and sister because I saw all the time, while Asta thought that the narrator was a girl. a was narrator the that thought Asta while time, the all a guy in front of me all the time ). Ebba and Ylva claim that they thought of the narrator as a boy a as narrator the of thought they that claim Ylva and Ebba ). 4 ** Group 5B:3 = grade 5, group B, session 3. about when they discovered the true identity of the narrator (turn narrator the of identity true the discovered they when about pojke eller en flicka?’) (turn (turn flicka?’) en eller pojke ). She laughingly asks the pupils the asks laughingly She ). 1 The teacher problematizes the narrator’s gender identity, ‘is the speaker ((of the book)) a boy or a girl?’ (Swed. ‘Är ((bokens)) jag en jag ((bokens)) ‘Är (Swed. girl?’ a or boy a book)) the ((of speaker speaker ((of the book)) a boy or a girl?’ (Swed. ‘Är ((bokens)) jag en The teacher problematizes the narrator’s gender identity, ‘is the ‘is identity, gender narrator’s the problematizes teacher The pojke eller en flicka?’) (turn 1). She laughingly asks the pupils about when they discovered the true identity of the narrator (turn ** Group 5B:3 = grade 5, group B, session 3. session B, group 5, grade = 5B:3 Group ** 4). Ebba and Ylva claim that they thought of the narrator as a boy a guy in front of me all the time the all me of front in guy a all the time, while Asta thought that the narrator was a girl. 19. Ylva: a guy and girl who were brother and sister because I saw I because sister and brother were who girl and guy a Ylva: 19. (During my own reading, I noticed early that the narrator’s sex was 18. Ebba: [I saw my mind that it was a guy-] a was it that mind my saw [I Ebba: 18. was you know a guy [that it was (.)] was it [that guy a know you was not revealed, but although I searched attentively for clues I 17. Ylva: [but as soon]- as soon as I read this I saw that it that saw I this read I as soon as soon]- as [but Ylva: 17. mistakenly thought that the narrator was female.) [GUY BECAUSE (.)] YOU COULD TELL COULD YOU (.)] BECAUSE [GUY It seems impossible to read without identifying or at least specu- 16. Ebba: [I THOUGHT ALL THE TIME] LIKE, THIS WAS A WAS THIS LIKE, TIME] THE ALL THOUGHT [I Ebba: 16. lating about the gender of a given first person narrator. The pupils 15. Asta: I [thought that it was a girl] a was it that [thought I Asta: 15. in the present session were, in fact, explicitly encouraged to reflect 14. Ylva: I thought that it was a guy a was it that thought I Ylva: 14. on the narrator’s gender though. The majority of them thought think? ((Points at Ylva.)) at ((Points think? 13. LARA: I was completely- 12. Ebba: did you think it was a girl? a was it think you did Ebba: 12. tendency to identify the narrator as male when the gender is oh I see I oh hehe and then I thought (.) (.) thought I then and hehe unknown has been noted in other studies as well. The present find- Winchester to buy me a suit.” a me buy to Winchester ing thus provides a striking example of our tendency to categorise when it all came to an end. We had gone together to together gone had We end. an to came all it when by gender. 11. LARA: ((Reading out loud from the book.)) “At the weekend the “At book.)) the from loud out ((Reading LARA: 11. 10. ((Turns withdrawn from the extract.)) the from withdrawn ((Turns Beyond stereotypes • 119 Life and Fiction and Life 120 It can be noted that the eight authors were evenly divided • between women and men (as is the gender of the pupils in the study). Yet, six of the eight books discussed in my material involve know really 7. Eva: she’s both like that kind and cour- or not cour- I don’t I cour- not or cour- and kind that like both she’s Eva: 7. a male protagonist. between halfway like of kind stands she seemed- she Åsa: 6. .Åa (xx) Åsa: 5. 4. Eva: well or ah I dunno- I ah or well Eva: 4. Fictive characters as ideals [nope] Åsa: 3. In the participants’ discussions about the characters in the books seemed- [she] Eva: 2. they read, I found a difference between the discussion about child- then? her about said you what remember you reading? she- you had opinions about her last time do time last her about opinions had you she- reading? ren or young characters and discussions about adult characters. continued have you that now ((Tina)) her see you do how MARY: 1. When young characters, for instance, in the same age as the pupils by Steinar Sørlle. (Tape 6: 0.12.10.) 6: (Tape Sørlle. Steinar by Isnatt themselves, were focused, the discussion often concerned potential Book: identification with these characters. The next three examples treat (teacher). MARY and (girls), Åsa Anja, Eva, Participants: 7A:2. Group such discussions of same-aged characters. [2] Looking up to a fictive character island. desert In example 2, the book discussed, Isnatt [Eng. Ice Night] (Sørlle, a on night winter cold a spend to had had They Leif. friend their 1989 and Kjell, and Tina siblings, two about story dramatic a was ) ) was a dramatic story about two siblings, Tina and Kjell, and 1989 In example example In [Eng. Ice Night] (Sørlle, Night] Ice [Eng. Isnatt discussed, book the , their friend Leif. They had had to spend a cold winter night on a 2 desert island. character fictive a to up Looking [2] characters. same-aged of discussions such Group 7A:2. Participants: Eva, Anja, Åsa (girls), and MARY (teacher). treat examples three next The characters. these with identification Book: Isnatt by Steinar Sørlle. (Tape 6: 0.12.10.) potential concerned often discussion the focused, were themselves, When young characters, for instance, in the same age as the pupils the as age same the in instance, for characters, young When 1. MARY: how do you see her ((Tina)) now that you have continued characters. adult about discussions and characters young or ren reading? she- you had opinions about her last time do you remember what you said about her then? child- about discussion the between difference a found I read, they 2. Eva: [she] seemed- books the in characters the about discussions participants’ the In 3. Åsa: [nope] ideals as characters Fictive 4. Eva: well or ah I dunno- 5. Åsa: (xx) 6. Åsa: she seemed- she stands kind of like halfway between protagonist. male a 7. Eva: she’s both like that kind and cour- or not cour- I don’t really know involve material my in discussed books eight the of six Yet, study). between women and men (as is the gender of the pupils in the in pupils the of gender the is (as men and women between 120 • Life and Fiction divided evenly were authors eight the that noted be can It 121 stereotypes Beyond • 8. Åsa: she’s kind of she wants- it was when- she doesn’t really know if she should be courageous or if she should be [like that (xx)] not dangerous. not 9. Eva: [she seems to be] self-confident! a calm and rational girl, who is not frightened by things that are that things by frightened not is who girl, rational and calm a 10. Anja: uh, it was good ridiculous and dependent person, is thus contrasted to the heroine, the to contrasted thus is person, dependent and ridiculous 11. (. . .) ing because of a spider (turn (turn spider a of because ing ). A hysterical female, a pretty a female, hysterical A ). 17 12. MARY: is there something in particular you are thinking about when you say she’s self-confident? to gender, invoking the stereotype of a hysterical woman scream- woman hysterical a of stereotype the invoking gender, to 13. Anja: yes she is a little kind of courageous (.) you might say ). In her attempt to describe the heroine Tina, Anja orients Anja Tina, heroine the describe to attempt her In ). turn turn 17 14. Åsa: she often knows what she should d [o] ) and being ‘quite calm’ (Anja in (Anja calm’ ‘quite being and ) what she should do’ (Åsa in turn turn in (Åsa do’ should she what 14 15. Anja: [ye:ah] courageous’ (Anja in turn turn in (Anja courageous’ ), and someone who ‘often knows ‘often who someone and ), 13 16. Eva: but we really don’t get to know much about her! but like Being a self-confident girl is co-constructed as being ‘a little kind of kind little ‘a being as co-constructed is girl self-confident a Being you still feel that °well°- 17.→ Anja: she seems to be quite calm in her ways (.) and 7 s:no Åsa: 27. not (.) like not well starting to scream as soon as there’s a not tough, huh tough, not spider or something → 26. MARY: >exactly what you just said I believe< calm (.) cool (.) but (.) cool (.) calm believe< I said just you what >exactly MARY: 26. 18. MARY: is she kind of a girl you look up to a little bit? 25. ?: but kind of kind but ?: 25. 19. Eva: I think she seems cool! 4 eea:no: Several: 24. 20. ?: hehe yes ((Giggling.)) 23. MARY: and still she is not somehow tough in some way some in tough somehow not is she still and MARY: 23. 21. MARY: yes! 22. Anja: starts to scream (x) scream to starts Anja: 22. 22. Anja: starts to scream (x) 1 AY yes! MARY: 21. 23. MARY: and still she is not somehow tough in some way 20. ?: hehe yes ((Giggling.)) yes hehe ?: 20. 24. Several: no: 19. Eva: I think she seems cool! seems she think I Eva: 19. 25. ?: but kind of 18. MARY: is she kind of a girl you look up to a little bit? little a to up look you girl a of kind she is MARY: 18. 26. MARY: >exactly what you just said I believe< calm (.) cool (.) but → spider or something or spider not tough, huh not (.) like not well starting to scream as soon as there’s a there’s as soon as scream to starting well not like (.) not 27. Åsa: no 17. Anja: she seems to be quite calm in her ways (.) and (.) ways her in calm quite be to seems she Anja: 17. → you still feel that °well°- that feel still you Being a self-confident girl is co-constructed as being ‘a little kind of 16. Eva: but we really don’t get to know much about her! but like but her! about much know to get don’t really we but Eva: 16. courageous’ (Anja in turn 13), and someone who ‘often knows 5 na [ye:ah] Anja: 15. what she should do’ (Åsa in turn 14) and being ‘quite calm’ (Anja in 4 s:seotnkoswa h hudd[o] d should she what knows often she Åsa: 14. turn 17). In her attempt to describe the heroine Tina, Anja orients 13. Anja: yes she is a little kind of courageous (.) you might say might you (.) courageous of kind little a is she yes Anja: 13. to gender, invoking the stereotype of a hysterical woman scream- when you say she’s self-confident? she’s say you when 12. MARY: is there something in particular you are thinking about thinking are you particular in something there is MARY: 12. ing because of a spider (turn 17). A hysterical female, a pretty 11. (. . .) . (. 11. ridiculous and dependent person, is thus contrasted to the heroine, 10. Anja: uh, it was good was it uh, Anja: 10. a calm and rational girl, who is not frightened by things that are 9. Eva: [she seems to be] self-confident! be] to seems [she Eva: 9. not dangerous. if she should be [like that (xx)] that [like be should she if know if she should be courageous or courageous be should she if know 8. Åsa: she’s kind of she wants- it was when- she doesn’t really doesn’t she when- was it wants- she of kind she’s Åsa: 8. Beyond stereotypes • 121 Life and Fiction and Life 122 One phenomenon that can be seen when using discourse varia- • tion as an analytical lever (Potter, 1997, pp. 150–152; 1998, pp. with vacation a from return her On Anna. called girl, a is character [The Smuggled Cat] (Ekholm, (Ekholm, Cat] Smuggled [The Smuggelkatten 136 137 1994 main The ). – ; Potter & Wetherell, ) is the shift in Åsa’s description 1990 of Tina. Åsa starts saying that the heroine does not really know book the about discussion a from drawn is example following The how to be, ‘she doesn’t really know if she should be courageous or guy? sweet a he Is if she should be like that’ (Swed. ‘Hon vet inte riktigt hur hon ska vara om hon ska vara modig eller om hon ska vara såhär’ (turn 8). character. main the of identity the of understanding shared a towards 4 In contrast, Eva states that Tina is self-confident (turn 9) , and is orient they that in community interpretive an form to seen be supported by both Anja and the teacher. Åsa’s recycled categorisa- can girls the sense, minimal a In another. as men of world social the and community interpretive tion of Tina, ‘she often knows what she should do’ (Swed. ‘hon vet a as women of world social the regard oftast hur hon ska göra’) (turn 14), can almost be seen as a reversal – meta-level a at – could one arguments, feminist with model Integrating Stanley Fish’s ( Fish’s Stanley Integrating ) reader-response ) p. , / 322 1998 of her initial statement. In the shift from ‘not knowing really how 1980 ). The reading group in this example is an all female group. female all an is example this in group reading The ). 8 14 (turn to be’ (in turn ) to ‘often knowing what to do’ (in turn ), the 18 heroine appears as a more self-confident character. teacher female their with together heroine, the of description a ing As can be seen (turn (turn seen be can As ), the girls are co-construct- are girls the ), - and - 17 13 10 After the pupils’ co-constructed description of the heroine, the 2 ). cool men ändå inte häftig va’ ’ (turn (turn ’ va’ häftig inte ändå men cool teacher, orients to gender asking if she is a girl to ‘look up to’ (turn 26 18). The heroine is thus explicitly compared to real schoolgirls. lugn jag tror säger ni som ‘precis (Swed. tough’ not but cool calm Ultimately, the teacher sums up ‘exactly what you just said I believe believe I said just you what ‘exactly up sums teacher the Ultimately, ). The heroine is thus explicitly compared to real schoolgirls. real to compared explicitly thus is heroine The ). calm cool but not tough’ (Swed. ‘precis som ni säger tror jag lugn 18 cool men ändå inte häftig va’ ’ (turn 26). (turn to’ up ‘look to girl a is she if asking gender to orients teacher, As can be seen (turn 2-10 and 13-17), the girls are co-construct- the heroine, the of description co-constructed pupils’ the After ing a description of the heroine, together with their female teacher character. self-confident more a as appears heroine to be’ (in turn turn (in be’ to ), the ), 18 turn (in do’ to what knowing ‘often to ) 14 (turn ). The reading group in this example is an all female group. 8 Integrating Stanley Fish’s (1980/1998, p. 322) reader-response how really knowing ‘not from shift the In statement. initial her of ), can almost be seen as a reversal a as seen be almost can ), oftast hur hon ska göra’) (turn (turn göra’) ska hon hur oftast model with feminist arguments, one could – at a meta-level – 14 regard the social world of women as a interpretive community and vet ‘hon (Swed. do’ should she what knows often ‘she Tina, of tion the social world of men as another. In a minimal sense, the girls can categorisa- recycled Åsa’s teacher. the and Anja both by supported , and is and , ) In contrast, Eva states that Tina is self-confident (turn (turn self-confident is Tina that states Eva contrast, In be seen to form an interpretive community in that they orient 9 4 vara om hon ska vara modig eller om hon ska vara såhär’ (turn (turn såhär’ vara ska hon om eller modig vara ska hon om vara ). towards a shared understanding of the identity of the main character. 8 if she should be like that’ (Swed. ‘Hon vet inte riktigt hur hon ska hon hur riktigt inte vet ‘Hon (Swed. that’ like be should she if Is he a sweet guy? or courageous be should she if know really doesn’t ‘she be, to how The following example is drawn from a discussion about the book know really not does heroine the that saying starts Åsa Tina. of ) is the shift in Åsa’s description Åsa’s in shift the is ) Wetherell, & Potter ; 1990 – 1994 137 Smuggelkatten [The Smuggled Cat] (Ekholm, ). The main 136 , pp. , ; – pp. , tion as an analytical lever (Potter, (Potter, lever analytical an as tion 1998 152 150 character is a girl, called Anna. On her return from a vacation with 1997 122 • Life and Fiction varia- discourse using when seen be can that phenomenon One 123 stereotypes Beyond • her father to Greece, Anna tried to smuggle a “foundling cat” into Sweden. In the end, the cat, Drama, had to be put in quarantine. Anna is a bit of an outsider in school and at the stables. She shares ‘sweet’. her interest in animals with a boy, Per, something of an outsider in boy in the group, Dan, does not comment on whether or not Per is Per not or whether on comment not does Dan, group, the in boy the peer group. male character in the book. However, it can be noted that the only the that noted be can it However, book. the in character male male. Although Per is a minor character, he is the most important most the is he character, minor a is Per Although male. ests.) Maybe this is due to Per’s age; he is not yet a fully-grown a yet not is he age; Per’s to due is this Maybe ests.) [3] tioning of Anna and Per as equals when it comes to caring inter- caring to comes it when equals as Per and Anna of tioning Group 4B:2. Participants: Julia, Sara, Mia, Ida (girls), Dan (boy), and SUE ed male who keeps his feelings to himself. (Nor does Mia’s posi- Mia’s does (Nor himself. to feelings his keeps who male ed (teacher). Book: Smuggelkatten by Lasse Ekholm. (Tape 3: 0.47.00. I.e. less typical traditional gender pattern of a strong silent, action-orient- silent, strong a of pattern gender traditional typical than 10 minutes from start.) The teacher’s choice of label for Per does not follow the stereo- the follow not does Per for label of choice teacher’s The 1.→ SUE: did you think that (.) that this Per then seemed to be a Per as ‘sweet’ (Swed. ‘mysig’, which literally means ‘cosy’ in English). in ‘cosy’ means literally which ‘mysig’, (Swed. ‘sweet’ as Per sweet guy? thought about a minor character, Per. Her question pre-categorises question Her Per. character, minor a about thought 2. Mia: yes In the first turn of the sequence, the teacher asks what the pupils the what asks teacher the sequence, the of turn first the In 3. Sara: ye:s 4. SUE: ºuh huh huhº Mia what did you think? 5.→ Mia: well yes he was like just like Anna for he too liked little .SE yes SUE: 8. animals better than big animals .? uh ?: 7. 6. SUE: uh huh so in him she had like a real pal 6. SUE: uh huh so in him she had like a real pal real a like had she him in so huh uh SUE: 6. 7. ?: uh animals better than big animals big than better animals 8. SUE: yes 5. Mia: well yes he was like just like Anna for he too liked little liked too he for Anna like just like was he yes well Mia: 5. → 4. SUE: ºuh huh huhº Mia what did you think? you did what Mia huhº huh ºuh SUE: 4. .Sr:ye:s Sara: 3. In the first turn of the sequence, the teacher asks what the pupils .Ma yes Mia: 2. thought about a minor character, Per. Her question pre-categorises sweet guy? sweet Per as ‘sweet’ (Swed. ‘mysig’, which literally means ‘cosy’ in English). 1. SUE: did you think that (.) that this Per then seemed to be a be to seemed then Per this that (.) that think you did SUE: 1. → The teacher’s choice of label for Per does not follow the stereo- than 10 minutes from start.) from minutes 10 than typical traditional gender pattern of a strong silent, action-orient- by Lasse Ekholm. (Tape 3: 0.47.00. I.e. less I.e. 0.47.00. 3: (Tape Ekholm. Lasse by Smuggelkatten (teacher). Book: Book: (teacher). ed male who keeps his feelings to himself. (Nor does Mia’s posi- Group 4B:2. Participants: Julia, Sara, Mia, Ida (girls), Dan (boy), and SUE and (boy), Dan (girls), Ida Mia, Sara, Julia, Participants: 4B:2. Group tioning of Anna and Per as equals when it comes to caring inter- [3] ests.) Maybe this is due to Per’s age; he is not yet a fully-grown male. Although Per is a minor character, he is the most important male character in the book. However, it can be noted that the only the peer group. peer the boy in the group, Dan, does not comment on whether or not Per is her interest in animals with a boy, Per, something of an outsider in outsider an of something Per, boy, a with animals in interest her ‘sweet’. Anna is a bit of an outsider in school and at the stables. She shares She stables. the at and school in outsider an of bit a is Anna Sweden. In the end, the cat, Drama, had to be put in quarantine. in put be to had Drama, cat, the end, the In Sweden. her father to Greece, Anna tried to smuggle a “foundling cat” into cat” “foundling a smuggle to tried Anna Greece, to father her Beyond stereotypes • 123 Life and Fiction and Life 124 The teacher also foregrounds the fact that Per is male, in her use • of the word ‘guy’. She could just as well have posed her question as to be like Anna ((Chuckling.)) Anna like be to an open question without the suggestive label ‘sweet’ and/or like also I’d Sara: 5. without marking Per’s maleness. E.g. ‘Tell me what you think of dad kind a such has she Mia: 4. 3. SUE: yes all the girls the all yes SUE: 3. Per?’ However, the pupils do not explicitly orient towards the → gender issue. At least Mia does not discuss the two characters in too.)) ((Sara and Mia raise their hands. Julia raises her hand her raises Julia hands. their raise Mia and ((Sara terms of difference (cf. Braidotti, 1994; Kessler & McKenna, 1978; 2. Rubin, 1975). Thus, making gender relevant does not automati- Anna? like be Anna? be to like you of any would SUE: 1. by Lasse Ekholm. (Tape 3: 1.03.46.) 3: (Tape Ekholm. Lasse by Smuggelkatten cally involve separating things like interests. Instead, Mia fore- Book: grounds the similarity between Anna and Per; he is ‘just like Anna’ (teacher). (turn 5). She thus does not follow up the teacher’s invitation to talk SUE and (boy) Dan (girls), Ida Mia, Sara, Julia, Participants: 4B:2. Group about Per as a ‘sweet guy’. If anything, he is positioned as a ‘sweet [4] person’. When Mia foregrounds sameness (turn 5), the teacher in turn, rephrases her question, using the gender-neutral expression her. in interest particular any strates ‘pal’ (Swed. ‘kompis’, turn 6), thereby reorienting towards gen- demon- Ida nor Dan neither Yet, her. like be to like would they der-neutrality. if about asked when Anna, character, main the with identify to In contrast, in the next extract three of the four female pupils seem pupils female four the of three extract next the in contrast, In To be like Anna or to be like the cat? cat? the like be to or Anna like be To In contrast, in the next extract three of the four female pupils seem . neutrality to identify with the main character, Anna, when asked about if der- ), thereby reorienting towards gen- towards reorienting thereby ), ‘pal’ (Swed. ‘kompis’, turn turn ‘kompis’, (Swed. ‘pal’ they would like to be like her. Yet, neither Dan nor Ida demon- 6 strates any particular interest in her. expression gender-neutral the using question, her rephrases turn, person’. When Mia foregrounds sameness (turn (turn sameness foregrounds Mia When person’. ), the teacher in teacher the ), 5 [4] ‘sweet a as positioned is he anything, If guy’. ‘sweet a as Per about (turn (turn ). She thus does not follow up the teacher’s invitation to talk to invitation teacher’s the up follow not does thus She ). Group 4B:2. Participants: Julia, Sara, Mia, Ida (girls), Dan (boy) and SUE 5 (teacher). Anna’ like ‘just is he Per; and Anna between similarity the grounds interests. Instead, Mia fore- Mia Instead, interests. like things separating Book: Smuggelkatten by Lasse Ekholm. (Tape 3: 1.03.46.) involve cally ). Thus, making gender relevant does not automati- not does relevant gender making Thus, ). Rubin, Rubin, 1. SUE: would any of you like to be Anna? be like Anna? 1975 ; McKenna, & Kessler ; (cf. Braidotti, Braidotti, (cf. difference of terms 1978 2. ((Sara and Mia raise their hands. Julia raises her hand 1994 too.)) in characters two the discuss not does Mia least At issue. gender 3.→ SUE: yes all the girls the towards orient explicitly not do pupils the However, Per?’ 4. Mia: she has such a kind dad of think you what me ‘Tell E.g. maleness. Per’s marking without 5. Sara: I’d also like to be like Anna ((Chuckling.)) and/or ‘sweet’ label suggestive the without question open an of the word ‘guy’. She could just as well have posed her question as question her posed have well as just could She ‘guy’. word the of 124 • Life and Fiction use her in male, is Per that fact the foregrounds also teacher The 125 stereotypes Beyond • 6. SUE: you’d like that yes ((Turns towards Dan.)) who would like to be? would you like to be like [Per the bird]- ). Yet, he apparently has not found any important any found not has apparently he Yet, ). to be like (turn (turn like be to 6 watcher? , Dan, to find out who he would want would he who out find to Dan, , boy turning towards, the only only the towards, turning 7. Dan:? [the cat!] respond. This interpretation is sustained by the teacher’s way of way teacher’s the by sustained is interpretation This respond. 8. ((Sara and Mia laugh.)) want to be like Anna – despite the fact that one girl, Ida, does not does Ida, girl, one that fact the despite – Anna like be to want 9. SUE: live a spoiled life you mean? I can see that uh: so you like would girls the all that – gender issue with her utterance in turn turn in utterance her with issue gender 3 that kind of food (.) liverpaté and sardines and whatever the cat? been in focus. I would like to argue that the teacher makes this a this makes teacher the that argue to like would I focus. in been 10. Dan: nope only tuna Dan overlap each other speaking, the main character Anna has Anna character main the speaking, other each overlap Dan 11. SUE: you like tuna be the cat (turn (turn cat the be ). Until the very moment when the teacher and teacher the when moment very the Until ). 7 12. Sara: hehe Per, the birdwatcher (turn (turn birdwatcher the Per, ). Dan responds that he would rather would he that responds Dan ). 6 13. SUE: then you could be a kitty-cat in that way uh hu group, asking who he would like to be, and if he would like to be to like would he if and be, to like would he who asking group, 14. Dan: and prawns The teacher then immediately turns to Dan, the only boy in the in boy only the Dan, to turns immediately then teacher The 15. SUE: yes that’s not bad that’s not bad the book she would like to be. to like would she book the fact that Ida did not raise her hand; she does not ask Ida whom in whom Ida ask not does she hand; her raise not did Ida that fact The teacher initiates an act of displaying identification with the the girls wanted to be like Anna the teacher does not address the address not does teacher the Anna like be to wanted girls the main character Anna, when asking whether any one would like to all that saying When ). Anna since they themselves are girls (turn (turn girls are themselves they since Anna 1 3 be like her (turn ). Three of the four girls in the group raise their assumption that Sara, Mia and Julia would want to be or be like be or be to want would Julia and Mia Sara, that assumption hands. The teacher’s interpretation of their response (‘yes all the girls’) is, apparently, orientated towards gender in its underlying its in gender towards orientated apparently, is, girls’) girls’) is, apparently, orientated towards gender in its underlying hands. The teacher’s interpretation of their response (‘yes all the all (‘yes response their of interpretation teacher’s The hands. assumption that Sara, Mia and Julia would want to be or be like be like her (turn (turn her like be ). Three of the four girls in the group raise their raise group the in girls four the of Three ). 3 1 Anna since they themselves are girls (turn ). When saying that all main character Anna, when asking whether any one would like to like would one any whether asking when Anna, character main the girls wanted to be like Anna the teacher does not address the The teacher initiates an act of displaying identification with the with identification displaying of act an initiates teacher The fact that Ida did not raise her hand; she does not ask Ida whom in the book she would like to be. 15. SUE: yes that’s not bad that’s not bad not that’s bad not that’s yes SUE: 15. The teacher then immediately turns to Dan, the only boy in the 14. Dan: and prawns and Dan: 14. group, asking who he would like to be, and if he would like to be 13. SUE: then you could be a kitty-cat in that way uh hu uh way that in kitty-cat a be could you then SUE: 13. Per, the birdwatcher (turn 6). Dan responds that he would rather 2 aa hehe Sara: 12. be the cat (turn 7). Until the very moment when the teacher and 11. SUE: you like tuna like you SUE: 11. Dan overlap each other speaking, the main character Anna has 10. Dan: nope only tuna only nope Dan: 10. been in focus. I would like to argue that the teacher makes this a the cat? the that kind of food (.) liverpaté and sardines and whatever and sardines and liverpaté (.) food of kind that gender issue with her utterance in turn 3 – that all the girls would 9. SUE: live a spoiled life you mean? I can see that uh: so you like you so uh: that see can I mean? you life spoiled a live SUE: 9. want to be like Anna – despite the fact that one girl, Ida, does not 8. ((Sara and Mia laugh.)) Mia and ((Sara 8. respond. This interpretation is sustained by the teacher’s way of 7. Dan:? [the cat!] [the Dan:? 7. turning towards, the only boy, Dan, to find out who he would want watcher? to be like (turn 6). Yet, he apparently has not found any important like to be? would you like to be like [Per the bird]- the [Per like be to like you would be? to like 6. SUE: you’d like that yes ((Turns towards Dan.)) who would who Dan.)) towards ((Turns yes that like you’d SUE: 6. Beyond stereotypes • 125 Life and Fiction and Life 126 male character to choose. Therefore, he identifies more with the • (male) cat who is an important character, than with the girl, even though she is the main character. In a study of 6- and 8-year-old children’s readings of a fairy tale examples. three following the on TV, Ingegerd Rydin (1996, pp. 174–175) has shown that a in illustrated is This feelings. or thoughts parents’ the not invoked, that is that relation child-parent majority of her interviewees identified with a same-sex character. the primarily thus was it lives, own As did the children in Davies’ (1989a, p. 230) fairy tale study. pupils’ the to drawn were parallels When characters. same-aged Similarly, Howard and Allen (1989, p. 296) claim that because of case the in as to’ up look ‘to or like’ be ‘to want would pupils the more stories are told by a male narrator than by a female, boys are who someone as not adults, gendered as is that fathers, or mothers not trained in gender-transgressive identification while reading. as capacity their in discussed usually were they sessions, club Both these findings are consistent with Dan’s choice to identify book the in closely more discussed were characters adult the When with a (male) animal rather than with a girl. In all the above examples, the teachers indirectly teach the parents ideal and stereotypes Gender pupils to see same-age characters as potential ideals. Yet, the dis- ).) cussions also play with identities: you could be someone other than 1984 ; Henriques, ; Harré, & Davies e.g. see reading further (for you are. The fictive character is thus given a function of expanding 1990 the pupils’ repertoires of possible actions and ways of being, and in discourses in produced subjectivities different to refers position’ the extension, of presenting possible subject-positions. (‘Subject- (‘Subject- subject-positions. possible presenting of extension, the position’ refers to different subjectivities produced in discourses in and being, of ways and actions possible of repertoires pupils’ the (for further reading see e.g. Davies & Harré, 1990; Henriques, expanding of function a given thus is character fictive The are. you 1984).) than other someone be could you identities: with play also cussions pupils to see same-age characters as potential ideals. Yet, the dis- the Yet, ideals. potential as characters same-age see to pupils Gender stereotypes and ideal parents the teach indirectly teachers the examples, above the all In with a (male) animal rather than with a girl. a with than rather animal (male) a with When the adult characters were discussed more closely in the book identify to choice Dan’s with consistent are findings these Both club sessions, they were usually discussed in their capacity as reading. while identification gender-transgressive in trained not mothers or fathers, that is as gendered adults, not as someone who are boys female, a by than narrator male a by told are stories more ) claim that because that claim ) p. , Similarly, Howard and Allen ( Allen and Howard Similarly, 296 the pupils would want ‘to be like’ or ‘to look up to’ as in the case of 1989 As did the children in Davies’ ( Davies’ in children the did As ) fairy tale study. tale fairy ) p. a, 230 same-aged characters. When parallels were drawn to the pupils’ 1989 own lives, it was thus primarily the child-parent relation that is character. same-sex a with identified interviewees her of majority ) has shown that a that shown has ) – pp. , on TV, Ingegerd Rydin ( Rydin Ingegerd TV, on 175 174 invoked, not the parents’ thoughts or feelings. This is illustrated in 1996 -year-old children’s readings of a fairy tale fairy a of readings children’s -year-old and - In a study of of study a In 8 the following three examples. 6 though she is the main character. main the is she though (male) cat who is an important character, than with the girl, even girl, the with than character, important an is who cat (male) 126 • Life and Fiction the with more identifies he Therefore, choose. to character male 127 stereotypes Beyond • Mummy and her “little guy” The next two examples constitute continuations of extract 2. After 20. Dan: like a little baby little a like Dan: 20. finishing the explorative characterisation of Per (is he a sweet 19. SUE: uh huh yes huh uh SUE: 19. guy?), the teacher immediately directed the discussion on to other 18. Mia: she only cared about him all the time the all him about cared only she Mia: 18. persons around the main character. 17. SUE: [mum and dad were well- were well divorced] and all that all and divorced] well were well- were dad and [mum SUE: 17. 16. Mia: [she only cared about if- a:h a:h] a:h if- about cared only [she Mia: 16. 15. SUE yes indeed you know u:h know you indeed yes SUE 15. 14. Mia: it was her partner then partner her was it Mia: 14. [5] 13. SUE: it was a grow- yes grow- a was it SUE: 13. Group 4B:2. Participants: Julia, Sara, Mia, Ida, Dan and SUE (teacher). 12. Mia?: p- p- p- Mia?: 12. Book: Smuggelkatten by Lasse Ekholm. (Tape 3: 0.47.18. I.e. 10 minutes little guy but it was- it but guy little 11. Sara: it wasn’t a a wasn’t it Sara: 11. from start.) 10. Ida: ((Shrugs her shoulders and rolls her eyes.)) her rolls and shoulders her ((Shrugs Ida: 10. 1. SUE: what about mum and dad then? Were they buddies of 9. SUE: =Ida who was that little guy? little that was who =Ida SUE: 9. hers that she could talk to and all or what was it like? (4) 8. Sara: no:e it-= no:e Sara: 8. e:h there should be more of you than Sara and Mia who 7. SUE: what little guy were you talking about then? about talking you were guy little what SUE: 7. can answer [xx)] like 2. Sara: [hehe] would take care of herself and her dad was mostly away mostly was dad her and herself of care take would 3. SUE: well you claim you have read the book! and she said that Anna was t– Anna was big now and now big was Anna t– was Anna that said she and 4. Dan: yes little guy little 6. Sara: her mum cared like so much about her her about much so like cared mum her Sara: 6. → 5. SUE: ye:s! (3) Sara then 5. SUE: ye:s! (3) Sara then Sara (3) ye:s! SUE: 5. 6.→ Sara: her mum cared like so much about her little guy .Dn yes Dan: 4. and she said that Anna was t– Anna was big now and 3. SUE: well you claim you have read the book! the read have you claim you well SUE: 3. would take care of herself and her dad was mostly away [hehe] .Sara: 2. like a nwr[xx)] answer can 7. SUE: what little guy were you talking about then? e:h there should be more of you than Sara and Mia who Mia and Sara than you of more be should there e:h 8. Sara: no:e it-= hers that she could talk to and all or what was it like? (4) like? it was what or all and to talk could she that hers 9. SUE: =Ida who was that little guy? 1. SUE: what about mum and dad then? Were they buddies of buddies they Were then? dad and mum about what SUE: 1. 10. Ida: ((Shrugs her shoulders and rolls her eyes.)) from start.) from 11. Sara: it wasn’t a little guy but it was- by Lasse Ekholm. (Tape 3: 0.47.18. I.e. 10 minutes 10 I.e. 0.47.18. 3: (Tape Ekholm. Lasse by Smuggelkatten Book: Book: 12. Mia?: p- p- Group 4B:2. Participants: Julia, Sara, Mia, Ida, Dan and SUE (teacher). SUE and Dan Ida, Mia, Sara, Julia, Participants: 4B:2. Group 13. SUE: it was a grow- yes [5] 14. Mia: it was her partner then 15. SUE yes indeed you know u:h 16. Mia: [she only cared about if- a:h a:h] 17. SUE: [mum and dad were well- were well divorced] and all that persons around the main character. main the around persons 18. Mia: she only cared about him all the time guy?), the teacher immediately directed the discussion on to other to on discussion the directed immediately teacher the guy?), 19. SUE: uh huh yes finishing the explorative characterisation of Per (is he a sweet a he (is Per of characterisation explorative the finishing 20. Dan: like a little baby . After . The next two examples constitute continuations of extract extract of continuations constitute examples two next The 2 Mummy and her “little guy” “little her and Mummy Beyond stereotypes • 127 Life and Fiction and Life 128 21. SUE: yes she thought well that it wa- was thought like- Anna • she thought like this that mums and dads they liked w- ). over her boyfriend like a baby (turn (turn baby a like boyfriend her over like well always their children best 20 22. Sara: ye:s fussed she that saying mother, Anna’s of critique their with aligns mother only cared about her partner ‘all the time’ (turn (turn time’ the ‘all partner her about cared only mother ). Dan ). 23. SUE: ’cause that’s like what she believed anyhow 18 24. Sara: ye:s the that says Mia mother: her of critique Anna’s on up pick to racter’s situation in relation to her father. Sara is not the only pupil only the not is Sara father. her to relation in situation racter’s The teacher apparently wants to initiate a discussion about the cha- main the about than stronger mother, her to relation in tion relations between the main character, Anna, and her parents, situa- character’s main the about feelings negative strong displays asking if they were her buddies (Swed. ‘bra kompisar’) whom she similarly reader, the Sara, them. with in moved boyfriend mother’s could talk to (turn 1). Sara answers negatively, talking about how her after Especially father. her with living prefer would she Anna’s mother primarily cares about her ‘little guy’ (Swed. ‘lilla says Anna story, the In him. with live Anna letting over alone ing kille’) referring to the mother’s partner in a contemptuous tone of liv- consequently and trips business prioritises hand, other the on voice (turn 6). One interpretation of Sara’s belittling categorisation father Anna’s mother. a as life her over love new her with together of the heroine’s mother’s new partner, is that she positions him as a woman a as life adult prioritising for criticised is mother The partner than about her daughter (Ekholm, (Ekholm, daughter her about than partner ). – , – pp. , 38 37 8 7 child, thereby ridiculing him. Also, this mother is deprived of any 1990 other function than being a Mother. Sara also explains that the her about more caring for mother her criticises Anna where text father is mostly away. One could say that, from Sara’s point of the in expressed is it as opinion Anna’s renders Sara matter, this In view, both parents fail to fulfil their parental duties towards Anna. Anna. towards duties parental their fulfil to fail parents both view, In this matter, Sara renders Anna’s opinion as it is expressed in the of point Sara’s from that, say could One away. mostly is father text where Anna criticises her mother for caring more about her the that explains also Sara Mother. a being than function other partner than about her daughter (Ekholm, 1990, pp. 7–8, 37–38). any of deprived is mother this Also, him. ridiculing thereby child, The mother is criticised for prioritising adult life as a woman a as him positions she that is partner, new mother’s heroine’s the of ). One interpretation of Sara’s belittling categorisation belittling Sara’s of interpretation One ). voice (turn (turn voice together with her new love over her life as a mother. Anna’s father 6 on the other hand, prioritises business trips and consequently liv- of tone contemptuous a in partner mother’s the to referring kille’) ing alone over letting Anna live with him. In the story, Anna says ‘lilla (Swed. guy’ ‘little her about cares primarily mother Anna’s ). Sara answers negatively, talking about how about talking negatively, answers Sara ). (turn to talk could she would prefer living with her father. Especially after her 1 mother’s boyfriend moved in with them. Sara, the reader, similarly she whom kompisar’) ‘bra (Swed. buddies her were they if asking displays strong negative feelings about the main character’s situa- parents, her and Anna, character, main the between relations tion in relation to her mother, stronger than about the main cha- the about discussion a initiate to wants apparently teacher The racter’s situation in relation to her father. Sara is not the only pupil to pick up on Anna’s critique of her mother: Mia says that the ye:s Sara: 24. mother only cared about her partner ‘all the time’ (turn 18). Dan anyhow believed she what like that’s ’cause SUE: 23. aligns with their critique of Anna’s mother, saying that she fussed ye:s Sara: 22. over her boyfriend like a baby (turn 20). best children their always well like she thought like this that mums and dads they liked w- liked they dads and mums that this like thought she 128 • Life and Fiction Anna like- thought was wa- it that well thought she yes SUE: 21. 129 stereotypes Beyond • This text can be read as gender-traditional, in the sense that the mother is expected to sacrifice her own adult life in favour of the .Dn:uh: Dan?: 7. children, while, in principal, a father “gets away” with a smaller too much time for her right now right her for time much too proportion of parent-related responsibilities. In their joint con- say that but she just didn’t have didn’t just she but that say 6. SUE: yes but she didn’t really really didn’t she but yes SUE: 6. → 5. Dan: not so nice so not Dan: 5. demnation of the mother (and not the father) the pupils’ discussion 4. SUE: and her mum was? mum her and SUE: 4. can be described in terms of a traditional reading of a gender- .? uh: ?: 3. traditional text. These stereotypes are also sustained by the teacher .? ye:s ?: 2. in her way of bringing forward and “allowing” statements that can dad was very nice very was dad be understood as relatively stereotypical. Another example is her think a bit about our book well yes it seems to us that the that us to seems it yes well book our about bit a think foregrounding on Anna’s opinion – in relation to her mother’s new 1. SUE: yes that sounds exiting but now it’s time for us to and we- and to us for time it’s now but exiting sounds that yes SUE: 1. partner – that parents should always love their children best (turn 15 minutes from start.) from minutes 15 21). In this context, we should recall the objective of the curricu- by Lasse Ekholm. (Tape 3: 0.53.51. I.e. over I.e. 0.53.51. 3: (Tape Ekholm. Lasse by Smuggelkatten (teacher). Book: Book: (teacher). lum – that the study of literature should open the pupils’ minds Group 4B:2. Participants: Julia, Sara, Mia, Ida (girls), Dan (boy) and SUE and (boy) Dan (girls), Ida Mia, Sara, Julia, Participants: 4B:2. Group about the different living conditions of men and women and [6] gender equity. What is the teacher’s reaction to the group’s tradi- tional reading? ed soon after. soon ed The teacher’s attempts to transgress stereotyped categorisa- tions of good/bad parents can be seen in the discussion that follow- that discussion the in seen be can parents good/bad of tions tions of good/bad parents can be seen in the discussion that follow- The teacher’s attempts to transgress stereotyped categorisa- stereotyped transgress to attempts teacher’s The ed soon after. tional reading? tional gender equity. What is the teacher’s reaction to the group’s tradi- group’s the to reaction teacher’s the is What equity. gender [6] about the different living conditions of men and women and women and men of conditions living different the about Group 4B:2. Participants: Julia, Sara, Mia, Ida (girls), Dan (boy) and SUE lum – that the study of literature should open the pupils’ minds pupils’ the open should literature of study the that – lum (teacher). Book: Smuggelkatten by Lasse Ekholm. (Tape 3: 0.53.51. I.e. over ). In this context, we should recall the objective of the curricu- the of objective the recall should we context, this In ). 21 15 minutes from start.) partner – that parents should always love their children best (turn best children their love always should parents that – partner 1. SUE: yes that sounds exiting but now it’s time for us to and we- foregrounding on Anna’s opinion – in relation to her mother’s new mother’s her to relation in – opinion Anna’s on foregrounding think a bit about our book well yes it seems to us that the be understood as relatively stereotypical. Another example is her is example Another stereotypical. relatively as understood be dad was very nice in her way of bringing forward and “allowing” statements that can that statements “allowing” and forward bringing of way her in 2. ?: ye:s traditional text. These stereotypes are also sustained by the teacher the by sustained also are stereotypes These text. traditional 3. ?: uh: can be described in terms of a traditional reading of a gender- a of reading traditional a of terms in described be can 4. SUE: and her mum was? demnation of the mother (and not the father) the pupils’ discussion pupils’ the father) the not (and mother the of demnation 5. Dan: not so nice 6.→ SUE: yes but she didn’t really say that but she just didn’t have proportion of parent-related responsibilities. In their joint con- joint their In responsibilities. parent-related of proportion too much time for her right now children, while, in principal, a father “gets away” with a smaller a with away” “gets father a principal, in while, children, 7. Dan?: uh: mother is expected to sacrifice her own adult life in favour of the of favour in life adult own her sacrifice to expected is mother This text can be read as gender-traditional, in the sense that the that sense the in gender-traditional, as read be can text This Beyond stereotypes • 129 Life and Fiction and Life 130 8. SUE: [this one-] • 9. Sara: [no but] it seemed like as if she was very- didn’t have time attempt to mitigate his reaction (turn (turn reaction his mitigate to attempt ). She does this by drawing by this does She ). like this then- didn’t care so much- 6 10. SUE: no= 11. Sara: =wasn’t so nice an is this to response teacher’s the and nice’ so ‘not was mother (turns (turns ). In the first instance, Dan first suggested that the that suggested first Dan instance, first the In ). and 26 12. SUE: and that came out even early in the book when Anna 6 thought that the best things about going to Greece besides it balance to trying mother, the on perspective intolerant pupils’ Drama- the towards orients apparently teacher the occasions, two On 13. Mia: hehe 14. SUE: -what that was that? uh (x)º stones of piles (xx) ’cause strange bit a was then 15. Mia: she was got away from mum and that she didn’t have to- and ruins old at look to going all almost was he º’cause Julia: 32. 16. SUE: ye:s= Julia? SUE: 31. 17. Sara: =[that guy!]= no: Dan?: 30. 18. Mia: =[like to be with]- head.)) her ((Shakes Ida: 29. 19. SUE: ye:s pain? a of 20. Mia: -that she was with that guy bit a was he that thought she why Ida remember you do SUE: 28. 21. SUE: and that she could be with instead? yes Sara: 22. Mia: yes & Mia 27. 23. Sara: [her da]d pain a of bit 24. SUE: [dad!] a was he thought she time same the at why he- but ºwellº SUE: 26. → her dad who was really nice really was who dad her 25. Mia: her dad who was really nice Mia: 25. → 26. SUE: ºwellº but he- why at the same time she thought he was a [dad!] SUE: 24. bit of a pain da]d [her Sara: 23. 27. Mia & yes Mia: 22. Sara: yes instead? with be could she that and SUE: 21. 28. SUE: do you remember Ida why she thought that he was a bit guy that with was she -that Mia: 20. of a pain? ye:s SUE: 19. 29. Ida: ((Shakes her head.)) with]- be to =[like Mia: 18. 30. Dan?: no: guy!]= =[that Sara: 17. 31. SUE: Julia? ye:s= SUE: 16. 32. Julia: º’cause he was almost all going to look at old ruins and to- have didn’t she that and mum from away got was she Mia: 15. then was a bit strange ’cause (xx) piles of stones (x)º uh that? was that -what SUE: 14. 3 i:hehe Mia: 13. On two occasions, the teacher apparently orients towards the Drama- pupils’ intolerant perspective on the mother, trying to balance it besides Greece to going about things best the that thought (turns 6 and 26). In the first instance, Dan first suggested that the Anna when book the in early even out came that and SUE: 12. mother was ‘not so nice’ and the teacher’s response to this is an nice so =wasn’t Sara: 11. 0 U:no= SUE: 10. attempt to mitigate his reaction (turn 6). She does this by drawing much- so care didn’t then- this like she was very- didn’t have time have didn’t very- was she if as like seemed it but] [no Sara: 9. 130 • Life and Fiction one-] [this SUE: 8. 131 stereotypes Beyond • attention to the fact that Anna actually did not indicate a direct dislike of her mother but was primarily discontent about being neglected by her. The teacher’s next attempt at modulating the 8. MARY: ((Looks towards Mats.)) what else were you thinking of? thinking you were else what Mats.)) towards ((Looks MARY: 8. pupils’ quite harsh categorisations is expressed after Mia’s descrip- .Ig:nope Inga: 7. tion of the heroine’s father as ‘really nice’, when she reminds her things ((Enumerates the characteristics on her fingers.)) her on characteristics the ((Enumerates things that the heroine liked her father, but that she also thought that he 6. MARY: she liked to dance and she was not especially strict about strict especially not was she and dance to liked she MARY: 6. 5. Inga: º(xx) dancedº º(xx) Inga: 5. was a bit of a pain (turn 26). In this example, the teacher thus 4. MARY: ((Points from Mats to Inga.)) º (x) has to waitº to has (x) º Inga.)) to Mats from ((Points MARY: 4. recurrently challenges the pupils’ gender-traditional discussion 3. Mats: [well she dances] at least at dances] she [well Mats: 3. about a gender-traditional book. and all that [(xx) dancing (xx)]- dancing [(xx) that all and especially strict about things how they looked they how things about strict especially 2. Inga: noo, not not noo, Inga: 2. Not a typical mum main characters? (.) what do you think she was like? was she think you do what (.) characters? main An ideal mother is also invoked in another book club discussion 1. MARY: ((Looks at Inga.)) so you had taken Isidora as one of the of one as Isidora taken had you so Inga.)) at ((Looks MARY: 1. that concerned a different book, Hjälp! Boan är lös! [Eng. Help! (Tape 1: 0.39.55. I.e. 9 minutes from start.) from minutes 9 I.e. 0.39.55. 1: (Tape The Boa is Loose] (Zak, 1987/1989). Freedom is the overall theme by Monica Zak. Monica by lös! är Boan Hjälp! (teacher). Book: Book: (teacher). of this book. The lifestyle of 24-year old Gustav, called Guttav, and Group 4A:2. Participants: Mats, Tony, Bert (boys), Inga (girl) and MARY and (girl) Inga (boys), Bert Tony, Mats, Participants: 4A:2. Group his mother Birgit, called Isidora, can be described as free and un- [7] conventional. conventional. [7] his mother Birgit, called Isidora, can be described as free and un- and free as described be can Isidora, called Birgit, mother his Group 4A:2. Participants: Mats, Tony, Bert (boys), Inga (girl) and MARY -year old Gustav, called Guttav, and Guttav, called Gustav, old -year of this book. The lifestyle of of lifestyle The book. this of 24 (teacher). Book: Hjälp! Boan är lös! by Monica Zak. ). Freedom is the overall theme overall the is Freedom ). / The Boa is Loose] (Zak, (Zak, Loose] is Boa The 1989 1987 (Tape 1: 0.39.55. I.e. 9 minutes from start.) that concerned a different book, book, different a concerned that [Eng. Help! [Eng. Hjälp! Boan är lös! är Boan Hjälp! 1. MARY: ((Looks at Inga.)) so you had taken Isidora as one of the An ideal mother is also invoked in another book club discussion club book another in invoked also is mother ideal An main characters? (.) what do you think she was like? Not a typical mum typical a Not 2. Inga: noo, not especially strict about things how they looked and all that [(xx) dancing (xx)]- about a gender-traditional book. gender-traditional a about 3. Mats: [well she dances] at least recurrently challenges the pupils’ gender-traditional discussion gender-traditional pupils’ the challenges recurrently 4. MARY: ((Points from Mats to Inga.)) º (x) has to waitº ). In this example, the teacher thus teacher the example, this In ). was a bit of a pain (turn (turn pain a of bit a was 26 5. Inga: º(xx) dancedº 6. MARY: she liked to dance and she was not especially strict about that the heroine liked her father, but that she also thought that he that thought also she that but father, her liked heroine the that things ((Enumerates the characteristics on her fingers.)) tion of the heroine’s father as ‘really nice’, when she reminds her reminds she when nice’, ‘really as father heroine’s the of tion 7. Inga: nope pupils’ quite harsh categorisations is expressed after Mia’s descrip- Mia’s after expressed is categorisations harsh quite pupils’ 8. MARY: ((Looks towards Mats.)) what else were you thinking of? neglected by her. The teacher’s next attempt at modulating the modulating at attempt next teacher’s The her. by neglected dislike of her mother but was primarily discontent about being about discontent primarily was but mother her of dislike attention to the fact that Anna actually did not indicate a direct a indicate not did actually Anna that fact the to attention Beyond stereotypes • 131 Life and Fiction and Life 132 9. Mats: I guess I was thinking about the dancing (.) she- what’s it • called, Hampus went like and hid on the shoeshelf when Isi- Isidora put on- put the music on 10. MARY: ((Nods.)) well yes but mums nag but this mum didn’t mum this but nag mums but yes well 11. Tony: (xx) (.) yes! hehe MARY: 35. (xx) hands?)) his with ((Shows this as big as ones have I hehe Tony: 34. 12. Mats: (xx) have all we probably Mats(?): 33. 13. MARY: have the two of you thought about Isidora at all? ((Points yes Several: 32. at Bert and Tony.)) you? → 14. Bert: (xx) (.) she’s like- what’s it called- well she’s not so mature do (.) sometimes home at balls fluff have too I well yes MARY: 31. 15. MARY: is she a typical mum? ºuhº Tony(?): 30. → 16. Several: no:e: sloppy quite being 17. Bert: ºno no mumº maybe her about bit a know to get we how that’s and MARY: 29. 18. MARY: what’s a typical mum like then? extract.)) from withdrawn turns ((Eight 28. 19. Inga: she is supposed to [nag] (xx) either that all and clothes- the about directly- wasn’t t like (.) about clothes either and all (.) she (.) all and either clothes about (.) like t 20. Bert: [nag]ging wasn’ she that Inga: 27. 21. MARY: well! (.) and Isidora didn’t? else? something of because it know 22. Several: no:o: to get we did or it know to got we dog this uh- through- 23. Inga: (xx) then you didn’t have to do certain things at home it was strict? so wasn’t she that out find we do how MARY: 26. like cleaning your room an stuff n-o Inga: 25. 24. MARY: Guttav didn’t have to do that that do to have didn’t Guttav MARY: 24. 25. Inga: n-o stuff an room your cleaning like didn’t have to do certain things at home at things certain do to have didn’t 26. MARY: how do we find out that she wasn’t so strict? was it you then (xx) Inga: 23. through- uh- this dog we got to know it or did we get to no:o: Several: 22. know it because of something else? didn’t? Isidora and (.) well! MARY: 21. 27. Inga: that she wasn’t like (.) about clothes either and all (.) she [nag]ging Bert: 20. wasn’t directly- about the clothes- and all that either (xx) [nag] to supposed is she Inga: 19. 28. ((Eight turns withdrawn from extract.)) then? like mum typical a what’s MARY: 18. 29. MARY: and that’s how we get to know a bit about her maybe mumº no ºno Bert: 17. being quite sloppy no:e: Several: 16. → 30. Tony(?): ºuhº mum? typical a she is MARY: 15. 31. MARY: yes well I too have fluff balls at home sometimes (.) do mature so not she’s well called- it what’s like- she’s (.) (xx) Bert: 14. → you? Tony.)) and Bert at 32. Several: yes ((Points all? at Isidora about thought you of two the have MARY: 13. 33. Mats(?): probably we all have (xx) Mats: 12. 34. Tony: hehe I have ones as big as this ((Shows with his hands?)) (xx) 35. MARY: hehe yes! (.) well yes but mums nag but this mum didn’t (xx) Tony: 11. 0 AY ((Nods.)) MARY: 10. Isi- Isidora put on- put the music on music the put on- put Isidora Isi- called, Hampus went like and hid on the shoeshelf when shoeshelf the on hid and like went Hampus called, 132 • Life and Fiction it what’s she- (.) dancing the about thinking was I guess I Mats: 9. 133 stereotypes Beyond • When the teacher sums up the pupils’ descriptions of the mother Isidora, she enumerates two main features: her dancing and her person in her own right. own her in person carelessness in household matters (turn 6). ) parent not as a as not parent ) primarily discussed her as an ‘immature’ (turn (turn ‘immature’ an as her discussed primarily 14 In the ongoing discussion, Bert expresses an indirect critique of can be seen as a non-traditional female character. Yet, the pupils the Yet, character. female non-traditional a as seen be can the adult Isidora, who has parental responsibility of her grown-up who nags her family about keeping the house clean. Thus, Isidora Thus, clean. house the keeping about family her nags who son, by judging her as not really being mature (turn 14). The : a mother, compared to a prototypical mother prototypical a to compared mother, a : parent as a female female a as teacher’s follow-up question ‘is she a typical mum?’ indirectly In sum, Isidora, the dancer and sloppy housekeeper, is discussed is housekeeper, sloppy and dancer the Isidora, sum, In establishes that there is something like a ‘typical mum’. Secondly, the booktalk session. booktalk the the question leads the group discussion into a judgmental direc- sum up, Isidora’s behaviour is neither condemned, nor admired in admired nor condemned, neither is behaviour Isidora’s up, sum tion, orienting towards her feminine, and more precisely, motherly ). To ). balls are probably very common in peoples’ homes (turn (turn homes peoples’ in common very probably are balls 33 qualities (turn 15). As a response to this, several of the pupils claim housework sloppiness (turn (turn sloppiness housework ). Hereafter, Mats suggests that fluff that suggests Mats Hereafter, ). 32 that Isidora is not a typical mum. In order to judge, one has to ) she initiates a joint confession about confession joint a initiates she ) following turn (turn (turn turn following 31 compare her with some type of ideal. Which link of the compari- teacher defines Isidora as quite sloppy (turn (turn sloppy quite as Isidora defines teacher ). However, in her in However, ). 29 son should be discussed here? Since the teacher has already posed do they express any appreciation of her either. In one comment, the comment, one In either. her of appreciation any express they do the question about what Isidora is like, she leads the discussion The pupils do not express any dislike of the atypical mum. Nor mum. atypical the of dislike any express not do pupils The onto the other link of the comparison. Therefore, the discussion progressive thus partly turns into a non-progressive discussion. non-progressive a into turns partly thus progressive concerns the characteristics of a (stereo)typical mum (turn 18). The discussion of a text that, in at least one sense, can be read as read be can sense, one least at in that, text a of discussion discussion of a text that, in at least one sense, can be read as concerns the characteristics of a (stereo)typical mum (turn (turn mum (stereo)typical a of characteristics the concerns ). The ). 18 progressive thus partly turns into a non-progressive discussion. onto the other link of the comparison. Therefore, the discussion the Therefore, comparison. the of link other the onto The pupils do not express any dislike of the atypical mum. Nor the question about what Isidora is like, she leads the discussion the leads she like, is Isidora what about question the do they express any appreciation of her either. In one comment, the son should be discussed here? Since the teacher has already posed already has teacher the Since here? discussed be should son teacher defines Isidora as quite sloppy (turn 29). However, in her compare her with some type of ideal. Which link of the compari- the of link Which ideal. of type some with her compare following turn (turn 31) she initiates a joint confession about that Isidora is not a typical mum. In order to judge, one has to has one judge, to order In mum. typical a not is Isidora that housework sloppiness (turn 32). Hereafter, Mats suggests that fluff ). As a response to this, several of the pupils claim pupils the of several this, to response a As ). qualities (turn (turn qualities 15 balls are probably very common in peoples’ homes (turn 33). To tion, orienting towards her feminine, and more precisely, motherly precisely, more and feminine, her towards orienting tion, sum up, Isidora’s behaviour is neither condemned, nor admired in the question leads the group discussion into a judgmental direc- judgmental a into discussion group the leads question the the booktalk session. something like a ‘typical mum’. Secondly, mum’. ‘typical a like something is establishes that there there that establishes In sum, Isidora, the dancer and sloppy housekeeper, is discussed teacher’s follow-up question ‘is she a typical mum?’ indirectly mum?’ typical a she ‘is question follow-up teacher’s as a female parent: a mother, compared to a prototypical mother ). The ). son, by judging her as not really being mature (turn (turn mature being really not as her judging by son, 14 who nags her family about keeping the house clean. Thus, Isidora the adult Isidora, who has parental responsibility of her grown-up her of responsibility parental has who Isidora, adult the can be seen as a non-traditional female character. Yet, the pupils In the ongoing discussion, Bert expresses an indirect critique of critique indirect an expresses Bert discussion, ongoing the In primarily discussed her as an ‘immature’ (turn 14) parent not as a ). carelessness in household matters (turn (turn matters household in carelessness 6 person in her own right. Isidora, she enumerates two main features: her dancing and her and dancing her features: main two enumerates she Isidora, When the teacher sums up the pupils’ descriptions of the mother the of descriptions pupils’ the up sums teacher the When Beyond stereotypes • 133 Life and Fiction and Life 134 Summary • In a classical formulation, Stanley Fish (1980/1998) has asked us: is there a text in this class? In the present booktalk data, the discus- learner rational a prerequisite; a is learner passive a that is ideas sion and the read texts were inextricably intertwined. Obviously, two these with problem the view, Walkerdine’s In activities. typed there were many readings, many texts rather than one unitary non-stereo- adapting by occur will transformation unproblematic reading of each book. Yet, these “texts” were also partly the joint this that Secondly, experiences. of variety broader a with faced products of the discussions and the texts as such. are they if change will actions possible their of and themselves of The use of the research method in the present study shows that understanding children’s that idea the Firstly, approach. this with a combination of CA-oriented and feminist discourse analysis is problematic are particular in issues two Walkerdine, to According indeed possible (Stokoe & Smithson, 2001, p. 220). Departing acting. and thinking in changes provoke would images and views from the participants’ orientation, gender was found to be relevant non-stereotyped to access Conversely, way. distorted and biased in the booktalk interaction in that the teachers as well as the pupils a in reality depicts literature stereotyped that idea underlying explicitly referred to gender in the sessions. When gender was an sees She meaning. of productive as itself text the disregarded made relevant, as the teachers and pupils talked about ‘guy’, ‘girls’, often have approaches feminist that claims Walkerdine However, ‘mum’ etc, they also discussed the appropriate conduct of such signification.) of systems as i.e. images, and films, books, cluding gendered categories. in- sense, broad a in “text” notion the uses (Walkerdine agenda. Valerie Walkerdine (1990, p. 88–89) acknowledges that feminist the on content fictional putting to comes it when ways valuable criticisms of gender bias in children’s literature have contributed in in contributed have literature children’s in bias gender of criticisms ) acknowledges that feminist that acknowledges ) – p. , Valerie Walkerdine ( Walkerdine Valerie 89 88 valuable ways when it comes to putting fictional content on the 1990 agenda. (Walkerdine uses the notion “text” in a broad sense, in- categories. gendered cluding books, films, and images, i.e. as systems of signification.) such of conduct appropriate the discussed also they etc, ‘mum’ However, Walkerdine claims that feminist approaches have often ‘girls’, ‘guy’, about talked pupils and teachers the as relevant, made disregarded the text itself as productive of meaning. She sees an was gender When sessions. the in gender to referred explicitly underlying idea that stereotyped literature depicts reality in a pupils the as well as teachers the that in interaction booktalk the in biased and distorted way. Conversely, access to non-stereotyped relevant be to found was gender orientation, participants’ the from indeed possible (Stokoe & Smithson, Smithson, & (Stokoe possible indeed ). Departing ). p. , 220 views and images would provoke changes in thinking and acting. 2001 -oriented and feminist discourse analysis is analysis discourse feminist and -oriented a combination of of combination a According to Walkerdine, two issues in particular are problematic CA with this approach. Firstly, the idea that children’s understanding that shows study present the in method research the of use The of themselves and of their possible actions will change if they are such. as texts the and discussions the of products faced with a broader variety of experiences. Secondly, that this joint the partly also were “texts” these Yet, book. each of reading unproblematic transformation will occur by adapting non-stereo- unitary one than rather texts many readings, many were there typed activities. In Walkerdine’s view, the problem with these two Obviously, intertwined. inextricably were texts read the and sion ideas is that a passive learner is a prerequisite; a rational learner discus- the data, booktalk present the In class? this in text a there ) has asked us: is us: asked has ) / ( Fish Stanley formulation, classical a In 1998 1980 134 • Life and Fiction Summary 135 stereotypes Beyond • who would change as a result of being presented with the proper information, about how things really are. Walkerdine argues for make a change in thinking of real world children. world real of thinking in change a make another way of theorising about literature and the process of sufficient just to present non-stereotype fictive alternatives to alternatives fictive non-stereotype present to just sufficient appropriation. texts, I believe that my study proves Walkerdine right: it is not is it right: Walkerdine proves study my that believe I texts, Textual images are themselves a constituent part of reality. ly follow the partly non-traditional gender patterns of those in the in those of patterns gender non-traditional partly the follow ly Texts (as cultural practices) cannot be expected to change an neutrality. Since the discussions around the texts did not necessari- not did texts the around discussions the Since neutrality. extra-textual reality. Texts create places for identification and on sameness thereby making the teacher re-orient towards gender towards re-orient teacher the making thereby sameness on subject-positions in the text itself. Walkerdine proposes an orientation towards (stereotypical) gender differences, refocusing differences, gender (stereotypical) towards orientation engagement with the production of selves as subjects, in relation to heroine. On another occasion, the pupils resisted the teacher’s the resisted pupils the occasion, another On heroine. cultural practices. In her view, the subject-positions made available did, and one boy related to a (male) animal rather than to a female a to than rather animal (male) a to related boy one and did, by the texts are related to social and psychological battles concern- 5 characters and boys with male characters. Some, but not all girls all not but Some, characters. male with boys and characters ing identity. At the same time, the subject-positions are the tools displayed a presumption that girls should identify with female with identify should girls that presumption a displayed the reader uses to get into the text. pointed out to be potential persons of identification. The teachers The identification. of persons potential be to out pointed The major findings of the present study, can be summarised in The characters in the same age as the pupils were by the teachers the by were pupils the as age same the in characters The two points: pupils did this partly directed by their teachers’ questions. teachers’ their by directed partly this did pupils (i) In several cases, pupils as well as the teachers oriented to gender in traditional and, at times, stereotyped ways. The ways. stereotyped times, at and, traditional in gender gender in traditional and, at times, stereotyped ways. The (i) In several cases, pupils as well as the teachers oriented to oriented teachers the as well as pupils cases, several In (i) pupils did this partly directed by their teachers’ questions. two points: two The characters in the same age as the pupils were by the teachers The major findings of the present study, can be summarised in summarised be can study, present the of findings major The pointed out to be potential persons of identification. The teachers the reader uses to get into the text. the into get to uses reader the displayed a presumption that girls should identify with female At the same time, the subject-positions are the tools the are subject-positions the time, same the At ing identity. ing characters and boys with male characters. Some, but not all girls 5 by the texts are related to social and psychological battles concern- battles psychological and social to related are texts the by did, and one boy related to a (male) animal rather than to a female cultural practices. In her view, the subject-positions made available made subject-positions the view, her In practices. cultural heroine. On another occasion, the pupils resisted the teacher’s engagement with the production of selves as subjects, in relation to relation in subjects, as selves of production the with engagement orientation towards (stereotypical) gender differences, refocusing subject-positions in the text itself. Walkerdine proposes an proposes Walkerdine itself. text the in subject-positions on sameness thereby making the teacher re-orient towards gender extra-textual reality. Texts create places for identification and identification for places create Texts reality. extra-textual neutrality. Since the discussions around the texts did not necessari- Texts (as cultural practices) cannot be expected to change an change to expected be cannot practices) cultural (as Texts ly follow the partly non-traditional gender patterns of those in the Textual images are themselves a constituent part of reality. of part constituent a themselves are images Textual texts, I believe that my study proves Walkerdine right: it is not appropriation. sufficient just to present non-stereotype fictive alternatives to another way of theorising about literature and the process of process the and literature about theorising of way another make a change in thinking of real world children. information, about how things things how about information, are. Walkerdine argues for argues Walkerdine are. really who would change as a result of being presented with the proper the with presented being of result a as change would who Beyond stereotypes • 135 Life and Fiction and Life 136 (ii) Yet, the teachers and pupils also transcended gender stereo- • types and expectations in several cases. In many of those cases, there was a generational pattern, though, in that both Prolongation of preceding vowel. preceding of Prolongation groups tended to apply less traditional thinking when talking : about their own age group. comments. Transcriber’s ((text)) . Micropause. (.) ) Measure pauses in seconds. in pauses Measure ) ( 4 I have also explored an example of a teacher who challenged the speech. Quieter ° ° pupils’ gender-traditional discussion of a gender-traditional text. speech. surrounding than louder obviously is that speech Mark CAPITALS Bold Pronunciation differs from surrounding speech, e.g. irony, theatrical. irony, e.g. speech, surrounding from differs Pronunciation However, it remains unclear if this resulted in a less traditional emphasis. locates Signals emphasis; the extent of underlining within individual words individual within underlining of extent the emphasis; Signals reading on the part of the pupils. It could not be seen in the Underlining transcripts if she managed to convince the pupils. speech. overlapping of end and start the mark brackets Square ] [ ). (Edwards, psychology discursive in based mainly symbols Transcription . 1997 When discussing the living condition of adult characters, these 1 discussions generally concerned adults as parents, that is, from a Notes child’s perspective. The adult characters were discussed as poten- tial parents of the pupils themselves (e.g. as nice/not nice parents), patterns. generational and patterns gender both not as characters that the pupils could identify with. There was involved thus sessions booktalk the in responses reader The also a tendency for the children to be more tolerant of non-tradi- adults. of discussions their tional behaviour in their discussions of younger characters than in in than characters younger of discussions their in behaviour tional their discussions of adults. non-tradi- of tolerant more be to children the for tendency a also The reader responses in the booktalk sessions thus involved was There with. identify could pupils the that characters as not both gender patterns and generational patterns. parents), nice nice/not as (e.g. themselves pupils the of parents tial child’s perspective. The adult characters were discussed as poten- as discussed were characters adult The perspective. child’s Notes a from is, that parents, as adults concerned generally discussions 1. Transcription symbols mainly based in discursive psychology (Edwards, 1997). these characters, adult of condition living the discussing When [ ] Square brackets mark the start and end of overlapping speech. pupils. the convince to managed she if transcripts Underlining Signals emphasis; the extent of underlining within individual words the in seen be not could It pupils. the of part the on reading locates emphasis. traditional less a in resulted this if unclear remains it However, Bold Pronunciation differs from surrounding speech, e.g. irony, theatrical. CAPITALS Mark speech that is obviously louder than surrounding speech. text. gender-traditional a of discussion gender-traditional pupils’ ° ° Quieter speech. the challenged who teacher a of example an explored also have I (4) Measure pauses in seconds. (.) Micropause. ((text)) Transcriber’s comments. group. age own their about : Prolongation of preceding vowel. talking when thinking traditional less apply to tended groups cases, there was a generational pattern, though, in that both that in though, pattern, generational a was there cases, types and expectations in several cases. In many of those of many In cases. several in expectations and types 136 • Life and Fiction stereo- gender transcended also pupils and teachers the Yet, (ii) 137 stereotypes Beyond • > < Speeded-up talk. < > Slower talk. = Immediate “latching” of successive talk. . – ), ( 241 229 3 – Utterance interrupted or ebbed away. Oxford Review of Education, Education, of Review Oxford settings. school in dualism 15 (. . .) Talk has been omitted from a data Example. a). The discursive production of the male/female the of production discursive The a). Davies, B. ( B. Davies, 1989 (text) Uncertain interpretation. (x) (xx) Inaudible word or words. Stroud, England: Thimble Press. Thimble England: Stroud, hehe Laughter. Chambers, A. ( A. Chambers, . talk and reading Children, me: Tell ). / 1999 1993 Ingemark, Trans.). Stockholm: Bergh. Stockholm: Trans.). Ingemark, 2. Due to technical mistakes the recordings lack sound in three cases (5A:1, 5B:2 and (I. M. (I. grävlingen vän min — Nikki ). / ( M. Burkett, 1989 1988 6A:1). In all, 21 book sessions were transcribed. Hill, England: Barny Books. Barny England: Hill, 3. When reading the original English version, it is, however, possible to draw the conclusion that the narrator is a boy, using the information in the blurb. . Hough-on-the- . badger the of year The ). / Burkett, M. ( M. Burkett, 1972 1985 4. The expression used in Swedish, ‘säker på sig själv’, literally means ‘secure in one Columbia University. Columbia self’. In Swedish this can also be expressed by the word ‘självsäker’ (‘self-confident’); . New York: New . difference in contemporary feminist theory feminist contemporary in difference which can have both positive and a negative connotations. In contrast, the English Nomadic subjects: Embodiment and sexual and Embodiment subjects: Nomadic ). Braidotti, R. ( R. Braidotti, 1994 language has two words for this concept: the more positively charged ‘self-confident’ and the positively or negatively charged ‘self-assured’, which is, a somewhat more . – ), ( Education, Education, 37 25 1 13 ambiguous term with respect to value connotations. Gender and Gender about gender in Mexican secondary schools. schools. secondary Mexican in gender about 5. Walkerdine’s important work, in the power of traditional structures and the ). Responding to a ‘Conquistadora’: Readers talk Readers ‘Conquistadora’: a to Responding ). ( E. Arizpe, 1 200 desires that make us chose traditional patterns is however a side issue from the present study. References References study. desires that make us chose traditional patterns is however a side issue from the present the from issue side a however is patterns traditional chose us make that desires Arizpe, E. (2001). Responding to a ‘Conquistadora’: Readers talk . Walkerdine’s important work, in the power of traditional structures and the and structures traditional of power the in work, important Walkerdine’s . 5 about gender in Mexican secondary schools. Gender and ambiguous term with respect to value connotations. value to respect with term ambiguous Education, 13 (1), 25–37. and the positively or negatively charged ‘self-assured’, which is, a somewhat more somewhat a is, which ‘self-assured’, charged negatively or positively the and language has two words for this concept: the more positively charged ‘self-confident’ charged positively more the concept: this for words two has language Braidotti, R. (1994). Nomadic subjects: Embodiment and sexual which can have both positive and a negative connotations. In contrast, the English the contrast, In connotations. negative a and positive both have can which difference in contemporary feminist theory. New York: self’. In Swedish this can also be expressed by the word ‘självsäker’ (‘self-confident’); ‘självsäker’ word the by expressed be also can this Swedish In self’. Columbia University. . The expression used in Swedish, ‘säker på sig själv’, literally means ‘secure in one in ‘secure means literally själv’, sig på ‘säker Swedish, in used expression The . 4 Burkett, M. (1972/1985). The year of the badger. Hough-on-the- conclusion that the narrator is a boy, using the information in the blurb. the in information the using boy, a is narrator the that conclusion . When reading the original English version, it is, however, possible to draw the draw to possible however, is, it version, English original the reading When . 3 Hill, England: Barny Books. book sessions were transcribed. were sessions book all, In ). 21 6A:1 Burkett, M. (1988/1989). Nikki — min vän grävlingen (I. M. . Due to technical mistakes the recordings lack sound in three cases ( cases three in sound lack recordings the mistakes technical to Due . and 2 5A:1, 5B:2 5A:1, Ingemark, Trans.). Stockholm: Bergh. Chambers, A. (1993/1999). Tell me: Children, reading and talk. eeLaughter. hehe Stroud, England: Thimble Press. (x) (xx) Inaudible word or words. or word Inaudible (xx) (x) (text) Uncertain interpretation. Uncertain (text) Davies, B. (1989a). The discursive production of the male/female (. . .) Talk has been omitted from a data Example. data a from omitted been has Talk .) . (. dualism in school settings. Oxford Review of Education, 15 – Utterance interrupted or ebbed away. ebbed or interrupted Utterance – (3), 229–241. = Immediate “latching” of successive talk. successive of “latching” Immediate = < > Slower talk. Slower > < > < Speeded-up talk. Speeded-up < > Beyond stereotypes • 137 Life and Fiction and Life 138 Davies, B. (1989b). Frogs and snails and feminist tales: Preschool • children and gender. Sydney, Australia: Allen & Unwin. Davies, B. (1993). Shards of glass: Children reading and writing Books. ). Leicester, England: England: Leicester, ). – (pp. (pp. sciences social the and BPS 140 beyond gendered identities. Cresskill, NJ: Hampton Press. 125 Davies, B., & Banks, C. (1992). The gender trap: A feminist post- psychology for methods research qualitative of Handbook structuralist analysis of primary school children’s talk about (Ed.), Richardson E. T. J. In background. Theoretical roaches: a). 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Stockholm: Opal. 1972 . – ), ( nism & Psychology, Psychology, & nism 193 163 2 Fish, S. (1980/1998). Is there a text in this class? The authority of 10 Kitzinger, C. ( C. Kitzinger, Femi- analysis. conversation feminist Doing ). interpretive communities. Cambridge, MA: Harvard Univer- 2000 . Chicago: University of Chicago Press. Chicago of University Chicago: . sity Press. approach dological Gender: An ethnometho- An Gender: ). Kessler, S. J., & McKenna, W. ( W. McKenna, & J., S. Kessler, Henriques, J. (1984). Changing the subject: Psychology, social 1978 Psychology Quarterly, Quarterly, Psychology . – ), ( 298 280 4 regulation and subjectivity. London: Methuen. 52 Social Howard, J. A., & Allen, C. (1989). Making meaning: Revealing responses. readers’ of analyses through attributions ). Making meaning: Revealing meaning: Making ). Howard, J. A., & Allen, C. ( C. Allen, & A., J. Howard, attributions through analyses of readers’ responses. Social 1989 . London: Methuen. London: . 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Berg (Ed.), Könsdiskriminering förr och nu: Litteratursocio- 1977 . – ), ( 63 43 1 logiska och historiska studier (pp. 46–54). Stockholm: Prisma. 20 Journal for the Theory of Social Behaviour, Social of Theory the for Journal Lindgren, A. (1950/1997). Pippi Longstocking (F. Lamborn, selves. of duction Davies, B., & Harré, R. ( R. Harré, & B., Davies, ). Positioning: The discursive pro- discursive The Positioning: ). Trans.). New York: Viking Press. 1990 . – ), ( Journal of Curriculum Studies, Studies, Curriculum of Journal gender. 25 1 1 Potter, J. (1996a). Discourse analysis and constructionist app- 24 roaches: Theoretical background. In J. T. E. Richardson (Ed.), about talk children’s school primary of analysis structuralist ). The gender trap: A feminist post- feminist A trap: gender The ). ( C. Banks, & B., Davies, Handbook of qualitative research methods for psychology 1992 . Cresskill, NJ: Hampton Press. Hampton NJ: Cresskill, . and the social sciences (pp. 125–140). Leicester, England: BPS identities gendered beyond Davies, B. ( B. Davies, Shards of glass: Children reading and writing and reading Children glass: of Shards ). Books. 1993 . Sydney, Australia: Allen & Unwin. & Allen Australia: Sydney, . gender and children Davies, B. ( B. Davies, Frogs and snails and feminist tales: Preschool tales: feminist and snails and Frogs b). 138 • Life and Fiction 1989 139 stereotypes Beyond • Potter, J. (1997). Discourse analysis as a way of analysing natur- ally occurring talk. In D. Silverman (Ed.), Qualitative re- search. Theory, method and practice (pp. 144–160). London: Sørlle, S. ( S. Sørlle, (C. Mitchell, Trans.). Stockholm: Ordfront. Stockholm: Trans.). Mitchell, (C. Isnatt ). 1989 SAGE. – ), ( . Education, Education, 251 3 11 286 Potter, J. (1998). Qualitative and discourse analysis. In A. S. Linguistics and Linguistics gendered foreign language textbook texts. texts. textbook language foreign gendered Bellack & M. Hersen (Eds.), Comprehensive clinical psycho- around the text” An exploration of teacher discourse and discourse teacher of exploration An text” the around logy: Research and methods (pp. 117–144). Oxford, England: ). From bias “in the text” to “teacher talk “teacher to text” the “in bias From ). Shattuck, J. ( J. Shattuck, 2000 Pergamon. Sunderland, J., Cowley, M., Abdul Rahim, F., Leontzakou, C., & C., Leontzakou, F., Rahim, Abdul M., Cowley, J., Sunderland, Potter, J., & Wetherell, M. (1994). Analyzing discourse. In A. Discourse & Society, Society, & Discourse . – ), ( 244 217 2 12 Bryman & R. G. Burgess (Eds.), Analyzing qualitative data Conversation analysis and gender categories in interaction. in categories gender and analysis Conversation (pp. 47–66). London: Routledge. ). Making gender relevant: gender Making ). Stokoe, E. H., & Smithson, J. ( J. Smithson, & H., E. Stokoe, 2001 Potter, J., & Wetherell, M. (1995). Discourse analysis. In J. A. . Stockholm: Fritzes. Stockholm: . bus, assessment criteria] assessment bus, Smith, R. Harré & L. V. Langenhove (Eds.), Rethinking me- , betygskriterier [Compulsory school: Sylla- school: [Compulsory betygskriterier , r skolan: Kursplane skolan: thods in psychology (pp. 80–92). London: SAGE. Grund- ). Skolverket [National Agency for Education]. ( Education]. for Agency [National Skolverket 1996 Rubin, G. (1975). The traffic in women: Notes on the “political – ), ( . 413 3 9 416 economy” of sex. In R. R. Reiter (Ed.), Toward an anthropo- Discourse & Society, & Discourse Wetherell. to Reply ). Schegloff, E. A. ( A. E. Schegloff, 1998 logy of women (pp. 157–210). New York: Monthly Review ). Linköping, Sweden: Linköping University. Linköping Sweden: Linköping, ). 142 Press. (Linköping Studies in Arts and Science No. Science and Arts in Studies (Linköping ings of a fairy tale. fairy a of ings Rydin, I. (1996). Making sense of TV-narratives: Children’s read- Making sense of TV-narratives: Children’s read- Children’s TV-narratives: of sense Making ). Rydin, I. ( I. Rydin, 1996 ings of a fairy tale. (Linköping Studies in Arts and Science No. Press. 142). Linköping, Sweden: Linköping University. ). New York: Monthly Review Monthly York: New ). – (pp. (pp. women of logy 210 157 Schegloff, E. A. (1998). Reply to Wetherell. Discourse & Society, economy” of sex. In R. R. Reiter (Ed.), (Ed.), Reiter R. R. In sex. of economy” Toward an anthropo- an Toward 9 (3), 413–416. ). The traffic in women: Notes on the “political the on Notes women: in traffic The ). Rubin, G. ( G. Rubin, 1975 Skolverket [National Agency for Education]. (1996). Grund- ). London: London: ). – (pp. psychology in thods . 92 80 SAGE skolan: Kursplaner, betygskriterier [Compulsory school: Sylla- Smith, R. Harré & L. V. Langenhove (Eds.), (Eds.), Langenhove V. L. & Harré R. Smith, Rethinking me- Rethinking bus, assessment criteria]. Stockholm: Fritzes. ). Discourse analysis. In J. A. J. In analysis. Discourse ). Potter, J., & Wetherell, M. ( M. Wetherell, & J., Potter, 1995 Stokoe, E. H., & Smithson, J. (2001). Making gender relevant: ). London: Routledge. London: ). – (pp. 66 47 Conversation analysis and gender categories in interaction. Bryman & R. G. Burgess (Eds.), (Eds.), Burgess G. R. & Bryman Analyzing qualitative data qualitative Analyzing Discourse & Society, 12 (2), 217–244. ). Analyzing discourse. In A. In discourse. Analyzing ). ( M. Wetherell, & J., Potter, 1994 Sunderland, J., Cowley, M., Abdul Rahim, F., Leontzakou, C., & Pergamon. Shattuck, J. (2000). From bias “in the text” to “teacher talk ). Oxford, England: Oxford, ). – logy: Research and methods and Research logy: (pp. (pp. 117 144 around the text” An exploration of teacher discourse and Comprehensive clinical psycho- clinical Comprehensive Bellack & M. Hersen (Eds.), (Eds.), Hersen M. & Bellack gendered foreign language textbook texts. Linguistics and Potter, J. ( J. Potter, ). Qualitative and discourse analysis. In A. S. A. In analysis. discourse and Qualitative ). 1998 Education, 11 (3), 251–286. . SAGE Sørlle, S. (1989). Isnatt (C. Mitchell, Trans.). Stockholm: Ordfront. search. Theory, method and practice and method Theory, search. (pp. (pp. ). London: ). – 160 144 ally occurring talk. In D. Silverman (Ed.), (Ed.), Silverman D. In talk. occurring ally Qualitative re- Qualitative Potter, J. ( J. Potter, ). Discourse analysis as a way of analysing natur- analysing of way a as analysis Discourse ). 1997 Beyond stereotypes • 139 Life and Fiction and Life 140 Utbildningsdepartementet [Ministry of Education and Science]. • (1998). Läroplan för det obligatoriska skolväsendet, förskole- jaha köpa kostym till mig.” hihi och så tänkte jag (.) (.) jag tänkte så och hihi mig.” till kostym köpa klassen och fritidshemmet. Lpo 94 anpassad till att också om- att för allihop Winscester till åkt hade Vi slut. ett fick fatta förskoleklassen och fritidshemmet [Curriculum for the hela det då helgen den var ”Det boken.)) ur högt ((Läser LARA: 11. compulsory school, the pre-school class and the after school redovisa.)) ska han när om centre. Lpo 94]. Stockholm: Fritzes. läxan, läst har inte som Jan, med ordväxling ((Borttagen 10. Walkerdine, V. (1990). Schoolgirl fictions. London: Verso. 112 sidan (.) alltså roligt Wetherell, M. (1998). Positioning and interpretative repertoires: lite var det tyckte jag kapitlet! sista boken.)) upp ((Slår LARA: 9. Conversation analysis and post-structuralism in dialogue. kostym Ebba: 8. Discourse & Society, 9 (3), 387–412. hihi LARA: 7. Wing, A. (1997). How can children be taught to read differently? e:: Ebba: 6. Bills New Frock and the ‘hidden curriculum’. Gender and slipsen! köpte de när Asta: 5. Education, 9 (4), 491-504. hihi det? med underfund ni kom när LARA: 4. Zak, M. (1987/1989). Hjälp! Boan är lös! Bromma, Sweden: [poj]ke Asta. 3. .Eb:p [jke] po Ebba: 2. Opal. flicka? en eller pojke en jag ((bokens)) är LARA: 1. → (Tape 10: 0.05.00.) 10: (Tape by Molly Burkett. Molly by grävlingen vän min – Nikki Appendix. Swedish originals Book: (teacher). [1] LARA and (boy) Jan (girls), Ylva Ebba, Asta, Participants: 5B:3. Group Group 5B:3. Participants: Asta, Ebba, Ylva (girls), Jan (boy) and LARA [1] (teacher). Book: Nikki – min vän grävlingen by Molly Burkett. originals Swedish Appendix. (Tape 10: 0.05.00.) → 1. LARA: är ((bokens)) jag en pojke eller en flicka? Opal. 2. Ebba: po [jke] Zak, M. ( M. Zak, Bromma, Sweden: Bromma, lös! är Boan Hjälp! ). / 1989 3. Asta. [poj]ke 1987 . - ), ( Education, Education, 504 491 4 4. LARA: när kom ni underfund med det? hihi 9 Gender and Gender curriculum’. ‘hidden the and 5. Asta: när de köpte slipsen! Frock New Bills Wing, A. ( A. Wing, ). How can children be taught to read differently? read to taught be children can How ). 6. Ebba: e:: 1997 . – ), ( Discourse & Society, Society, & Discourse 412 387 3 7. LARA: hihi 9 8. Ebba: kostym dialogue. in post-structuralism and analysis Conversation Wetherell, M. ( M. Wetherell, ). Positioning and interpretative repertoires: interpretative and Positioning ). 9. LARA: ((Slår upp boken.)) sista kapitlet! jag tyckte det var lite 1998 . London: Verso. London: . fictions Schoolgirl ). Walkerdine, V. ( V. Walkerdine, roligt alltså (.) sidan 112 1990 . Stockholm: Fritzes. Stockholm: . ] centre. Lpo Lpo centre. 10. ((Borttagen ordväxling med Jan, som inte har läst läxan, 94 om när han ska redovisa.)) school after the and class pre-school the school, compulsory 11. LARA: ((Läser högt ur boken.)) ”Det var den helgen då det hela the for [Curriculum fritidshemmet och förskoleklassen fatta anpassad till att också om- också att till anpassad klassen och fritidshemmet. Lpo Lpo fritidshemmet. och klassen fick ett slut. Vi hade åkt till Winscester allihop för att 94 köpa kostym till mig.” hihi och så tänkte jag (.) jaha ( Läroplan för det obligatoriska skolväsendet, förskole- skolväsendet, obligatoriska det för Läroplan ). 1998 140 • Life and Fiction Science]. and Education of [Ministry Utbildningsdepartementet 141 stereotypes Beyond • 12. Ebba: trodde du att det var en tjej? 13. LARA: jag var helt- 13. Anja: ja hon är lite så här modig (.) om man säger man om (.) modig här så lite är hon ja Anja: 13. tyckt? ((Pekar på Ylva.)) att hon är säker på sig själv? sig på säker är hon att 14. Ylva: jag trodde det var en kille 12. MARY: är det några särskilda saker ni tänker på då när ni säger ni när då på tänker ni saker särskilda några det är MARY: 12. 15. Asta: jag [trodde det var en tjej] (. . .) . (. 11. 16. Ebba: [JAG TYCKTE HELA TIDEN] LIKSOM DET HÄR 10. Anja: um, det var bra var det um, Anja: 10. VAR EN [KILLE FÖR (.)] DET MÄRKTES [hon verkar vara] säker på sig själv! sig på säker vara] verkar [hon .Eva: 9. 17. Ylva: [men så fort]- så fort jag läste så såg jag att det ska vara [såhär (xx)] [såhär vara ska var vad heter det en kille hur hon ska vara om hon ska vara modig eller om hon om eller modig vara ska hon om vara ska hon hur [att det var (.)] 8. Åsa: hon är liksom hon vill- det var det där- hon vet inte riktigt inte vet hon där- det var det vill- hon liksom är hon Åsa: 8. 18. Ebba: [jag såg framför mig att det var en kille-] inte riktigt inte 19. Ylva: en kille och tjej som var syskon för jag såg en kille 7. Eva: hon är både såhär snäll och mod- eller inte mod- jag vet jag mod- inte eller mod- och snäll såhär både är hon Eva: 7. framför mig hela tiden 6. Åsa: hon verkar- hon står liksom typ mittemellan typ liksom står hon verkar- hon Åsa: 6. .Åa (xx) Åsa: 5. 4. Eva: jo eller äh jag vet inte- vet jag äh eller jo Eva: 4. [2] .Åa [näe] Åsa: 3. Group 7A:2. Participants: Eva, Anja, Åsa (girls), and MARY (teacher). 2. Eva: [hon] verkade- [hon] Eva: 2. Book: Isnatt by Steinar Sørlle. kommer ni ihåg vad ni sa om henne då? henne om sa ni vad ihåg ni kommer (Tape 6: 0.12.10.) läst? hon- ni hade ju åsikter om henne förra gången förra henne om åsikter ju hade ni hon- läst? 1. MARY: hur uppfattar ni henne ((Tina)) nu när ni har fortsatt och fortsatt har ni när nu ((Tina)) henne ni uppfattar hur MARY: 1. 1. MARY: hur uppfattar ni henne ((Tina)) nu när ni har fortsatt och läst? hon- ni hade ju åsikter om henne förra gången (Tape 6: 0.12.10.) 6: (Tape kommer ni ihåg vad ni sa om henne då? by Steinar Sørlle. Steinar by Isnatt Book: Book: 2. Eva: [hon] verkade- Group 7A:2. Participants: Eva, Anja, Åsa (girls), and MARY (teacher). MARY and (girls), Åsa Anja, Eva, Participants: 7A:2. Group 3. Åsa: [näe] [2] 4. Eva: jo eller äh jag vet inte- 5. Åsa: (xx) 6. Åsa: hon verkar- hon står liksom typ mittemellan framför mig hela tiden hela mig framför 7. Eva: hon är både såhär snäll och mod- eller inte mod- jag vet 19. Ylva: en kille och tjej som var syskon för jag såg en kille en såg jag för syskon var som tjej och kille en Ylva: 19. inte riktigt ag såg framför mig att det var en kille-] en var det att mig framför såg ag j [ Ebba: 18. 8. Åsa: hon är liksom hon vill- det var det där- hon vet inte riktigt [att det var (.)] var det [att hur hon ska vara om hon ska vara modig eller om hon var vad heter det en kille en det heter vad var ska vara [såhär (xx)] 17. Ylva: [men så fort]- så fort jag läste så såg jag att det att jag såg så läste jag fort så fort]- så [men Ylva: 17. 9. Eva: [hon verkar vara] säker på sig själv! VAR EN [KILLE FÖR (.)] DET MÄRKTES DET (.)] FÖR [KILLE EN VAR 10. Anja: um, det var bra 16. Ebba: [JAG TYCKTE HELA TIDEN] LIKSOM DET HÄR DET LIKSOM TIDEN] HELA TYCKTE [JAG Ebba: 16. 11. (. . .) 15. Asta: jag [trodde det var en tjej] en var det [trodde jag Asta: 15. 12. MARY: är det några särskilda saker ni tänker på då när ni säger 14. Ylva: jag trodde det var en kille en var det trodde jag Ylva: 14. att hon är säker på sig själv? tyckt? ((Pekar på Ylva.)) på ((Pekar tyckt? 13. Anja: ja hon är lite så här modig (.) om man säger 13. LARA: jag var helt- 12. Ebba: trodde du att det var en tjej? en var det att du trodde Ebba: 12. Beyond stereotypes • 141 Life and Fiction and Life 142 14. Åsa: hon vet oftast hur hon ska g [öra] • 15. Anja: [ja:a] 16. Eva: fast man får ju inte veta så mycket om henne! men liksom ändå känner man att °ja°- 17.→ Anja: det verkar som att hon är ganska lugn av sig (.) och inte (.) såhär inte ja börjar skrika så fort det kommer en spindel typ eller nåt 18.→ MARY: är det liksom en tjej som ni ser upp till lite? ja SUE: 8. 19. Eva: jag tycker hon verkar cool! um ?: 7. 20. ?: hihi ja ((Fnittrande.)) kompis riktig en ju hon hade där så um um SUE: 6. 21. MARY: ja! djur stora än mer smådjur om också 5. Mia: jamen han var ju just likadan som Anna för han tyckte ju tyckte han för Anna som likadan just ju var han jamen Mia: 5. 22. Anja: börja skrika (x) → 23. MARY: och ändå är hon ju inte häftig på nåt sätt och vis på? du tänkte vad Mia, umº um ºum SUE: 4. 24. Flera: nä: ja: Sara: 3. 25. ?: utan liksom ja Mia: 2. 26. MARY: >pricis som ni säger tror jag< lugn (.) cool kille? mysig en va verka då Per här den att (.) att ni tyckte SUE: 1. (.) men ändå inte häftig va → 27. Åsa: nej start.) from minutes 10 than less I.e. 0.47.00. 3: (Tape by Lasse Ekholm. Lasse by Smuggelkatten Book: (teacher). Group 4B:2. Participants: Julia, Sara, Mia, Ida (girls), Dan (boy), and SUE and (boy), Dan (girls), Ida Mia, Sara, Julia, Participants: 4B:2. Group [3] [3] Group 4B:2. Participants: Julia, Sara, Mia, Ida (girls), Dan (boy), and SUE (teacher). Book: Smuggelkatten by Lasse Ekholm. (Tape 3: 0.47.00. I.e. less than 10 minutes from start.) nej Åsa: 27. → va häftig inte ändå men (.) 1. SUE: tyckte ni att (.) att den här Per då verka va en mysig kille? cool (.) lugn jag< tror säger ni som >pricis MARY: 26. 2. Mia: ja liksom utan ?: 25. 3. Sara: ja: nä: Flera: 24. 4. SUE: ºum um umº Mia, vad tänkte du på? vis och sätt nåt på häftig inte ju hon är ändå och MARY: 23. 5.→ Mia: jamen han var ju just likadan som Anna för han tyckte ju (x) skrika börja Anja: 22. också om smådjur mer än stora djur ja! MARY: 21. 6. SUE: um um så där hade hon ju en riktig kompis ((Fnittrande.)) ja hihi ?: 20. cool! 7. ?: um verkar hon tycker jag Eva: 19. 18. MARY: är det liksom en tjej som ni ser upp till lite? till upp ser ni som tjej en liksom det är MARY: 18. 8. SUE: ja → spindel typ eller nåt eller typ spindel (.) såhär inte ja börjar skrika så fort det kommer en kommer det fort så skrika börjar ja inte såhär (.) 17. Anja: det verkar som att hon är ganska lugn av sig (.) och inte och (.) sig av lugn ganska är hon att som verkar det Anja: 17. → ändå känner man att °ja°- att man känner ändå 16. Eva: fast man får ju inte veta så mycket om henne! men liksom men henne! om mycket så veta inte ju får man fast Eva: 16. 5 na [ja:a] Anja: 15. 142 • Life and Fiction [öra] g ska hon hur oftast vet hon Åsa: 14. 143 stereotypes Beyond • [4] Group 4B:2. Participants: Julia, Sara, Mia, Ida (girls), Dan (boy) and SUE .Dn ja Dan: 4. (teacher). Book: Smuggelkatten by Lasse Ekholm. 3. SUE: ni har ju läst boken säger ni! säger boken läst ju har ni SUE: 3. (Tape 3: 1.03.46.) [hihi] Sara: 2. och Mia som kan[(xx)]! som Mia och 1. SUE: skulle nån utav er vilja vara Anna? vara som Anna? eller hur var det med det?(4) aeh det är väl fler än Sara än fler väl är det aeh det?(4) med det var hur eller 2. ((Sara och Mia räcker upp handen. Julia räcker också kompisar till henne som hon kunde prata med och så där så och med prata kunde hon som henne till kompisar upp handen.)) → 1. SUE: hur var det med mamma och pappa då? var de bra de var då? pappa och mamma med det var hur SUE: 1. 3. SUE: ja alla tjejerna 4. Mia: hon har en så snäll pappa (Tape 3: 0.47.18. I.e. 10 minutes from start.) from minutes 10 I.e. 0.47.18. 3: (Tape 5. Sara: jag skulle också vilja vara som Anna ((Småskrattande.)) by Lasse Ekholm. Lasse by Smuggelkatten Book: Book: 6. SUE: du skulle det ja ((Vänder ansiktet mot Dan.)) vem skulle Group 4B:2. Participants: Julia, Sara, Mia, Ida, Dan and SUE (teacher). SUE and Dan Ida, Mia, Sara, Julia, Participants: 4B:2. Group du vilja vara då? skulle du vilja vara som [Per fågel-] [5] skådaren? 7.→ Dan: [katten!] 8. ((Sara och Mia skrattar.)) 15. SUE: ja det är inte fel det är inte fel inte är det fel inte är det ja SUE: 15. 9. SUE: ha det skönt va? jag förstår det um: tycker du om såndär 14. Dan: och räkor och Dan: 14. mat då (.) leverpastej och sardiner vad den fick för 13. SUE: då skulle du kunna va kissekatt på det viset hmhm viset det på kissekatt va kunna du skulle då SUE: 13. nånting? 2 aa hihi Sara: 12. 10. Dan: näe bara tonfisk 11. SUE: du gillar tonfisk gillar du SUE: 11. 11. SUE: du gillar tonfisk 10. Dan: näe bara tonfisk bara näe Dan: 10. 12. Sara: hihi nånting? 13. SUE: då skulle du kunna va kissekatt på det viset hmhm mat då (.) leverpastej och sardiner vad den fick för fick den vad sardiner och leverpastej (.) då mat 14. Dan: och räkor 9. SUE: ha det skönt va? jag förstår det um: tycker du om såndär om du tycker um: det förstår jag va? skönt det ha SUE: 9. 15. SUE: ja det är inte fel det är inte fel 8. ((Sara och Mia skrattar.)) Mia och ((Sara 8. .Dan: 7. [katten!] → skådaren? [5] du vilja vara då? skulle du vilja vara som [Per fågel-] [Per som vara vilja du skulle då? vara vilja du Group 4B:2. Participants: Julia, Sara, Mia, Ida, Dan and SUE (teacher). 6. SUE: du skulle det ja ((Vänder ansiktet mot Dan.)) vem skulle vem Dan.)) mot ansiktet ((Vänder ja det skulle du SUE: 6. Book: Smuggelkatten by Lasse Ekholm. 5. Sara: jag skulle också också skulle jag Sara: 5. vilja vara som Anna ((Småskrattande.)) Anna som vara vilja (Tape 3: 0.47.18. I.e. 10 minutes from start.) 4. Mia: hon har en så snäll pappa snäll så en har hon Mia: 4. 3. SUE: ja alla tjejerna alla ja SUE: 3. 1. SUE: hur var det med mamma och pappa då? var de bra → upp handen.)) upp kompisar till henne som hon kunde prata med och så där ((Sara och Mia räcker upp handen. Julia räcker också räcker Julia handen. upp räcker Mia och ((Sara 2. eller hur var det med det?(4) aeh det är väl fler än Sara 1. SUE: skulle nån utav er vilja vara Anna? vara som Anna? som vara Anna? vara vilja er utav nån skulle SUE: 1. och Mia som kan[(xx)]! 2. Sara: [hihi] (Tape 3: 1.03.46.) 3: (Tape 3. SUE: ni har ju läst boken säger ni! by Lasse Ekholm. Lasse by Smuggelkatten (teacher). Book: Book: (teacher). 4. Dan: ja Group 4B:2. Participants: Julia, Sara, Mia, Ida (girls), Dan (boy) and SUE and (boy) Dan (girls), Ida Mia, Sara, Julia, Participants: 4B:2. Group [4] Beyond stereotypes • 143 Life and Fiction and Life 144 5. SUE: ja:! (3) Sara då • 6.→ Sara: hennes mamma brydde sig ju så mycket om sin lilla kille och hon sa att Anna var f– Anna var stor nu för att klara sig själv och det och hennes pappa var mest bortrest sådär snäll så inte Dan: 5. 7. SUE: vad var det för liten kille du prata om då? var? mamman och SUE: 4. 8. Sara: näe he de-= um: ?: 3. 9. SUE: =Ida vem var den där lille killen? ja: ?: 2. 10. Ida: ((Rycker på axlarna och himlar med ögonen.)) snäll väldigt var pappan 11. Sara: det var ingen liten kille då men det var– att oss för klart fått vi har då ja då bok våran på litet 12. Mia?: s- s- till tänka vi– och ta vi får nu men spännande låter det ja SUE: 1. 13. SUE: det var en vux– ja 14. Mia: det var hennes sambo då start.) from minutes 15 over I.e. 0.53.51. 3: (Tape by Lasse Ekholm. Lasse by Smuggelkatten 15. SUE javisst förstår du um: Book: (teacher). 16. Mia: [hon brydde sig bara om– a:h a:h] SUE and (boy) Dan (girls), Ida Mia, Sara, Julia, Participants: 4B:2. Group 17. SUE: [mamma och pappa var ju- var ju skilda] och så där [6] 18. Mia: hon brydde sig ju bara om honom hela tiden 19. SUE: hmhm ja 20. Dan: som en liten bäbis ja: Sara: 24. 21. SUE: ja det tyckte hon ju det va– va tänkte som– fall alla i hon ju trodde det för SUE: 23. Anna hon tänkte ju som så att mammor och pappor dom ja: Sara: 22. tyckte v– tycker väl alltid bäst om sina barn barn sina om bäst alltid väl tycker v– tyckte 22. Sara: ja: dom pappor och mammor att så som ju tänkte hon Anna 23. SUE: för det trodde ju hon i alla fall som– tänkte va va– det ju hon tyckte det ja SUE: 21. 24. Sara: ja: bäbis liten en som Dan: 20. 19. SUE: hmhm ja hmhm SUE: 19. 18. Mia: hon brydde sig ju bara om honom hela tiden hela honom om bara ju sig brydde hon Mia: 18. [6] där så och skilda] ju var ju- var pappa och [mamma SUE: 17. Group 4B:2. Participants: Julia, Sara, Mia, Ida (girls), Dan (boy) and SUE a:h] a:h om– bara sig brydde [hon Mia: 16. (teacher). Book: Smuggelkatten by Lasse Ekholm. um: du förstår javisst SUE 15. (Tape 3: 0.53.51. I.e. over 15 minutes from start.) då sambo hennes var det Mia: 14. 13. SUE: det var en vux– ja vux– en var det SUE: 13. 1. SUE: ja det låter spännande men nu får vi ta och vi– tänka till s- s- Mia?: 12. litet på våran bok då ja då har vi fått klart för oss att var– det men då kille liten ingen var det Sara: 11. pappan var väldigt snäll ögonen.)) med himlar och axlarna på ((Rycker Ida: 10. 2. ?: ja: killen? lille där den var vem =Ida SUE: 9. 3. ?: um: de-= he näe Sara: 8. 4. SUE: och mamman var? då? om prata du kille liten för det var vad SUE: 7. 5. Dan: inte så snäll sådär bortrest mest var pappa hennes och det och själv sig och hon sa att Anna var f– Anna var stor nu för att klara att för nu stor var Anna f– var Anna att sa hon och lilla kille lilla ju så mycket om sin sin om mycket så ju sig brydde mamma hennes Sara: 6. → 144 • Life and Fiction då Sara (3) ja:! SUE: 5. 145 stereotypes Beyond • 6.→ SUE: ja fast det sa hon ju inte fast hon hade bara inte så mycket tid för henne just nu 7. Dan?: um: 8. SUE: [den här–] 9. Sara: [nej men] det verka ju som att hon va väldit– hann inte så här va– brydde sig så mycket– var lite konstig för (xx) stenhögar (x)º stenhögar (xx) för konstig lite var 10. SUE: nej= 32. Julia: ºför han tittade nästan hela tiden på gamla ruiner och sen och ruiner gamla på tiden hela nästan tittade han ºför Julia: 32. 11. Sara: =inte var så snäll 1 U:Julia? SUE: 31. 12. SUE: och det framkom ju även tidigt i boken, när Anna tyckte 0 a? ne:j Dan?: 30. ju att det bästa med att åka till Grekland, förutom 29. Ida: ((Skakar på huvudet.)) på ((Skakar Ida: 29. Drama– jobbig? 13. Mia: hihi 28. SUE: kommer du ihåg Ida varför hon tyckte han var lite var han tyckte hon varför Ida ihåg du kommer SUE: 28. 14. SUE: –det var ju att? um Sara: 15. Mia: hon slapp mamma och att hon slapp- 7 i ja & Mia 27. 16. SUE: ja:= jobbig 17. Sara: =[den där killen!]= 26. SUE: ºjhaº fast han– hon tyckte ju samtidigt att han var lite var han att samtidigt ju tyckte hon han– fast ºjhaº SUE: 26. 18. Mia: =[liksom å vara med]– → sin pappa som var jättesnäll var som pappa sin 5 Mia: 25. 19. SUE: ja: 4 U:[pappa!] SUE: 24. 20. Mia: –att hon var med den där killen 23. Sara: [sin pa]ppa [sin Sara: 23. 21. SUE: och att hon istället fick vara tillsammans med? 2 i:ja Mia: 22. 22. Mia: ja 21. SUE: och att hon istället fick vara tillsammans med? tillsammans vara fick istället hon att och SUE: 21. 23. Sara: [sin pa]ppa 20. Mia: –att hon var med den där killen där den med var hon –att Mia: 20. 24. SUE: [pappa!] 9 U:ja: SUE: 19. 25. Mia: sin pappa som var jättesnäll → 18. Mia: =[liksom å vara med]– vara å =[liksom Mia: 18. 26. SUE: ºjhaº fast han– hon tyckte ju samtidigt att han var lite 17. Sara: =[den där killen!]= där =[den Sara: 17. jobbig 6 U:ja:= SUE: 16. 27. Mia & ja 15. Mia: hon slapp mamma och att hon slapp- hon att och mamma slapp hon Mia: 15. Sara: 14. SUE: –det var ju att? um att? ju var –det SUE: 14. 28. SUE: kommer du ihåg Ida varför hon tyckte han var lite 3 i:hihi Mia: 13. jobbig? Drama– 29. Ida: ((Skakar på huvudet.)) ju att det bästa med att åka till Grekland, förutom Grekland, till åka att med bästa det att ju 30. Dan?: ne:j 12. SUE: och det framkom ju även tidigt i boken, när Anna tyckte Anna när boken, i tidigt även ju framkom det och SUE: 12. 31. SUE: Julia? 11. Sara: =inte var så snäll så var =inte Sara: 11. 32. Julia: ºför han tittade nästan hela tiden på gamla ruiner och sen 0 U:nej= SUE: 10. var lite konstig för (xx) stenhögar (x)º här va– brydde sig så mycket– så sig brydde va– här 9. Sara: [nej men] det verka ju som som ju verka det men] [nej Sara: 9. att hon va väldit– hann inte så inte hann väldit– va hon att 8. SUE: [den här–] [den SUE: 8. .Dn:um: Dan?: 7. tid för henne just nu just henne för tid sa hon ju inte fast hon hade bara inte så mycket så inte bara hade hon fast inte ju hon sa det fast ja SUE: 6. → Beyond stereotypes • 145 Life and Fiction and Life 146 [7] • Group 4A:2. Participants: Mats, Tony, Bert (boys), Inga (girl) and MARY (teacher). Book: Hjälp! Boan är lös! by Monica Zak. n-ä-e Inga: 25. (Tape 1: 0.39.55. I.e. 9 minutes from start.) göra Guttav inte behövde det MARY: 24. man städa rummet och så och rummet städa man göra vissa saker hemma så måste så hemma saker vissa göra 1. MARY: ((Tittar på Inga.)) du hade alltså tagit Isidora som en av inte man måste så (xx) Inga: 23. huvudpersonerna? (.) hur var hon tycker du? nä:e: Flera: 22. 2. Inga: njae, inte speciellt noggrann med saker hur dom såg ut Isidora? inte var det och (.) jaha! MARY: 21. [tjatig] och så där [(xx) dansa (xx)]- Bert: 20. 3. Mats: [hon dansar ju] i alla fall [tjata] ska hon Inga: 19. 4. MARY: ((Pekar från Mats till Inga.)) º(x) får väntaº då? mamma typisk en är hur MARY: 18. 5. Inga: º(xx) dansadeº mammaº ingen ºnej Bert: 17. 6. MARY: hon gillade å dansa och hon var inte speciellt noga med nä:e: Flera: 16. saker och ting ((Uppräknar karaktäristikan med mamma? typisk en hon är MARY: 15. → fingrarna.)) (xx)- mogen så 7. Inga: näe inte väl är hon det– heter vad väl– är hon (.) (xx) Bert: 14. → 8. MARY: ((Riktar blicken mot Mats.)) vad tänker du mera på? Tony.)) och 9. Mats: jag tänkte nog på dansade (.) hon– Bert på ((Pekar Isidora? på nånting funderat två ni har MARY: 13. vad heter det, Hampus gick ju och gömde sig i (xx) Mats: 12. skohyllan när Isi–Isidora satt på sig- satt på musiken (xx) Tony: 11. 10. MARY: ((Nickar.)) ((Nickar.)) MARY: 10. 11. Tony: (xx) musiken på satt sig- på satt Isi–Isidora när skohyllan 12. Mats: (xx) i sig gömde och ju gick Hampus det, heter vad 13. MARY: har ni två funderat nånting på Isidora? ((Pekar på Bert hon– (.) dansade på nog tänkte jag Mats: 9. och Tony.)) på? mera du tänker vad Mats.)) mot blicken ((Riktar MARY: 8. → 14. Bert: (xx) (.) hon är väl– vad heter det– hon är väl inte näe Inga: 7. så mogen (xx)- fingrarna.)) → 15. MARY: är hon en typisk mamma? med karaktäristikan ((Uppräknar ting och saker 16. Flera: nä:e: med noga speciellt inte var hon och dansa å gillade hon MARY: 6. 17. Bert: ºnej ingen mammaº dansadeº º(xx) Inga: 5. 18. MARY: hur är en typisk mamma då? väntaº får º(x) Inga.)) till Mats från ((Pekar MARY: 4. [hon dansar ju] i alla fall alla i ju] dansar [hon 19. Inga: hon ska [tjata] Mats: 3. 20. Bert: [tjatig] (xx)]- dansa [(xx) där så och noggrann med saker hur dom såg ut såg dom hur saker med noggrann 21. MARY: jaha! (.) och det var inte Isidora? speciellt inte njae, Inga: 2. 22. Flera: nä:e: du? tycker hon var hur (.) huvudpersonerna? 23. Inga: (xx) så måste man inte göra vissa saker hemma så måste av en som Isidora tagit alltså hade du Inga.)) på ((Tittar MARY: 1. man städa rummet och så 24. MARY: det behövde inte Guttav göra start.) from minutes 9 I.e. 0.39.55. 1: (Tape by Monica Zak. Monica by lös! är Boan Hjälp! 25. Inga: n-ä-e Book: (teacher). Group 4A:2. Participants: Mats, Tony, Bert (boys), Inga (girl) and MARY and (girl) Inga (boys), Bert Tony, Mats, Participants: 4A:2. Group 146 • Life and Fiction [7] 147 stereotypes Beyond • 26. MARY: hur får vi veta att det inte var så noga? var det genom– ehm– den här hunden ni fick veta det eller fick vi veta det på grund av nåt annat? 27. Inga: att hon inte var så där (.) med kläderna heller och så (.) det var inte direkt– med kläderna- och så heller (xx) 28. ((Åtta turer borttagna ur exemplet.)) 29. MARY: och på det sättet får man då veta litet att hon kanske var ganska slarvig 30. Tony(?): ºuhmº 31. MARY: jaha ja dammtussar det har nog jag hemma ibland också (.) har ni det? 32. Flera: ja 33. Mats(?): det har nog alla 34. Tony: hihi jag har såna härna stora ((Visar med händerna?)) 35. MARY: hihi jaa! (.) jaha men mammor tjatar men det gjorde inte den här mamman den här mamman här den jaha men mammor tjatar men det gjorde inte gjorde det men tjatar mammor men jaha 35. MARY: hihi jaa! (.) (.) jaa! hihi MARY: 35. 34. Tony: hihi jag har såna härna stora ((Visar med händerna?)) med ((Visar stora härna såna har jag hihi Tony: 34. 33. Mats(?): det har nog alla nog har det Mats(?): 33. 2 lr:ja Flera: 32. (.) har ni det? ni har (.) 31. MARY: jaha ja dammtussar det har nog jag hemma ibland också ibland hemma jag nog har det dammtussar ja jaha MARY: 31. 0 oy?:ºuhmº Tony(?): 30. ganska slarvig ganska 29. MARY: och på det sättet får man då veta litet att hon kanske var kanske hon att litet veta då man får sättet det på och MARY: 29. 28. ((Åtta turer borttagna ur exemplet.)) ur borttagna turer ((Åtta 28. det var inte direkt– med kläderna- och så heller (xx) heller så och kläderna- med direkt– inte var det 27. Inga: att hon inte var så där (.) (.) där så var inte hon att Inga: 27. med kläderna heller och så (.) så och heller kläderna med veta det på grund av nåt annat? nåt av grund på det veta genom– ehm– den här hunden ni fick veta det eller fick vi fick eller det veta fick ni hunden här den ehm– genom– 26. MARY: hur får vi veta att det inte var så noga? var det var noga? så var inte det att veta vi får hur MARY: 26. Beyond stereotypes • 147 148 7 publication.) for (Submitted K. Aronsson, & K. Eriksson, * REALISM AND INTERTEXTUALITY IN SCHOOL BOOKTALK* ABSTRACT In criticism of children’s literature, notions of “fan- tasy” and “realism” are pivotal (Rose, 1993; Shavit, 1986). In a life. and text between and engagement, and privacy ween discourse study of school student’s “booktalk” (Chambers, 1985/ bet- problems balancing delicate thus were There context. school 2000; 1993/1999), different notions of realism were recurrently a in information legitimate about teachers from notions different invoked in teachers’ and students’ ways of talking about fictive displaying parents, their about information privileged teered events as: (i) lifelike, (ii) literal, or (iii) personal experience. The volun- but probing, text-to-life resisted sometimes students over, interface between life and text was related to intertextuality in a More- responses. reader literal quite of cost the at bought times broad sense. In cases when so-called text-to-life interactions at was engagement First, revealed. were risks of types two dents, (Cochran-Smith, (Cochran-Smith, ) were initiated by teachers or stu- or teachers by initiated were ) / 1994 (Cochran-Smith, 1984/1994) were initiated by teachers or stu- 1984 dents, two types of risks were revealed. First, engagement was at interactions text-to-life so-called when cases In sense. broad times bought at the cost of quite literal reader responses. More- a in intertextuality to related was text and life between interface over, students sometimes resisted text-to-life probing, but volun- The experience. personal (iii) or literal, (ii) lifelike, (i) as: events teered privileged information about their parents, displaying fictive about talking of ways students’ and teachers’ in invoked ), different notions of realism were recurrently were realism of notions different ), / ; 1999 1993 different notions from teachers about legitimate information in a 2000 discourse study of school student’s “booktalk” (Chambers, (Chambers, “booktalk” student’s school of study discourse / school context. There were thus delicate balancing problems bet- 1985 tasy” and “realism” are pivotal (Rose, (Rose, pivotal are “realism” and tasy” ). In a In ). Shavit, ; 1986 ween privacy and engagement, and between text and life. 1993 In criticism of children’s literature, notions of “fan- of notions literature, children’s of criticism In A BSTRACT IN SCHOOL BOOKTALK* SCHOOL IN REALISM AND INTERTEXTUALITY AND REALISM * Eriksson, K. & Aronsson, K. (Submitted for publication.) 7 148 149 intertextuality and Realism • “Who are you?” said the Caterpillar. This was not an encouraging opening for conversation. Alice replied, rather shyly, “I–I hardly know, Sir, just at present–at least I know who I was when I got up this shows how the didactic version invokes a single invisible third invisible single a invokes version didactic the how shows morning, but I think I must have been changed several times since then. Peter Pan Peter of version children’s multivoiced Barrie’s of , Rose ( Rose , ) 1993 “What do you mean by that?” said the Caterpillar, sternly. “Explain depending on the reader. In her discussion of a school adaptation school a of discussion her In reader. the on depending yourself!” “I ca’n’t explain myself, I’m afraid, Sir,” said Alice, “because I’m not myself, you see.” that the fictive events can, for instance, be seen “real” or “unreal” or “real” seen be instance, for can, events fictive the that (Carroll, 1866/1997, p. 56) valent texts are believed to require more experienced readers in readers experienced more require to believed are texts valent stories. Ambi- stories. Moomin Jansson’s Tove or children) for adapted (not the Walt Disney version, which is which version, Disney Walt the (not Winnie-the-Pooh Milne’s Milne’s Introduction Other prototypical ambivalent texts are, for instance, A. A. A. instance, for are, texts ambivalent prototypical Other In children’s literature, a tradition of blurring the boundaries dreamt her adventures. her dreamt between reality and fantasy dates back to 1865 when Lewis Carroll ), the heroine was portrayed as someone who had merely had who someone as portrayed was heroine the ), ( 1890 published Alice’s Adventures in Wonderland. This occurred at the The Nursery Alice Nursery The book, children’s univalent a into Alice original original turning point from Realism into Romanticism in children’s lived her adventures. In contrast, when Lewis Carroll adapted his adapted Carroll Lewis when contrast, In adventures. her lived literature (Shavit, 1986, p. 74). Some texts have an equivocal or system. It was, for instance, not clear whether Alice had dreamt or dreamt had Alice whether clear not instance, for was, It system. ambivalent (Shavit, 1986) status, in that they simultaneously to make it sophisticated enough to be accepted by the adult literary adult the by accepted be to enough sophisticated it make to belong to two or more literary systems – for example the literary was written with the ambition the with written was Alice’s Adventures in Wonderland in Adventures Alice’s system for adults and that for children (e.g., the original Alice). Blurred boundaries are characteristic for such ambivalent texts. ambivalent such for characteristic are boundaries Blurred Blurred boundaries are characteristic for such ambivalent texts. system for adults and that for children (e.g., the original original the (e.g., children for that and adults for system ). Alice Alice’s Adventures in Wonderland was written with the ambition belong to two or more literary systems – for example the literary the example for – systems literary more or two to belong to make it sophisticated enough to be accepted by the adult literary ) status, in that they simultaneously they that in status, ) (Shavit, (Shavit, ambivalent 1986 system. It was, for instance, not clear whether Alice had dreamt or ). Some texts have an equivocal or equivocal an have texts Some ). p. , literature (Shavit, (Shavit, literature 74 1986 lived her adventures. In contrast, when Lewis Carroll adapted his turning point from Realism into Romanticism in children’s in Romanticism into Realism from point turning original Alice into a univalent children’s book, The Nursery Alice Alice’s Adventures in Wonderland in Adventures Alice’s published . This occurred at the at occurred This . (1890), the heroine was portrayed as someone who had merely between reality and fantasy dates back to to back dates fantasy and reality between when Lewis Carroll Lewis when 1865 dreamt her adventures. In children’s literature, a tradition of blurring the boundaries the blurring of tradition a literature, children’s In Other prototypical ambivalent texts are, for instance, A. A. Introduction Milne’s Winnie-the-Pooh (not the Walt Disney version, which is adapted for children) or Tove Jansson’s Moomin stories. Ambi- valent texts are believed to require more experienced readers in (Carroll, (Carroll, ) p. , / 56 1997 1866 that the fictive events can, for instance, be seen “real” or “unreal” I’m not myself, you see.” you myself, not I’m yourself!” “I ca’n’t explain myself, I’m afraid, Sir,” said Alice, “because Alice, said Sir,” afraid, I’m myself, explain ca’n’t “I yourself!” depending on the reader. In her discussion of a school adaptation “What do you mean by that?” said the Caterpillar, sternly. “Explain sternly. Caterpillar, the said that?” by mean you do “What of Barrie’s multivoiced children’s version of Peter Pan, Rose (1993) morning, but I think I must have been changed several times since then. since times several changed been have must I think I but morning, shows how the didactic version invokes a single invisible third Sir, just at present–at least I know who I was when I got up this up got I when was I who know I least present–at at just Sir, opening for conversation. Alice replied, rather shyly, “I–I hardly know, hardly “I–I shyly, rather replied, Alice conversation. for opening “Who are you?” said the Caterpillar. This was not an encouraging an not was This Caterpillar. the said you?” are “Who Realism and intertextuality • 149 Life and Fiction and Life 150 • person narrator (p. 67). In contrast, Barrie’s own version involved language play and parody, literary tropes and multiple perspec- tives, invoking complex notions of “fantasy” and “reality”. is text “any (author–reader–context): dimensions three by defined The discussions of Rose (1993) and Shavit (1986) are theore- space a in read be thus can texts All other. the on (text–context), tical. In our present work, we wish to move beyond theory and axis, contextual a and hand, one the on author–addressee/reader), investigate if and how children themselves invoke notions of (subject/ axes two by defined space a in read be can text any that ) argues ) ( Kristeva Bakhtin, on Drawing ) p. , (Prince, (Prince, 1967 46 “realism” in their reader responses to literature for children. There 1987 is a notable dearth of research on children’s readings of literature, meaning.” have to it allows that practices signifying and codes and in what ways it differs from the readings of adults (Shavit, of network infinite potentially the knowledge, of sum the and 1986, pp. 69–70); but for an ethnographic case study of young matter) signifying of sense broad the (in text any between relation children’s reading see Wolf and Heath (1992). the designates term the Kristeva), (Barthes, acceptation radical This study concerns notions of “the real” in children’s reader and general most its In it. in present demonstrably are which responses in group discussions in a school context. In a naturalistic ones other and text one between relation(s) the designates term study of so-called booktalk sessions (Chambers, 1985/2000, 1993/ the (Genette), acceptation restricted most its “In way: radical or 1999), it was found that both teachers and school students often restricted a in defined be can It Bakhtin. of writings the of duction Kristeva ( Kristeva ) coined the term “intertextuality” in her intro- her in “intertextuality” term the coined ) invoked notions of “reality” when moving between fiction or 1967 literary experience (texts), on the one hand, and lived experience intertextuality. to related intimately (life), on the other. We would like to argue that such notions are are notions such that argue to like would We other. the on (life), intimately related to intertextuality. experience lived and hand, one the on (texts), experience literary Kristeva (1967) coined the term “intertextuality” in her intro- or fiction between moving when “reality” of notions invoked ), it was found that both teachers and school students often students school and teachers both that found was it ), duction of the writings of Bakhtin. It can be defined in a restricted 1999 / , / study of so-called booktalk sessions (Chambers, (Chambers, sessions booktalk so-called of study 1993 2000 or radical way: “In its most restricted acceptation (Genette), the 1985 term designates the relation(s) between one text and other ones naturalistic a In context. school a in discussions group in responses which are demonstrably present in it. In its most general and reader children’s in real” “the of notions concerns study This children’s reading see Wolf and Heath ( Heath and Wolf see reading children’s ). radical acceptation (Barthes, Kristeva), the term designates the 1992 ); but for an ethnographic case study of young of study case ethnographic an for but ); – pp. , 70 69 relation between any text (in the broad sense of signifying matter) 1986 and the sum of knowledge, the potentially infinite network of (Shavit, adults of readings the from differs it ways what in and codes and signifying practices that allows it to have meaning.” literature, of readings children’s on research of dearth notable a is (Prince, 1987, p. 46) Drawing on Bakhtin, Kristeva (1967) argues There children. for literature to responses reader their in “realism” that any text can be read in a space defined by two axes (subject/ of notions invoke themselves children how and if investigate author–addressee/reader), on the one hand, and a contextual axis, and theory beyond move to wish we work, present our In tical. The discussions of Rose ( Rose of discussions The ) are theore- are ) ( Shavit and ) 1986 (text–context), on the other. All texts can thus be read in a space 1993 defined by three dimensions (author–reader–context): “any text is “reality”. and “fantasy” of notions complex invoking tives, language play and parody, literary tropes and multiple perspec- multiple and tropes literary parody, and play language person narrator (p. (p. narrator person ). In contrast, Barrie’s own version involved version own Barrie’s contrast, In ). 67 150 • Life and Fiction 151 intertextuality and Realism • constructed as a mosaic of quotations; any text is the absorption One such literacy event was storyreading. In an analysis of of analysis an In storyreading. was event literacy such One 100 and transformation of another. The notion of intertextuality ). p. , / revolves around a piece of writing” (Heath, (Heath, writing” of piece a around revolves 386 1991 1983 replaces that of intersubjectivity, and poetic language is read as at acy event” analogously to Heath: “occasions in which the talk the which in “occasions Heath: to analogously event” acy least double.” (Kristeva, 1967, pp. 440–441; Kristeva & Moi, 1986, socialization into literacy. Cochran-Smith used the concept “liter- concept the used Cochran-Smith literacy. into socialization p. 37) Her writing on intertextuality also contains an attack on presence of various literacy events was one factor underlying this underlying factor one was events literacy various of presence binary or essentialistic Aristotelian logic (e.g. categorizing the ders long before they could recognize text or write. The pervasive The write. or text recognize could they before long ders world as true:untrue) which can not explain the dialogism of show that adults transformed young preschool children into rea- into children preschool young transformed adults that show polyphonic texts, e.g. the works of Rabelais, Dostoevsky, Joyce or ( Reader a of Making The monograph: ). Her findings Her ). / 2000 1967 1994 1984 Proust (see also Allen, ; Kristeva, ). We would also argue school, investigating what was later to become the title of her of title the become to later was what investigating school, that such essentialist logic cannot explain, for instance, Alice’s Cochran-Smith conducted a field study in an American nursery American an in study field a conducted Cochran-Smith Adventures in Wonderland. readings of texts and events. and texts of readings Like in some other recent research on intertextuality (e.g., reading, and in relation to literal versus imaginative or nonserious or imaginative versus literal to relation in and reading, Cochran-Smith, 1984/1994; Lemke, 1992; Short, 1992), our present different local practices and attitudes in relation to books and books to relation in attitudes and practices local different definition of intertextuality is even broader, including references tion in three different communities. These communities embraced communities These communities. different three in tion both to other texts and to everyday experience (life), what Cham- ) analyzed literacy introduc- literacy analyzed ) / ing investigation, Heath ( Heath investigation, ing 1993 1999 19 1991 1983 bers ( / , p. ) has called world-to-text connections, that studies relevant to such a discussion of intertextuality. In a pioneer- a In intertextuality. of discussion a such to relevant studies is, bringing the extra-textual world, our own world to the text, thereby expanding the meaning of one or both. There are several are There both. or one of meaning the expanding thereby thereby expanding the meaning of one or both. There are several is, bringing the extra-textual world, our own world to the text, the to world own our world, extra-textual the bringing is, studies relevant to such a discussion of intertextuality. In a pioneer- connections, that connections, world-to-text called has ) p. , / bers ( bers 1983 1991 19 1999 1993 ing investigation, Heath ( / ) analyzed literacy introduc- both to other texts and to everyday experience (life), what Cham- what (life), experience everyday to and texts other to both tion in three different communities. These communities embraced definition of intertextuality is even broader, including references including broader, even is intertextuality of definition different local practices and attitudes in relation to books and Cochran-Smith, Cochran-Smith, ; Lemke, Lemke, ; / ), our present our ), Short, ; 1992 1994 1984 1992 reading, and in relation to literal versus imaginative or nonserious Like in some other recent research on intertextuality (e.g., intertextuality on research recent other some in Like readings of texts and events. Adventures in Wonderland in Adventures . Cochran-Smith conducted a field study in an American nursery Alice’s that such essentialist logic cannot explain, for instance, instance, for explain, cannot logic essentialist such that school, investigating what was later to become the title of her ; Kristeva, Kristeva, ; ). We would also argue also would We ). Proust (see also Allen, Allen, also (see Proust 1984 1994 1967 2000 monograph: The Making of a Reader ( / ). Her findings polyphonic texts, e.g. the works of Rabelais, Dostoevsky, Joyce or Joyce Dostoevsky, Rabelais, of works the e.g. texts, polyphonic show that adults transformed young preschool children into rea- world as true:untrue) which can not explain the dialogism of dialogism the explain not can which true:untrue) as world ders long before they could recognize text or write. The pervasive binary or essentialistic Aristotelian logic (e.g. categorizing the categorizing (e.g. logic Aristotelian essentialistic or binary presence of various literacy events was one factor underlying this ) Her writing on intertextuality also contains an attack on attack an contains also intertextuality on writing Her ) p. p. 37 socialization into literacy. Cochran-Smith used the concept “liter- – pp. , , Moi, & Kristeva ; .” (Kristeva, (Kristeva, .” double least 441 440 1967 1986 acy event” analogously to Heath: “occasions in which the talk replaces that of intersubjectivity, and poetic language is read as at as read is language poetic and intersubjectivity, of that replaces revolves around a piece of writing” (Heath, 1983/1991, p. 386). intertextuality and transformation of another. The notion of of notion The another. of transformation and One such literacy event was storyreading. In an analysis of 100 constructed as a mosaic of quotations; any text is the absorption the is text any quotations; of mosaic a as constructed Realism and intertextuality • 151 Life and Fiction and Life 152 storyreading events, Cochran-Smith (1984/1994, p. 169) distingui- • shed between two types of intertextuality: life-to-text and text- own their as well as life authors’ the to references strations, to-life. Most of the interactions during storyreading involved illu- elements, literary types, all of references intertextual cussed adults helping young preschoolers to understand particular texts dis- study her in children The researcher. and teacher co-learner, through allusions to “real life” and various kinds of extra textual active an as studies her conducted She contexts. authentic in information: what Cochran-Smith calls life-to-text interactions, in intertextuality on work of dearth a as saw she what by motivated . Her study was study Her . settings in the Midwest and the Southwest of of Southwest the and Midwest the in settings which “the storyreader was teaching the listeners how to make US in both rural and urban and rural both in – studied literature circles in grades grades in circles literature studied 6 sense of text by bringing to light the extra-textual information they 1 and children’s reader responses. One exception is Short ( Short is exception One responses. reader children’s and ) who ) needed in order to make inner-textual sense.” (Cochran-Smith, 1992 1984/1994, p. 173) It is thus a question of referring to life – typically intertextuality on done been has work empirical little yet, As experienced or possible events in mundane everyday life – in order references. text-to-life and to understand literature, (for instance, the teacher would refer life-to-text of examples many documented she However, texts. ten back to an illustration, “you have to watch the pictures and see writ- other to references is, that sense, restricted a in intertextulity what happens”, or present crucial information related to the of examples any document not does study her and preschoolers fictive characters, “do you know that sheep have to pant very studied Cochran-Smith darkness. of afraid being and nightmares madly”). Finally, in text-to-life interactions, children were in- having about talk to children the encouraged instance, for teacher, , the , Closet my in Nightmare a There’s formally socialized into how to use literature for making sense of Mayer’s Mercer reading ). When ). – pp. , / (Cochran-Smith, (Cochran-Smith, life 1984 1994 169 173 everyday 173 169 1994 everyday life (Cochran-Smith, / , pp. – ). When 1984 reading Mercer Mayer’s There’s a Nightmare in my Closet, the of sense making for literature use to how into socialized formally teacher, for instance, encouraged the children to talk about having in- were children interactions, text-to-life in Finally, madly”). nightmares and being afraid of darkness. Cochran-Smith studied very pant to have sheep that know you “do characters, fictive preschoolers and her study does not document any examples of the to related information crucial present or happens”, what intertextulity in a restricted sense, that is, references to other writ- see and pictures the watch to have “you illustration, an to back ten texts. However, she documented many examples of life-to-text refer would teacher the instance, (for literature, understand to and text-to-life references. order in – life everyday mundane in events possible or experienced ) It is thus a question of referring to life – typically – life to referring of question a thus is It ) p. , / 173 1994 As yet, little empirical work has been done on intertextuality 1984 and children’s reader responses. One exception is Short (1992) who (Cochran-Smith, sense.” inner-textual make to order in needed studied literature circles in grades 1–6 in both rural and urban they information extra-textual the light to bringing by text of sense settings in the Midwest and the Southwest of US. Her study was make to how listeners the teaching was storyreader “the which motivated by what she saw as a dearth of work on intertextuality in interactions, life-to-text calls Cochran-Smith what information: in authentic contexts. She conducted her studies as an active textual extra of kinds various and life” “real to allusions through texts co-learner, teacher and researcher. The children in her study dis- particular understand to preschoolers young helping adults . Most of the interactions during storyreading involved storyreading during interactions the of Most . cussed intertextual references of all types, literary elements, illu- to-life text- and life-to-text strations, references to the authors’ life as well as their own intertextuality: of types two between shed ) distingui- ) p. , / storyreading events, Cochran-Smith ( Cochran-Smith events, storyreading 169 1994 152 • Life and Fiction 1984 153 intertextuality and Realism • personal experiences. Short thus adopted a broad notion of inter- the romances, the women required a realistic setting. Yet, the plot the Yet, setting. realistic a required women the romances, the textuality (cf. Lemke, 1992). questionnaire data from from data questionnaire more customers. In their evaluation of evaluation their In customers. more 42 In an ethnographic case study of two young sisters (in the of her regular customers. Additionally, Radway collected Radway Additionally, customers. regular her of and and 1992 16 format of a reading diary over six years), Wolf and Heath ( ) , Radway ( Radway , mance ) interviewed a bookshop salesclerk bookshop a interviewed ) / 1991 1984 have documented how there was a complex interplay between Reading the Ro- the Reading In a study on adult female romance readers, readers, romance female adult on study a In children’s literature and their life and play. The two girls, for different media, not including lived experience (Sipe, (Sipe, experience lived including not media, different ). p. , 77 2000 instance, employed phrases from children’s book when protesting textuality, reserving it for connections between proper texts from texts proper between connections for it reserving textuality, against their parents (p. 110). Also, literature was woven into their literature have employed a somewhat narrower notion of inter- of notion narrower somewhat a employed have literature sociodramatic play in complex ways. implicitly, also lived experience. Other researchers on children’s on researchers Other experience. lived also implicitly, Moreover, Davies (1989b) has shown that, in readings of eman- including television scripts and other types of visual culture, and culture, visual of types other and scripts television including cipatory tales, even 5-year-old preschoolers, are able to discuss underlying notion of intertextuality, referring to texts of all kinds, all of texts to referring intertextuality, of notion underlying complex topics, such as gender, drawing both on texts and on their ) drew on a broad a on drew ) p. , beau of the stepsister. Yeoman ( Yeoman stepsister. the of beau 429 1999 own lived experience. In another investigation with a gender focus, dressed up in order to vamp the prince, who was the legitimate the was who prince, the vamp to order in up dressed Yeoman (1999) studied ways in which 9- to 11-year-old children “supposed evil stepsister”, who revealed that Cinderella, in fact, in Cinderella, that revealed who stepsister”, evil “supposed were able to create disruptive stories, integrating classical fairy punch, and Cinderella was retold from the perspective of the of perspective the from retold was Cinderella and punch, tales with films, plays, and critical classroom discussions into instance, transformed into a “musclewoman” who gave the wolf a wolf the gave who “musclewoman” a into transformed instance, novel stories that transcended race or gender stereotypes. In the children’s own disruptive stories, Little Red Riding Hood was, for was, Hood Riding Red Little stories, disruptive own children’s children’s own disruptive stories, Little Red Riding Hood was, for novel stories that transcended race or gender stereotypes. In the In stereotypes. gender or race transcended that stories novel instance, transformed into a “musclewoman” who gave the wolf a tales with films, plays, and critical classroom discussions into discussions classroom critical and plays, films, with tales punch, and Cinderella was retold from the perspective of the were able to create disruptive stories, integrating classical fairy classical integrating stories, disruptive create to able were “supposed evil stepsister”, who revealed that Cinderella, in fact, ) studied ways in which which in ways studied ) -year-old children -year-old to - Yeoman ( Yeoman 1999 11 9 dressed up in order to vamp the prince, who was the legitimate own lived experience. In another investigation with a gender focus, gender a with investigation another In experience. lived own beau of the stepsister. Yeoman (1999, p. 429) drew on a broad complex topics, such as gender, drawing both on texts and on their on and texts on both drawing gender, as such topics, complex underlying notion of intertextuality, referring to texts of all kinds, -year-old preschoolers, are able to discuss to able are preschoolers, -year-old cipatory tales, even even tales, cipatory 5 including television scripts and other types of visual culture, and Moreover, Davies ( Davies Moreover, b) has shown that, in readings of eman- of readings in that, shown has b) 1989 implicitly, also lived experience. Other researchers on children’s sociodramatic play in complex ways. complex in play sociodramatic literature have employed a somewhat narrower notion of inter- ). Also, literature was woven into their into woven was literature Also, ). against their parents (p. (p. parents their against 110 textuality, reserving it for connections between proper texts from instance, employed phrases from children’s book when protesting when book children’s from phrases employed instance, different media, not including lived experience (Sipe, 2000, p. 77). children’s literature and their life and play. The two girls, for girls, two The play. and life their and literature children’s In a study on adult female romance readers, Reading the Ro- have documented how there was a complex interplay between interplay complex a was there how documented have mance, Radway (1984/1991) interviewed a bookshop salesclerk format of a reading diary over six years), Wolf and Heath ( Heath and Wolf years), six over diary reading a of format ) 16 1992 and of her regular customers. Additionally, Radway collected In an ethnographic case study of two young sisters (in the (in sisters young two of study case ethnographic an In questionnaire data from 42 more customers. In their evaluation of ). textuality (cf. Lemke, Lemke, (cf. textuality 1992 the romances, the women required a realistic setting. Yet, the plot personal experiences. Short thus adopted a broad notion of inter- of notion broad a adopted thus Short experiences. personal Realism and intertextuality • 153 Life and Fiction and Life 154 should be more extraordinary than regular life, as long as it • ) claims that in everyday discussions among friends, the friends, among discussions everyday in that claims ) involved excitement, happiness and/or success. In sum, the setting 1999 / portant formative features of reader responses. Chambers ( Chambers responses. reader of features formative portant should thus be “factually correct”, but the lives of the people in the 1993 book should be happier and more exciting than the lives of the im- therefore are sessions Booktalk it”. about talked we’ve until readers (Radway, 1984/1991, p. 109). book a about think we what know don’t “we that claims dent, together Chambers ( Chambers together year-old stu- year-old an citing ), p. , 1980 1998 / 8 138 2000 Fish ( / ) has not studied the reading of school age 1985 children, but he has produced a theoretical background for under- literature and children bringing in roles adults’ of discussion his In standing constructivist reading. He claims that all communication, procedures Booktalk including the interpretation of texts, is situated. Texts only exist in relation to specific readers or communities of readers, and texts method and Setting must always be interpreted in relation to the specific context at hand. Fish coined the notion interpretive community to denote worlds. imaginative shareable of co-creation local the in people who share interpretative strategies. The notion of realism is life” “real of notions different on focus will analyses the particular, intimately linked to an interpretive community in that it requires a In thinking. literary and schools of communities interpretive group of people who operate with partly shared references or what the into apprenticeship informal of type a as analyzed be will Toni Morrison has called “shareable imaginative worlds” (1992; sessions booktalk following, the In life. to and texts other to texts Yeoman, 1999). relate to how including manner, literary a in fiction read to how ing The present study concerns school students, who are still learn- learn- still are who students, school concerns study present The ). Yeoman, Yeoman, ing how to read fiction in a literary manner, including how to relate 1999 Toni Morrison has called “shareable imaginative worlds” ( worlds” imaginative “shareable called has Morrison Toni ; texts to other texts and to life. In the following, booktalk sessions 1992 will be analyzed as a type of informal apprenticeship into the what or references shared partly with operate who people of group interpretive communities of schools and literary thinking. In a requires it that in community interpretive an to linked intimately particular, the analyses will focus on different notions of “real life” is realism of notion The strategies. interpretative share who people to denote to community interpretive in the local co-creation of shareable imaginative worlds. notion the coined Fish hand. must always be interpreted in relation to the specific context at context specific the to relation in interpreted be always must Setting and method texts and readers, of communities or readers specific to relation including the interpretation of texts, is situated. Texts only exist in exist only Texts situated. is texts, of interpretation the including Booktalk procedures communication, all that claims He reading. constructivist standing In his discussion of adults’ roles in bringing children and literature under- for background theoretical a produced has he but children, ) has not studied the reading of school age school of reading the studied not has ) / 1985 2000 138 8 ( Fish 1998 together Chambers ( / , p. ), citing an year-old stu- 1980 ). p. , / readers (Radway, (Radway, readers 109 1991 dent, claims that “we don’t know what we think about a book 1984 until we’ve talked about it”. Booktalk sessions are therefore im- the of lives the than exciting more and happier be should book portant formative features of reader responses. Chambers (1993/ the in people the of lives the but correct”, “factually be thus should 1999) claims that in everyday discussions among friends, the setting the sum, In success. and/or happiness excitement, involved 154 • Life and Fiction it as long as life, regular than extraordinary more be should 155 intertextuality and Realism • meaning of a film or other story, for a group of readers, partly Nikki – min vän min – Nikki ), isby] (Lindblad-Nelson, (Lindblad-Nelson, isby] V for Struggle 5 199 emerges during conversations. In booktalk with children, it is pos- [The isby V om Kampen all have realistic settings. In four cases – cases four In settings. realistic have all sible to bring their worlds to the worlds of text, exploring the between setting and plot. The eight books read in the present study present the in read books eight The plot. and setting between group’s preferences (likes/dislikes), puzzles (what individual parti- As discussed, Radway’s readers ( readers Radway’s discussed, As ) differentiated ) / 1991 1984 cipants yet do not understand), and patterns (connections between and last session was held. was session last and and within texts). identifying the main characters. After yet another week, the third the week, another yet After characters. main the identifying The present study documents booktalk discourse at a Swedish of the book and completed grade-specific tasks at home, such as such home, at tasks grade-specific completed and book the of school, the Valley school a municipal elementary school, which for the second session, the students were to have read the first half first the read have to were students the session, second the for has worked with reading support at all levels for ten years. As an the teacher read aloud, or the students took turns. As preparation As turns. took students the or aloud, read teacher the obligatory part of the regular curriculum, the school runs book expectations were, and the initial part of the book was read. Either read. was book the of part initial the and were, expectations clubs (Swed. “läsecirklar”) that were inspired by Chambers’ (1985/ asked why they had chosen the book in question and what their what and question in book the chosen had they why asked 2000; 1993/1999) approach. The teacher-librarian at the school and about the content of the story. In addition, the students were students the addition, In story. the of content the about and introduced the book club activities in each class by presenting 7–8 book more in-depth to the students. S/he talked about the author the about talked S/he students. the to in-depth more book book titles that she assumed would be popular for the ages night. During the first session, the teacher presented the chosen the presented teacher the session, first the During night. concerned, that is, 10- to 14-year-olds. The books also represented Each club gathered for about about for gathered club Each minutes, three times in a fort- a in times three minutes, 30 different degrees of difficulty, and a proposed book was often the for organization of the groups. the of organization for first in a series. The students chose four books and arranged them according to their preferences. Later, their choices formed the basis the formed choices their Later, preferences. their to according according to their preferences. Later, their choices formed the basis first in a series. The students chose four books and arranged them arranged and books four chose students The series. a in first for organization of the groups. different degrees of difficulty, and a proposed book was often the often was book proposed a and difficulty, of degrees different Each club gathered for about 30 minutes, three times in a fort- -year-olds. The books also represented also books The -year-olds. to - concerned, that is, is, that concerned, 14 10 night. During the first session, the teacher presented the chosen book titles that she assumed would be popular for the ages the for popular be would assumed she that titles book book more in-depth to the students. S/he talked about the author introduced the book club activities in each class by presenting presenting by class each in activities club book the introduced – 8 7 and about the content of the story. In addition, the students were ) approach. The teacher-librarian at the school the at teacher-librarian The approach. ) / ; 1999 1993 2000 asked why they had chosen the book in question and what their / (Swed. “läsecirklar”) that were inspired by Chambers’ ( Chambers’ by inspired were that “läsecirklar”) (Swed. clubs 1985 expectations were, and the initial part of the book was read. Either obligatory part of the regular curriculum, the school runs runs school the curriculum, regular the of part obligatory book the teacher read aloud, or the students took turns. As preparation has worked with reading support at all levels for ten years. As an As years. ten for levels all at support reading with worked has for the second session, the students were to have read the first half school, the Valley school a municipal elementary school, which school, elementary municipal a school Valley the school, of the book and completed grade-specific tasks at home, such as The present study documents booktalk discourse at a Swedish a at discourse booktalk documents study present The identifying the main characters. After yet another week, the third and within texts). within and and last session was held. cipants yet do not understand), and patterns (connections between (connections patterns and understand), not do yet cipants As discussed, Radway’s readers (1984/1991) differentiated group’s preferences (likes/dislikes), puzzles (what individual parti- individual (what puzzles (likes/dislikes), preferences group’s between setting and plot. The eight books read in the present study sible to bring their worlds to the worlds of text, exploring the exploring text, of worlds the to worlds their bring to sible all have realistic settings. In four cases – Kampen om Visby [The emerges during conversations. In booktalk with children, it is pos- is it children, with booktalk In conversations. during emerges Struggle for Visby] (Lindblad-Nelson, 1995), Nikki – min vän meaning of a film or other story, for a group of readers, partly readers, of group a for story, other or film a of meaning Realism and intertextuality • 155 Life and Fiction and Life 156 grävlingen (Burkett, 1988/1989) [The Year of the Badger (Burkett, • 1972/1985)] and Isnatt [Ice Night] (Sørlle, 1989) Nonni och Manni [Nonni and Manni] (J. Svensson & Telemann, 1989) – the plots are realistic as well. The plots of the remaining books are mainly anonymity. participants’ 1 realistic but contain fantasy elements. the maintain to order in changed been have names All authors. 2 the with collaboration in examples chosen the translated has slator Recordings, transcriptions , and coding tran- professional English-speaking native a Finally, latching. and During one school year, the first author (KE) video-recorded 24 sounds of prolongation and pauses, loudness, emphasis, overlaps, booktalk sessions (3 sessions/group). In all, the recordings invol- covering detail, greater in transcribed and identified tematically ved 8 different groups of 3–8 students in 4 classes in grades 4–7, sys- therefore were occurrences such All sessions. club book all that is, students aged 10–14. Forty students (20 girls and 20 boys) in frequently occurred references, world-to-text including “real”, and 5 teachers (4 women and 1 man) participated. However, it is is what to references implicit or explicit participants’ the that the booktalk practices in which these persons participated that clear became it process, this In videotapes. the of viewing repeated all about about all pages – drawing on the transcriptions, and transcriptions, the on drawing – pages A 4 constitute the primary analytic units of the present study. 450 In order to investigate the reading-responses, of which, accord- in – material transcribed the indexed have we Thereafter, set. data transcriptions of the entire the of transcriptions extenso in making ), 1993 1999 ( Wetherell ing to Chambers ( / ), talk is the most essential part, the 1995 entire book club sessions were recorded. The present data consist and Potter of recommendations the followed have We 3 teacher-led book club interactions. club book teacher-led 24 of video-recordings of of video-recordings of teacher-led book club interactions. 24 3 We have followed the recommendations of Potter and consist data present The recorded. were sessions club book entire ing to Chambers ( Chambers to ing ), talk is the most essential part, the part, essential most the is talk ), 1995 / 1999 Wetherell ( ), making in extenso transcriptions of the entire 1993 data set. Thereafter, we have indexed the transcribed material – in accord- which, of reading-responses, the investigate to order In all about 450 A4 pages – drawing on the transcriptions, and study. present the of units analytic primary the constitute repeated viewing of the videotapes. In this process, it became clear that participated persons these which in practices booktalk the man) participated. However, it is it However, participated. man) and women ( teachers and and 1 4 that the participants’ explicit or implicit references to what is 5 boys) and girls ( students Forty . – that is, students aged aged students is, that 20 20 14 “real”, including world-to-text references, occurred frequently in 10 ved ved , – grades in classes in students – of groups different 7 4 4 8 3 all book club sessions. All such occurrences were therefore sys- 8 sessions/group). In all, the recordings invol- recordings the all, In sessions/group). ( sessions booktalk tematically identified and transcribed in greater detail, covering 3 ) video-recorded video-recorded ) During one school year, the first author ( author first the year, school one During 24 overlaps, emphasis, loudness, pauses, and prolongation of sounds KE , and coding and , and latching. Finally, a native English-speaking professional tran- transcriptions Recordings, slator has translated the chosen examples in collaboration with the 2 authors. All names have been changed in order to maintain the elements. fantasy contain but realistic 1 participants’ anonymity. mainly are books remaining the of plots The well. as realistic ) – the plots are plots the – ) [Nonni and Manni] (J. Svensson & Telemann, Telemann, & Svensson (J. Manni] and [Nonni 1989 Nonni och Manni och Nonni ) (Sørlle, Night] [Ice Isnatt and )] / 1989 1985 1972 (Burkett, Badger the of ear Y The [ ) / (Burkett, (Burkett, grävlingen 9 198 8 156 • Life and Fiction 198 157 intertextuality and Realism • Intertextuality In his booktalk approach, Chambers (1985/2000; 1993/1999) has of realism were often linked to the interface between text and life in life and text between interface the to linked often were realism of issued a warning about posing overly broad questions such as readers’ own notions of what was “real”. It was found that notions that found was It “real”. was what of notions own readers’ “What is the meaning of this text?” or “Why did you like this ed to “realism” in all groups. At large, we will explore the child the explore will we large, At groups. all in “realism” to ed book?”. Instead, he advocates talking about details in the text, and It was found that the participants implicitly or explicitly orient- explicitly or implicitly participants the that found was It particularly what he calls “puzzles”, that is, things that the reader . Brothers does not understand. Discussions in the present booktalk sessions The Lionheart The Icelandic brothers, she referred to Astrid Lindgren’s Lindgren’s Astrid to referred she brothers, Icelandic covered a broad range of general issues, such as ruins, badgers, , a book about two about book a , Manni and Nonni When talking about about talking When arctic climate, and talismans. The discussions were often quite person we’ve read about pretty recently comes easily to mind”. to easily comes recently pretty about read we’ve person lively, and both students and teachers puzzled on details in the text. book and this reference was teacher initiated: “You know another know “You initiated: teacher was reference this and book In almost every session, the teacher thus tried to relate the read television programs. In fact, only one reference concerned another concerned reference one only fact, In programs. television events to the students’ own experiences, focusing on how the other media: four of them concerned movies and two of them of two and movies concerned them of four media: other students could apply a book’s content to their general life-world identified seven references to other texts. The majority concerned majority The texts. other to references seven identified experiences or to their own personal life, for instance their expe- students engaged in making literary references. In the data we data the In references. literary making in engaged students rience of fear. What Chambers (1993/1999) called world-to-text works by the same author. Yet, at large neither the teachers nor the nor teachers the neither large at Yet, author. same the by works connections were thus discussed in every session in the present On some occasions, the teacher or the students mentioned prior mentioned students the or teacher the occasions, some On data, and teachers as well as students invoked them. In our data, intertextuality in a restricted sense was quite rare. quite was sense restricted a in intertextuality data, our In In our data, intertextuality in a restricted sense was quite rare. data, and teachers as well as students invoked them. invoked students as well as teachers and data, On some occasions, the teacher or the students mentioned prior connections were thus discussed in every session in the present the in session every in discussed thus were connections works by the same author. Yet, at large neither the teachers nor the / world-to-text called ) rience of fear. What Chambers ( Chambers What fear. of rience 1999 1993 students engaged in making literary references. In the data we experiences or to their own personal life, for instance their expe- their instance for life, personal own their to or experiences identified seven references to other texts. The majority concerned students could apply a book’s content to their general life-world general their to content book’s a apply could students other media: four of them concerned movies and two of them events to the students’ own experiences, focusing on how the how on focusing experiences, own students’ the to events television programs. In fact, only one reference concerned another In almost every session, the teacher thus tried to relate the read the relate to tried thus teacher the session, every almost In book and this reference was teacher initiated: “You know another lively, and both students and teachers puzzled on details in the text. the in details on puzzled teachers and students both and lively, person we’ve read about pretty recently comes easily to mind”. arctic climate, and talismans. The discussions were often quite often were discussions The talismans. and climate, arctic When talking about Nonni and Manni, a book about two covered a broad range of general issues, such as ruins, badgers, ruins, as such issues, general of range broad a covered Icelandic brothers, she referred to Astrid Lindgren’s The Lionheart does not understand. Discussions in the present booktalk sessions booktalk present the in Discussions understand. not does Brothers. particularly what he calls “puzzles”, that is, things that the reader the that things is, that “puzzles”, calls he what particularly It was found that the participants implicitly or explicitly orient- book?”. Instead, he advocates talking about details in the text, and text, the in details about talking advocates he Instead, book?”. ed to “realism” in all groups. At large, we will explore the child “What is the meaning of this text?” or “Why did you like this like you did “Why or text?” this of meaning the is “What readers’ own notions of what was “real”. It was found that notions issued a warning about posing overly broad questions such as such questions broad overly posing about warning a issued of realism were often linked to the interface between text and life in ) has ) / ; / ( Chambers approach, booktalk his In 1999 1993 2000 1985 Intertextuality Realism and intertextuality • 157 Life and Fiction and Life 158 • that texts were often situated in relation to possible or realistic events (“lifelike”), concrete events (“literal”), or lived experience (“personal”). First of all, we will present a couple of examples, where the students explicitly discussed what was “real” or “unreal” (exam- ples 1–3). Secondly, we will present a series of examples where the students own personal experiences were related to those of the fictive characters (examples 4–8), implicitly invoking notions of what was seen as “real”. fantasy elements. fantasy is a realistic adventure story with some with story adventure realistic a is example in ) / 1 1989 1987 (examples (examples (Zak, lös är Boan Hjälp! book discussed The ). and 2 Lifelike events as “real” 1 . In the following, we will present two such cases such two present will we following, the In . se per In several sessions, the participants thus explicitly discussed in experience lived experience, that is lifelike events, rather than lived than rather events, lifelike is that experience, lived what ways texts were “real”, invoking notions of realism (“life- possible like”), contrasting such notions with “fantasy”. In these discus- or imaginable was text a evaluating for standard their is, that ced, sions, “real events” (Swed. “verkliga händelser”) were often pre- experien- have might someone what on but truth, of standards as ferred to “unreal” events or the fantasy genre. On other occasions, experiences past own their on draw necessarily not did thus dents they invoked notions of what “could have taken place”. The stu- stu- The place”. taken have “could what of notions invoked they dents thus did not necessarily draw on their own past experiences occasions, other On genre. fantasy the or events “unreal” to ferred as standards of truth, but on what someone might have experien- pre- often were händelser”) “verkliga (Swed. events” “real sions, ced, that is, their standard for evaluating a text was imaginable or discus- these In “fantasy”. with notions such contrasting like”), possible lived experience, that is lifelike events, rather than lived (“life- realism of notions invoking “real”, were texts ways what experience per se. In the following, we will present two such cases in discussed explicitly thus participants the sessions, several In (examples 1 and 2). The discussed book Hjälp! Boan är lös (Zak, “real” as events Lifelike 1987/1989) in example 1 is a realistic adventure story with some fantasy elements. what was seen as “real”. as seen was what invoking notions of notions invoking implicitly ), – fictive characters (examples (examples characters fictive 8 4 students own personal experiences were related to those of the of those to related were experiences personal own students ples ples ). Secondly, we will present a series of examples where the where examples of series a present will we Secondly, ). – 3 1 discussed what was “real” or “unreal” (exam- “unreal” or “real” was what discussed explicitly students First of all, we will present a couple of examples, where the where examples, of couple a present will we all, of First (“personal”). events (“lifelike”), concrete events (“literal”), or lived experience lived or (“literal”), events concrete (“lifelike”), events that texts were often situated in relation to possible or realistic or possible to relation in situated often were texts that 158 • Life and Fiction 159 intertextuality and Realism • [1] Group 4A:3.** Participants: Inga, Mats, Bert, Tony, and MARY (teacher). ). literature rather than fantasy fiction (Shavit, (Shavit, fiction fantasy than rather literature 1986 Book: Hjälp! Boan är lös [Help! The Boa is Loose] by Monica Zak. 4 (Tape 2: 0.23.56.) school years, which consists of realistic fiction and didactic and fiction realistic of consists which years, school quite consistent with much of literature for children in the middle the in children for literature of much with consistent quite 1. → MARY: this book ((The Lost Wreck)) you’re talking about now is more interesting than fantasy or pure fiction. Such an attitude is attitude an Such fiction. pure or fantasy than interesting more is uh do you think it’s real or does it seem like fantasy? “unreal” texts are less interesting than authentic ones. What is real is What ones. authentic than interesting less are texts “unreal” 2. Mats: think it’s pretty much uh both really 3. → MARY: what about this book then ((picking up Hjälp! Boan är to the students. There is evidently an underlying assumption that assumption underlying an evidently is There students. the to lös, holding it in front of her)) all that “unreal”, she can be seen to try to make it more attractive more it make to try to seen be can she “unreal”, that all is it[real or is it] on realistic experience. In telling the students that the book is not is book the that students the telling In experience. realistic on 4. Mats: [>it’s unreal<] “possible” life as it were, demonstrating that the text in fact draws fact in text the that demonstrating were, it as life “possible” 5. Inga: yeah unreal ). By discussing what is indeed possible, she is invoking is she possible, indeed is what discussing By ). rica (turn (turn rica 9 6. Bert: (xx) heard of someone smuggling snakes into Sweden from South Ame- South from Sweden into snakes smuggling someone of heard 7. MARY: Bert you think it’s both when Mo- 8. Inga: (xx) this “realism” of the book by recounting that the author had, in fact, in had, author the that recounting by book the of “realism” 9.→ MARY: yes- when Monica Zak was here she told us she actually (turns (turns ). Yet, the teacher tries to argue in favour of the of favour in argue to tries teacher the Yet, ). and 5 4 knew that people had smuggled snakes from South students, Mats and Inga, end up discarding the book as “unreal” as book the discarding up end Inga, and Mats students, American into Sweden When asked by their teacher whether the book is “real”, two “real”, is book the whether teacher their by asked When ** Group 4A:3 = grade 4, group A, session 3. ** Group 4A:3 = grade 4, group A, session 3. session A, group 4, grade = 4A:3 Group ** When asked by their teacher whether the book is “real”, two American into Sweden into American students, Mats and Inga, end up discarding the book as “unreal” knew that people had smuggled snakes from South from snakes smuggled had people that knew (turns 4 and 5). Yet, the teacher tries to argue in favour of the 9. MARY: yes- when Monica Zak was here she told us she actually she us told she here was Zak Monica when yes- MARY: 9. → “realism” of the book by recounting that the author had, in fact, 8. Inga: (xx) this (xx) Inga: 8. 7. MARY: Bert you think it’s both when Mo- when both it’s think you Bert MARY: 7. heard of someone smuggling snakes into Sweden from South Ame- .Br:(xx) Bert: 6. rica (turn 9). By discussing what is indeed possible, she is invoking 5. Inga: yeah unreal yeah Inga: 5. “possible” life as it were, demonstrating that the text in fact draws 4. Mats: [>it’s unreal<] [>it’s Mats: 4. on realistic experience. In telling the students that the book is not is it[real or is it] is or it[real is all that “unreal”, she can be seen to try to make it more attractive , holding it in front of her)) of front in it holding , lös to the students. There is evidently an underlying assumption that Hjälp! Boan är Boan Hjälp! up ((picking then book this about what : Y R MA . 3 → 2. Mats: think it’s pretty much uh both really both uh much pretty it’s think Mats: 2. “unreal” texts are less interesting than authentic ones. What is real uh do you think it’s real or does it seem like fantasy? like seem it does or real it’s think you do uh is more interesting than fantasy or pure fiction. Such an attitude is eck) r W Lost The (( book this : Y R MA . 1 ) you’re talking about now about talking you’re ) → quite consistent with much of literature for children in the middle school years, which consists of realistic fiction and didactic (Tape 2: 0.23.56.) 2: (Tape 4 [Help! The Boa is Loose] by Monica Zak. Monica by Loose] is Boa The [Help! lös är Boan Hjälp! Book: literature rather than fantasy fiction (Shavit, 1986). Group 4A:3.** Participants: Inga, Mats, Bert, Tony, and MARY (teacher). MARY and Tony, Bert, Mats, Inga, Participants: 4A:3.** Group [1] Realism and intertextuality • 159 Life and Fiction and Life 160 [2] • Group 7B:3. Participants: Pia, Lisa, Elias, Ulf, Nils, Klas and ALLAN (teacher). Book: Pojken och den vita sköldpaddan (The Silent One) by Joy Cowley. (Tape 7: 0.31.04.) → °yes° Ulf: 23. 1. ALLAN: why is that- I mean if if you imagine that that ((Clears his huh° °uh Klas: 22. throat.)) it was you that you were the boy now and you’d then? died he that imagine can you so ALLAN: 21. been pulled beneath the water and disappeared there (.) know° don’t I °well not- yeah Pia: 20. and they rode around looking, if they didn’t find you, yeah Ulf?: 19. what do you think would happen in reality so to speak if huh uh ALLAN: 18. it didn’t turn out that long pretty him for search did they but 2. Ulf?: you’d [die] throat.)) his ((Clears that° like something five four °hum Klas: 17. 3. Nils: [dro]wn five maybe ALLAN: 16. 4. Pia: (1) no: yea:h Ulf: 15. 5. Boy: well you can (xx) [°hum°] Klas: 14. 6. Pia: if (he) is a good swimmer then he probably wouldn’t die is] really [it really minutes of matter 7. ALLAN: but how- but how- lo [ng] how long= a it’s not- it’s but long how exactly know really don’t I ALLAN: 13. 8. Elias?: [(xx)] most the at minutes four three maybe Klas: 12. 9. Nils?: [(xx)] o:h minutes three Ulf: 11. 10. ALLAN: =can you survive under water without air then, even the under? survive very best free diver how long do you think they can can they think you do long how diver free best very survive under? the even then, air without water under survive you =can ALLAN: 10. 11. Ulf: three minutes o:h [(xx)] Nils?: 9. 12. Klas: maybe three four minutes at the most [(xx)] Elias?: 8. 13. ALLAN: I don’t really know exactly how long but it’s not- it’s a long= how [ng] lo how- but how- but ALLAN: 7. matter of minutes really [it really is] die wouldn’t probably he then swimmer good a is (he) if Pia: 6. 14. Klas: [°hum°] (xx) can you well Boy: 5. 15. Ulf: yea:h no: (1) Pia: 4. 16. ALLAN: maybe five [dro]wn Nils: 3. 17. Klas: °hum four five something like that° ((Clears his throat.)) [die] you’d Ulf?: 2. but they did search for him pretty long that out turn didn’t it 18. ALLAN: uh huh if speak to so reality in happen would think you do what 19. Ulf?: yeah you, find didn’t they if looking, around rode they and 20. Pia: yeah not- °well I don’t know° (.) there disappeared and water the beneath pulled been 21. ALLAN: so you can imagine that he died then? you’d and now boy the were you that you was it throat.)) 22. Klas: °uh huh° his ((Clears that that imagine you if if mean I that- is why ALLAN: 1. 23. Ulf: °yes° → Cowley. (Tape 7: 0.31.04.) 7: (Tape Cowley. ) by Joy by ) One Silent The ( sköldpaddan vita den och Pojken Book: (teacher). Group 7B:3. Participants: Pia, Lisa, Elias, Ulf, Nils, Klas and ALLAN and Klas Nils, Ulf, Elias, Lisa, Pia, Participants: 7B:3. Group 160 • Life and Fiction [2] 161 intertextuality and Realism • 24. ALLAN: <(it was such a)> it was a difficult e- ending [it wasn’t- it wasn’t]- it doesn’t say what happens 25. Elias?: [(xx)] stories, they do not teach children about the real world. This world. real the about children teach not do they stories, 26. Elias?: nope (x) tales are pleasurable, they are useless since, unlike didactic unlike since, useless are they pleasurable, are tales 27. ALLAN: no, it doesn’t occurs in contemporary discussion of children’s fiction. If fairy If fiction. children’s of discussion contemporary in occurs against rhyme, true stories against fantasy. It is one which often which one is It fantasy. against stories true rhyme, against 28. Klas: you have to imagine (it your)self The opposition is clear. Didacticism against pleasure, narrative pleasure, against Didacticism clear. is opposition The 29. ALLAN: yes, you have to do that interesting to hear what you all are thinking though has warned us: warned has 30. Elias: huh school contexts, fantasy is often under siege, as Jacqueline Rose Jacqueline as siege, under often is fantasy contexts, school at times, subordinated to superordinate safety goals. In didactic or didactic In goals. safety superordinate to subordinated times, at In the book sessions studied, the teachers frequently tried to evoke what is recommended in schools. School time fiction is therefore, is fiction time School schools. in recommended is what identification between students and same-aged fictive characters. natural in a school context, as teachers can be held accountable for accountable held be can teachers as context, school a in natural In this example, the teacher first initiates a discussion about what what they read about. The teacher’s cautioning remarks are quite are remarks cautioning teacher’s The about. read they what would have happened if “you were the boy” and the events in the them that they would hurt themselves, or even die, if they tried they if die, even or themselves, hurt would they that them book had actually taken place. This can be described as a text- ter. On an underlying level, the teacher can be seen to explain to explain to seen be can teacher the level, underlying an On ter. to-life interaction, using Cochran-Smith’s (1984/1994) termino- would actually die if they jumped off a boat like the main charac- main the like boat a off jumped they if die actually would logy. Ulf and Nils both answer that one would have died (turns 2 Apparently, he tries to make the students understand that they that understand students the make to tries he Apparently, and 3), while Pia proposes that a good swimmer could have coped ). sums up that the boy would, in fact, have died (turn (turn died have fact, in would, boy the that up sums 21 (turn 6). The teacher persists, and after a continued discussion, he (turn (turn ). The teacher persists, and after a continued discussion, he discussion, continued a after and persists, teacher The ). 6 sums up that the boy would, in fact, have died (turn 21). ), while Pia proposes that a good swimmer could have coped have could swimmer good a that proposes Pia while ), and 3 Apparently, he tries to make the students understand that they logy. Ulf and Nils both answer that one would have died (turns (turns died have would one that answer both Nils and Ulf logy. 2 would actually die if they jumped off a boat like the main charac- to-life interaction, using Cochran-Smith’s ( Cochran-Smith’s using interaction, to-life ) termino- ) / 1994 1984 ter. On an underlying level, the teacher can be seen to explain to book had actually taken place. This can be described as a text- a as described be can This place. taken actually had book them that they would hurt themselves, or even die, if they tried would have happened if “you were the boy” and the events in the in events the and boy” the were “you if happened have would what they read about. The teacher’s cautioning remarks are quite In this example, the teacher first initiates a discussion about what about discussion a initiates first teacher the example, this In natural in a school context, as teachers can be held accountable for identification between students and same-aged fictive characters. fictive same-aged and students between identification what is recommended in schools. School time fiction is therefore, In the book sessions studied, the teachers frequently tried to evoke to tried frequently teachers the studied, sessions book the In at times, subordinated to superordinate safety goals. In didactic or school contexts, fantasy is often under siege, as Jacqueline Rose 0 la:huh Elias: 30. has warned us: interesting to hear what you all are thinking though thinking are all you what hear to interesting 29. ALLAN: yes, you have to do that 27. ALLAN: no, it doesn’t it no, ALLAN: 27. tales are pleasurable, they are useless since, unlike didactic 26. Elias?: nope (x) nope Elias?: 26. stories, they do not teach children about the real world. This 5 la? [(xx)] Elias?: 25. wasn’t]- it doesn’t say what happens what say doesn’t it wasn’t]- 24. ALLAN: <(it was such a)> it was a difficult e- ending [it wasn’t- it wasn’t- [it ending e- difficult a was it a)> such was <(it ALLAN: 24. Realism and intertextuality • 161 Life and Fiction and Life 162 might be one of the reasons why Bettelheim felt obliged to • argue for fantasy in terms of the most educational use to which it could be put and the contribution which it makes to the child’s mastery of the real world (Rose, 1993, p. 55). Rose is somewhat polemic. Yet, she eloquently points to one of the Gerd? and MARY: 3. weren’t any so x so any weren’t dilemmas of fiction in educational contexts. Ultimately, teachers there though like pictures see could you that real so was it Rut: 2. → can be held accountable for what students pick up in ways that you? on magicians, poets or bards cannot. In a discussion of educational impression greatest the made what Rut say you do what MARY: 1. dilemmas, Billig et al. (1988) discuss how so-called discovery learn- Mankell. (Tape 11: 0.46.46.) 11: (Tape Mankell. ) by Henning by ) Fire the in Secrets ( hemlighet Eldens ing and other child-centred elicitation methods paradoxically also Book: (teacher). MARY contain elements, associated with “indoctrination” and transmis- and Sten Paul, Bo, Dora, Siv, Rut, Gerd, Lena, Participants: 6A:3. Group sion models: “So, the very process of child-centred elicitation, of [3] conceptual midwifery so keenly espoused by the liberal educatio- nists, contains also the predetermined curriculum, the character or deeply engaging. deeply or training, social values and constraints of the opposed camp.” illusory (Billig et al., 1988, p. 63) Warning children about the risks asso- as seen is what is “real” or lifelike is what of aspect Another ciated with possible action is, of course, an important aspect of context. school a in place take do possible is what schools’ “character training” and transmission of social values. of discussions all and sessions booktalk present the all Ultimately, Ultimately, all the present booktalk sessions and all discussions of values. social of transmission and training” “character schools’ what is possible do take place in a school context. of aspect important an course, of is, action possible with ciated ) Warning children about the risks asso- risks the about children Warning ) p. , (Billig et al., al., et (Billig 63 Another aspect of what is lifelike or “real” is what is seen as 1988 illusory or deeply engaging. camp.” opposed the of constraints and values social training, nists, contains also the predetermined curriculum, the character the curriculum, predetermined the also contains nists, conceptual midwifery so keenly espoused by the liberal educatio- liberal the by espoused keenly so midwifery conceptual [3] of elicitation, child-centred of process very the “So, models: sion Group 6A:3. Participants: Lena, Gerd, Rut, Siv, Dora, Bo, Paul, Sten and transmis- and “indoctrination” with associated elements, contain MARY (teacher). Book: Eldens hemlighet (Secrets in the Fire) by Henning also paradoxically methods elicitation child-centred other and ing Mankell. (Tape 11: 0.46.46.) dilemmas, Billig et al. ( al. et Billig dilemmas, ) discuss how so-called discovery learn- discovery so-called how discuss ) 1988 1. MARY: what do you say Rut what made the greatest impression educational of discussion a In cannot. bards or poets magicians, on you? that ways in up pick students what for accountable held be can → 2. Rut: it was so real that you could see pictures like though there teachers Ultimately, contexts. educational in fiction of dilemmas weren’t any so x 3. MARY: and Gerd? the of one to points eloquently she Yet, polemic. somewhat is Rose child’s mastery of the real world (Rose, 1993, p. 55). p. 1993, (Rose, world real the of mastery child’s it could be put and the contribution which it makes to the to makes it which contribution the and put be could it to which to use educational most the of terms in fantasy for argue 162 • Life and Fiction to obliged felt Bettelheim why reasons the of one be might 163 intertextuality and Realism • 4. Gerd: well just like Rut said like you could almost ima:gine what ha:ppe:ned (.) like (.) you could- it it was ya know father are depicted in the background. the in depicted are father like like a film sort of but like °(it didn’t do it)° and then down at the enormous cat Drama in his cage, and Anna and her and Anna and cage, his in Drama cat enormous the at down well what’s it called when they lost so many like that they an entire page, the grandmother, in the foreground, is looking is foreground, the in grandmother, the page, entire an lost pretty many in such a short time and all (.) so I felt pretty sorry for Sofia then ), a black-and-white ink drawing. On drawing. ink black-and-white a ), target book (Ekholm, (Ekholm, book target 1990 5. MARY: what made the greatest impression on you then Lena? couraged the students to turn to the illustration on page page on illustration the to turn to students the couraged of the of 55 6.→ Lena: well it felt so real that you- it felt like you were there in In the first of these two discussions, the teacher had just en- just had teacher the discussions, two these of first the In the book so I couldn’t stop reading revealed quite literal notions of what is “real” (examples (examples “real” is what of notions literal quite revealed ). – 5 4 other examples such discussions were implicit. Yet, the responses the Yet, implicit. were discussions such examples other When the teacher asks the students about what made the “greatest explicitly discussed whether events were “real” or “unreal”. In “unreal”. or “real” were events whether discussed explicitly impression” in their reading, Rut speaks about how the fictive , the students and/or teachers and/or students the , and example in as cases, some In 3 1 events were so “real that you could see pictures like though there Literal events as “real” as events Literal weren’t any”, and Gerd speaks about film-like qualities. The “lifelike” or illusory mimetic quality of a text is evidently an important aspect of what creates high involvement for the students can thus be seen to create deep involvement. deep create to seen be thus can concerned (Rut, turn 2; Gerd, turn 4), which can also be seen quite that create illusions of living the text. Realistic or “lifelike” texts “lifelike” or Realistic text. the living of illusions create that clearly in Lena’s final comment about a text being so “real” that the readers apparently referred to “lifelike” or realistic qualities realistic or “lifelike” to referred apparently readers the she just “couldn’t stop reading” (turn 6). In these three comments, she just “couldn’t stop reading” (turn (turn reading” stop “couldn’t just she ). In these three comments, three these In ). 6 the readers apparently referred to “lifelike” or realistic qualities clearly in Lena’s final comment about a text being so “real” that “real” so being text a about comment final Lena’s in clearly that create illusions of living the text. Realistic or “lifelike” texts ), which can also be seen quite seen be also can which ), turn Gerd, ; turn (Rut, concerned 4 2 can thus be seen to create deep involvement. important aspect of what creates high involvement for the students the for involvement high creates what of aspect important “lifelike” or illusory mimetic quality of a text is evidently an evidently is text a of quality mimetic illusory or “lifelike” weren’t any”, and Gerd speaks about film-like qualities. The qualities. film-like about speaks Gerd and any”, weren’t Literal events as “real” events were so “real that you could see pictures like though there though like pictures see could you that “real so were events In some cases, as in example 1 and 3, the students and/or teachers impression” in their reading, Rut speaks about how the fictive the how about speaks Rut reading, their in impression” explicitly discussed whether events were “real” or “unreal”. In When the teacher asks the students about what made the “greatest the made what about students the asks teacher the When other examples such discussions were implicit. Yet, the responses revealed quite literal notions of what is “real” (examples 4–5). the book so I couldn’t stop reading stop couldn’t I so book the In the first of these two discussions, the teacher had just en- 6. Lena: well it felt so real that you- it felt like you were there in there were you like felt it you- that real so felt it well Lena: 6. → couraged the students to turn to the illustration on page 55 of the 5. MARY: what made the greatest impression on you then Lena? then you on impression greatest the made what MARY: 5. target book (Ekholm, 1990), a black-and-white ink drawing. On pretty sorry for Sofia then Sofia for sorry pretty lost pretty many in such a short time and all (.) so I felt I so (.) all and time short a such in many pretty lost an entire page, the grandmother, in the foreground, is looking well what’s it called when they lost so many like that they that like many so lost they when called it what’s well down at the enormous cat Drama in his cage, and Anna and her like like a film sort of but like °(it didn’t do it)° and then and it)° do didn’t °(it like but of sort film a like like father are depicted in the background. what ha:ppe:ned (.) like (.) you could- it it was ya know ya was it it could- you (.) like (.) ha:ppe:ned what 4. Gerd: well just like Rut said like you could almost ima:gine almost could you like said Rut like just well Gerd: 4. Realism and intertextuality • 163 Life and Fiction and Life 164 [4] • Group 4B:3. Participants: Julia, Sara, Mia, Ida, Dan, and SUE (teacher). Book: Smuggelkatten [The Smuggled Cat] by Lasse Ekholm. (Tape 4: 0.20.29.) no: Dan: 24. thing? 1. SUE: Grandma then (.) how does she look? (1) Julia same the do grandmother your would (.) too° so think °I SUE: 23. → 2. Julia: °she looks e- scared° unhappy her make 3. SUE: y[e:s] to want wouldn’t x probably think I woul- then ehum Dan: 22. 4. Julia: [°a] little uncertain° Anna? to no say 5. SUE: yeah that’s for sure (.) hum didn’t she think you do then why and (.) hadn’t° she °no SUE: 21. 6. ?: °xx° exactly cat a for wished hadn’t probably she she uh- Dan: 20. 7. SUE: but then then she didn’t want to make Anna unhappy huh uh SUE: 19. either so what did she say then? great so was is think didn’t she think I Dan: 18. 8. Sara: ((Raises her hand to answer.)) think (.) I Dan: 17. 9. SUE: ((Nods towards Sara.)) uh huh- Dan.)) at ((Looks 10. Sara: that it was good that the cat was there ‘cause it changed first at (.) then (.) thought really she think you do what SUE: 16. [what do you-] ((Looks at Dan.)) at ((Looks you-] do [what her life she said SUE: 15. well] that well that well] 11. SUE: yes she thought it was very elegant she said and it was [thought she then Sara: 14. really big and so she was a little afraid of it and then she (.) too that about wondered I yes SUE: 13. said am I really getting such a fine present? hum really it] about felt she how wonder [I Dan: 12. [and she really was going to] to] going was really she [and 12. Dan: [I wonder how she felt about it] really hum present? fine a such getting really I am said 13. SUE: yes I wondered about that too (.) she then and it of afraid little a was she so and big really 14. Sara: then she [thought well] that well was it and said she elegant very was it thought she yes SUE: 11. 15. SUE: [what do you-] ((Looks at Dan.)) said she life her the cat was there ‘cause it changed it ‘cause there was cat the 16. SUE: what do you think she really thought (.) then (.) at first that good was it that Sara: 10. ((Looks at Dan.)) huh- uh Sara.)) towards ((Nods SUE: 9. 17. Dan: I (.) think answer.)) to hand her ((Raises Sara: 8. 18. Dan: I think she didn’t think is was so great then? say she did what so either 19. SUE: uh huh unhappy Anna make to want didn’t she then then but SUE: 7. 20. Dan: uh- she she probably hadn’t wished for a cat exactly °xx° ?: 6. 21. SUE: °no she hadn’t° (.) and why then do you think she didn’t hum (.) sure for that’s yeah SUE: 5. say no to Anna? uncertain° little [°a] Julia: 4. 22. Dan: ehum then woul- I think probably x wouldn’t want to y[e:s] SUE: 3. make her unhappy scared° e- looks °she Julia: 2. → 23. SUE: °I think so too° (.) would your grandmother do the same Julia (1) look? she does how (.) then Grandma SUE: 1. thing? 24. Dan: no: 0.20.29.) 4: (Tape [The Smuggled Cat] by Lasse Ekholm. Lasse by Cat] Smuggled [The Smuggelkatten Book: Group 4B:3. Participants: Julia, Sara, Mia, Ida, Dan, and SUE (teacher). SUE and Dan, Ida, Mia, Sara, Julia, Participants: 4B:3. Group 164 • Life and Fiction [4] 165 intertextuality and Realism • 25. SUE: if you gave her a big dog? (.) would she accept it just so you wouldn’t become unhappy? 26. Dan: no she wouldn’t ‘cause she’s allergic 27. SUE: well then that was a bust his actual, concrete grandma who would not accept a dog. a accept not would who grandma concrete actual, his Yet, in this instance, Dan only orients to the concrete world, and to and world, concrete the to orients only Dan instance, this in Yet, Initially, the teacher asks the students how Grandma looks (turn fictive worlds, and not only what is given in concrete instances. concrete in given is what only not and worlds, fictive 1). In so doing, she can be seen to orient both to the illustration and couldn’t cause she’s allergic”). Like literature, booktalk concerns booktalk literature, Like allergic”). she’s cause couldn’t to the text. Julia spontaneously responds that grandma looks might have been “she would have accepted my dog, but she but dog, my accepted have would “she been have might “afraid”. The teacher acknowledges her response, in a hesitant grandmothers would do if they were able (a preferred response preferred (a able were they if do would grandmothers manner (“yeah”), indirectly signalling that she is not completely mothers would literally do in concrete instances, but to what to but instances, concrete in do literally would mothers satisfied with it. Julia’s response evidently only draws on the ponse. Yet, she is perhaps orienting, not so much to what grand- what to much so not orienting, perhaps is she Yet, ponse. illustration, not on both the text and the illustration. she wouldn’t ‘cause she’s allergic”, turn turn allergic”, she’s ‘cause wouldn’t she ), she accepts his res- his accepts she ), 7 26 In her second question (turn ), the teacher actually directs the she does not quite accept his response. After Dan’s account (“no account Dan’s After response. his accept quite not does she students to the text, and not to the illustration alone, when she asks sequence when asking for a clarification after Dan’s first “no”, as if as “no”, first Dan’s after clarification a for asking when sequence about what grandma “said”, that is, to something that cannot be her grandchildren. As can be seen, the teacher initiates a repair a initiates teacher the seen, be can As grandchildren. her inferred from the illustration. Finally, she engages in a type of in concrete, literal terms, not what she would do in order to please to order in do would she what not terms, literal concrete, in perspective setting (turn 23), contextualizing the reading in terms ces. Yet, Dan responds in terms of what his grandmother would do would grandmother his what of terms in responds Dan Yet, ces. of text-to-life references, when asking about how Dan’s grand- mother would react, trying to invoke the students’ own experien- own students’ the invoke to trying react, would mother mother would react, trying to invoke the students’ own experien- of text-to-life references, when asking about how Dan’s grand- Dan’s how about asking when references, text-to-life of ces. Yet, Dan responds in terms of what his grandmother would do perspective setting (turn (turn setting perspective ), contextualizing the reading in terms in reading the contextualizing ), 23 in concrete, literal terms, not what she would do in order to please inferred from the illustration. Finally, she engages in a type of type a in engages she Finally, illustration. the from inferred her grandchildren. As can be seen, the teacher initiates a repair about what grandma “said”, that is, to something that cannot be cannot that something to is, that “said”, grandma what about sequence when asking for a clarification after Dan’s first “no”, as if students to the text, and not to the illustration alone, when she asks she when alone, illustration the to not and text, the to students she does not quite accept his response. After Dan’s account (“no In her second question (turn (turn question second her In ), the teacher actually directs the directs actually teacher the ), 26 7 she wouldn’t ‘cause she’s allergic”, turn ), she accepts his res- illustration, not on both the text and the illustration. the and text the both on not illustration, ponse. Yet, she is perhaps orienting, not so much to what grand- satisfied with it. Julia’s response evidently only draws on the on draws only evidently response Julia’s it. with satisfied mothers would literally do in concrete instances, but to what manner (“yeah”), indirectly signalling that she is not completely not is she that signalling indirectly (“yeah”), manner grandmothers would do if they were able (a preferred response “afraid”. The teacher acknowledges her response, in a hesitant a in response, her acknowledges teacher The “afraid”. might have been “she would have accepted my dog, but she to the text. Julia spontaneously responds that grandma looks grandma that responds spontaneously Julia text. the to couldn’t cause she’s allergic”). Like literature, booktalk concerns ). In so doing, she can be seen to orient both to the illustration and illustration the to both orient to seen be can she doing, so In ). 1 fictive worlds, and not only what is given in concrete instances. Initially, the teacher asks the students how Grandma looks (turn looks Grandma how students the asks teacher the Initially, Yet, in this instance, Dan only orients to the concrete world, and to his actual, concrete grandma who would not accept a dog. 27. SUE: well then that was a bust a was that then well SUE: 27. 26. Dan: no she wouldn’t ‘cause she’s allergic she’s ‘cause wouldn’t she no Dan: 26. you wouldn’t become unhappy? become wouldn’t you 25. SUE: if you gave her a big dog? (.) would she accept it just so just it accept she would (.) dog? big a her gave you if SUE: 25. Realism and intertextuality • 165 Life and Fiction and Life 166 In the present booktalk sessions, both lower and higher-grade • students presented quite literal responses. In a second example, it can be seen how a boy in grade 6 similarly responded in quite a concrete mode. His book club discussed Secrets in the fire (Mankell, 2000), a story that takes place in Mozambique. The door 11. Sten: we have lots of flexes from my room so you can’t shut the shut can’t you so room my from flexes of lots have we Sten: 11. main character, Sofia, her sister Maria, and their mother are → refugees. By accident, the heroine has stepped on a land mine and can’t you MARY: 10. lost both her legs, and her sister was killed by the blast wave: can’t I Sten: 9. 8. Rut: shut myself in my room my in myself shut Rut: 8. 7. Dora: I sit quietly sit I Dora: 7. you all do? all you [5] do what now hard so everything’s ugh! like feel you when Group 6A:3. Participants: Lena, Gerd, Rut, Siv, Dora, Bo, Paul, Sten and anyone, to talk to want don’t you when (.) anyone to talk MARY (teacher). Book: Eldens hemlighet (Secrets in the Fire) by Henning to want don’t they depressed, are people that say usually 6. MARY: and it was probably at times like this when she- we she- when this like times at probably was it and MARY: 6. Mankell. (Tape 11: 0.56.15.) → 1. MARY: so that the- there were lots of thoughts going through her invisible be to wanted she Bo: 5. head and sometimes she sat down and pulled the blanket then? say you did what Bo yes, MARY: 4. over her head and refused to eat and didn’t want to invisibleº be to wanted ºshe Bo: 3. answer (.) why do you think she did this? dead was sister)) 2. Sten: well she be- she thought it was her fault that Maria ((her ((her Maria that fault her was it thought she be- she well Sten: 2. sister)) was dead this? did she think you do why (.) answer 3. Bo: ºshe wanted to be invisibleº to want didn’t and eat to refused and head her over 4. MARY: yes, Bo what did you say then? blanket the pulled and down sat she sometimes and head 5. Bo: she wanted to be invisible her through going thoughts of lots were there the- that so MARY: 1. 6.→ MARY: and it was probably at times like this when she- we 0.56.15.) 11: (Tape Mankell. ) by Henning by ) Fire the in Secrets ( hemlighet Eldens usually say that people are depressed, they don’t want to Book: (teacher). MARY talk to anyone (.) when you don’t want to talk to anyone, and Sten Paul, Bo, Dora, Siv, Rut, Gerd, Lena, Participants: 6A:3. Group when you feel like ugh! everything’s so hard now what do [5] you all do? 7. Dora: I sit quietly 8. Rut: shut myself in my room 9. Sten: I can’t wave: blast the by killed was sister her and legs, her both lost 10. MARY: you can’t and mine land a on stepped has heroine the accident, By refugees. 11.→ Sten: we have lots of flexes from my room so you can’t shut the are mother their and Maria, sister her Sofia, character, main (Mankell, (Mankell, ), a story that takes place in Mozambique. The Mozambique. in place takes that story a ), door 2000 Secrets in the fire the in Secrets discussed club book His mode. concrete similarly responded in quite a quite in responded similarly can be seen how a boy in grade grade in boy a how seen be can 6 students presented quite literal responses. In a second example, it example, second a In responses. literal quite presented students 166 • Life and Fiction higher-grade and lower both sessions, booktalk present the In 167 intertextuality and Realism • The teacher, Mary, tries to elicit a text-to-life response, invoking as well as love and death. In these discussions, the group could be could group the discussions, these In death. and love as well as the students’ own lived experience of not wanting to talk to areas of everyday life, discussing everyday hassles and hardships, and hassles everyday discussing life, everyday of areas anyone, trying to draw on the students’ experiences of enclosing In their booktalk sessions, teachers and students covered broad covered students and teachers sessions, booktalk their In themselves. Dora and Rut both report personal experiences of enclosing oneself in one’s room, whereas Sten (turns 9 and 11) re- Personal events as “real” as events Personal ports that he cannot do so, as there are too many flexes running through the door to his room. Again, a discussion about complex the life-world. the feelings is reduced to concrete obstacles (this time a lot of flexes, text and life if two parties choose to relate both to the text and to and text the to both relate to choose parties two if life and text not Grandma’s allergy). On a somewhat speculative note, Sten’s affair, in that it is only possible to enter into the interface between interface the into enter to possible only is it that in affair, way of answering in a very concrete way can perhaps be inter- a text-to-life interaction in booktalk is, ultimately, an interactional an ultimately, is, booktalk in interaction text-to-life a preted as a resistance towards overly intrusive questions. Whether the interface between text and life. It can thus be seen how what is what how seen be thus can It life. and text between interface the the teacher sees Sten’s concrete answer as a resistance or not, she boys can be seen to relate to the life-world as such, rather than to than rather such, as life-world the to relate to seen be can boys turns towards someone else with her questions. In both cases of literal responses (examples (examples responses literal of cases both In ), the two the ), and 5 4 In this example, as well as the prior one, the two boys involved approach. oriented themselves to concrete details in their private lives, not to is quite distinct from the nonliteral reading of a fictive or literary or fictive a of reading nonliteral the from distinct quite is human ambivalence or complex feelings evoked by the literature. talk. Obviously, the type of discussion that follows a literal reading literal a follows that discussion of type the Obviously, talk. Real life references are tricky; they are often ambiguous in that the students may orient to a literal or to a literary meaning of book- of meaning literary a to or literal a to orient may students students may orient to a literal or to a literary meaning of book- Real life references are tricky; they are often ambiguous in that the that in ambiguous often are they tricky; are references life Real talk. Obviously, the type of discussion that follows a literal reading human ambivalence or complex feelings evoked by the literature. the by evoked feelings complex or ambivalence human is quite distinct from the nonliteral reading of a fictive or literary oriented themselves to concrete details in their private lives, not to not lives, private their in details concrete to themselves oriented approach. In this example, as well as the prior one, the two boys involved boys two the one, prior the as well as example, this In In both cases of literal responses (examples 4 and 5), the two turns towards someone else with her questions. her with else someone towards turns boys can be seen to relate to the life-world as such, rather than to the teacher sees Sten’s concrete answer as a resistance or not, she not, or resistance a as answer concrete Sten’s sees teacher the the interface between text and life. It can thus be seen how what is preted as a resistance towards overly intrusive questions. Whether questions. intrusive overly towards resistance a as preted a text-to-life interaction in booktalk is, ultimately, an interactional way of answering in a very concrete way can perhaps be inter- be perhaps can way concrete very a in answering of way affair, in that it is only possible to enter into the interface between not Grandma’s allergy). On a somewhat speculative note, Sten’s note, speculative somewhat a On allergy). Grandma’s not text and life if two parties choose to relate both to the text and to feelings is reduced to concrete obstacles (this time a lot of flexes, of lot a time (this obstacles concrete to reduced is feelings the life-world. through the door to his room. Again, a discussion about complex about discussion a Again, room. his to door the through ports that he cannot do so, as there are too many flexes running flexes many too are there as so, do cannot he that ports Personal events as “real” ) re- ) and enclosing oneself in one’s room, whereas Sten (turns (turns Sten whereas room, one’s in oneself enclosing 11 9 themselves. Dora and Rut both report personal experiences of experiences personal report both Rut and Dora themselves. In their booktalk sessions, teachers and students covered broad anyone, trying to draw on the students’ experiences of enclosing of experiences students’ the on draw to trying anyone, areas of everyday life, discussing everyday hassles and hardships, the students’ own lived experience of not wanting to talk to talk to wanting not of experience lived own students’ the as well as love and death. In these discussions, the group could be The teacher, Mary, tries to elicit a text-to-life response, invoking response, text-to-life a elicit to tries Mary, teacher, The Realism and intertextuality • 167 Life and Fiction and Life 168 seen to form a local community with a partly shared joint bio- • graphy, where the participants knew quite a lot about each other, and also about each others’ imaginative worlds. Four of the eight huh- uh 12.MARY: books discussed in the book clubs featured animals as central guinea-pig a had I now° it about write to °have 11.Mats: 10.MARY: °u:h huh° °u:h 10.MARY: figures and several discussions focused on family pets and other closed it’s if even anyway there in come can he maybe animals. As discussed, the teacher recurrently invoked the stu- uh and comes something or cat some case in it have dents’ lived experiences of the world (cf. examples 3–5), eliciting should you think don’t I then outside mouse a have and text-to-life references. In so doing, s/he could be seen to draw on inside we’re if u:h will only who example for we some- concrete experiences. To varying degrees, such experiences also when say I so and along comes cat a if and like summer involved personal aspects of the children’s lives. In other cases, the the in outside table dinner my had we when say to have I Tony: 9. 8. Bert: I did when I had one had I when did I Bert: 8. teacher directly elicited personal life-to-text information through pets? one’s for everything do one does MARY: 7. our country place and so my cousin my so and place country our specific questions about the children’s lives or the children at but (.) have or Inga: 6. themselves volunteered personal information (examples 6–8). have I Bert: 5. 4. Tony: I have I Tony: 4. 3. Inga: uh I haven’t I uh Inga: 3. [6] had have I Mats: 2. 1. MARY: some of you have had animals had have you of some MARY: 1. Group 4A:3. Participants: Inga, Mats, Bert, Tony, and MARY (teacher). → Book: Hjälp! Boan är lös [Help! The Boa is Loose] by Monica Zak. 0.09.58.) 2: (Tape [Help! The Boa is Loose] by Monica Zak. Monica by Loose] is Boa The [Help! lös är Boan Hjälp! (Tape 2: 0.09.58.) Book: 1.→ MARY: some of you have had animals (teacher). MARY and Tony, Bert, Mats, Inga, Participants: 4A:3. Group 2. Mats: I have had [6] 3. Inga: uh I haven’t 4. Tony: I have ). – themselves volunteered personal information (examples (examples information personal volunteered themselves 8 5. Bert: I have 6 6. Inga: or have (.) but at our country place and so my cousin children the or lives children’s the about questions specific 7. MARY: does one do everything for one’s pets? through information life-to-text personal elicited directly teacher 8. Bert: I did when I had one 9. Tony: I have to say when we had my dinner table outside in the the cases, other In lives. children’s the of aspects personal involved summer like and if a cat comes along and so I say when also experiences such degrees, varying To experiences. concrete some- we for example who only will u:h if we’re inside on draw to seen be could s/he doing, so In references. text-to-life ), eliciting ), – dents’ lived experiences of the world (cf. examples examples (cf. world the of experiences lived dents’ 5 and have a mouse outside then I don’t think you should 3 have it in case some cat or something comes and uh stu- the invoked recurrently teacher the discussed, As animals. maybe he can come in there anyway even if it’s closed other and pets family on focused discussions several and figures 10.MARY: °u:h huh° 11.Mats: °have to write about it now° I had a guinea-pig central as animals featured clubs book the in discussed books 12.MARY: uh huh- eight the of Four worlds. imaginative others’ each about also and graphy, where the participants knew quite a lot about each other, each about lot a quite knew participants the where graphy, 168 • Life and Fiction bio- joint shared partly a with community local a form to seen 169 intertextuality and Realism • 13. Mats: but it it was so old it was- would have been five years that’s quite (.) old and then he had some disease so what do you call it when we were on holiday we were going to have him put down anyway go to the doctor then right but then during the holiday when he was at Grandma’s he died (.) so he got to die by himself 14. MARY: °huh° alcohol. at the same time, also caught for smuggling three bottles of bottles three smuggling for caught also time, same the at As can be seen, the teacher invites text-to-life interactions by Anna, was caught for smuggling her foundling cat, her father was, father her cat, foundling her smuggling for caught was Anna, asking the students to talk not only about the animals in the book, smuggling across the Swedish border. When the heroine of the text, the of heroine the When border. Swedish the across smuggling but also about their own animals (turn 1). When asked about children and/or to their parents). For instance, one group discussed group one instance, For parents). their to and/or children whether one would do everything for one’s pets, Tony raises an or privileged personal information (to the (to information personal privileged or private could be seen as as seen be could important moral topic about long-term commitments to pets (turn Some discussions about personal life events covered areas that areas covered events life personal about discussions Some 9) that also engages Mats, who starts to talk about when he had a Guatemala. guinea-pig, who was very old and about to die (turns 11 and 13). world of the hero, who even smuggles his rare boa boa back to back boa boa rare his smuggles even who hero, the of world Both boys are highly involved in recounting their personal cally related to “doing everything for one’s pet” as in the fictive the in as pet” one’s for everything “doing to related cally experiences of commitment to pets. Yet, the teacher responds in a that concerned sacrifice or other activities that were more specifi- more were that activities other or sacrifice concerned that somewhat noncommitted, minimal fashion (“um”, turns 10, 12 ). This can be interpreted as if she had hoped for responses for hoped had she if as interpreted be can This ). and and 14 14 and ). This can be interpreted as if she had hoped for responses , , somewhat noncommitted, minimal fashion (“um”, turns turns (“um”, fashion minimal noncommitted, somewhat 12 10 that concerned sacrifice or other activities that were more specifi- experiences of commitment to pets. Yet, the teacher responds in a in responds teacher the Yet, pets. to commitment of experiences cally related to “doing everything for one’s pet” as in the fictive Both boys are highly involved in recounting their personal their recounting in involved highly are boys Both world of the hero, who even smuggles his rare boa boa back to ). and guinea-pig, who was very old and about to die (turns (turns die to about and old very was who guinea-pig, 13 11 Guatemala. ) that also engages Mats, who starts to talk about when he had a had he when about talk to starts who Mats, engages also that ) 9 Some discussions about personal life events covered areas that important moral topic about long-term commitments to pets (turn pets to commitments long-term about topic moral important could be seen as private or privileged personal information (to the whether one would do everything for one’s pets, Tony raises an raises Tony pets, one’s for everything do would one whether children and/or to their parents). For instance, one group discussed but also about their own animals (turn (turn animals own their about also but ). When asked about asked When ). 1 smuggling across the Swedish border. When the heroine of the text, asking the students to talk not only about the animals in the book, the in animals the about only not talk to students the asking Anna, was caught for smuggling her foundling cat, her father was, As can be seen, the teacher invites text-to-life interactions by interactions text-to-life invites teacher the seen, be can As at the same time, also caught for smuggling three bottles of alcohol. 4 AY °huh° MARY: 14. died (.) so he got to die by himself by die to got he so (.) died but then during the holiday when he was at Grandma’s he Grandma’s at was he when holiday the during then but have him put down anyway go to the doctor then right then doctor the to go anyway down put him have do you call it when we were on holiday we were going to going were we holiday on were we when it call you do that’s quite (.) old and then he had some disease so what so disease some had he then and old (.) quite that’s 13. Mats: but it it was so old it was- would have been five years five been have would was- it old so was it it but Mats: 13. Realism and intertextuality • 169 Life and Fiction and Life 170 [7] • Group 4B:2. Participants: Julia, Sara, Mia, Ida, Dan, and SUE (teacher). Book: Smuggelkatten [The Smuggled Cat] by Lasse Ekholm. (Tape 3: 0.50.23.) 1. Sara: yeah right he had- he had smuggled in- hair cat of full was it but Mia: 24. 2. Mia: ah no: SUE: 23. 3. SUE: yes he had- ((Laughing.)) head.)) her ((Shakes Mia: 22. 4. Sara: three bottles home came you when luggage 5. SUE: but which was worse then? smuggling a kitty or your in cat no was there case any in but understand I SUE: 21. smuggling alcohol? (.) what did they ((Giggles.)) leaked had they ‘cause home came we (.) the customs men there say? when soaked were they so there bunch a in crammed he 6. Mia: that uh it was worse to smuggle in a cat than to smuggle trunks bathing Alexander’s with did he what that’s yeah Mia: 20. in alcohol cushions swimming the made he then and Dan: 19. 7. SUE: (xx) that was done- almost everybody smuggled a little ((Giggles.)) yeah Mia: 18. alcohol towels bath the with in them put he (.) (x) Dan: 17. 8. Mia: yeah full suitcase whole a SUE: 16. 9. SUE: it really wasn’t any large quantity full suitcase whole a Mia: 15. → 10. Mia: my dad did it too under- I SUE: 14. 11. SUE: you don’t say too does dad my Dan: 13. → 12. Sara: ((Laughs.)) ((Laughs.)) Sara: 12. → 13. Dan: my dad does too say don’t you SUE: 11. 14. SUE: I under- too it did dad my Mia: 10. → 15. Mia: a whole suitcase full quantity large any wasn’t really it SUE: 9. 16. SUE: a whole suitcase full yeah Mia: 8. 17. Dan: (x) (.) he put them in with the bath towels alcohol 18. Mia: yeah ((Giggles.)) little a smuggled everybody almost done- was that (xx) SUE: 7. 19. Dan: and then he made the swimming cushions alcohol in 20. Mia: yeah that’s what he did with Alexander’s bathing trunks smuggle to than cat a in smuggle to worse was it uh that Mia: 6. he crammed in a bunch there so they were soaked when say? there men customs the (.) we came home ‘cause they had leaked ((Giggles.)) they did what (.) alcohol? smuggling 21. SUE: I understand but in any case there was no cat in your or kitty a smuggling then? worse was which but SUE: 5. luggage when you came home bottles three Sara: 4. 22. Mia: ((Shakes her head.)) ((Laughing.)) had- he yes SUE: 3. 23. SUE: no: ah Mia: 2. he had smuggled in- smuggled had he 24. Mia: but it was full of cat hair had- he right yeah Sara: 1. (Tape 3: 0.50.23.) 3: (Tape [The Smuggled Cat] by Lasse Ekholm. Lasse by Cat] Smuggled [The Smuggelkatten Book: Group 4B:2. Participants: Julia, Sara, Mia, Ida, Dan, and SUE (teacher). SUE and Dan, Ida, Mia, Sara, Julia, Participants: 4B:2. Group 170 • Life and Fiction [7] 171 intertextuality and Realism • As can be seen, two of the participants, Mia and Dan, spon- taneously and gleefully report on their fathers’ smuggling of 4. MARY: you thought that sounded fine? sounded that thought you MARY: 4. alcohol (turns 10–20), thus initiating text-to-life interactions. At .B: girls had to go out and work first a- a- a- and then they then and a- a- a- first work and out go to had girls Sweden, and most parents would probably not want their children 2. MARY: when you read about them Bo did you wonder? these wonder? you did Bo them about read you when MARY: 2. to reveal at school details of their past smuggling. It can be noted ((Bo and Dora are whispering to each other.)) each to whispering are Dora and ((Bo 1. that the students, not the teacher, initiated the topic of smuggling Mankell. (Tape 11: 0.21.28.) 11: (Tape Mankell. in the students’ personal life experiences. Potter and Wetherell ) by Henning by ) Fire the in Secrets ( hemlighet Eldens MARY (teacher). Book: Book: (teacher). MARY (1994) have discussed how hypothetical variation might clarify Group 6A:2. Participants: Lena, Gerd, Rut, Siv, Dora, Bo, Paul, Sten and Sten Paul, Bo, Dora, Siv, Rut, Gerd, Lena, Participants: 6A:2. Group discursive meaning. On a speculative note, the teacher in the pre- [8] sent example could have asked the students about the smuggling habits of their parents. Such questioning about private matters private worlds, here their ways of helping out at home. at out helping of ways their here worlds, private would however, have been seen as offensive and overly intrusive to students reacted with resistance to questions about about questions to resistance with reacted students own their the adults involved (the absent parents as well as the teacher). lives, their ways of helping out at home. It can be seen how the how seen be can It home. at out helping of ways their lives, In contrast to the students’ gleeful discussion of their parents’ teacher’s investigation of one aspect of the students’ own private own students’ the of aspect one of investigation teacher’s smuggling – an aspect of their parent’s private worlds – we can, in the final example (below), inspect how the students react to the to react students the how inspect (below), example final the the final example (below), inspect how the students react to the private worlds – we can, in can, we – worlds private parent’s their smuggling – an aspect of of aspect an – smuggling teacher’s investigation of one aspect of the students’ own private In contrast to the students’ gleeful discussion of their parents’ their of discussion gleeful students’ the to contrast In lives, their ways of helping out at home. It can be seen how the the adults involved (the absent parents as well as the teacher). the as well as parents absent (the involved adults the students reacted with resistance to questions about their own would however, have been seen as offensive and overly intrusive to intrusive overly and offensive as seen been have however, would private worlds, here their ways of helping out at home. habits of their parents. Such questioning about private matters private about questioning Such parents. their of habits sent example could have asked the students about the smuggling the about students the asked have could example sent [8] discursive meaning. On a speculative note, the teacher in the pre- the in teacher the note, speculative a On meaning. discursive Group 6A:2. Participants: Lena, Gerd, Rut, Siv, Dora, Bo, Paul, Sten and ( ) have discussed how hypothetical variation might clarify might variation hypothetical how discussed have ) 1994 MARY (teacher). Book: Eldens hemlighet (Secrets in the Fire) by Henning in the students’ personal life experiences. Potter and Wetherell and Potter experiences. life personal students’ the in Mankell. (Tape 11: 0.21.28.) that the students, not the teacher, initiated the topic of smuggling of topic the initiated teacher, the not students, the that 1. ((Bo and Dora are whispering to each other.)) to reveal at school details of their past smuggling. It can be noted be can It smuggling. past their of details school at reveal to 2. MARY: when you read about them Bo did you wonder? these Sweden, and most parents would probably not want their children their want not probably would parents most and Sweden, girls had to go out and work first a- a- a- and then they restrictions on how much tax-free alcohol one could bring into bring could one alcohol tax-free much how on restrictions could go (1) and (3) go to school the time of the data collection, there were still rather severe rather still were there collection, data the of time the 3. Bo: ), thus initiating text-to-life interactions. At interactions. text-to-life initiating thus ), – alcohol (turns (turns alcohol 20 10 4. MARY: you thought that sounded fine? taneously and gleefully report on their fathers’ smuggling of smuggling fathers’ their on report gleefully and taneously As can be seen, two of the participants, Mia and Dan, spon- Dan, and Mia participants, the of two seen, be can As Realism and intertextuality • 171 Life and Fiction and Life 172 5. Bo: 6. MARY: but you thought that was fine? 7. Bo: yes day? every out help you do MARY: 30. → 8. MARY: if you were put in that situation (.) that you um Bo: 29. 9. Bo: uh huh um Dora: 28. 10. MARY: had to work first and go to school later this on working 11. Bo: uh huh we’re while up.)) himself straightens and scribbling stops 12. MARY: would that be a good arrangement for you? ((Bo stuff other do wouldn’t you if is thing nice real one 13. Bo: but school was in the afternoons but before things of kinds these done haven’t probably 14. MARY: yes you Dora- and up.)) looks ((Dora Bo to say to like I’d MARY: 27. 15. Bo: º 16. MARY: so you wouldn’t have anything against working first day? every out help you do MARY: 25. starting at six a.m. and then going to school at two in the scribbling.)) and whispering are Dora and ((Bo 24. afternoon (.) I see different bu- things of sorts all Siv: 23. 17. Bo: but they still got up that early even if they didn’t go to Siv? home at do you do what MARY: 22. → school hands.)) their raise Sten and Bo but students ((All 21. 18. MARY: what does Gerd have to say, you’re smiling a bit when Bo house? the talks like that hehe around help you of many how (2) home? at out help and 19. Gerd: well right I mean we’ve got it real good if you like think work to need don’t we that and school to go to get we about it that (.) granted for things take just we do (1) this? about → 20. MARY: °u:h huh° (2) what do you think Lena? do you ever think think ever you do Lena? think you do what (2) huh° °u:h MARY: 20. → about this? (1) do we just take things for granted (.) that it about we get to go to school and that we don’t need to work think like you if good real it got we’ve mean I right well Gerd: 19. and help out at home? (2) how many of you help around hehe that like talks the house? Bo when bit a smiling you’re say, to have Gerd does what MARY: 18. 21. ((All students but Bo and Sten raise their hands.)) school → 22. MARY: what do you do at home Siv? to go didn’t they if even early that up got still they but Bo: 17. 23. Siv: all sorts of things bu- different see I (.) afternoon 24. ((Bo and Dora are whispering and scribbling.)) the in two at school to going then and a.m. six at starting 25. MARY: do you help out every day? first working against anything have wouldn’t you so MARY: 16. 26. Siv: yeah hehe I guess I do okeyº be would (.)it º 27. MARY: I’d like to say to Bo ((Dora looks up.)) and Dora- you yes MARY: 14. probably haven’t done these kinds of things before but afternoons the in was school but Bo: 13. one real nice thing is if you wouldn’t do other stuff ((Bo you? for arrangement good a be that would MARY: 12. stops scribbling and straightens himself up.)) while we’re huh uh Bo: 11. working on this later school to go and first work to had MARY: 10. 28. Dora: um huh uh Bo: 9. 29. Bo: um you that (.) situation that in put were you if MARY: 8. → 30. MARY: do you help out every day? yes Bo: 7. 6. MARY: but you thought that was fine? was that thought you but MARY: 6. 172 • Life and Fiction 173 intertextuality and Realism • 31. Siv: (xx) hehe 32. MARY: really how much time does it take what you help out with what Cochran-Smith ( Cochran-Smith what ) called text-to-life interactions. text-to-life called ) / 1994 1984 at home? 33. Siv: it depends sometimes it takes more time taking the perspective of other persons, apparently trying to elicit to trying apparently persons, other of perspective the taking 34. MARY: and what is more time? compare their lives with that of refugee girls in Mozambique, in girls refugee of that with lives their compare 35. Siv: ((Laughs.)) not so long on the students’ own lives, encouraging the participants to participants the encouraging lives, own students’ the on 36. MARY: an hour (.) two hours In this episode, the teacher apparently tries to set a new perspective new a set to tries apparently teacher the episode, this In 37. Siv: one at least (it takes) tee 38. MARY: it takes at least one hour (.) every day 57. MARY: no (.) maybe so maybe (.) no MARY: 57. 39. Rut: (xx?) ((Giggles.)) 6 o no Bo: 56. 40. Siv: no: hehe I don’t (.) know it depends → 55. MARY: just like these girls helped out helped girls these like just MARY: 55. 41. MARY: Dora helps around the house too (.) do you help out 4 i? ((Giggles.)) Siv?: 54. every day? right 42. Dora: no at weekends 53. MARY: yes- fr- from six in the morning till two is eight hours eight is two till morning the in six from fr- yes- MARY: 53. 43. MARY: how 52. Siv?: eight hours? eight Siv?: 52. 44. Dora: weekends 51. ((Several students laugh.)) students ((Several 51. 45. MARY: yes 50. Bo: uhm ((Shakes his head slightly.)) head his ((Shakes uhm Bo: 50. 46. Dora: laundry → hours a day a hours 47. MARY: you do the laundry (.) yes well- that sounds good (.) Bo 49. MARY: not so much but you could imagine helping out eight out helping imagine could you but much so not MARY: 49. how do (.) you help out at home? 48. Bo: °uh° not so much so not °uh° Bo: 48. 48. Bo: °uh° not so much how do (.) you help out at home? at out help you (.) do how 49. MARY: not so much but you could imagine helping out eight 47. MARY: you do the laundry (.) yes well- that sounds good (.) Bo (.) good sounds that well- yes (.) laundry the do you MARY: 47. hours a day → 6 oa laundry Dora: 46. 50. Bo: uhm ((Shakes his head slightly.)) 5 AY yes MARY: 45. 51. ((Several students laugh.)) 4 oa weekends Dora: 44. 52. Siv?: eight hours? 3 AY how MARY: 43. 53. MARY: yes- fr- from six in the morning till two is eight hours 42. Dora: no at weekends at no Dora: 42. right every day? every 54. Siv?: ((Giggles.)) 41. MARY: Dora helps around the house too (.) do you help out help you do (.) too house the around helps Dora MARY: 41. 55. MARY: just like these girls helped out → 40. Siv: no: hehe I don’t (.) know it depends it know (.) don’t I hehe no: Siv: 40. 56. Bo: no 39. Rut: (xx?) ((Giggles.)) (xx?) Rut: 39. 57. MARY: no (.) maybe so 38. MARY: it takes at least one hour (.) every day every (.) hour one least at takes it MARY: 38. 37. Siv: one at least (it takes) tee takes) (it least at one Siv: 37. In this episode, the teacher apparently tries to set a new perspective 36. MARY: an hour (.) two hours two (.) hour an MARY: 36. on the students’ own lives, encouraging the participants to 35. Siv: ((Laughs.)) not so long so not ((Laughs.)) Siv: 35. compare their lives with that of refugee girls in Mozambique, 34. MARY: and what is more time? more is what and MARY: 34. taking the perspective of other persons, apparently trying to elicit 33. Siv: it depends sometimes it takes more time more takes it sometimes depends it Siv: 33. at home? at what Cochran-Smith (1984/1994) called text-to-life interactions. 32. MARY: really how much time does it take what you help out with out help you what take it does time much how really MARY: 32. 31. Siv: (xx) hehe (xx) Siv: 31. Realism and intertextuality • 173 Life and Fiction and Life 174 She explicitly calls on Bo (turns 8–12), Lena (turn 20), Siv (turn 22), • Dora (turn 41), and ultimately Bo for a second time (turn 47). Yet, could that issues other and romances, classroom about discussions as can be seen, all four students display different types of resistance initiated happily students the however, occasions, other On to the teacher’s detailed questions about their helping out at home. others. the from example Bo evades the question by answering in a literal manner (turn 13), final this distinguish thus factors Several examples. other the and Lena does not respond at all (turn 20–21). Siv and Dora in seen have we than didactic more is she doing, so in and, text) the provide minimal and noncommittal responses (turns 23 and 42), (through minds their influence to trying primarily here is teacher avoiding the underlying core question of whether they would like the Apparently, worlds. lived their about advice students the to work before school. offering for departure of point a as text literary a employ to seen It is not possible to conclusively determine why the students be can She such. as text the about point or point literary a not and react with resistance, but most likely, their resistance has to do point, life-world a world, real the in point moral a make to order with their notions of what is private or public. From the teacher’s in experiences private children’s the about information gather perspective, the text apparently offers a handy occasion to discuss to seems teacher the importantly, more perhaps and Moreover, the privileged position of Western children, who, at large, do not life. and text between interface the of exploration an into have to work. Yet, from the students’ perspectives, information develop indeed will initiative text-to-life a whether decide cannot about helping out at home can probably be seen as a type of highly alone teacher the how seen, be can it Again, pets. teacher’s or private and extremely sensitive information. Peers may laugh at a helpers mother’s of judgments their in harsh quite be may children student who helps out too much at home, and Swedish school-age school-age Swedish and home, at much too out helps who student children may be quite harsh in their judgments of mother’s helpers a at laugh may Peers information. sensitive extremely and private or teacher’s pets. Again, it can be seen, how the teacher alone highly of type a as seen be probably can home at out helping about cannot decide whether a text-to-life initiative will indeed develop information perspectives, students’ the from Yet, work. to have into an exploration of the interface between text and life. not do large, at who, children, Western of position privileged the Moreover, and perhaps more importantly, the teacher seems to discuss to occasion handy a offers apparently text the perspective, gather information about the children’s private experiences in teacher’s the From public. or private is what of notions their with order to make a moral point in the real world, a life-world point, do to has resistance their likely, most but resistance, with react and not a literary point or point about the text as such. She can be students the why determine conclusively to possible not is It seen to employ a literary text as a point of departure for offering school. before work to the students advice about their lived worlds. Apparently, the like would they whether of question core underlying the avoiding provide minimal and noncommittal responses (turns (turns responses noncommittal and minimal provide ), and 42 teacher is here primarily trying to influence their minds (through 23 ). Siv and Dora and Siv ). – and Lena does not respond at all (turn (turn all at respond not does Lena and 21 the text) and, in so doing, she is more didactic than we have seen in 20 ), Bo evades the question by answering in a literal manner (turn (turn manner literal a in answering by question the evades Bo the other examples. Several factors thus distinguish this final 13 example from the others. home. at out helping their about questions detailed teacher’s the to On other occasions, however, the students happily initiated resistance of types different display students four all seen, be can as ). Yet, ). (turn time second a for Bo ultimately and ), Dora (turn (turn Dora 47 discussions about classroom romances, and other issues that could 41 ), (turn Siv ), (turn Lena ), – She explicitly calls on Bo (turns (turns Bo on calls explicitly She 22 20 12 174 • Life and Fiction 8 175 intertextuality and Realism • obviously be seen as quite private. Also, other booktalk engaging. Yet, teachers’ initiations of text-to-life issues, at times, at issues, text-to-life of initiations teachers’ Yet, engaging. discussions concerned personal sensuous memories of, for instan- rently created an involvement with the text as such, making it making such, as text the with involvement an created rently ce, sleeping with a warm kitten under the blanket. What was sen- phenomena. In many cases, “lifelike” qualities in the text appa- text the in qualities “lifelike” cases, many In phenomena. sitive and not sensitive was an interactional affair, part of the instance, moral issues (e.g. loyalty) and a series of other life-world other of series a and loyalty) (e.g. issues moral instance, booktalk collaboration. Booktalk discussions covered broad areas, including, for including, areas, broad covered discussions Booktalk affairs. Discussion called shareable imaginative worlds were thus truly dialogical truly thus were worlds imaginative shareable called tial affair, part of the dialogue as such. What Morrisson ( Morrisson What such. as dialogue the of part affair, tial ) 1992 Both teachers and students displayed an implicit and, at times, develop into an exploration of intertextuality was often a sequen- a often was intertextuality of exploration an into develop explicit preference for realistic literature, that is, non-fantasy texts interface between text and life. Whether booktalk did, in fact, in did, booktalk Whether life. and text between interface or texts that did not appear to be unreal. Texts were thus assessed teacher’s part did not always develop into an exploration of the of exploration an into develop always not did part teacher’s in relation to different standards for what was seen as “real”: e.g. it was found that, for instance, text-to-life initiatives, on the on initiatives, text-to-life instance, for that, found was it lifelike, literal, or personal lived experience. In all these cases, “real ). Yet, when trying to apply these notions to the present data, present the to notions these apply to trying when Yet, ). 1994 life” or the extra-textual world was seen by students (and, at times, to-life references in the terminology of Cochran-Smith ( Cochran-Smith of terminology the in references to-life / 1984 teachers) as an explicit or implicit norm for an engaging text. , that is, text- is, that , life book in order to better understand their own own their understand better to order in book In the present booktalk practices, the teachers recurrently tried references), or to show the students how to relate a message in a in message a relate to how students the show to or references), to bridge the gap between life and texts by invoking the students’ (life-to-text text lived experiences in order both to understand the the understand to both order in experiences lived lived experiences in order both to understand the text (life-to-text to bridge the gap between life and texts by invoking the students’ the invoking by texts and life between gap the bridge to references), or to show the students how to relate a message in a In the present booktalk practices, the teachers recurrently tried recurrently teachers the practices, booktalk present the In book in order to better understand their own life, that is, text- teachers) as an explicit or implicit norm for an engaging text. engaging an for norm implicit or explicit an as teachers) to-life references in the terminology of Cochran-Smith (1984/ life” or the extra-textual world was seen by students (and, at times, at (and, students by seen was world extra-textual the or life” 1994). Yet, when trying to apply these notions to the present data, lifelike, literal, or personal lived experience. In all these cases, “real cases, these all In experience. lived personal or literal, lifelike, it was found that, for instance, text-to-life initiatives, on the in relation to different standards for what was seen as “real”: e.g. “real”: as seen was what for standards different to relation in teacher’s part did not always develop into an exploration of the or texts that did not appear to be unreal. Texts were thus assessed thus were Texts unreal. be to appear not did that texts or interface between text and life. Whether booktalk did, in fact, explicit preference for realistic literature, that is, non-fantasy texts non-fantasy is, that literature, realistic for preference explicit develop into an exploration of intertextuality was often a sequen- Both teachers and students displayed an implicit and, at times, at and, implicit an displayed students and teachers Both tial affair, part of the dialogue as such. What Morrisson (1992) called shareable imaginative worlds were thus truly dialogical Discussion affairs. Booktalk discussions covered broad areas, including, for booktalk collaboration. booktalk instance, moral issues (e.g. loyalty) and a series of other life-world sitive and not sensitive was an interactional affair, part of the of part affair, interactional an was sensitive not and sitive phenomena. In many cases, “lifelike” qualities in the text appa- ce, sleeping with a warm kitten under the blanket. What was sen- was What blanket. the under kitten warm a with sleeping ce, rently created an involvement with the text as such, making it discussions concerned personal sensuous memories of, for instan- for of, memories sensuous personal concerned discussions engaging. Yet, teachers’ initiations of text-to-life issues, at times, obviously be seen as quite private. Also, other booktalk other Also, private. quite as seen be obviously Realism and intertextuality • 175 Life and Fiction and Life 176 involved pedagogical risks or problems of balancing text and life, • in that life issues became more absorbing than text issues. Cham- the In intrusive. overly becoming risk therefore experiences sonal bers (1993/1999, p. 112) comments on the necessity of bringing per- about Discussions adult. an to unproblematic quite seem may What is sensitive or privileged information for a a for information privileged or sensitive is What -year-old or - 12 students back to the text. In the present data, world-to-text 10 references, at times, could be seen to “take over” text discussions themselves. students the for information non-sensitive vs. sensitive as it were, obscuring feelings, attitudes or other abstract issues that constituted what understand always not did they Yet, affairs. the teacher tried to discuss, in that students sometimes answered in private and public between boundaries the transgressed times, quite a concrete manner, producing literal rather than literary at teacher, the classroom, the into experiences life-world private, responses to fiction. even and personal, students’ the bringing By other. the on privacy, The teacher, at times, explored the students’ personal life-expe- students’ respecting distance, social appropriate an maintaining riences. Another risk taking or balancing problem concerned the and hand, one the on interactions, text-to-life exploiting ween boundaries between classroom discourse and private life. Cham- bet- problem balancing delicate a is there Apparently, sensitive. bers has discussed how it is important that both students and fact, in were, issues private other Yet, romances. classroom about teachers agree that everything is honorably reportable: “And talk e.g. matters, private quite raised spontaneously they that in readers must feel secure and significant when telling the story of secure quite felt apparently students the groups, present the In honourably reportable.” (Chambers, (Chambers, reportable.” honourably ) p. , / 47 1999 their reading. They must know that nothing they say will be 1993 misused or turned against them, that they will be listened to and is tell to want they everything that know must They well. as group respected – and not just by the teacher, but by everyone else in the the in else everyone by but teacher, the by just not and – respected group as well. They must know that everything they want to tell is and to listened be will they that them, against turned or misused honourably reportable.” (Chambers, 1993/1999, p. 47) be will say they nothing that know must They reading. their In the present groups, the students apparently felt quite secure of story the telling when significant and secure feel must readers in that they spontaneously raised quite private matters, e.g. talk “And reportable: honorably is everything that agree teachers about classroom romances. Yet, other private issues were, in fact, and students both that important is it how discussed has bers sensitive. Apparently, there is a delicate balancing problem bet- Cham- life. private and discourse classroom between boundaries ween exploiting text-to-life interactions, on the one hand, and the concerned problem balancing or taking risk Another riences. maintaining an appropriate social distance, respecting students’ life-expe- personal students’ the explored times, at teacher, The privacy, on the other. By bringing the students’ personal, and even fiction. to responses private, life-world experiences into the classroom, the teacher, at literary than rather literal producing manner, concrete a quite times, transgressed the boundaries between public and private in answered sometimes students that in discuss, to tried teacher the affairs. Yet, they did not always understand what constituted that issues abstract other or attitudes feelings, obscuring were, it as sensitive vs. non-sensitive information for the students themselves. discussions text over” “take to seen be could times, at references, . In the present data, world-to-text data, present the In . What is sensitive or privileged information for a 10- or 12-year-old text the to back students bringing of necessity the on comments ) p. , / bers ( bers 112 1999 may seem quite unproblematic to an adult. Discussions about per- 1993 sonal experiences therefore risk becoming overly intrusive. In the Cham- issues. text than absorbing more became issues life that in 176 • Life and Fiction life, and text balancing of problems or risks pedagogical involved 177 intertextuality and Realism • present data, this could be inferred from the students’ resistance to specific areas of investigation, such as the questions about house- hold chores. When the literary text is seen to be employed didacti- Utterance interrupted or ebbed away. ebbed or interrupted Utterance – cally as a way of enlightening students, or as a type of “character Immediate “latching” of successive talk. successive of “latching” Immediate = < > Slower talk. Slower > < training” (cf. Billig et al., 1988), students may react against the > < Speeded-up talk. Speeded-up < > moral messages involved. Literature discussions have often invol- Prolongation of preceding vowel. preceding of Prolongation : ved “moral ideology” (Eagleton, T., 1996; Love, 2001). In ((text)) Transcriber’s comments. Transcriber’s ((text)) . Micropause. (.) booktalk sessions, moral issues may create high involvement. Yet, ) Measure pauses in seconds. in pauses Measure ) ( 4 students may also react negatively to moral didactic dimensions. ° ° Quieter speech. Quieter ° ° Shavit (1986) has criticized children’s literature for being overly CAPITALS Mark speech that is obviously louder than surrounding speech. surrounding than louder obviously is that speech Mark CAPITALS Bold Pronunciation differs from surrounding speech, e.g. irony, theatrical. irony, e.g. speech, surrounding from differs Pronunciation didactic. The present booktalk discussions can be seen as a type of locates emphasis. locates reader-response phenomena, informing us that young readers Signals emphasis; the extent of underlining within individual words individual within underlining of extent the emphasis; Signals Underlining themselves, at times, perhaps share such a criticism. Life and text Square brackets mark the start and end of overlapping speech. overlapping of end and start the mark brackets Square ] [ psychology (Edwards, (Edwards, psychology ). 1997 are interwoven in subtle and intricate ways. When discussing . Transcription symbols are mainly based on conversation analysis and discursive and analysis conversation on based mainly are symbols Transcription . 2 fictive worlds, it is not possible to talk without simultaneously , p. p. , Prichard, & (Carpenter element” unreal ). 181 1984 talking about lived realities. . Drawing on the definition of fantasy as “involving the supernatural or some other some or supernatural the “involving as fantasy of definition the on Drawing . 1 Notes Notes 1. Drawing on the definition of fantasy as “involving the supernatural or some other talking about lived realities. lived about talking unreal element” (Carpenter & Prichard, 1984, p. 181). fictive worlds, it is not possible to talk without simultaneously without talk to possible not is it worlds, fictive 2. Transcription symbols are mainly based on conversation analysis and discursive are interwoven in subtle and intricate ways. When discussing When ways. intricate and subtle in interwoven are psychology (Edwards, 1997). [ ] Square brackets mark the start and end of overlapping speech. themselves, at times, perhaps share such a criticism. Life and text and Life criticism. a such share perhaps times, at themselves, Underlining Signals emphasis; the extent of underlining within individual words reader-response phenomena, informing us that young readers young that us informing phenomena, reader-response locates emphasis. didactic. The present booktalk discussions can be seen as a type of type a as seen be can discussions booktalk present The didactic. Bold Pronunciation differs from surrounding speech, e.g. irony, theatrical. CAPITALS Mark speech that is obviously louder than surrounding speech. ) has criticized children’s literature for being overly being for literature children’s criticized has ) Shavit ( Shavit 1986 ° ° Quieter speech. students may also react negatively to moral didactic dimensions. didactic moral to negatively react also may students (4) Measure pauses in seconds. booktalk sessions, moral issues may create high involvement. Yet, involvement. high create may issues moral sessions, booktalk (.) Micropause. ((text)) Transcriber’s comments. ved “moral ideology” (Eagleton, T., T., (Eagleton, ideology” “moral ved ). In ). Love, ; 2001 1996 : Prolongation of preceding vowel. moral messages involved. Literature discussions have often invol- often have discussions Literature involved. messages moral > < Speeded-up talk. ), students may react against the against react may students ), training” (cf. Billig et al., al., et Billig (cf. training” 1988 < > Slower talk. = Immediate “latching” of successive talk. cally as a way of enlightening students, or as a type of “character of type a as or students, enlightening of way a as cally – Utterance interrupted or ebbed away. hold chores. When the literary text is seen to be employed didacti- employed be to seen is text literary the When chores. hold specific areas of investigation, such as the questions about house- about questions the as such investigation, of areas specific present data, this could be inferred from the students’ resistance to resistance students’ the from inferred be could this data, present Realism and intertextuality • 177 Life and Fiction and Life 178 (. . .) Talk has been omitted from a data example. • (text) Uncertain interpretation. (x) (xx) Inaudible word or words. hehe Laughter. Press. Minnesota of University MA: Cambridge, nd ed.). nd ( introduction An theory: Literary ). Eagleton, T. ( T. Eagleton, 2 3. Due to technical mistakes the recordings lack sound in three cases (5A:1, 5B:2 and 1996 . Sydney, Australia: Allen & Unwin. & Allen Australia: Sydney, . 6A:1). In all, 21 book sessions were transcribed. gender and children 4. We may perhaps need to modify our discussion about a realistic bias after the Frogs and snails and feminist tales: Preschool tales: feminist and snails and Frogs b). ( B. Davies, global success of J.K. Rowling’s (1997; 1998; 1999; 2000) Harry Potter series. Yet, it can 1989 be pointed out that just as in the case of the female romance readers Radway discusses, Ablex. NJ: wood, Cochran-Smith, M. ( M. Cochran-Smith, . Nor- . reader a of making The ). / 1994 the boarding school setting of the Harry Potter books are, on the whole, quite realistic. 1984 There are a few magical objects, but, at large, the fantasy elements are mainly located Press. Thimble England: Stroud, in the plot. (See also Tucker, 1999.) . talk and reading Children, me: Tell ). / Chambers, A. ( A. Chambers, 1999 1993 . Stroud, England: Thimble Press. Thimble England: Stroud, . children and literature Booktalk: Occasional writing on writing Occasional Booktalk: ). / ( A. Chambers, 2000 References 1985 ed.). London: Macmillan. London: ed.). th ( wonderland in adventures Alice’s ). / Carroll, L. ( L. Carroll, 4 1997 Allen, G. (2000). Intertextuality. London: Routledge. 1866 Billig, M., Condor, S., Edwards, D., Gane, M., Middleton, D., & Press. University . Oxford, England: Oxford England: Oxford, . Radley, A. (1988). Ideological dilemmas: A social psychology literature children’s to panion Carpenter, H., & Prichard, M. (Eds.). ( (Eds.). M. Prichard, & H., Carpenter, The Oxford com- Oxford The ). of everyday thinking. London: SAGE. 1984 Burkett, M. (1972/1985). The year of the badger. Hough-on-the- Bergh. Stockholm: Trans.). Ingemark, (I. M. (I. grävlingen vän min — Nikki ). / Burkett, M. ( M. Burkett, 1989 Hill, England: Barny Books. 1988 Burkett, M. (1988/1989). Nikki — min vän grävlingen (I. M. Books. Barny England: Hill, Burkett, M. ( M. Burkett, . Hough-on-the- . badger the of year The ). / 1985 Ingemark, Trans.). Stockholm: Bergh. 1972 . London: SAGE. London: . Carpenter, H., & Prichard, M. (Eds.). (1984). The Oxford com- thinking everyday of Ideological dilemmas: A social psychology social A dilemmas: Ideological ). Radley, A. ( A. Radley, panion to children’s literature. Oxford, England: Oxford 1988 University Press. & D., Middleton, M., Gane, D., Edwards, S., Condor, M., Billig, . London: Routledge. London: . Intertextuality ). ( G. Allen, Carroll, L. (1866/1997). Alice’s adventures in wonderland (4th 2000 ed.). London: Macmillan. Chambers, A. (1985/2000). Booktalk: Occasional writing on References literature and children. Stroud, England: Thimble Press. Chambers, A. (1993/1999). Tell me: Children, reading and talk. ) , r ucke T also (See plot. the in 9. 199 Stroud, England: Thimble Press. located mainly are elements fantasy the large, at but, objects, magical few a are There Cochran-Smith, M. (1984/1994). The making of a reader. Nor- realistic. quite whole, the on are, books Potter Harry the of setting school boarding the wood, NJ: Ablex. discusses, Radway readers romance female the of case the in as just that out pointed be global success of J.K. Rowling’s ( Rowling’s J.K. of success global ) Harry Potter series. Yet, it can it Yet, series. Potter Harry ) ; ; ; 2000 1999 1998 Davies, B. (1989b). Frogs and snails and feminist tales: Preschool 1997 4. We may perhaps need to modify our discussion about a realistic bias after the after bias realistic a about discussion our modify to need perhaps may We 4. book sessions were transcribed. were sessions book all, In ). 21 children and gender. Sydney, Australia: Allen & Unwin. 6A:1 and 3. Due to technical mistakes the recordings lack sound in three cases ( cases three in sound lack recordings the mistakes technical to Due 3. Eagleton, T. (1996). Literary theory: An introduction (2nd ed.). 5B:2 5A:1, Cambridge, MA: University of Minnesota Press. Laughter. hehe (x) (xx) Inaudible word or words. or word Inaudible (xx) (x) (text) Uncertain interpretation. Uncertain (text) 178 • Life and Fiction example. data a from omitted been has Talk .) . (. 179 intertextuality and Realism • Edwards, D. (1997). Discourse and cognition. London: SAGE. Ekholm, L. (1990). Smuggelkatten. Stockholm: Opal. Fish, S. (1980/1998). Is there a text in this class? The authority of University of North Carolina Press. Carolina North of University interpretive communities. Cambridge, MA: Harvard : . Chapel Hill, Hill, Chapel . literature popular and patriarchy, NC University Press. Reading the romance: Women, romance: the Reading ). / ( A. J. Radway, 1991 1984 Heath, S. B. (1983/1991). Ways with words: Language, life, and England: Scolar Press. Scolar England: work in communities and classrooms. Cambridge, NY: . Aldershot, . narratology of dictionary A ). Prince, G. ( G. Prince, 1987 Cambridge University Press. (pp. (pp. psychology in methods . London: ). – SAGE 92 80 Kristeva, J. (1967). Bakhtine, le mot, le dialogue et le roman. Rethinking Smith, R. Harré & L. V. Langenhove (Eds.), (Eds.), Langenhove V. L. & Harré R. Smith, Critique, 23, 438–465. ). Discourse analysis. In J. A. J. In analysis. Discourse ). Potter, J., & Wetherell, M. ( M. Wetherell, & J., Potter, 1995 Kristeva, J., & Moi, T. (1986). The Kristeva reader. Oxford, ). London: Routledge. London: ). – (pp. 66 47 England: Basil Blackwell. Analyzing qualitative data qualitative Analyzing Bryman & R. G. Burgess (Eds.), (Eds.), Burgess G. R. & Bryman Lemke, J. L. (1992). Intertextuality and educational research. ). Analyzing discourse. In A. In discourse. Analyzing ). Potter, J., & Wetherell, M. ( M. Wetherell, & J., Potter, 1994 Linguistics and Education, 4, 257–267. Press. Lindblad-Nelson, B. (1995). Kampen om Visby (1st ed.). Gusum, . Cambridge, Cambridge, . imagination literary : Harvard University Harvard : MA Sweden: Hegas. Playing in the dark: Whiteness and the and Whiteness dark: the in Playing ). Morrison, T. ( T. Morrison, 1992 Love, K. (2001). The construction of moral subjectivities in talk Allen & Unwin. & Allen around text in secondary english. Linguistics and Education, Mankell, H. ( H. Mankell, . Crows Nest, Australia: Nest, Crows . fire the in Secrets ). 2000 11 (3), 213–249. . – ), ( 249 213 3 11 Mankell, H. (2000). Secrets in the fire. Crows Nest, Australia: Linguistics and Education, and Linguistics around text in secondary english. english. secondary in text around Allen & Unwin. ). The construction of moral subjectivities in talk in subjectivities moral of construction The ). Love, K. ( K. Love, 2001 Morrison, T. (1992). Playing in the dark: Whiteness and the Sweden: Hegas. Sweden: literary imagination. Cambridge, MA: Harvard University ( Visby om Kampen ). st ed.). Gusum, ed.). st Lindblad-Nelson, B. ( B. Lindblad-Nelson, 1995 1 Press. Linguistics and Education, Education, and Linguistics – , . 267 257 4 Potter, J., & Wetherell, M. (1994). Analyzing discourse. In A. ). Intertextuality and educational research. educational and Intertextuality ). Lemke, J. L. ( L. J. Lemke, 1992 Bryman & R. G. Burgess (Eds.), Analyzing qualitative data England: Basil Blackwell. Basil England: (pp. 47–66). London: Routledge. Kristeva, J., & Moi, T. ( T. Moi, & J., Kristeva, . Oxford, . reader Kristeva The ). 1986 Potter, J., & Wetherell, M. (1995). Discourse analysis. In J. A. . – , Critique, Critique, 465 438 23 Smith, R. Harré & L. V. Langenhove (Eds.), Rethinking ). Bakhtine, le mot, le dialogue et le roman. le et dialogue le mot, le Bakhtine, ). ( J. Kristeva, 1967 methods in psychology (pp. 80–92). London: SAGE. Cambridge University Press. University Cambridge Prince, G. (1987). A dictionary of narratology. Aldershot, : work in communities and classrooms and communities in work . Cambridge, Cambridge, . NY England: Scolar Press. Heath, S. B. ( B. S. Heath, Ways with words: Language, life, and life, Language, words: with Ways ). / 1991 1983 Radway, J. A. (1984/1991). Reading the romance: Women, University Press. University patriarchy, and popular literature. Chapel Hill, NC: : Harvard : interpretive communities interpretive . Cambridge, Cambridge, . MA University of North Carolina Press. Is there a text in this class? The authority of authority The class? this in text a there Is ). / Fish, S. ( S. Fish, 1998 1980 Ekholm, L. ( L. Ekholm, Smuggelkatten ). . Stockholm: Opal. Stockholm: . 1990 Edwards, D. ( D. Edwards, . cognition and Discourse ). . London: London: . SAGE 1997 Realism and intertextuality • 179 Life and Fiction and Life 180 Rose, J. (1993). The Case of Peter Pan or The Impossibility of • Children’s Fiction (3rd ed.). Philadelphia: University of Pennsylvania. Rowling, J. K. (1997). Harry Potter and the philosopher’s stone. London: Bloomsbury. Rowling, J. K. (1998). Harry Potter and the chamber of secrets. Zak, M. ( M. Zak, Bromma, Sweden: Opal. Sweden: Bromma, lös! är Boan Hjälp! ). / 1989 London: Bloomsbury. 1987 . – ), ( Gender and Education, Education, and Gender storylines. dered 440 427 4 Rowling, J. K. (1999). Harry Potter and the prisoner of Azkaban. 11 London: Bloomsbury. gen- and knowledge intertextual children’s school mentary ). ‘How does it get into my imagination?’: Ele- imagination?’: my into get it does ‘How ). Yeoman, E. ( E. Yeoman, Rowling, J. K. (2000). Harry Potter and the goblet of fire. 1999 London: Blomsbury. Press. . Cambridge, MA: Harvard University Harvard MA: Cambridge, . Shavit, Z. (1986). Poetics of children’s literature. Athens, GA: reading of worlds ren’s Wolf, S. A., & Heath, S. B. ( B. S. Heath, & A., S. Wolf, The braid of literature: Child- literature: of braid The ). University of Georgia Press. 1992 . – ), ( Literature in Education, Education, in Literature 234 221 4 Short, K. G. (1992). Researching intertextuality within 30 Children’s Potter. Harry of rise and rise The ). Tucker, N. ( N. Tucker, collaborative classroom learning environments. Linguistics 1999 (C. Mitchell, Trans.). Stockholm: Ordfront. Stockholm: Trans.). Mitchell, (C. Isnatt ). ( S. Sørlle, and Education, 4, 313–333. 1989 Sipe, L. R. (2000). “Those two gingerbred boys could be bro- Bergh. & Bergh Switzerland: geri, . Unterä- . Manni och Nonni ). Svensson, J., & Telemann, G. ( G. Telemann, & J., Svensson, thers”: How children use intertextual connections during 1989 . – ), ( 90 73 storybook readalouds. Children’s Literature in Education, 31 2 Children’s Literature in Education, Education, in Literature Children’s readalouds. storybook (2), 73–90. 31 Svensson, J., & Telemann, G. (1989). Nonni och Manni. Unterä- during connections intertextual use children How thers”: Sipe, L. R. ( R. L. Sipe, ). “Those two gingerbred boys could be bro- be could boys gingerbred two “Those ). geri, Switzerland: Bergh & Bergh. 2000 . – , and Education, Education, and 333 313 Sørlle, S. (1989). Isnatt (C. Mitchell, Trans.). Stockholm: Ordfront. 4 Linguistics Tucker, N. (1999). The rise and rise of Harry Potter. Children’s environments. learning classroom collaborative ). Researching intertextuality within intertextuality Researching ). ( G. K. Short, Literature in Education, 30 (4), 221–234. 1992 Wolf, S. A., & Heath, S. B. (1992). The braid of literature: Child- Press. Georgia of University : Athens, . literature children’s of Poetics ). Shavit, Z. ( Z. Shavit, GA ren’s worlds of reading. Cambridge, MA: Harvard University 1986 Press. Blomsbury. London: . fire of goblet the and Potter Harry ). Rowling, J. K. ( K. J. Rowling, Yeoman, E. (1999). ‘How does it get into my imagination?’: Ele- 2000 mentary school children’s intertextual knowledge and gen- Bloomsbury. London: . Azkaban of prisoner the and Potter Harry ). ( K. J. Rowling, dered storylines. Gender and Education, 11 (4), 427–440. 1999 Zak, M. (1987/1989). Hjälp! Boan är lös! Bromma, Sweden: Opal. Bloomsbury. London: Rowling, J. K. ( K. J. Rowling, . secrets of chamber the and Potter Harry ). 1998 London: Bloomsbury. London: . stone philosopher’s the and Potter Harry ). Rowling, J. K. ( K. J. Rowling, 1997 Pennsylvania. ( Fiction Children’s rd ed.). Philadelphia: University of University Philadelphia: ed.). rd 3 Rose, J. ( J. Rose, The Case of Peter Pan or The Impossibility of Impossibility The or Pan Peter of Case The ). 180 • Life and Fiction 1993 181 intertextuality and Realism • Appendix. Swedish originals [1] 6. Pia: om (han) är bra på att simma skulle han nog inte dö inte nog han skulle simma att på bra är (han) om Pia: 6. Group 4A:3. Participants: Inga, Mats, Bert, Tony, and MARY (teacher). 5. Boy: man kan ju (xx) ju kan man Boy: 5. Book: Hjälp! Boan är lös by Monica Zak. (Tape 2: 0.23.56.) 4. Pia: (1) neä (1) Pia: 4. 1.→ MARY: den här boken ((Det försvunna vraket)) nu som du talar [drun]kan .Nils: 3. om eh tycker du att den är verklig eller märker man att .Uf:mnsul [dö] skulle man Ulf?: 2. det är fantasi? säga om det nu inte var så att så var inte nu det om säga 2. Mats: tycker att den var rätt så ’är erh både och °faktiskt° inte hittar er, vad tror ni skulle hända i verkligheten så att så verkligheten i hända skulle ni tror vad er, hittar inte 3.→ MARY: hur är den här boken då ((Tar upp Hjälp! Boan är lös och försvunnit där (.) och man åker runt och letar, om man om letar, och runt åker man och (.) där försvunnit håller den framför sig.)) då är den verk [lig eller är den–] nu då och du hade dragits ner under vattnet och vattnet under ner dragits hade du och då nu 4. Mats: [>den e overklig<] ((Harklar sig.)) det var du som hade varit den här pojken här den varit hade som du var det sig.)) ((Harklar 1. ALLAN: vad beror dä på- alltså om om man tänker att att att tänker man om om alltså på- dä beror vad ALLAN: 1. → 5. Inga: jae overklig (Tape 7: 0.31.04.) 7: (Tape 6. Bert: (xx) by Joy Cowley. Joy by sköldpaddan vita den och Pojken (teacher). Book: Book: (teacher). 7. MARY: båda delarna tycker du Bert när Mo– Group 7B:3. Participants: Pia, Lisa, Elias, Ulf, Nils, Klas and ALLAN and Klas Nils, Ulf, Elias, Lisa, Pia, Participants: 7B:3. Group 8. Inga: (xx) det här [2] 9. MARY: ja– när Monica Zak var hos oss så berätta hon faktiskt att hon kände till att man hade smugglat in till Sverige ormar ifrån Sydamerika ormar ifrån Sydamerika ifrån ormar att hon kände till att man hade smugglat in till Sverige till in smugglat hade man att till kände hon att 9. MARY: ja– när Monica Zak var hos oss så berätta hon faktiskt hon berätta så oss hos var Zak Monica när ja– MARY: 9. [2] 8. Inga: (xx) det här det (xx) Inga: 8. Group 7B:3. Participants: Pia, Lisa, Elias, Ulf, Nils, Klas and ALLAN 7. MARY: båda delarna tycker du Bert när Mo– när Bert du tycker delarna båda MARY: 7. (teacher). Book: Pojken och den vita sköldpaddan by Joy Cowley. .Br:(xx) Bert: 6. (Tape 7: 0.31.04.) 5. Inga: jae overklig jae Inga: 5. 1.→ ALLAN: vad beror dä på- alltså om om man tänker att att ((Harklar sig.)) det var du som hade varit den här pojken .Mats: 4. [>den e overklig<] e [>den nu då och du hade dragits ner under vattnet och håller den framför sig.)) då är den verk [lig eller är den–] är eller [lig verk den är då sig.)) framför den håller försvunnit där (.) och man åker runt och letar, om man 3. MARY: hur är den här boken då ((Tar upp upp ((Tar då boken här den är hur MARY: 3. och lös är Boan Hjälp! → inte hittar er, vad tror ni skulle hända i verkligheten så att 2. Mats: tycker att den var rätt så ’är erh både och °faktiskt° och både erh ’är så rätt var den att tycker Mats: 2. säga om det nu inte var så att det är fantasi? är det 2. Ulf?: man skulle [dö] om eh tycker du att den är verklig eller märker man att man märker eller verklig är den att du tycker eh om 3. Nils: [drun]kan 1. MARY: den här boken (( boken här den MARY: 1. Det försvunna vraket försvunna Det )) nu som du talar du som nu )) → 4. Pia: (1) neä Hjälp! Boan är lös är Boan Hjälp! Book: by Monica Zak. (Tape 2: 0.23.56.) 2: (Tape Zak. Monica by 5. Boy: man kan ju (xx) Group 4A:3. Participants: Inga, Mats, Bert, Tony, and MARY (teacher). MARY and Tony, Bert, Mats, Inga, Participants: 4A:3. Group 6. Pia: om (han) är bra på att simma skulle han nog inte dö [1] Appendix. Swedish originals Swedish Appendix. Realism and intertextuality • 181 Life and Fiction and Life 182 • 7. ALLAN: fast hur- fast hur- läng [e- hur länge= 8. Elias?: [(xx)] 9. Nils?: [(xx)] å: 10. ALLAN: =klarar man sig under vattnet utan luft då, även dom bästa bästa fridykarna hur länge tror ni att dom klarar sig under? 11. Ulf: tre minuter 12. Klas: max tre fyra minuter kanske 13. ALLAN: jag vet faktiskt inte exakt hur länge men det är inte- det handlar om minuter alltså [gör det ju] um Elias: 30. 14. Klas: [°u:m:°] då tänker ni vad höra å intressant 15. Ulf: ja: (.) erh ju är det vet> 16. ALLAN: kanske fem själv sig) (det tänka ju får man Klas: 28. 17. Klas: °um fyra fem nåt sånt där° ((Harklar sig.)) men dom leta inte det gjorde det nej, ALLAN: 27. ju ganska länge efter han (x) näe Elias?: 26. 18. ALLAN: a: [(xx)] Elias?: 25. 19. Ulf?: ja händer som vad inte står det inte]- var 20. Pia: ja inte- °eller jag vet inte° det inte- var slut[det s- svårt ett var det så)> ett va <(de ALLAN: 24. 21. ALLAN: så man kan tänka sig att han dog då alltså? °ja° Ulf: 23. 22. Klas: °mm° °mm° Klas: 22. 23. Ulf: °ja° alltså? då dog han att sig tänka kan man så ALLAN: 21. 24. ALLAN: <(de va ett så)> det var ett svårt s- slut[det var inte- det inte° vet jag °eller inte- ja Pia: 20. var inte]- det står inte vad som händer ja Ulf?: 19. 25. Elias?: [(xx)] a: ALLAN: 18. 26. Elias?: näe (x) han efter länge ganska ju 27. ALLAN: nej, det gjorde det inte leta dom men sig.)) ((Harklar där° sånt nåt fem fyra °um Klas: 17. 28. Klas: man får ju tänka (det sig) själv fem kanske ALLAN: 16. 29. ALLAN: ja, man får göra det men intressant å höra vad ni tänker då [°u:m:°] Klas: 14. 30. Elias: um ju] det [gör handlar om minuter alltså minuter om handlar 13. ALLAN: jag vet faktiskt inte exakt hur länge men det är inte- det inte- är det men länge hur exakt inte faktiskt vet jag ALLAN: 13. 12. Klas: max tre fyra minuter kanske minuter fyra tre max Klas: 12. 11. Ulf: tre minuter tre Ulf: 11. sig under? sig bästa bästa fridykarna hur länge tror ni att dom klarar dom att ni tror länge hur fridykarna bästa bästa 10. ALLAN: =klarar man sig under vattnet utan luft då, även dom även då, luft utan vattnet under sig man =klarar ALLAN: 10. 9. Nils?: [(xx)] å: [(xx)] Nils?: 9. .Eis:[(xx)] Elias?: 8. 7. ALLAN: fast hur- fast hur- läng [e- hur länge= hur [e- läng hur- fast hur- fast ALLAN: 7. 182 • Life and Fiction 183 intertextuality and Realism • [3] Group 6A:3. Participants: Lena, Gerd, Rut, Siv, Dora, Bo, Paul, Sten and MARY (teacher). Book: Eldens hemlighet by Henning Mankell. hennes liv sa hon sa liv hennes (Tape 11: 0.46.46.) katten var där för att den förändrade den att för där var katten att bra var det att Sara: 10. 9. SUE: ((Nickar mot Sara.)) um- Sara.)) mot ((Nickar SUE: 9. 1. MARY: vad säger du Rut vad var det som gjorde djupast intryck handen för att svara.)) att för handen 8. Sara: ((Räcker upp upp ((Räcker Sara: 8. på dig då? → sa hon då? hon sa 2. Rut: det var så verkligt så det gick och se bilder typ fast det 7. SUE: men så så ville hon ju inte göra Anna lessen heller så vad så heller lessen Anna göra inte ju hon ville så så men SUE: 7. inte fanns nåra så x .? ºxxº ?: 6. 3. MARY: Gerd då? 5. SUE: ja det kan man nog säga (.) um (.) säga nog man kan det ja SUE: 5. 4. Gerd: ja också som Rut sa liksom man kunde nästan tä:nka sig 4. Julia: [ºli]te tveksamº [ºli]te Julia: 4. vad som hä:nde: (.) liksom (.) man kunde– det det var typ .SE a[:] ja SUE: 3. som som en film så här fast liksom °(den inte gjorde det)° 2. Julia: ºhon ser e- rädd utº rädd e- ser ºhon Julia: 2. och sen så vad heter det när dom misste så många så här 1. SUE: Farmor ja (.) hur ser hon ut? (1) Julia (1) ut? hon ser hur (.) ja Farmor SUE: 1. dom misste ganska många på så kort tid och så (.) så det var ju lite synd om Sofia då by Lasse Ekholm. (Tape 4: 0.20.29.) 4: (Tape Ekholm. Lasse by Smuggelkatten Book: Book: 5. MARY: vad gjorde djupast intryck på dig då Lena? Group 4B:3. Participants: Julia, Sara, Mia, Ida, Dan, and SUE (teacher). SUE and Dan, Ida, Mia, Sara, Julia, Participants: 4B:3. Group 6.→ Lena: ja att den kändes så verklig så att man– det känns som att [4] man var med i boken så jag kunde inte sluta läsa man var med i boken så jag kunde inte sluta läsa sluta inte kunde jag så boken i med var man [4] 6. Lena: ja att den kändes så verklig så att man– det känns som att som känns det man– att så verklig så kändes den att ja Lena: 6. → Group 4B:3. Participants: Julia, Sara, Mia, Ida, Dan, and SUE (teacher). 5. MARY: vad gjorde djupast intryck på dig då Lena? då dig på intryck djupast gjorde vad MARY: 5. Book: Smuggelkatten by Lasse Ekholm. (Tape 4: 0.20.29.) var ju lite synd om Sofia då Sofia om synd lite ju var dom misste ganska många på så kort tid och så (.) så det så (.) så och tid kort så på många ganska misste dom 1. SUE: Farmor ja (.) hur ser hon ut? (1) Julia och sen så vad heter det när dom misste så många så här så många så misste dom när det heter vad så sen och 2. Julia: ºhon ser e- rädd utº som som en film så här fast liksom °(den inte gjorde det)° gjorde inte °(den liksom fast här så film en som som 3. SUE: ja [:] vad som hä:nde: (.) liksom (.) man kunde– det det var typ var det det kunde– man (.) liksom (.) hä:nde: som vad 4. Julia: [ºli]te tveksamº 4. Gerd: ja också som Rut sa liksom man kunde nästan tä:nka sig tä:nka nästan kunde man liksom sa Rut som också ja Gerd: 4. 5. SUE: ja det kan man nog säga (.) um 3. MARY: Gerd då? Gerd MARY: 3. 6. ?: ºxxº inte fanns nåra så x så nåra fanns inte 7. SUE: men så så ville hon ju inte göra Anna lessen heller så vad 2. Rut: det var så verkligt så det gick och se bilder typ fast det fast typ bilder se och gick det så verkligt så var det Rut: 2. sa hon då? → på dig då? dig på 8. Sara: ((Räcker upp handen för att svara.)) 1. MARY: vad säger du Rut vad var det som gjorde djupast intryck djupast gjorde som det var vad Rut du säger vad MARY: 1. 9. SUE: ((Nickar mot Sara.)) um- 10. Sara: att det var bra att katten var där för att den förändrade (Tape 11: 0.46.46.) 11: (Tape hennes liv sa hon MARY (teacher). Book: Book: (teacher). MARY by Henning Mankell. Henning by hemlighet Eldens Group 6A:3. Participants: Lena, Gerd, Rut, Siv, Dora, Bo, Paul, Sten and Sten Paul, Bo, Dora, Siv, Rut, Gerd, Lena, Participants: 6A:3. Group [3] Realism and intertextuality • 183 Life and Fiction and Life 184 11. SUE: ja hon tyckte att den var väldigt stilig sa hon ju och den • var ju stor och så var hon lite rädd för det och sen så sa hon sådär ska jag verkligen få en så fin present? um då? du säger vad Bo ja, MARY: 4. [och det skulle hon ju få] osynligº va ville ºhon Bo: 3. 12. Dan: [undra vad hon tyckte om det] egentligen död var syster.)) ((Hennes 13. SUE: ja det undrade jag också du (.) Maria att fel hennes var det att tyckte hon tr- hon ja Sten: 2. 14. Sara: sen tycket [hon ju] dä ju för? det gjorde hon att ni tror vad (.) svara 15. SUE: [vad tror-] ((Titta på Dan.)) inte ville och äta vägrade och huvudet över filten här 16. SUE: vad tror du att hon tyckte egentligen (.) då (.) först den hon drog så och sig hon satte så ibland och huvud ((Tittar på Dan.)) hennes igenom gick som tankar många var det de- att så MARY: 1. 17. Dan: ja (.) tror 18. Dan: jag tror att hon tyckte inte det var så bra 0.56.15.) 11: (Tape by Henning Mankell. Henning by hemlighet Eldens 19. SUE: um Book: (teacher). MARY 20. Dan: eh- hon hon hade nog inte önskat en katt precis and Sten Paul, Bo, Dora, Siv, Rut, Gerd, Lena, Participants: 6A:3. Group 21. SUE: °näe hon hade inte gjort det° (.) å varför sa hon inte nej [5] då till Anna tror du? 22. Dan: euhm då sku- jag tror nog x inte skulle göra henne lessen → 23. SUE: °det tror jag också°(.) skulle din farmor göra på samma det på det stöp då du jaha SUE: 27. sätt allergisk är hon för inte hon skulle det nej Dan: 26. 24. Dan: neäj ledsen? dig göra inte att för 25. SUE: om du gav henne en stor hund? (.) skulle hon ta emot den den emot ta hon skulle (.) hund? stor en henne gav du om SUE: 25. för att inte göra dig ledsen? neäj Dan: 24. 26. Dan: nej det skulle hon inte för hon är allergisk sätt 27. SUE: jaha du då stöp det på det samma på göra farmor din skulle också°(.) jag tror °det SUE: 23. → 22. Dan: euhm då sku- jag tror nog x inte skulle göra henne lessen henne göra skulle inte x nog tror jag sku- då euhm Dan: 22. då till Anna tror du? tror Anna till då [5] nej inte hon sa varför å (.) det° gjort inte hade hon °näe SUE: 21. Group 6A:3. Participants: Lena, Gerd, Rut, Siv, Dora, Bo, Paul, Sten and precis katt en önskat inte nog hade hon hon eh- Dan: 20. MARY (teacher). Book: Eldens hemlighet by Henning Mankell. um SUE: 19. (Tape 11: 0.56.15.) bra så var det inte tyckte hon att tror jag Dan: 18. 17. Dan: ja (.) tror (.) ja Dan: 17. 1. MARY: så att de- det var många tankar som gick igenom hennes Dan.)) på ((Tittar huvud och ibland så satte hon sig och så drog hon den först (.) då (.) egentligen tyckte hon att du tror vad SUE: 16. här filten över huvudet och vägrade äta och ville inte Dan.)) på ((Titta tror-] [vad SUE: 15. svara (.) vad tror ni att hon gjorde det för? ju dä ju] [hon tycket sen Sara: 14. 2. Sten: ja hon tr- hon tyckte att det var hennes fel att Maria (.) du också jag undrade det ja SUE: 13. ((Hennes syster.)) var död egentligen det] om tyckte hon vad [undra Dan: 12. 3. Bo: ºhon ville va osynligº få] ju hon skulle det [och 4. MARY: ja, Bo vad säger du då? um present? fin så en få verkligen jag ska sådär hon var ju stor och så var hon lite rädd för det och sen så sa så sen och det för rädd lite hon var så och stor ju var 184 • Life and Fiction den och ju hon sa stilig väldigt var den att tyckte hon ja SUE: 11. 185 intertextuality and Realism • 5. Bo: hon ville va osynlig 6.→ MARY: och det var nå såna här stunder när hon– vi brukar säga man är deprimerad, man vill inte prata med nån (.) när ni heter det när vi var på semester vi skulle i alla fall avliva fall alla i skulle vi semester på var vi när det heter inte vill prata med nån, när ni känner att usch! nu är va rätt (.) gammalt å sen så hade han nån sjukdom så vad så sjukdom nån han hade så sen å gammalt (.) rätt va allting så jobbigt hur gör ni? 13. Mats: men dä dä var så gammal det var– skulle fylla fem år å dä å år fem fylla skulle var– det gammal så var dä dä men Mats: 13. 7. Dora: jag sitter tyst 2 AY um- MARY: 12. 8. Rut: stänger in sig i rummet 11. Mats: °måste skriva om dä nu° jag hade ett marsvin ett hade jag nu° dä om skriva °måste Mats: 11. 9. Sten: det kan inte jag 0 AY °u:m° MARY: 10. 10. MARY: du kan inte → stängt 11. Sten: vi har en massa sladdar från mitt rum så det går inte och han kanske kan komma in där i alla fall även om det är det om även fall alla i där in komma kan kanske han stänga dörr’n man ska ha det ifall att nån katt eller så kommer och um och kommer så eller katt nån att ifall det ha ska man sitter inne och har en mus som är ute då tycker inte jag att jag inte tycker då ute är som mus en har och inne sitter säger när nån– vi som till exempel bara ska e:h om vi om e:h ska bara exempel till som vi nån– när säger [6] sommarn så här och om det kommer en katt och så jag så och katt en kommer det om och här så sommarn Group 4A:3. Participants: Inga, Mats, Bert, Tony, and MARY (teacher). 9. Tony: jag får nog säga när vi hade ute mitt matbord på matbord mitt ute hade vi när säga nog får jag Tony: 9. Book: Hjälp! Boan är lös by Monica Zak. (Tape 2: 0.09.58.) 8. Bert: jag gjorde det när jag hade det hade jag när det gjorde jag Bert: 8. 7. MARY: gör man allt för sina djur? sina för allt man gör MARY: 7. 1.→ MARY: det var nåra av er som hade djur fast jag har på mitt land och så min kusin min så och land mitt på har jag fast 6. Inga: eller har (.) (.) har eller Inga: 6. 2. Mats: jag har haft 5. Bert: jag har jag Bert: 5. 3. Inga: um jag har inte 4. Tony: jag har jag Tony: 4. 4. Tony: jag har 3. Inga: um jag har inte har jag um Inga: 3. 5. Bert: jag har 2. Mats: jag har haft har jag Mats: 2. 6. Inga: eller har (.) fast jag har på mitt land och så min kusin 1. MARY: det var nåra av er som hade djur hade som er av nåra var det MARY: 1. → 7. MARY: gör man allt för sina djur? 8. Bert: jag gjorde det när jag hade det by Monica Zak. (Tape 2: 0.09.58.) 2: (Tape Zak. Monica by lös är Boan Hjälp! Book: Book: 9. Tony: jag får nog säga när vi hade ute mitt matbord på Group 4A:3. Participants: Inga, Mats, Bert, Tony, and MARY (teacher). MARY and Tony, Bert, Mats, Inga, Participants: 4A:3. Group sommarn så här och om det kommer en katt och så jag [6] säger när nån– vi som till exempel bara ska e:h om vi sitter inne och har en mus som är ute då tycker inte jag att man ska ha det ifall att nån katt eller så kommer och um stänga dörr’n stänga han kanske kan komma in där i alla fall även om det är 11. Sten: vi har en massa sladdar från mitt rum så det går inte och inte går det så rum mitt från sladdar massa en har vi Sten: 11. stängt → 10. MARY: du kan inte kan du MARY: 10. 10. MARY: °u:m° 9. Sten: det kan inte jag inte kan det Sten: 9. 11. Mats: °måste skriva om dä nu° jag hade ett marsvin 8. Rut: stänger in sig i rummet i sig in stänger Rut: 8. 12. MARY: um- 7. Dora: jag sitter tyst sitter jag Dora: 7. 13. Mats: men dä dä var så gammal det var– skulle fylla fem år å dä allting så jobbigt hur gör ni? gör hur jobbigt så allting va rätt (.) gammalt å sen så hade han nån sjukdom så vad inte vill prata med nån, när ni känner att usch! nu är nu usch! att känner ni när nån, med prata vill inte heter det när vi var på semester vi skulle i alla fall avliva man är deprimerad, man vill inte prata med nån (.) när ni när (.) nån med prata inte vill man deprimerad, är man 6. MARY: och det var nå såna här stunder när hon– vi brukar säga brukar vi hon– när stunder här såna nå var det och MARY: 6. → 5. Bo: hon ville va osynlig va ville hon Bo: 5. Realism and intertextuality • 185 Life and Fiction and Life 186 honom åka till doktorn då ja men sen så på semestern när • han var hos mormor så dog han (.) så han fick ju dö själv 14. MARY: °um° 24. Mia: fast det var fullt av katthår av fullt var det fast Mia: 24. 3 U:näej SUE: 23. [7] huvudet.)) på ((Skakar Mia: 22. Group 4B:2. Participants: Julia, Sara, Mia, Ida, Dan, and SUE (teacher). fall alla i hem Book: Smuggelkatten by Lasse Ekholm. (Tape 3: 0.50.23.) kom ni när bagage ert i katt ingen var det men förstår ja SUE: 21. att det hade läckt ((Fnittrar.)) läckt hade det att 1. Sara: ja just det han hade ju- han hade ju själv smugglat in– för hem kom vi när våta helt var dom så massor in han 2. Mia: Ah proppa där badbyxor Alexanders med han gjorde så ja Mia: 20. 3. SUE: ja de hade ha–((Skrattande.)) simmadrasserna han gjorde sen och Dan: 19. 4. Sara: tre flasker ((Fnittrar.)) ja Mia: 18. 5. SUE: men vilket var värst då? att smuggla en kissekatt eller å dom han la badhanddukarna bland (.) (x) Dan: 17. smuggla sprit? (.) vad sa dom (.) tullgubbarna där? full väska hel en SUE: 16. 6. Mia: att eöh det var ju värre å smuggla in katten än å smuggla full väska hel en Mia: 15. in sprit först– ja’ SUE: 14. 7. SUE: (xx) det var gjorde nästan alla smuggla lite sprit med pappa min gör det Dan: 13. → 8. Mia: ja ((Skrattar.)) Sara: 12. 9. SUE: det var ju inte nåra stora mängder det du ja SUE: 11. → också pappa min gjorde det Mia: 10. 10. Mia: det gjorde min pappa också → 11. SUE: ja du det mängder stora nåra inte ju var det SUE: 9. 12. Sara: ((Skrattar.)) ja Mia: 8. → 13. Dan: det gör min pappa med sprit lite smuggla alla nästan gjorde var det (xx) SUE: 7. 14. SUE: ja’ först– sprit in 15. Mia: en hel väska full smuggla å än katten in smuggla å värre ju var det eöh att Mia: 6. 16. SUE: en hel väska full där? tullgubbarna (.) dom sa vad (.) sprit? smuggla 17. Dan: (x) (.) bland badhanddukarna la han dom å eller kissekatt en smuggla att då? värst var vilket men SUE: 5. 18. Mia: ja ((Fnittrar.)) flasker tre Sara: 4. 19. Dan: och sen gjorde han simmadrasserna ha–((Skrattande.)) hade de ja SUE: 3. 20. Mia: ja så gjorde han med Alexanders badbyxor där proppa Ah Mia: 2. n hade ju själv smugglat in– smugglat själv ju hade n han in massor så dom var helt våta när vi kom hem för ha ju- hade han det just ja Sara: 1. att det hade läckt ((Fnittrar.)) by Lasse Ekholm. (Tape 3: 0.50.23.) 3: (Tape Ekholm. Lasse by Smuggelkatten 21. SUE: ja förstår men det var ingen katt i ert bagage när ni kom Book: hem i alla fall (teacher). SUE and Dan, Ida, Mia, Sara, Julia, Participants: 4B:2. Group 22. Mia: ((Skakar på huvudet.)) [7] 23. SUE: näej 24. Mia: fast det var fullt av katthår 4 AY °um° MARY: 14. han var hos mormor så dog han (.) så han fick ju dö själv dö ju fick han så (.) han dog så mormor hos var han 186 • Life and Fiction när semestern på så sen men ja då doktorn till åka honom 187 intertextuality and Realism • [8] Group 6A:2. Participants: Lena, Gerd, Rut, Siv, Dora, Bo, Paul, Sten and 25. MARY: hjälper du till varje dag? varje till du hjälper MARY: 25. MARY (teacher). Book: Eldens hemlighet by Henning Mankell. ((Bo och Dora viskar och kluddar.)) och viskar Dora och ((Bo 24. (Tape 11: 0.21.28.) 23. Siv: allt möjligt mä– olika mä– möjligt allt Siv: 23. 22. MARY: vad gör du hemma Siv? hemma du gör vad MARY: 22. 1. ((Bo och Dora viskar till varandra.)) → ((Alla elever utom Bo och Sten räcker upp handen.)) upp räcker Sten och Bo utom elever ((Alla 21. 2. MARY: när du läste om dom här Bo funderade du? dom här (2) hur många av er hjälper till hemma? till hjälper er av många hur (2) tjejerna var alltså tvungna att gå ut och jobba först å– å– skolan å att vi inte behöver arbeta och hjälpa till hemma? till hjälpa och arbeta behöver inte vi att å skolan å– och sen så kunde dom få gå (1) och (3) gå till skolan det? (1) tar vi bara för givet det här (.) att vi får gå till gå får vi att (.) här det givet för bara vi tar (1) det? 3. Bo: 20. MARY: °u:m° (2) vad tycker du Lena? funderade du nånting på nånting du funderade Lena? du tycker vad (2) °u:m° MARY: 20. 4. MARY: tyckte du att det lät bra? → liksom efter liksom 5. Bo: 19. Gerd: mhallå vaddå vi har ju det väldigt bra om man tänker man om bra väldigt det ju har vi vaddå mhallå Gerd: 19. 6. MARY: men du tyckte det var bra? 18. MARY: vad säger Gerd, du ler litegranna när Bo säger så där hihi där så säger Bo när litegranna ler du Gerd, säger vad MARY: 18. 7. Bo: ja → i skolan i 8. MARY: om du skulle sätta dig in i den situationen (.) att du 17. Bo: men dom går ju ändå upp så tidigt även om dom inte gick inte dom om även tidigt så upp ändå ju går dom men Bo: 17. 9. Bo: um två på eftermiddagen (.) jaha (.) eftermiddagen på två 10. MARY: skulle få jobba först och gå till skolan sen klockan sex på morronen och sen gå till skolan klockan skolan till gå sen och morronen på sex klockan 11. Bo: um 16. MARY: så du skulle inte ha nånting emot och jobba först från först jobba och emot nånting ha inte skulle du så MARY: 16. 12. MARY: skulle det va en bra lösning för dig? 15. Bo: º 4 AY ja MARY: 14. 14. MARY: ja 13. Bo: men skolan var ju på eftermiddagen på ju var skolan men Bo: 13. 15. Bo: º 12. MARY: skulle det va en bra lösning för dig? för lösning bra en va det skulle MARY: 12. 16. MARY: så du skulle inte ha nånting emot och jobba först från 1 o um Bo: 11. klockan sex på morronen och sen gå till skolan klockan 10. MARY: skulle få jobba först och gå till skolan sen skolan till gå och först jobba få skulle MARY: 10. två på eftermiddagen (.) jaha .B:um Bo: 9. 17. Bo: men dom går ju ändå upp så tidigt även om dom inte gick 8. MARY: om du skulle sätta dig in i den situationen (.) att du att (.) situationen den i in dig sätta skulle du om MARY: 8. i skolan → .B:ja Bo: 7. 18. MARY: vad säger Gerd, du ler litegranna när Bo säger så där hihi 6. MARY: men du tyckte det var bra? var det tyckte du men MARY: 6. 19. Gerd: mhallå vaddå vi har ju det väldigt bra om man tänker .B: → 4. MARY: tyckte du att det lät bra? lät det att du tyckte MARY: 4. 20. MARY: °u:m° (2) vad tycker du Lena? funderade du nånting på .B: å– och sen så kunde dom få gå (1) och (3) gå till skolan till gå (3) och (1) gå få dom kunde så sen och å– skolan å att vi inte behöver arbeta och hjälpa till hemma? tjejerna var alltså tvungna att gå ut och jobba först å– å– å– först jobba och ut gå att tvungna alltså var tjejerna (2) hur många av er hjälper till hemma? 2. MARY: när du läste om dom här Bo funderade du? dom här dom du? funderade Bo här dom om läste du när MARY: 2. 21. ((Alla elever utom Bo och Sten räcker upp handen.)) → 1. ((Bo och Dora viskar till varandra.)) till viskar Dora och ((Bo 22. MARY: vad gör du hemma Siv? 23. Siv: allt möjligt mä– olika (Tape 11: 0.21.28.) 11: (Tape 24. ((Bo och Dora viskar och kluddar.)) MARY (teacher). Book: Book: (teacher). MARY by Henning Mankell. Henning by Eldens hemlighet Eldens 25. MARY: hjälper du till varje dag? Group 6A:2. Participants: Lena, Gerd, Rut, Siv, Dora, Bo, Paul, Sten and Sten Paul, Bo, Dora, Siv, Rut, Gerd, Lena, Participants: 6A:2. Group [8] Realism and intertextuality • 187 Life and Fiction and Life 188 26. Siv: ja hihi det gör jag väl • 27. MARY: jag skulle vilja säga till Bo ((Dora tittar upp.)) och Dora– kanske det (.) näe MARY: 57. ni har ju inte varit med om såna här saker förut men en nej Bo: 56. sak är väldit trevligt om man inte sysslar med annat ((Bo till hjälpte tjejerna här dom nu som MARY: 55. slutar kludda och sträcker på sig.)) under tiden vi jobbar ((Fnittrar.)) Siv?: 54. med det här timmar åtta ju är två klockan till sex från fr– ja- MARY: 53. 28. Dora: um timmar? åtta Siv?: 52. 29. Bo: um skrattar.)) elever ((Flera 51. 30. MARY: hjälper du till varje dag? huvudet.)) på lätt ((Skakar uhm Bo: 50. 31. Siv: (xx) hihi dan om timmar åtta till hjälpa 32. MARY: jaha hur lång tid tar det det som du hjälper till med att dig tänka kunna skulle du men mycket så inte är det MARY: 49. hemma då? mycket så inte är det °äh° Bo: 48. 33. Siv: det beror på ibland tar det längre tid hemma? hjälp din (.) med 34. MARY: och vad är längre tid? det är hur då Bo (.) det bra låter jaher– (.) då tvättar du MARY: 47. → 35. Siv: ((Skrattar.)) inte jättelänge tvättar Dora: 46. 36. MARY: en timma? (.) två timmar? jaha MARY: 45. 37. Siv: en minst (tar det) the helgerna Dora: 44. 38. MARY: minst en timma tar det (.) varje dag hursa MARY: 43. 39. Rut: (xx?) ((Fnittrar.)) helgerna näe Dora: 42. 40. Siv: ne:hihi jag vet (.) inte det beror på dag? → 41. MARY: Dora hjälper också till hemma (.) hjälper du till varje varje till du hjälper (.) hemma till också hjälper Dora MARY: 41. → dag? på beror det inte (.) vet jag ne:hihi Siv: 40. 42. Dora: näe helgerna ((Fnittrar.)) (xx?) Rut: 39. 43. MARY: hursa dag varje (.) det tar timma en minst MARY: 38. 44. Dora: helgerna the det) (tar minst en Siv: 37. 45. MARY: jaha timmar? två (.) timma? en MARY: 36. 46. Dora: tvättar jättelänge inte ((Skrattar.)) Siv: 35. → 47. MARY: du tvättar då (.) jaher– låter bra det (.) Bo då hur är det tid? längre är vad och MARY: 34. med (.) din hjälp hemma? tid längre det tar ibland på beror det Siv: 33. 48. Bo: °äh° det är inte så mycket då? hemma 49. MARY: det är inte så mycket men du skulle kunna tänka dig att med till hjälper du som det det tar tid lång hur jaha MARY: 32. hjälpa till åtta timmar om dan hihi (xx) Siv: 31. 50. Bo: uhm ((Skakar lätt på huvudet.)) dag? varje till du hjälper MARY: 30. 51. ((Flera elever skrattar.)) um Bo: 29. 52. Siv?: åtta timmar? um Dora: 28. 53. MARY: ja- fr– från sex till klockan två är ju åtta timmar här det med 54. Siv?: ((Fnittrar.)) jobbar vi tiden under sig.)) på sträcker och kludda slutar 55. MARY: som nu dom här tjejerna hjälpte till ((Bo annat med sysslar inte man om trevligt väldit är sak 56. Bo: nej en men förut saker här såna om med varit inte ju har ni 57. MARY: näe (.) det kanske Dora– och upp.)) tittar ((Dora Bo till säga vilja skulle jag MARY: 27. 188 • Life and Fiction väl jag gör det hihi ja Siv: 26. 189 featured serious problems such as separation, suicide, betrayal, guilt, betrayal, suicide, separation, as such problems serious featured of them were about animals. Yet, several of the books simultaneously books the of several Yet, animals. about were them of 8 Most of the books involved adventures of some kind, and half and kind, some of adventures involved books the of Most point of view. of point Other’s get as much training in reading from the the from reading in training much as get CONCLUDING DISCUSSION learn how to transgress gender when reading. And boys still do not do still boys And reading. when gender transgress to how learn of male main characters is predominant. Thus, girls still have to have still girls Thus, predominant. is characters main male of child readers assumed that it was a male. A pattern of dominance of pattern A male. a was it that assumed readers child heroes, and when the narrator’s gender was unknown, many of the of many unknown, was gender narrator’s the when and heroes, Yet, a majority of the books (six out of eight) featured male featured eight) of out (six books the of majority a Yet, difficult to write about; is this why the fathers are “killed”? are fathers the why this is about; write to difficult There are many doors to Fantastica, my boy. There are other such magic fathers is a bit curious. Might the authors feel that fathers are fathers that feel authors the Might curious. bit a is fathers books. A lot of people read them without noticing. It all depends on who gets his hands on such books. issue children can use literature to “deal with”? The absence of absence The with”? “deal to literature use can children issue (Ende, 1983, p. 444) books a result of teachers’ thinking that divorce is an existential an is divorce that thinking teachers’ of result a books books displayed non-nuclear family patterns. Is this choice of choice this Is patterns. family non-nuclear displayed books The selection of books – Aidan Chamber’s first phase in the and cultural diversity. Another feature was that the majority of the of majority the that was feature Another diversity. cultural and Reading Circle – was discussed in Chapter 4. It was striking that so states that fiction should increase understanding of other countries other of understanding increase should fiction that states many of the books chosen to promote reading were located in a setting foreign to Swedish pupils. This follows the syllabus, which syllabus, the follows This pupils. Swedish to foreign setting setting foreign to Swedish pupils. This follows the syllabus, which many of the books chosen to promote reading were located in a in located were reading promote to chosen books the of many states that fiction should increase understanding of other countries . It was striking that so that striking was It . Reading Circle – was discussed in Chapter Chapter in discussed was – Circle Reading 4 and cultural diversity. Another feature was that the majority of the The selection of books – Aidan Chamber’s first phase in the in phase first Chamber’s Aidan – books of selection The books displayed non-nuclear family patterns. Is this choice of books a result of teachers’ thinking that divorce is an existential (Ende, 1983, p. 444) p. 1983, (Ende, issue children can use literature to “deal with”? The absence of who gets his hands on such books. such on hands his gets who books. A lot of people read them without noticing. It all depends on depends all It noticing. without them read people of lot A books. fathers is a bit curious. Might the authors feel that fathers are There are many doors to Fantastica, my boy. There are other such magic such other are There boy. my Fantastica, to doors many are There difficult to write about; is this why the fathers are “killed”? Yet, a majority of the books (six out of eight) featured male heroes, and when the narrator’s gender was unknown, many of the child readers assumed that it was a male. A pattern of dominance of male main characters is predominant. Thus, girls still have to learn how to transgress gender when reading. And boys still do not CONCLUDING DISCUSSION CONCLUDING get as much training in reading from the Other’s point of view. Most of the books involved adventures of some kind, and half 8 of them were about animals. Yet, several of the books simultaneously featured serious problems such as separation, suicide, betrayal, guilt, 189 Life and Fiction and Life 190 jealousy and mortal danger. An important finding from this study • ). Gender was made relevant in all book club sessions; the sessions; club book all in relevant made was Gender ). ter ter emerged as soon as the data were collected, when I realised that 7 ) and in their ways of relating life to text (Chap- text to life relating of ways their in and ) (Chapter gender deeply engaging literary discussions about love, death, loyalty, 6 trauma, and loneliness were not particularly common in the video- on talk their in both seen be could responses reader Children’s recorded booktalk. Such discussions did occur at times, but they such. as booktalk overshadowed were generally more or less fragmentary. My first analytical work sometimes thus projects educational competing sessions, booktalk thus became to try to understand why such discussions did not present the In skills. reading practice children letting of way materialise, that is, to understand what did not take place. In handy a as seen is aloud reading Such other. each to read to upon different ways, Chapters 5–7 examine both obstacles to deeper called are pupils that common quite is it school), present the in (as engagement and reader response in school booktalk. though context, school Swedish a In book-readers. become them In Chapter 5, I identified dilemmas that concerned the coordi- helping of means essential an as adult enabling an by to read are ( ) discussion of the reading circle, children circle, reading the of discussion ) / ; / 1999 1993 1996 nation of reading in a group context. A great deal of time was spent 1991 scheduling reading and talking about how many pages the pupils Chambers’ In texts. the about conversations in-depth on effects should read each day or how far they should proceed before the inhibiting have to seemed discussions book the during questions next session. This, at times, restricted the booktalk to concrete dis- “fact-control” to subjected being of possibility the and aloud read cussions. There was, thus, a dilemma between scheduled reading to obligation the Finally, synchrony. of problem a thus was there and reading for pleasure. Another dilemma concerning the spon- read; had classmates their far how also but reading, own their only taneity of the discussions was that the pupils had to consider not not consider to had pupils the that was discussions the of taneity only their own reading, but also how far their classmates had read; spon- the concerning dilemma Another pleasure. for reading and there was thus a problem of synchrony. Finally, the obligation to reading scheduled between dilemma a thus, was, There cussions. read aloud and the possibility of being subjected to “fact-control” dis- concrete to booktalk the restricted times, at This, session. next questions during the book discussions seemed to have inhibiting the before proceed should they far how or day each read should effects on in-depth conversations about the texts. In Chambers’ pupils the pages many how about talking and reading scheduling (1991/1996; 1993/1999) discussion of the reading circle, children spent was time of deal great A context. group a in reading of nation In Chapter Chapter In , I identified dilemmas that concerned the coordi- the concerned that dilemmas identified I , are read to by an enabling adult as an essential means of helping 5 them become book-readers. In a Swedish school context, though booktalk. school in response reader and engagement examine both obstacles to deeper to obstacles both examine – different ways, Chapters Chapters ways, different 7 (as in the present school), it is quite common that pupils are called 5 take place. In place. take not upon to read to each other. Such reading aloud is seen as a handy did what understand to is, that materialise, way of letting children practice reading skills. In the present not did discussions such why understand to try to became thus booktalk sessions, competing educational projects thus sometimes work analytical first My fragmentary. less or more generally were overshadowed booktalk as such. they but times, at occur did discussions Such booktalk. recorded Children’s reader responses could be seen both in their talk on video- the in common particularly not were loneliness and trauma, gender (Chapter 6) and in their ways of relating life to text (Chap- loyalty, death, love, about discussions literary engaging deeply ter 7). Gender was made relevant in all book club sessions; the that realised I when collected, were data the as soon as emerged 190 • Life and Fiction study this from finding important An danger. mortal and jealousy 191 discussion Concluding • teachers and pupils talked about ‘the guy’, ‘girls’, ‘the mum’ etce- tera, and discussed the appropriate conduct of such gendered cate- which reader-response activities involved relating fiction to life. to fiction relating involved activities reader-response which gories. In several cases, pupils as well as teachers oriented to gen- constituted meeting points between children and literature in literature and children between points meeting constituted der in traditional and, at times, stereotyped ways. Yet, even non- sharing individual readings of texts conversationally; they thus they conversationally; texts of readings individual sharing traditional texts were sometimes discussed in traditional and over, the analysis revealed that the present book clubs involved clubs book present the that revealed analysis the over, stereotyped ways. The pupils, at times, did so, partly directed by the books chosen, and they participated in the discussions. More- discussions. the in participated they and chosen, books the their teachers’ questions. But the teachers and pupils also tran- present pupils were in fact engaged in the book clubs; they all read all they clubs; book the in engaged fact in were pupils present scended gender stereotypes and expectations in several cases. In sions? That would be too hasty a conclusion. I observed that the that observed I conclusion. a hasty too be would That sions? many such cases, though, there was a generational pattern, in that teachers and schools should not involve pupils in booktalk ses- booktalk in pupils involve not should schools and teachers both groups tended to apply less traditional thinking when talking Do the above-mentioned problems and dilemmas imply that imply dilemmas and problems above-mentioned the Do about their own age group. text-to-life connections and keeping social distance. social keeping and connections text-to-life Notions of what is “real” were often invoked in all of the eight delicate problem of maintaining a balance between exploiting between balance a maintaining of problem delicate book club series. Many discussions involved text-to-life interac- different from those of their teachers. There was consequently a consequently was There teachers. their of those from different tions in a broad sense. Three different meanings of what is “real” about what was legitimate information in a school context school a in information legitimate was what about were identified: (i) lifelike, (ii) literal, or (iii) personal experience. information about their parents. Thus, the pupils displayed ideas displayed pupils the Thus, parents. their about information Yet, connections between fiction and “real” life were, at times, their own lives, but spontaneously exposed relatively sensitive relatively exposed spontaneously but lives, own their sacrificed at the cost of quite literal reader responses. Additionally, pupils sometimes resisted the teacher’s text-to-life questions about questions text-to-life teacher’s the resisted sometimes pupils pupils sometimes resisted the teacher’s text-to-life questions about sacrificed at the cost of quite literal reader responses. Additionally, responses. reader literal quite of cost the at sacrificed their own lives, but spontaneously exposed relatively sensitive Yet, connections between fiction and “real” life were, at times, at were, life “real” and fiction between connections Yet, information about their parents. Thus, the pupils displayed ideas were identified: (i) lifelike, (ii) literal, or (iii) personal experience. personal (iii) or literal, (ii) lifelike, (i) identified: were about what was legitimate information in a school context tions in a broad sense. Three different meanings of what is “real” is what of meanings different Three sense. broad a in tions different from those of their teachers. There was consequently a book club series. Many discussions involved text-to-life interac- text-to-life involved discussions Many series. club book delicate problem of maintaining a balance between exploiting Notions of what is “real” were often invoked in all of the eight the of all in invoked often were “real” is what of Notions text-to-life connections and keeping social distance. about their own age group. age own their about Do the above-mentioned problems and dilemmas imply that both groups tended to apply less traditional thinking when talking when thinking traditional less apply to tended groups both teachers and schools should not involve pupils in booktalk ses- many such cases, though, there was a a was there though, cases, such many , in that in , generational pattern generational sions? That would be too hasty a conclusion. I observed that the scended gender stereotypes and expectations in several cases. In cases. several in expectations and stereotypes gender scended present pupils were in fact engaged in the book clubs; they all read their teachers’ questions. But the teachers and pupils also tran- also pupils and teachers the But questions. teachers’ their the books chosen, and they participated in the discussions. More- stereotyped ways. The pupils, at times, did so, partly directed by directed partly so, did times, at pupils, The ways. stereotyped over, the analysis revealed that the present book clubs involved traditional texts were sometimes discussed in traditional and traditional in discussed sometimes were texts traditional sharing individual readings of texts conversationally; they thus der in traditional and, at times, stereotyped ways. Yet, even non- even Yet, ways. stereotyped times, at and, traditional in der constituted meeting points between children and literature in gories. In several cases, pupils as well as teachers oriented to gen- to oriented teachers as well as pupils cases, several In gories. which reader-response activities involved relating fiction to life. tera, and discussed the appropriate conduct of such gendered cate- gendered such of conduct appropriate the discussed and tera, teachers and pupils talked about ‘the guy’, ‘girls’, ‘the mum’ etce- mum’ ‘the ‘girls’, guy’, ‘the about talked pupils and teachers Concluding discussion • 191 192 . . London: London: . thinking everyday of SAGE Ideological dilemmas: A social psychology social A dilemmas: Ideological ). Radley, A. ( A. Radley, REFERENCES 1988 Billig, M., Condor, S., Edwards, D., Gane, M., Middleton, D., & D., Middleton, M., Gane, D., Edwards, S., Condor, M., Billig, . Lund: Studentlitteratur. Lund: . introduction] an – studies 1868 1994 en inledning [Literary inledning en – Litteraturvetenskap ). Alcott, L. M. ( / ). Little women. London: Puffin Books. ( S. 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Making sense of TV-narratives: Children’s read- : Athens, . literature children’s of Poetics ). Shavit, Z. ( Z. Shavit, 1986 GA ings of a fairy tale. (Linköping Studies in Arts and Science No. . – ), ( 416 413 3 9 142). Linköping, Sweden: Linköping University. Schegloff, E. A. ( A. E. Schegloff, Discourse & Society, & Discourse Wetherell. to Reply ). 1998 Sacks, H., Schegloff, E. A., & Jefferson, G. (1974). A simplest . Nyheter Dagens . ra sidan ra systematics for the organization of turn-taking for conver- ). Drama och dikt från and- från dikt och Drama ). January , Sandman Lilius, I. ( I. Lilius, Sandman 31 1987 sation. Language, 50 (4), 696–735. . Bibliotekstjänst. . list: Books and audiovisual media] audiovisual and Books list: Sambindningslista. Böcker & AV-media [The book department’s Sambindningslista. Böcker & AV-media [The book department’s book [The AV-media & Böcker Sambindningslista. list: Books and audiovisual media]. Bibliotekstjänst. . – ), ( Language, Language, sation. 735 696 4 50 Sandman Lilius, I. (1987, January 31). Drama och dikt från and- systematics for the organization of turn-taking for conver- for turn-taking of organization the for systematics ra sidan. Dagens Nyheter. ). A simplest A ). Sacks, H., Schegloff, E. A., & Jefferson, G. ( G. Jefferson, & A., E. Schegloff, H., Sacks, 1974 Schegloff, E. A. (1998). Reply to Wetherell. Discourse & Society, ). Linköping, Sweden: Linköping University. Linköping Sweden: Linköping, ). 142 9 (3), 413–416. (Linköping Studies in Arts and Science No. Science and Arts in Studies (Linköping ings of a fairy tale. fairy a of ings Shavit, Z. (1986). Poetics of children’s literature. Athens, GA: Making sense of TV-narratives: Children’s read- Children’s TV-narratives: of sense Making ). Rydin, I. ( I. Rydin, 1996 University of Georgia Press. Press. Short, K. G. (1992). Researching intertextuality within collabora- ). New York: Monthly Review Monthly York: New ). – (pp. (pp. women of pology 210 157 tive classroom learning environments. Linguistics and Educa- economy” of sex. In R. R. Reiter (Ed.), (Ed.), Reiter R. R. In sex. of economy” Toward an anthro- an Toward tion, 4, 313–333. Rubin, G. ( G. Rubin, ). The traffic in women: Notes on the “political the on Notes women: in traffic The ). 1975 Sipe, L. R. (2000). “Those two gingerbread boys could be bro- don: Blomsbury. don: thers”: How children use intertextual connections during Harry Potter and the goblet of fire of goblet the and Potter Harry ). . Lon- . Rowling, J. K. ( K. J. Rowling, 2000 storybook readalouds. Children’s Literature in Education, 31 London: Bloomsbury. London: (2), 73–90. Harry Potter and the prisoner of Azkaban of prisoner the and Potter Harry ). Rowling, J. K. ( K. J. Rowling, . 1999 Skolverket [National Agency for Education]. (1996). Grundsko- London: Bloomsbury. London: lan: Kursplaner, betygskriterier [Compulsory school: Syllabus, Rowling, J. K. ( K. J. Rowling, Harry Potter and the chamber of secrets of chamber the and Potter Harry ). . 1998 assessment criteria]. Stockholm: Fritzes. London: Bloomsbury. London: Rowling, J. K. ( K. J. Rowling, . stone philosopher’s the and Potter Harry ). 1997 References • 201 Life and Fiction and Life 202 Skolverket [National Agency for Education]. (2001, 2001-05-28). • Compulsory school: Syllabuses [2000] [PDF-file]. Skolverket . – ), ( Education, Education, 286 251 3 National [agency for education]. Retrieved 2001-10-17, 2001, 11 Linguistics and Linguistics http://www.skolverket.se/pdf/english/compsyll.pdf. texts. textbook language foreign gendered Snow, C. E., & Ninio, A. (1986). The contracts of literacy: What and discourse teacher of exploration An text” the around Shattuck, J. ( J. Shattuck, ). From bias “in the text” to “teacher talk “teacher to text” the “in bias From ). children learn from learning to read books. In W. H. Teale & 2000 E. Sulzby (Eds.), Emergent Literacy: Writing and Reading. & C., Leontzakou, F., Rahim, Abdul M., Cowley, J., Sunderland, nd ed.). Stockholm: Liber Utbildningsförlag. Liber Stockholm: ed.). nd ( (pp. 117–138). Norwood, NJ: Ablex. 2 – a book on reading development] reading on book a – om läsutveckling [ läsutveckling om SOU 1997:141. (1997). Boken i tiden. Betänkande från Utred- RDS ´ – en bok en – ). ( B. Allard, & K., Dominkovic, B., Sundblad, LUS LUS ningen om boken och kulturtidskriften. Stockholm: Fritze. 1983 Sparrman, A. (2002). Visuell kultur i barns vardagsliv – bilder, Press. University Princeton : . Princeton, Princeton, . interpretation and audience on Essays medier och praktiker [Visual culture in the everyday life of NJ Suleiman, S. R., & Crosman, I. ( I. Crosman, & R., S. Suleiman, The reader in the text: the in reader The ). children – pictures, media and practices]. (Linköping Studies 1980 . – ), ( Discourse & Society, Society, & Discourse 244 217 2 in Arts and Science No. 250). Linköping, Sweden: Linköping 12 University. interaction. in categories gender and analysis Conversation Stokoe, E. H., & Smithson, J. ( J. Smithson, & H., E. Stokoe, ). Making gender relevant: gender Making ). Statens kulturråd [The Swedish National Council for Cultural 2001 . , / bokhandel, Svensk ]. holm in in holm 73 90 145 Affairs]. (1996). Barnbokens ställning – inom biblioteksväsen- 1996 [The most borrowed books in Stock- in books borrowed most [The Stockholm under under Stockholm det och inom barnomsorgen. Stockholm: Statens kulturråd : 1996 ). De mest utlånade böckerna i böckerna utlånade mest De ). August , Steinsaphir, M. ( M. Steinsaphir, 8 [Fritze]. 1997 Steinsaphir, M. (1997, August 8). De mest utlånade böckerna i [Fritze]. . Stockholm: Statens kulturråd : kulturråd Statens Stockholm: . Stockholm under 1996 [The most borrowed books in Stock- barnomsorgen inom och det Barnbokens ställning – inom biblioteksväsen- inom – ställning Barnbokens ). Affairs]. ( Affairs]. holm in 1996]. Svensk bokhandel, 145/90, 73. 1996 Stokoe, E. H., & Smithson, J. (2001). Making gender relevant: Cultural for Council National Swedish [The kulturråd Statens Conversation analysis and gender categories in interaction. University. ). Linköping, Sweden: Linköping Sweden: Linköping, ). in Arts and Science No. No. Science and Arts in Discourse & Society, 12 (2), 217–244. 250 (Linköping Studies (Linköping Suleiman, S. R., & Crosman, I. (1980). The reader in the text: practices]. and media pictures, – children Essays on audience and interpretation. Princeton, NJ: of life everyday the in culture [Visual praktiker och medier Visuell kultur i barns vardagsliv – bilder, – vardagsliv barns i kultur Visuell ). ( A. Sparrman, Princeton University Press. 2002 . Stockholm: Fritze. Stockholm: . Sundblad, B., Dominkovic,´ K., & Allard, B. (1983). LUS – en bok kulturtidskriften och boken om ningen Boken i tiden. Betänkande från Utred- från Betänkande tiden. i Boken ). ( . : 1997 141 1997 om läsutveckling [RDS – a book on reading development] SOU : Ablex. : Norwood, ). – (pp. (pp. NJ 138 (2nd ed.). Stockholm: Liber Utbildningsförlag. 117 Emergent Literacy: Writing and Reading. and Writing Literacy: Emergent Sunderland, J., Cowley, M., Abdul Rahim, F., Leontzakou, C., & (Eds.), Sulzby E. Shattuck, J. (2000). From bias “in the text” to “teacher talk & Teale H. W. In books. read to learning from learn children ). The contracts of literacy: What literacy: of contracts The ). ( A. Ninio, & E., C. Snow, around the text” An exploration of teacher discourse and 1986 gendered foreign language textbook texts. Linguistics and http://www.skolverket.se/pdf/english/compsyll.pdf. , , - - National [agency for education]. Retrieved Retrieved education]. for [agency National 2001 17 10 Education, 11 (3), 251–286. 2001 Compulsory school: Syllabuses [ Syllabuses school: Compulsory -file]. Skolverket -file]. [ ] PDF 2000 Skolverket [National Agency for Education]. ( Education]. for Agency [National Skolverket ). - - , 28 05 2001 202 • Life and Fiction 2001 203 References • Sutherland, Z., Monson, D. L., & Arbuthnot, M. H. (1981). Children & books (6th ed.). Glenview, IL: Scott, Foresman and Company. Literature in Education, Education, in Literature . – ), ( 234 221 4 30 Svedjedal, J. (1998). Litteratursociologi [Sociology of literature]. Children’s Potter. Harry of rise and rise The ). Tucker, N. ( N. Tucker, 1999 In S. Bergsten (Ed.), Litteraturvetenskap – en inledning (pp. Press. 77–94). Lund, Sweden: Studentlitteratur. . Cambridge, NY: Cambridge University Cambridge NY: Cambridge, . and literary exploration literary and Svenska barnboksinstitutet [The Swedish Institute for Children’s The child and the book: A psychological A book: the and child The ). / Tucker, N. ( N. Tucker, 1981 1991 Books], & Statens kulturråd [The Swedish National Council University Press. University for Cultural Affairs] (Eds.). (1987). Barnbokens väg. Om . Baltimore: Johns Hopkins Johns Baltimore: . formalism to post-structuralism to formalism barnlitteraturens villkor och funktion i dagens Sverige. Reader-response criticism: From criticism: Reader-response ). Tompkins, J. P. (Ed.). ( (Ed.). P. J. Tompkins, 1980 Bromma, Sweden: Opal. . Moscow. . youth boyhood, Childhood, ?). ( N. L. Tolstoj, 1958 Svensson, C. (1985). The construction of poetic meaning: A . Svenska Dagbladet Svenska cultural-developmental study of symbolic and non-symbolic . tokroligt och Allvarligt ). September , Toijer-Nilsson, Y. ( Y. Toijer-Nilsson, 20 1987 strategies in the interpretation of contemporary poetry. (C. Mitchell, Trans.). Stockholm: Ordfront. Stockholm: Trans.). Mitchell, (C. Isnatt ). Sørlle, S. ( S. Sørlle, 1989 (Linköping Studies in Arts and Science No. 2). Linköping, (pp. (pp. ). Bromma, Sweden: Opal. Sweden: Bromma, ). – 2 3 9 Sweden: Linköping University. Om barnlitteraturens villkor och funktion i dagens Sverige dagens i funktion och villkor barnlitteraturens Om Svensson, J., & Telemann, G. (1989). Nonni och Manni. Barnbokens väg. Barnbokens boksinstitutet & Statens kulturråd (Eds.), (Eds.), kulturråd Statens & boksinstitutet Unterägeri, Switzerland: Bergh & Bergh. history of children’s reading in Sweden]. In Svenska barn- Svenska In Sweden]. in reading children’s of history Svensson, S. (1987). Barnläsningens historia i Sverige [The ). Barnläsningens historia i Sverige [The Sverige i historia Barnläsningens ). Svensson, S. ( S. Svensson, 1987 history of children’s reading in Sweden]. In Svenska barn- Unterägeri, Switzerland: Bergh & Bergh. & Bergh Switzerland: Unterägeri, boksinstitutet & Statens kulturråd (Eds.), Barnbokens väg. . Manni och Nonni ). Svensson, J., & Telemann, G. ( G. Telemann, & J., Svensson, 1989 Om barnlitteraturens villkor och funktion i dagens Sverige Sweden: Linköping University. Linköping Sweden: (pp. 9–32). Bromma, Sweden: Opal. ). Linköping, ). (Linköping Studies in Arts and Science No. No. Science and Arts in Studies (Linköping 2 Sørlle, S. (1989). Isnatt (C. Mitchell, Trans.). Stockholm: Ordfront. strategies in the interpretation of contemporary poetry. contemporary of interpretation the in strategies Toijer-Nilsson, Y. (1987, September 20). Allvarligt och tokroligt. cultural-developmental study of symbolic and non-symbolic and symbolic of study cultural-developmental Svenska Dagbladet. The construction of poetic meaning: A meaning: poetic of construction The ). Svensson, C. ( C. Svensson, 1985 Tolstoj, L. N. (1958?). Childhood, boyhood, youth. Moscow. Bromma, Sweden: Opal. Sweden: Bromma, Tompkins, J. P. (Ed.). (1980). Reader-response criticism: From . barnlitteraturens villkor och funktion i dagens Sverige dagens i funktion och villkor barnlitteraturens formalism to post-structuralism. Baltimore: Johns Hopkins Barnbokens väg. Om väg. Barnbokens ). for Cultural Affairs] (Eds.). ( (Eds.). Affairs] Cultural for 1987 University Press. Books], & Statens kulturråd [The Swedish National Council National Swedish [The kulturråd Statens & Books], Tucker, N. (1981/1991). The child and the book: A psychological Svenska barnboksinstitutet [The Swedish Institute for Children’s for Institute Swedish [The barnboksinstitutet Svenska and literary exploration. Cambridge, NY: Cambridge University . r Studentlitteratu Sweden: Lund, ). – 94 77 Press. (pp. inledning en – Litteraturvetenskap In S. Bergsten (Ed.), (Ed.), Bergsten S. In Tucker, N. (1999). The rise and rise of Harry Potter. Children’s ). Litteratursociologi [Sociology of literature]. of [Sociology Litteratursociologi ). Svedjedal, J. ( J. Svedjedal, 1998 Literature in Education, 30 (4), 221–234. and Company. and Children & books & Children ( th ed.). Glenview, IL: Scott, Foresman Scott, IL: Glenview, ed.). th 6 Sutherland, Z., Monson, D. L., & Arbuthnot, M. H. ( H. M. Arbuthnot, & L., D. Monson, Z., Sutherland, ). 1981 References • 203 Life and Fiction and Life 204 Utbildningsdepartementet [Ministry of Education and Science]. • (1994). Kursplaner för grundskolan. Stockholm: Fritzes. Education, Education, . – ), ( 504 491 4 Utbildningsdepartementet [Ministry of Education and Science]. 9 Gender and Gender curriculum’. ‘hidden the and (1998). Läroplan för det obligatoriska skolväsendet, förskole- Frock New Bills ). How can children be taught to read differently? read to taught be children can How ). Wing, A. ( A. Wing, klassen och fritidshemmet. Lpo 94 anpassad till att också om- 1997 . – ), ( Discourse & Society, Society, & Discourse 412 387 3 fatta förskoleklassen och fritidshemmet [Curriculum for the 9 compulsory school, the pre-school class and the after school dialogue. in post-structuralism and analysis Conversation ). Positioning and interpretative repertoires: interpretative and Positioning ). Wetherell, M. ( M. Wetherell, centre. Lpo 94]. Stockholm: Fritzes. 1998 . r Walkerdine, V. (1990). Schoolgirl fictions. London: Verso. Studentlitteratu (pp. (pp. inledning en – turvetenskap ). Lund, Sweden: Sweden: Lund, ). – 169 5 Wall, B. (1991). The narrator’s voice: The dilemma of children’s 12 Littera- fiction. Basingstoke, England: Macmillan. (Ed.), Bergsten S. In literature?]. children’s on search ). Vad är barnlitteraturforskning? [What is re- is [What barnlitteraturforskning? är Vad ). Westin, B. ( B. Westin, Vandergrift, K. E. (1986). Child and story: The literary connec- 1998 ). Stockholm: Symposion. Stockholm: ). (pp. 1993 tion. New York: Neal-Schuman. 312 / Läsebok. En festskrift till Ulf Boëthius Boëthius Ulf till festskrift En Läsebok. (Eds.), Boëthius 12 Weinreich, T. (2000). Children’s literature – Art or pedagogy? (D. 2 Bartlett, Trans.). Frederiksberg, Denmark: Roskilde Univer- U. & Westin B. Lidström, C. In literature]. children’s on sity Press. research of dilemma the – impossible [Mission dilemma ens ). Mission impossible – barnlitteraturforskning- – impossible Mission ). Westin, B. ( B. Westin, Werkelid, C. O. (1995, November 12). Stark historia i vacker 1993 . Stockholm: Bonnier. Stockholm: . form. Svenska Dagbladet. son] Westin, B. (1988). Familjen i dalen. Tove Janssons muminvärld Jans- Tove of world Moomin The valley. the in family [The Familjen i dalen. Tove Janssons muminvärld Janssons Tove dalen. i Familjen ). Westin, B. ( B. Westin, [The family in the valley. The Moomin world of Tove Jans- 1988 . Dagbladet Svenska . son]. Stockholm: Bonnier. form ). Stark historia i vacker i historia Stark ). November , Werkelid, C. O. ( O. C. Werkelid, 12 Westin, B. (1993). Mission impossible – barnlitteraturforskning- 1995 ens dilemma [Mission impossible – the dilemma of research Press. sity on children’s literature]. In C. Lidström, B. Westin & U. Univer- Roskilde Denmark: Frederiksberg, Trans.). Bartlett, (D. pedagogy? or Art – literature Children’s ). ( T. Weinreich, Boëthius (Eds.), Läsebok. En festskrift till Ulf Boëthius 2/12 2000 . New York: Neal-Schuman. York: New . 1993 (pp. 312). Stockholm: Symposion. tion Child and story: The literary connec- literary The story: and Child ). Vandergrift, K. E. ( E. K. Vandergrift, Westin, B. (1998). Vad är barnlitteraturforskning? [What is re- 1986 . Basingstoke, England: Macmillan. England: Basingstoke, . search on children’s literature?]. In S. Bergsten (Ed.), Littera- fiction The narrator’s voice: The dilemma of children’s of dilemma The voice: narrator’s The ). Wall, B. ( B. Wall, turvetenskap – en inledning (pp. 125–169). Lund, Sweden: 1991 . London: Verso. London: . fictions Schoolgirl ). Walkerdine, V. ( V. Walkerdine, Studentlitteratur. 1990 . Stockholm: Fritzes. Stockholm: . ] centre. Lpo Lpo centre. Wetherell, M. (1998). Positioning and interpretative repertoires: 94 Conversation analysis and post-structuralism in dialogue. school after the and class pre-school the school, compulsory Discourse & Society, 9 (3), 387–412. the for [Curriculum fritidshemmet och förskoleklassen fatta klassen och fritidshemmet. Lpo Lpo fritidshemmet. och klassen anpassad till att också om- också att till anpassad Wing, A. (1997). How can children be taught to read differently? 94 Läroplan för det obligatoriska skolväsendet, förskole- skolväsendet, obligatoriska det för Läroplan ). ( Bills New Frock and the ‘hidden curriculum’. Gender and 1998 Education, 9 (4), 491–504. Science]. and Education of [Ministry Utbildningsdepartementet ( . Stockholm: Fritzes. Stockholm: . grundskolan för Kursplaner ). 1994 204 • Life and Fiction Science]. and Education of [Ministry Utbildningsdepartementet 205 References • Wolf, S. A., & Heath, S. B. (1992). The braid of literature: Child- ren’s worlds of reading. Cambridge, MA: Harvard University Press. Wåhlin, K., & Asplund Carlsson, M. (1994). Barnens tre bib- liotek. Läsning av fiktionsböcker i slukaråldren [The three libraries for children. Reading of fiction in the age 9–12]. Stockholm: Symposion. Yeoman, E. (1999). ‘How does it get into my imagination?’: Ele- mentary school children’s intertextual knowledge and gen- dered storylines. Gender and Education, 11 (4), 427–440. Yrlid, R. (1994). Litteraturens villkor [The conditions of lite- rature]. Lund, Sweden: Studentlitteratur. Zak, M. (1987/1989). Hjälp! Boan är lös! Bromma, Sweden: Opal. Bromma, Sweden: Opal. Sweden: Bromma, lös! är Boan Hjälp! ). / Zak, M. ( M. Zak, 1989 1987 . Lund, Sweden: Studentlitteratur. Sweden: Lund, . rature] Yrlid, R. ( R. Yrlid, Litteraturens villkor [The conditions of lite- of conditions [The villkor Litteraturens ). 1994 . – ), ( Gender and Education, Education, and Gender storylines. dered 440 427 4 11 mentary school children’s intertextual knowledge and gen- and knowledge intertextual children’s school mentary ). ‘How does it get into my imagination?’: Ele- imagination?’: my into get it does ‘How ). Yeoman, E. ( E. Yeoman, 1999 Stockholm: Symposion. Stockholm: . ] – libraries for children. Reading of fiction in the age age the in fiction of Reading children. for libraries 12 9 liotek. Läsning av fiktionsböcker i slukaråldren [The three [The slukaråldren i fiktionsböcker av Läsning liotek. Barnens tre bib- tre Barnens ). Wåhlin, K., & Asplund Carlsson, M. ( M. Carlsson, Asplund & K., Wåhlin, 1994 Press. ren’s worlds of reading of worlds ren’s . Cambridge, MA: Harvard University Harvard MA: Cambridge, . Wolf, S. A., & Heath, S. B. ( B. S. Heath, & A., S. Wolf, The braid of literature: Child- literature: of braid The ). 1992 References • 205 206 Appendix A Proposal of work plan for activities in the library projects. rary School”. The Little Hall and The Big Room offer possible places to work on lib- on work to places possible offer Room Big The and Hall Little The School”. Proposal 980608 the of Heart “The library the making for in gone have we space, limited Despite Work plan for library activities communication. Internet as well as use media The school’s most important mission is to create good opportunities for pupils’ multi- for possibilities are There books. “talk” and meet to chance the given are language development. Language is a path to knowledge and is of fundamental staff the meetings” “pedagogical Through searching. information and routines importance for learning. In this work, The Valley School is investing in a well- library discuss to arranged are staff for meetings Information library. the through equipped library. The library is computerised with regard to loaning books as well annually purchased is development competence members’ staff for Literature as searching its stock of books. books. in interest Arouse A literature pedagogue leads the library activities and elaborates them in to is goal pre-school’s open The collaboration with staff and pupils. The library is open during the entire school story. a experiencing/hearing through joy feel to children Help day. It will be staffed during certain hours and as per agreement. Pupil participa- letters. the behind hidden are meaning and content message, a that Show tion occurs through the school’s library council/library assistants. story. a experiencing/hearing of joy the Show Library work is intended for grades K–7. language. Develop The pupils shall ideas. and thoughts feelings, imagination, Stimulate Arouse interest in books. in interest Arouse · Have the opportunity to develop their imagination and delight in learning to are reading for goals pre-school’s The by reading literature. years. 0–5 · Encounter fiction, lay the foundation for good reading habits and become aged children for goals are there activities, many contains School Valley The Since acquainted with parts of our cultural inheritance. · Have the opportunity to “talk books” in small groups. day.” school entire the during possible are grams · Become accustomed to using the library’s possibilities for searching facts pro- processing word with work as well as programs teaching of use searching, and using aids, such as reference books, textbooks, periodicals and com- information Communication, library. the to tied are computers of number “A puters, in order to locate information. information. locate to order in puters, “A number of computers are tied to the library. Communication, information com- and periodicals textbooks, books, reference as such aids, using and searching, use of teaching programs as well as work with word processing pro- facts searching for possibilities library’s the using to accustomed Become · grams are possible during the entire school day.” groups. small in books” “talk to opportunity the Have · acquainted with parts of our cultural inheritance. cultural our of parts with acquainted Since The Valley School contains many activities, there are goals for children aged become and habits reading good for foundation the lay fiction, Encounter · 0–5 years. literature. reading by The pre-school’s goals for reading are to learning in delight and imagination their develop to opportunity the Have · Arouse interest in books. Stimulate imagination, feelings, thoughts and ideas. shall pupils The Develop language. K–7. grades for intended is work Library Show the joy of experiencing/hearing a story. assistants. council/library library school’s the through occurs tion Show that a message, content and meaning are hidden behind the letters. participa- Pupil agreement. per as and hours certain during staffed be will It day. Help children to feel joy through experiencing/hearing a story. school entire the during open is library The pupils. and staff with collaboration The open pre-school’s goal is to in them elaborates and activities library the leads pedagogue literature A Arouse interest in books. books. of stock its searching as Literature for staff members’ competence development is purchased annually well as books loaning to regard with computerised is library The library. equipped through the library. Information meetings for staff are arranged to discuss library well- a in investing is School Valley The work, this In learning. for importance routines and information searching. Through “pedagogical meetings” the staff fundamental of is and knowledge to path a is Language development. language are given the chance to meet and “talk” books. There are possibilities for multi- pupils’ for opportunities good create to is mission important most school’s The media use as well as Internet communication. activities library for plan Work Proposal Despite limited space, we have gone in for making the library “The Heart of the 980608 School”. The Little Hall and The Big Room offer possible places to work on lib- rary projects. library the in activities for plan work of Proposal A Appendix 206 207 Appendix • Appendix B Information letter to the pupils’ parents Linköping date 1998 581 82 Linköping 82 581 To the parents of pupils in grades 4–7 at The Valley School in Middle-sized Town Linköping University Linköping Address: Dept. of Child Studies Child of Dept. Address: At The Department of Child Studies, Linköping University, research is done to xxx-xx xx xx xx xxx-xx Phone (home): (home): Phone increase our knowledge of children’s conditions and to allow us to understand xxx-xx xx xx xx xxx-xx Phone (Dept. of Child Studies): Studies): Child of (Dept. Phone how the surrounding world appears from a child perspective. One area of research PhD student PhD at the department concerns children’s ways of apprehending cultural expressions Katarina Eriksson Katarina such as art, literature and TV. With the permission of teacher-librarian Mary Smith, I will conduct a study of Sincerely, children’s and young people’s reading during school year 1998–99 at The Valley School. To gain insight into this, I intend to video-record some of the book clubs . xx xx xxx-xx Prof. Karin Aronsson, at the following number number following the at Aronsson, Karin Prof. during the year (to separate the pupils’ voices I need pictures as well as sound). questions about the study, you are also welcome to contact my academic advisor, academic my contact to welcome also are you study, the about questions During autumn term I will record four book groups and during spring I will record child to participate in the study or if you have questions concerning it. If you have you If it. concerning questions have you if or study the in participate to child an additional two. The recorded material will be treated confidentially. This Notify the teacher or contact me by telephone or letter if you do not wish your wish not do you if letter or telephone by me contact or teacher the Notify means, among other things, that no one outside the project will have access to the participation at any time. any at participation tapes, not now or in the future. Moreover, the results will be presented anony- Participation in the study is voluntary. Participants can choose to discontinue to choose can Participants voluntary. is study the in Participation mously; people’s names and the school name will be changed when I write about be presented in my doctoral thesis. doctoral my in presented be the study so that it will be impossible to determine who said what. The results will the study so that it will be impossible to determine who said what. The results will results The what. said who determine to impossible be will it that so study the be presented in my doctoral thesis. mously; people’s names and the school name will be changed when I write about write I when changed be will name school the and names people’s mously; Participation in the study is voluntary. Participants can choose to discontinue tapes, not now or in the future. Moreover, the results will be presented anony- presented be will results the Moreover, future. the in or now not tapes, participation at any time. means, among other things, that no one outside the project will have access to the to access have will project the outside one no that things, other among means, Notify the teacher or contact me by telephone or letter if you do not wish your an additional two. The recorded material will be treated confidentially. This confidentially. treated be will material recorded The two. additional an child to participate in the study or if you have questions concerning it. If you have During autumn term I will record four book groups and during spring I will record will I spring during and groups book four record will I term autumn During questions about the study, you are also welcome to contact my academic advisor, during the year (to separate the pupils’ voices I need pictures as well as sound). as well as pictures need I voices pupils’ the separate (to year the during Prof. Karin Aronsson, at the following number xxx-xx xx xx. School. To gain insight into this, I intend to video-record some of the book clubs book the of some video-record to intend I this, into insight gain To School. at The Valley The at – children’s and young people’s reading during school year year school during reading people’s young and children’s 99 99 1998 Sincerely, Mary Smith Mary teacher-librarian of permission the With , I will conduct a study of study a conduct will I , . such as art, literature and and literature art, as such TV Katarina Eriksson at the department concerns children’s ways of apprehending cultural expressions cultural apprehending of ways children’s concerns department the at PhD student how the surrounding world appears from a child perspective. One area of research of area One perspective. child a from appears world surrounding the how Phone (Dept. of Child Studies): xxx-xx xx xx increase our knowledge of children’s conditions and to allow us to understand to us allow to and conditions children’s of knowledge our increase Phone (home): xxx-xx xx xx At The Department of Child Studies, Linköping University, research is done to done is research University, Linköping Studies, Child of Department The At Address: Dept. of Child Studies Linköping University The Valley School Valley The at grades in pupils of parents the To Middle-sized Town Middle-sized in 4–7 581 82 Linköping date Linköping 1998 Appendix B Information letter to the pupils’ parents pupils’ the to letter Information B Appendix Appendix • 207 Life and Fiction and Life 208 • Appendix C Information sheet about the book club 1998-09-xx Mary grade Book club in 4 Ann-Charlotte You have now received your first book club book, and I hope you’re pleased with the book you will read for the next 14 days. At our first meeting today we have gone through several practical details: Kerstin • plan your reading, “give the book time” • take the book and your notes to every meeting • do your homework assignments as well as you can Lennart Bengt “Bengan” Bengt We hope you will like the book you are going to read. By the next meeting, date, we want you to have read approximately half of the book. We will talk about the main characters in the book and what you think about them. Maybe there is something in the book that you don’t really understand. We can talk about that during this meeting. section. that just choose you why about think and well section section of the book the of section (about half a page). Practice so that you can read that read can you that so Practice page). a half (about you to read a short a read to you way. that think you why describe to try When we meet for the last time, DATE, you should have finished reading the want also We what you think about the book and book the about think you what book. Tell the other group members what you think about the book and members group other the Tell book. try to describe why you think that way. We also want you to read a short the reading finished have should you DATE, time, last the for meet we When section of the book (about half a page). Practice so that you can read that section well and think about why you choose just that section. meeting. this during that about talk can Maybe there is something in the book that you don’t really understand. We understand. really don’t you that book the in something is there Maybe about the main characters in the book and what you think about them. about think you what and book the in characters main the about We will talk will We , we want you to have read approximately half of the book. book. the of half approximately read have to you want we , date Bengt “Bengan” meeting, next the By read. to going are you book the like will you hope We Lennart can you as well as assignments homework your do • • take the book and your notes to every meeting every to notes your and book the take • • plan your reading, “give the book time” book the “give reading, your plan • Kerstin details: practical several through gone have with the book you will read for the next 14 days. At our first meeting today we today meeting first our At days. 14 next the for read will you book the with You have now received your first book club book, and I hope you’re pleased you’re hope I and book, club book first your received now have You 4 Ann-Charlotte in club Book Mary grade 1998-09- xx ook club ook b the out b a sheet Information C Appendix 208 • Life and Fiction 209 Linköping Studies in Arts and Science . - - - . . (Diss.) (Diss.) . Malawi rural in health child and 0 238 7870 91 ISBN 1987 ISSN 0282-9800 Why Poor Children Stay Sick - Water sanitation hygiene sanitation Water - Sick Stay Children Poor Why Lindskog, Per . 16 1. Martin Kylhammar, Maskin och idyll. Teknik och pastorala ideal hos . - - - . . (Diss.) (Diss.) . tandvård 6 235 7870 91 ISBN 1987 Strindberg och Heidenstam. (Diss). 1985. ISBN 91-38-61645-9. Produktion, produktivitet och kostnader i svensk i kostnader och produktivitet Produktion, Westerberg, Ingvar . 15 2. Cai Svensson, The construction of poetic meaning. A cultural-develop- . - - - . . (Diss.) (Diss.) . Disease 8 220 7870 91 ISBN 1987 mental study of symbolic and non-symbolic strategies in the interpreta- mantics, Phenomenology and Ontology of the Clinical Conceptions of Conceptions Clinical the of Ontology and Phenomenology mantics, tion of contemporary poetry. (Diss.) 1985. ISBN 91-40-05139-0. Icons of Disease - A Philosophical Inquiry into the Se- the into Inquiry Philosophical A - Disease of Icons Sundström, Per . 14 3. Roger Sävenhed, Chemical and sensory analysis of off-flavour compounds . - - - . . (Diss.) (Diss.) . Sweden 4 219 7870 91 ISBN 1987 in drinking water. (Diss.) 1986. ISBN 91-7372-969-8. Regional variations in pharmaceutical consumption in consumption pharmaceutical in variations Regional Brodin, F.T. Håkan . 13 4. Arne Kaijser, Stadens ljus. Etableringen av de första svenska gasverken. . - - - 0 188 7870 91 ISBN (Diss.). 1986. ISBN 91-40-05159-5. . . (Diss.) (Diss.) . gallsten och prostataförstoring magsår, av behandling Vid 1987 5. Lennart Nordenfelt, Hälsa, sjukdom, dödsorsak. 1986. ISBN 91-40-05158- Spridning och ekonomiska effekter av medicinsk teknologi - teknologi medicinsk av effekter ekonomiska och Spridning Carlsson, Per . 12 7. . - - - . . (Diss.) (Diss.) . Sweden and lorado 5 177 7870 91 ISBN 1987 6. Kerstin Severinson Eklundh, Dialogue processes in computer mediated Control of Land Use and Groundwater Quality in Co- in Quality Groundwater and Use Land of Control Lönegren, Hans . 11 communication. A study of letter exchange in the COM system. (Diss.) - . - - 7870 91 ISBN 3 178 1986. ISBN 91-40-05164-1. . . (Diss.) (Diss.) . Deposit Waste Mine a from Metals of Redistribution and 1987 7. Jan-Erik Hagberg, Tekniken i kvinnornas händer. Hushållsarbete och Influence of Hydrochemical Parameters on the Mobility the on Parameters Hydrochemical of Influence Karlsson, Stefan . 10 hushållsteknik under tjugo- och trettiotalen. (Diss.) 1986. ISBN 91-40- . - - - 5 146 7870 91 ISBN 05160-9. . . (Diss.) (Diss.) . Scheutz Edvard and Georg and Babbage Charles Müller, 1987 8. Kjell Granström, Dynamics in Meetings. On leadership and followership Glory and Failure. The Difference Engines of Johann of Engines Difference The Failure. and Glory Lindgren, Michael . 9 in ordinary meetings in different organisations. (Diss.) 1986. ISBN 91-40- . - 0 05173 05173-0. - - . . (Diss.) (Diss.) . organisations different in meetings ordinary in 40 91 ISBN 1986 9. Michael Lindgren, Glory and Failure. The Difference Engines of Johann Dynamics in Meetings. On leadership and followership and leadership On Meetings. in Dynamics Granström, Kjell . 8 Müller, Charles Babbage and Georg and Edvard Scheutz. (Diss.) 1987. . - 9 05160 ISBN 91-7870-146-5. - - . . (Diss.) (Diss.) . trettiotalen och tjugo- under hushållsteknik 40 91 ISBN 1986 10. Stefan Karlsson, Influence of Hydrochemical Parameters on the Mobility Tekniken i kvinnornas händer. Hushållsarbete och Hushållsarbete händer. kvinnornas i Tekniken Hagberg, Jan-Erik . 7 and Redistribution of Metals from a Mine Waste Deposit. (Diss.) 1987. . - - - . 1 05164 40 91 ISBN 1986 ISBN 91-7870-178-3. A study of letter exchange in the COM system COM the in exchange letter of study A . communication . (Diss.) . 11. Hans Lönegren, Control of Land Use and Groundwater Quality in Co- Dialogue processes in computer mediated computer in processes Dialogue Eklundh, Severinson Kerstin . 6 lorado and Sweden. (Diss.) 1987. ISBN 91-7870-177-5. . 7 12. Per Carlsson, Spridning och ekonomiska effekter av medicinsk teknologi - Hälsa, sjukdom, dödsorsak sjukdom, Hälsa, Nordenfelt, Lennart . . . - - - . 5 05158 40 91 ISBN 1986 Vid behandling av magsår, prostataförstoring och gallsten. (Diss.) 1987. . - - - . (Diss.). (Diss.). 5 05159 40 91 ISBN 1986 ISBN 91-7870-188-0. Stadens ljus. Etableringen av de första svenska gasverken svenska första de av Etableringen ljus. Stadens Kaijser, Arne . . 4 13. Håkan F.T. Brodin, Regional variations in pharmaceutical consumption in - . . - - . (Diss.) (Diss.) . water drinking in 7372 91 ISBN 1986 8 969 Sweden. (Diss.) 1987. ISBN 91-7870-219-4. Chemical and sensory analysis of off-flavour compounds off-flavour of analysis sensory and Chemical Sävenhed, Roger . 3 14. Per Sundström, Icons of Disease - A Philosophical Inquiry into the Se- . . . - - - . (Diss.) (Diss.) . poetry contemporary of tion 1985 0 05139 40 91 ISBN mantics, Phenomenology and Ontology of the Clinical Conceptions of mental study of symbolic and non-symbolic strategies in the interpreta- the in strategies non-symbolic and symbolic of study mental Disease. (Diss.) 1987. ISBN 91-7870-220-8. . Cai Svensson, Svensson, Cai . The construction of poetic meaning. A cultural-develop- A meaning. poetic of construction The 2 15. Ingvar Westerberg, Produktion, produktivitet och kostnader i svensk . . . - - - Strindberg och Heidenstam och Strindberg . (Diss). (Diss). . ISBN 1985 9 61645 38 91 tandvård. (Diss.) 1987. ISBN 91-7870-235-6. . Martin Kylhammar, Kylhammar, Martin . Maskin och idyll. Teknik och pastorala ideal hos ideal pastorala och Teknik idyll. och Maskin 1 16. Per Lindskog, Why Poor Children Stay Sick - Water sanitation hygiene ISSN 0282-9800 ISSN and child health in rural Malawi. (Diss.) 1987. ISBN 91-7870-238-0. Linköping Studies in Arts and Science and Arts in Studies Linköping 209 Life and Fiction and Life 210 17. Thomas Ginner, Den bildade arbetaren. Debatten om teknik, samhälle • och bildning inom Arbetarnas bildningsförbund 1945-1970. (Diss.) 1988. . - - - . (Diss.) . - undervisning undervisning 1 439 7870 91 ISBN 1989 1968 ISBN 91-7870-300-X. 1865 18. Lennart Gustavsson, Language Taught and Language Used. Dialogue litteratur- gymnasiets i betydelse litterär av reproduktion och mering Tradition och betydelse. Om selektion, legiti- selektion, Om betydelse. och Tradition Martinsson, Bengt-Göran . processes in dyadic lessons of Swedish as a second language compared 35 . - - - . (Diss.) (Diss.) tillämpning. 9 421 7870 91 ISBN with non-didactic conversations. (Diss.) 1988. ISBN 91-7870-310-7. 1989 19. Klas Sandell, Ecostrategies in theory and practice. Farmers’ perspectives praktiska och bakgrund historiska dess - sinnessjukdom” med ”jämställd Psykiskt störda brottslingar. En studie av begreppet av studie En brottslingar. störda Psykiskt Belfrage, Henrik . on water, nutrients and sustainability in low-resource agriculture in the 34 . - - - . (Diss.) . Perspective Years Landscape in a a in Landscape 6 431 7870 91 ISBN 1989 dry zone of Sri Lanka. (Diss.) 1988. ISBN 91-7870-332-8. 100 Ecohydrological Water Flow Analysis of a Swedish a of Analysis Flow Water Ecohydrological Andersson, Lotta . 20. Bo Wigilius, Isolation, Characterization and Risk Analysis of Organic 33 . - - - . svenska modellens uppkomst. (Diss.) (Diss.) uppkomst. modellens svenska 9 3515 550 91 ISBN Micropollutants in Water. (Diss.) 1988. ISBN 91-7870-346-8. 1989 Tillväxt och klassamarbete - en studie av den av studie en - klassamarbete och Tillväxt Johansson, L Anders . 21. Ola Palm, Traditional Lowland Rice Agriculture in Sri Lanka. Nitrogen 32 -X. - - . (Diss.) (Diss.) Lanka. Sri of Zone Dry in 409 7870 91 ISBN Cycling and Options for Biofertilizers. (Diss.) 1988. ISBN 91-7870-344-1. 1988 Resource Management in Traditional Farming. A case study case A Farming. Traditional in Management Resource Daléus, Erika . 22. Per Sandén, Dynamics of metal concentrations and mass transport in an 31 . - - - . 9 399 7870 91 ISBN old mining area. (Diss.) 1988. ISBN 91-7870-348-4. 1988 . populärfiktion av läsning Om . bok en utan dag en Inte Hansson, Gunnar . 23. Viveka Adelswärd, Styles of Success. On impression management as 30 . - - - . (Diss.) (Diss.) Filter. 2 397 7870 91 ISBN collaborative action in job interviews. (Diss.) 1988. ISBN 91-7870-349-2. 1988 Removal of Wastewater Nitrogen in a Wetland a in Nitrogen Wastewater of Removal Wittgren, Hans-Bertil . 24. Biokommunikation. Biologisk kommunikationsforskning – en nordisk 29 . - - - . (Diss.) (Diss.) introduktion. ugnens 4 396 7870 91 ISBN antologi. Red. T. Dabelsteen, Y. Espmark & S. Sjölander. København: 1988 Ny teknik och gamla vanor. En studie om mikrovågs- om studie En vanor. gamla och teknik Ny Johansson, Birgitta . Akademisk Forlag, 1988. ISBN 87-500-2753-0. 28 . - - - . (Diss.) (Diss.) 9 385 7870 91 ISBN 25. Linda Jönsson, On Being Heard in Court Trials and Police Interrogations. 1988 . filter wetland a in nutrients wastewater of Recycling Sundblad, Karin . A study of discourse in two institutional contexts. (Diss.) 1988. ISBN 91- 27 . - - - . (Diss.) (Diss.) evaluation. 0 384 7870 91 ISBN 7870-379-4. 1988 Dynamics of Water Pollution Control. A regional A Control. Pollution Water of Dynamics Löwgren, Marianne . 26. Marianne Löwgren, Dynamics of Water Pollution Control. A regional 26 . - - 4 379 evaluation. (Diss.) 1988. ISBN 91-7870-384-0. 7870 - . . (Diss.) (Diss.) . contexts institutional two in discourse of study A 91 ISBN 27. Karin Sundblad, Recycling of wastewater nutrients in a wetland filter. 1988 On Being Heard in Court Trials and Police Interrogations. Police and Trials Court in Heard Being On Jönsson, Linda . (Diss.) 1988. ISBN 91-7870-385-9. 25 . - - - . Akademisk Forlag, Forlag, Akademisk 0 2753 500 87 ISBN 28. Birgitta Johansson, Ny teknik och gamla vanor. En studie om mikrovågs- 1988 Red. T. Dabelsteen, Y. Espmark & S. Sjölander. København: Sjölander. S. & Espmark Y. Dabelsteen, T. Red. ugnens introduktion. (Diss.) 1988. ISBN 91-7870-396-4. antologi. Biologisk kommunikationsforskning – en nordisk en – kommunikationsforskning Biologisk . Biokommunikation . 29. Hans-Bertil Wittgren, Removal of Wastewater Nitrogen in a Wetland 24 . - - - . . (Diss.) (Diss.) . interviews job in action collaborative 2 349 7870 91 ISBN Filter. (Diss.) 1988. ISBN 91-7870-397-2. 1988 Styles of Success. On impression management as management impression On Success. of Styles Adelswärd, Viveka . 30. Gunnar Hansson, Inte en dag utan en bok. Om läsning av populärfiktion. 23 . - - - . . (Diss.) (Diss.) . area mining old 4 348 7870 91 ISBN 1988. ISBN 91-7870-399-9. 1988 Dynamics of metal concentrations and mass transport in an in transport mass and concentrations metal of Dynamics Sandén, Per . 31. Erika Daléus, Resource Management in Traditional Farming. A case study 22 . - - - . . (Diss.) (Diss.) . Biofertilizers for Options and Cycling 1 344 7870 91 ISBN in Dry Zone of Sri Lanka. (Diss.) 1988. ISBN 91-7870-409-X. 1988 Traditional Lowland Rice Agriculture in Sri Lanka. Nitrogen Lanka. Sri in Agriculture Rice Lowland Traditional Palm, Ola . 32. Anders L Johansson, Tillväxt och klassamarbete - en studie av den 21 . - - - . . (Diss.) (Diss.) . Water in Micropollutants 8 346 7870 91 ISBN svenska modellens uppkomst. (Diss.) 1989. ISBN 91-550-3515-9. 1988 Isolation, Characterization and Risk Analysis of Organic of Analysis Risk and Characterization Isolation, Wigilius, Bo . 33. Lotta Andersson, Ecohydrological Water Flow Analysis of a Swedish 20 . - - - . . (Diss.) (Diss.) . Lanka Sri of zone dry 8 332 7870 91 ISBN Landscape in a 100 Years Perspective. (Diss.) 1989. ISBN 91-7870-431-6. 1988 34. Henrik Belfrage, Psykiskt störda brottslingar. En studie av begreppet the in agriculture low-resource in sustainability and nutrients water, on Ecostrategies in theory and practice. Farmers’ perspectives Farmers’ practice. and theory in Ecostrategies Sandell, Klas . ”jämställd med sinnessjukdom” - dess historiska bakgrund och praktiska 19 . - - - . . (Diss.) (Diss.) . conversations non-didactic with 7 310 7870 91 ISBN tillämpning. (Diss.) 1989. ISBN 91-7870-421-9. 1988 35. Bengt-Göran Martinsson, Tradition och betydelse. Om selektion, legiti- compared language second a as Swedish of lessons dyadic in processes Language Taught and Language Used. Dialogue Used. Language and Taught Language Gustavsson, Lennart . mering och reproduktion av litterär betydelse i gymnasiets litteratur- 18 -X. - - 300 7870 91 undervisning 1865-1968. (Diss.) 1989. ISBN 91-7870-439-1. ISBN . (Diss.) . - inom Arbetarnas bildningsförbund bildningsförbund Arbetarnas inom bildning och 1988 1970 1945 Den bildade arbetaren. Debatten om teknik, samhälle teknik, om Debatten arbetaren. bildade Den Ginner, Thomas . 210 • Life and Fiction 17 211 science and arts in studies Linköping • 36. Ullabeth Sätterlund Larsson, Being involved. Patient participation in health care. (Diss.) 1989. ISBN 91-7870-446-4. 37. Tomas Faresjö, Social skiktning och ohälsa i Studien 1913 Års Män. (Diss.) 1989. ISBN 91-7870-451-0. . - - - 8 654 7870 91 ISBN 38. Bo Lundgren, Off-flavours in Drinking Water - Analytical procedures and . (Diss.) (Diss.) . measurement and Meaning need. care Health Liss, Per-Erik . . 53 1990 treatment effects in biologically active sand filters. (Diss.) 1989. ISBN 91- . - - - . grundskolan. i teknik obligatorisk Exemplet mik. 3 651 7870 91 ISBN 1990 7870-465-0. Läroplansprocesser och förhandlingsdyna- och Läroplansprocesser Riis, Ulla och Elgström Ole . 52 39. Peter Garpenby, The State and the Medical Profession. A cross-national . - - - . (Diss.) (Diss.) 9 578 7870 91 ISBN 1990 comparison of the health policy arena in the United Kingdom and Sweden A cross-national study of the determinants of differences in drug lag. drug in differences of determinants the of study cross-national A 1945-1985. (Diss.) 1989. ISBN 91-7870-455-3. The international diffusion of new chemical entities - entities chemical new of diffusion international The Andersson, Fredrik . 51 40. Gunnar Karlsson, Dynamics of Nutrient Mass Transport. A River Basin . - - - . (Diss.) (Diss.) manskultur. och kvinnokultur i ring 1 321 7798 91 ISBN 1990 Evaluation. (Diss.) 1989. ISBN 91-7870-470-7. Genom symaskinens nålsöga. Teknik och social föränd- social och Teknik nålsöga. symaskinens Genom Waldén, Louise . 50 41. Ingemar Grandin, Music and media in local life. Music practice in a . - - - . (Diss.) (Diss.) författarskap. 8 047862 0 91 ISBN 1990 Newar neighbourhood in Nepal. (Diss.) 1989. ISBN 91-7870-480-4. Förnuftets brytpunkt. Om teknikkritiken i P C Jersilds C P i teknikkritiken Om brytpunkt. Förnuftets Anshelm, Jonas . 49 42. Ann-Marie Laginder, Framtidsbilder i offentligt utredande - teknik, . - - - . (Diss.) (Diss.) transplantation. 1 568 7870 91 ISBN 1990 utbildning och samhällsutveckling. (Diss.) 1989. ISBN 91-7870-484-7. the health care sector. Innovation and diffusion of hemodialysis and renal and hemodialysis of diffusion and Innovation sector. care health the 43. Ola Tunander, Cold Water Politics. The Maritime Strategy and Geo- Conceptual and empirical issues of technological change in change technological of issues empirical and Conceptual Bonair, Ann . 48 politics of the Northern Front. (Diss.) 1989. ISBN 0 8039 8219 4. . - - - . (Diss.) (Diss.) bostadsforskning. och arkitektur- 7 548 7870 91 ISBN 1989 44. Jan Lindvall, Expensive Time and Busy Money. A study of households’ Arkitektur och social ingenjörskonst. Studier i svensk i Studier ingenjörskonst. social och Arkitektur Sandström, Ulf . 47 substitution between time and expenditures in consumption and house- . . . - - - (Diss.) (Diss.) mönster. och ningsfaktorer ISBN 1989 8 542 7870 91 hold production with emphasis on the food section. (Diss.) 1989. ISBN 91- Informationsteknologi i organisationer - Bestäm- - organisationer i Informationsteknologi Andersson, Peter . 46 7870-524-X. - - - . (Diss.) -talet. . 534 7870 91 ISBN 1989 1980 7 45. Anita Nyberg, Tekniken - kvinnornas befriare? Hushållsteknik, köpeva- -talet - -talet ror, gifta kvinnors hushållsarbetstid och förvärvsdeltagande förvärvsdeltagande och hushållsarbetstid kvinnors gifta ror, 1930 ror, gifta kvinnors hushållsarbetstid och förvärvsdeltagande 1930-talet - Tekniken - kvinnornas befriare? Hushållsteknik, köpeva- Hushållsteknik, befriare? kvinnornas - Tekniken Nyberg, Anita . 45 1980-talet. (Diss.) 1989. ISBN 91-7870-534-7. . - - X 524 7870 46. Peter Andersson, Informationsteknologi i organisationer - Bestäm- - . (Diss.) (Diss.) section. food the on emphasis with production hold 91 ISBN 1989 ningsfaktorer och mönster. (Diss.) 1989. ISBN 91-7870-542-8. substitution between time and expenditures in consumption and house- and consumption in expenditures and time between substitution 47. Ulf Sandström, Arkitektur och social ingenjörskonst. Studier i svensk Expensive Time and Busy Money. A study of households’ of study A Money. Busy and Time Expensive Lindvall, Jan . 44 arkitektur- och bostadsforskning. (Diss.) 1989. ISBN 91-7870-548-7. . . politics of the Northern Front. Front. Northern the of politics (Diss.) (Diss.) 1989 4 8219 8039 0 ISBN 48. Ann Bonair, Conceptual and empirical issues of technological change in Cold Water Politics. The Maritime Strategy and Geo- and Strategy Maritime The Politics. Water Cold Tunander, Ola . 43 the health care sector. Innovation and diffusion of hemodialysis and renal . - - - . . (Diss.) (Diss.) . samhällsutveckling och utbildning 7 484 7870 91 ISBN 1989 transplantation. (Diss.) 1990. ISBN 91-7870-568-1. Framtidsbilder i offentligt utredande - teknik, - utredande offentligt i Framtidsbilder Laginder, Ann-Marie . 42 49. Jonas Anshelm, Förnuftets brytpunkt. Om teknikkritiken i P C Jersilds . - - - . Newar neighbourhood in Nepal. Nepal. in neighbourhood Newar (Diss.) (Diss.) 1989 4 480 7870 91 ISBN författarskap. (Diss.) 1990. ISBN 91-0-047862-8. Music and media in local life. Music practice in a in practice Music life. local in media and Music Grandin, Ingemar . 41 50. Louise Waldén, Genom symaskinens nålsöga. Teknik och social föränd- - - . . - (Diss.) (Diss.) Evaluation. 470 7870 91 ISBN 1989 7 ring i kvinnokultur och manskultur. (Diss.) 1990. ISBN 91-7798-321-1. Dynamics of Nutrient Mass Transport. A River Basin River A Transport. Mass Nutrient of Dynamics Karlsson, Gunnar . 40 51. Fredrik Andersson, The international diffusion of new chemical entities - - - - . (Diss.) . - . 455 7870 91 ISBN 1989 1985 1945 3 A cross-national study of the determinants of differences in drug lag. comparison of the health policy arena in the United Kingdom and Sweden and Kingdom United the in arena policy health the of comparison (Diss.) 1990. ISBN 91-7870-578-9. The State and the Medical Profession. A cross-national A Profession. Medical the and State The Garpenby, Peter . 39 52. Ole Elgström och Ulla Riis, Läroplansprocesser och förhandlingsdyna- . - - 0 465 7870 mik. Exemplet obligatorisk teknik i grundskolan. 1990. ISBN 91-7870-651-3. - . treatment effects in biologically active sand filters sand active biologically in effects treatment . (Diss.) (Diss.) . 91 ISBN 1989 53. Per-Erik Liss, Health care need. Meaning and measurement. (Diss.) 1990. . Bo Lundgren, Lundgren, Bo . Off-flavours in Drinking Water - Analytical procedures and procedures Analytical - Water Drinking in Off-flavours 38 ISBN 91-7870-654-8. . - - - . (Diss.) (Diss.) 0 451 7870 91 ISBN 1989 . Män Års Faresjö, Tomas . Social skiktning och ohälsa i Studien Studien i ohälsa och skiktning Social 1913 37 . - - - . (Diss.) (Diss.) care. health 4 446 7870 91 ISBN 1989 . Ullabeth Sätterlund Larsson, Larsson, Sätterlund Ullabeth . Being involved. Patient participation in participation Patient involved. Being 36 Linköping studies in arts and science • 211 Life and Fiction and Life 212 54. Tommy Svensson, On the notion of mental illness. Problematizing the • medical-model conception of certain abnormal behaviour and mental afflictions. (Diss.) 1990. ISBN 91-7870-664-5. . - - - . (Diss.) (Diss.) Treatments. and 6 851 7870 91 ISBN 55. Kerstin Bergqvist, Doing schoolwork. Task premisses and joint activity in 1992 Myocardial Infarction - Costs and Benefits of Prevention of Benefits and Costs - Infarction Myocardial Levin, Lars-Åke . the comprehensive classroom. (Diss.) 1990. ISBN 91-7870-687-4. 72 . - - - . (Diss.) (Diss.) aspects. tional 8 850 7870 91 ISBN 56. Margareta Lindén-Boström, Arbetsmiljö och alkohol. En studie om al- 1992 Representations of Discourse - cognitive and computa- and cognitive - Discourse of Representations Dahlbäck, Nils . koholbruk och dess relation till olika arbetsmiljöförhållanden i en or- 71 . - - - . (Diss.) (Diss.) speciation. metal for 8 847 7870 91 ISBN ganisation. (Diss.) 1990. ISBN 91-7870-688-2. 1992 Interactions Between Metals and Bacteria - Importance - Bacteria and Metals Between Interactions Brynhildsen, Lena . 57. Lorin Reinelt, Nonpoint Source Water Pollution Management. Monitor- 70 . - - - . 9 824 7870 91 ISBN ing, Assessment and Wetland Treatment. (Diss.) 1990. ISBN 91-7870-708-0. 1991 . (Diss.) . implantat dentala av analys Hälsoekonomisk Karlsson, Göran . 58. Clas Rehnberg, The organization of public health care. An economic 69 . - - - . (Diss.) (Diss.) äldreboende. 2 5386 540 91 ISBN analysis of the Swedish health care system. (Diss.) 1990. ISBN 91-7870-728-5. 1991 59. Kenneth Petersson, Ungdom, livsvillkor, makt. En studie av erfarenhe- för vision en - samhällsplaneringen i medverkan socialtjänstens för modell Boende och omsorg - omsorg om boendet. Analys av en av Analys boendet. om omsorg - omsorg och Boende Henning, Cecilia . ternas rum i det moderna. (Diss.) 1990. ISBN 91-7870-729-3. 68 . - - - . (Diss.) (Diss.) 2 805 7870 91 ISBN 60. Ulrika Nettelbladt och Gisela Håkansson (Utg.) Samtal och språkunder- 1991 . treatment hypertension of evaluation Economic Johannesson, Magnus . visning. Studier till Lennart Gustavssons minne. 1990. ISBN 91-7870-734-X. 67 . - - - . (Diss.) (Diss.) Expenditure. 2 786 7870 91 ISBN 61. Angela Sjölander-Hovorka, Schnittstelle Vernissage - Die Besucher als 1991 Essays on International Comparisons of Health Care Health of Comparisons International on Essays Gerdtham, Ulf-G . Wegbereiter und Multiplikatoren zeitgenössischer Kunst. (Diss.) 1991. 66 . - - 8 783 ISBN 91-7870-740-4. 7870 - . (Diss.) (Diss.) Arsenic. and Mercury Cadmium, of Adsorption 91 ISBN 62. Karsten Håkansson, Metals Released from Mine Waste Deposits - Re- 1991 Effects of Humic Substances and pH on the Speciation and Speciation the on pH and Substances Humic of Effects Xu, Hao . distribution and Fluxes through Geological Barriers. (Diss.) 1991. ISBN 65 . - - - . (Diss.) (Diss.) interaction. mother-child 6 770 7870 91 ISBN 91-7870-759-5. 1991 Communicative challenges - a comparative study of study comparative a - challenges Communicative Nilholm, Claes . 63. Torben A. Bonde, Size and Dynamics of Active Soil Organic Matter Frac- 64 . - - - . (Diss.) (Diss.) Management. Soil by Influenced as tion 7 761 7870 91 ISBN tion as Influenced by Soil Management. (Diss.) 1991. ISBN 91-7870-761-7. 1991 Size and Dynamics of Active Soil Organic Matter Frac- Matter Organic Soil Active of Dynamics and Size Bonde, A. Torben . 64. Claes Nilholm, Communicative challenges - a comparative study of 63 . - - - 5 759 7870 mother-child interaction. (Diss.) 1991. ISBN 91-7870-770-6. 91 . . (Diss.) (Diss.) Barriers. Geological through Fluxes and distribution ISBN 65. Hao Xu, Effects of Humic Substances and pH on the Speciation and 1991 Metals Released from Mine Waste Deposits - Re- - Deposits Waste Mine from Released Metals Håkansson, Karsten . Adsorption of Cadmium, Mercury and Arsenic. (Diss.) 1991. ISBN 91- 62 . - - - 4 740 7870 91 7870-783-8. ISBN . (Diss.) (Diss.) Kunst. zeitgenössischer Multiplikatoren und Wegbereiter 66. Ulf-G Gerdtham, Essays on International Comparisons of Health Care 1991 Schnittstelle Vernissage - Die Besucher als Besucher Die - Vernissage Schnittstelle Sjölander-Hovorka, Angela . Expenditure. (Diss.) 1991. ISBN 91-7870-786-2. 61 . - - - . minne. Gustavssons Lennart till Studier visning. X 734 7870 91 ISBN 67. Magnus Johannesson, Economic evaluation of hypertension treatment. 1990 Samtal och språkunder- och Samtal (Utg.) Håkansson Gisela och Nettelbladt Ulrika . (Diss.) 1991. ISBN 91-7870-805-2. 60 . - - - . . (Diss.) (Diss.) . moderna det i rum ternas 3 729 7870 91 ISBN 68. Cecilia Henning, Boende och omsorg - omsorg om boendet. Analys av en 1990 Ungdom, livsvillkor, makt. En studie av erfarenhe- av studie En makt. livsvillkor, Ungdom, Petersson, Kenneth . modell för socialtjänstens medverkan i samhällsplaneringen - en vision för 59 . - - - . (Diss.) (Diss.) system. care health Swedish the of analysis 5 728 7870 91 ISBN äldreboende. (Diss.) 1991. ISBN 91-540-5386-2. 1990 The organization of public health care. An economic An care. health public of organization The Rehnberg, Clas . 69. Göran Karlsson, Hälsoekonomisk analys av dentala implantat. (Diss.) 58 . - - - . (Diss.) (Diss.) Treatment. Wetland and Assessment ing, 0 708 7870 91 ISBN 1991. ISBN 91-7870-824-9. 1990 Nonpoint Source Water Pollution Management. Monitor- Management. Pollution Water Source Nonpoint Reinelt, Lorin . 70. Lena Brynhildsen, Interactions Between Metals and Bacteria - Importance 57 . - - - . . (Diss.) (Diss.) . ganisation 2 688 7870 91 ISBN for metal speciation. (Diss.) 1992. ISBN 91-7870-847-8. 1990 71. Nils Dahlbäck, Representations of Discourse - cognitive and computa- or- en i arbetsmiljöförhållanden olika till relation dess och koholbruk Arbetsmiljö och alkohol. En studie om al- om studie En alkohol. och Arbetsmiljö Lindén-Boström, Margareta . tional aspects. (Diss.) 1992. ISBN 91-7870-850-8. 56 . - - - . . (Diss.) (Diss.) . classroom comprehensive the 4 687 7870 91 ISBN 72. Lars-Åke Levin, Myocardial Infarction - Costs and Benefits of Prevention 1990 Doing schoolwork. Task premisses and joint activity in activity joint and premisses Task schoolwork. Doing Bergqvist, Kerstin . and Treatments. (Diss.) 1992. ISBN 91-7870-851-6. 55 . - - - . (Diss.) (Diss.) afflictions. 5 664 7870 91 ISBN 1990 medical-model conception of certain abnormal behaviour and mental and behaviour abnormal certain of conception medical-model On the notion of mental illness. Problematizing the Problematizing illness. mental of notion the On Svensson, Tommy . 212 • Life and Fiction 54 213 science and arts in studies Linköping • 73. Ulla Lundh, Vård och omsorg i eget boende på äldre dar. (Diss.) 1992. ISBN 91-7870-867-2. 74. Håkan Forsberg, En politisk nödvändighet. En studie av den fysiska riks- . - - - . (Diss.) . företag i Sverige från medeltiden till till medeltiden från Sverige i företag 1 073 7871 91 ISBN 1993 1810 planeringens introduktion och tillämpning. (Diss.) 1992. ISBN 91-7870- Kanalbyggarna och staten. Offentliga vattenbyggnads- Offentliga staten. och Kanalbyggarna Lindgren, Hans . 90 868-0. . . - - - (Diss.) (Diss.) värld. 91 ISBN 1993 2 128 7139 75. Bengt Richt, Mellan två världar. Om konflikten mellan livets krav och Pojkarna vid datorn. Unga entusiaster i datateknikens i entusiaster Unga datorn. vid Pojkarna Nissen, Jörgen . 89 doktorns önskningar. Lärdomar från familjer med diabetessjuka barn. . - - - 3 069 7871 91 (Diss.) 1992. ISBN 91-7870-874-5. . . . (Diss.) (Diss.) . disturbances mental severe with people for activities ISBN 1993 76. Bo Bergbäck, Industrial Metabolism. The Emerging Landscape of Heavy Organizing normality. Essays on organizing day organizing on Essays normality. Organizing Hansson, Jan-Håkan . 88 Metal Immission in Sweden. (Diss.) 1992. ISBN 91-7870-885-0. . - - - 91 0 129 7139 77. Gunilla Asplund, On the origin of organohalogens found in the envi- . . . (Diss.) (Diss.) . Göteborg mellankrigstidens i klassanda och hygienism ISBN 1993 ronment. (Diss.) 1992. ISBN 91-7870-890-7. Arbetarfamiljen och Det Nya Hemmet. Om bostads- Om Hemmet. Nya Det och Arbetarfamiljen Karlsson, O Sten . 87 78. Elisabet Cedersund, Talk, text and institutional order. A study of com- . - - 8 061 7871 munication in social welfare bureaucracies. (Diss.) 1992. ISBN 91-7870- - . . (Diss.) (Diss.) . considerations Methodological Settings. Controlled 91 ISBN 1993 891-5. Exploring Sensitivity to Nonverbal Communication in Communication Nonverbal to Sensitivity Exploring Svidén, Gunilla . 86 79. Catharina Pettersson, Properties of humic substances from groundwater -X. - - . . (Diss.) (Diss.) . Tanzania Sukumaland, in ment 060 7871 91 ISBN 1993 and surface waters. (Diss.) 1992. ISBN 91-7870-899-0. Who cares about water? Household water develop- water Household water? about cares Who Drangert, Jan-Olof . 85 80. Jane Summerton, District Heating Comes to Town: the social shaping of . - - - . (Diss.) (Diss.) församlingar. 3 007 7871 91 ISBN 1992 an energy system. (Diss.) 1992. ISBN 91-7870-953-9. Att leva och läsa bibeln. Textpraktiker i två kristna två i Textpraktiker bibeln. läsa och leva Att Forstorp, Per-Anders . 84 81. Ronnie Hjorth, Building International Institutions for Environmental . - 6 000 Protection: the Case of Baltic Sea Environmental Cooperation. (Diss.) - - . . (Diss.) (Diss.) . encounters medical and hearings immigration 7871 91 ISBN 1992 1992. ISBN 91-7870-980-6. Interpreting as interaction: On dialogue-interpreting in dialogue-interpreting On interaction: as Interpreting Wadensjö, Cecilia . 83 82. Karin Mårdsjö, Människa, text, teknik - tekniska handböcker som kom- - . . - - (Diss.) (Diss.) munikationsmedel. 7870 91 ISBN 1992 8 993 munikationsmedel. (Diss.) 1992. ISBN 91-7870-993-8. Människa, text, teknik - tekniska handböcker som kom- som handböcker tekniska - teknik text, Människa, Mårdsjö, Karin . 82 83. Cecilia Wadensjö, Interpreting as interaction: On dialogue-interpreting in . - - - . 6 980 7870 91 ISBN 1992 immigration hearings and medical encounters. (Diss.) 1992. ISBN 91-7871- (Diss.) Protection: the Case of Baltic Sea Environmental Cooperation. Environmental Sea Baltic of Case the Protection: 000-6. Building International Institutions for Environmental for Institutions International Building Hjorth, Ronnie . 81 84. Per-Anders Forstorp, Att leva och läsa bibeln. Textpraktiker i två kristna - . . - - (Diss.) (Diss.) system. energy an 7870 91 ISBN 1992 9 953 församlingar. (Diss.) 1992. ISBN 91-7871-007-3. District Heating Comes to Town: the social shaping of shaping social the Town: to Comes Heating District Summerton, Jane . 80 85. Jan-Olof Drangert, Who cares about water? Household water develop- - . . - - . (Diss.) (Diss.) . waters surface and 7870 91 ISBN 1992 0 899 ment in Sukumaland, Tanzania. (Diss.) 1993. ISBN 91-7871-060-X. Properties of humic substances from groundwater from substances humic of Properties Pettersson, Catharina . 79 86. Gunilla Svidén, Exploring Sensitivity to Nonverbal Communication in . - 5 891 Controlled Settings. Methodological considerations. (Diss.) 1993.ISBN 91- - - . munication in social welfare bureaucracies welfare social in munication . (Diss.) (Diss.) . 7870 91 ISBN 1992 7871-061-8. Talk, text and institutional order. A study of com- of study A order. institutional and text Talk, Cedersund, Elisabet . 78 87. Sten O Karlsson, Arbetarfamiljen och Det Nya Hemmet. Om bostads- - - - . . (Diss.) (Diss.) ronment. 7 890 7870 91 ISBN 1992 hygienism och klassanda i mellankrigstidens Göteborg. (Diss.) 1993. ISBN On the origin of organohalogens found in the envi- the in found organohalogens of origin the On Asplund, Gunilla . 77 91-7139-129-0. . . . - - - . (Diss.) (Diss.) . Sweden in Immission Metal 1992 0 885 7870 91 ISBN 88. Jan-Håkan Hansson, Organizing normality. Essays on organizing day Industrial Metabolism. The Emerging Landscape of Heavy of Landscape Emerging The Metabolism. Industrial Bergbäck, Bo . 76 activities for people with severe mental disturbances. (Diss.) 1993. ISBN . - - - . (Diss.) (Diss.) 5 874 7870 91 ISBN 1992 91-7871-069-3. doktorns önskningar. Lärdomar från familjer med diabetessjuka barn. diabetessjuka med familjer från Lärdomar önskningar. doktorns 89. Jörgen Nissen, Pojkarna vid datorn. Unga entusiaster i datateknikens Mellan två världar. Om konflikten mellan livets krav och krav livets mellan konflikten Om världar. två Mellan Richt, Bengt . 75 värld. (Diss.) 1993. ISBN 91-7139-128-2. . - 0 868 90. Hans Lindgren, Kanalbyggarna och staten. Offentliga vattenbyggnads- - - . planeringens introduktion och tillämpning och introduktion planeringens . (Diss.) (Diss.) . 7870 91 ISBN 1992 företag i Sverige från medeltiden till 1810. (Diss.) 1993. ISBN 91-7871-073-1. . Håkan Forsberg, Forsberg, Håkan . En politisk nödvändighet. En studie av den fysiska riks- fysiska den av studie En nödvändighet. politisk En 74 . - - - 2 867 7870 91 ISBN . dar äldre på boende eget i omsorg och Vård Lundh, Ulla . . (Diss.) (Diss.) . 1992 73 Linköping studies in arts and science • 213 Life and Fiction and Life 214 91. Anna Ledin, Colloidal carrier substances - properties and the impact on • trace metal distribution in natural waters. (Diss.) 1993. ISBN 91-7871-091-X. 92. Lars Strömbäck, Baltzar von Platen, Thomas Telford och Göta Kanal. . - - - . . (Diss.) (Diss.) . Systems Soil for Implications and 1 431 7871 91 ISBN Entreprenörskap och tekniköverföring i brytningstid. (Diss.) 1993. ISBN 1994 Metal Accumulation by Microorganisms – Characteristics – Microorganisms by Accumulation Metal Ledin, Maria . 91-7139-136-3. 111 . - - - . (Diss.) . natur Miljöpolitikens Hedrén, Johan . X 429 7871 91 ISBN 1994 93. Ann-Carita Evaldsson, Play Disputes and Social Order. Everyday Life in 110 . - - - . . (Diss.) (Diss.) . forskarparadigm och områden 1 428 7871 91 ISBN Two Swedish After-school Centers. (Diss.) 1993. ISBN 91-7871-111-8. 1994 Nordisk samhällsodontologi. Forsknings- samhällsodontologi. Nordisk Gerdin, Wärnberg Elisabeth . 94. Ulf Sandström (red.), Det kritiska uppdraget. Den problemorienterade 109 . - - - . . (Diss.) (Diss.) . tänkande psykoanalytiskt modernt 1 414 7871 91 ISBN forskningen i framtiden. 1993. ISBN 91-7871-149-5. 1994 Psykoterapins uppgift. Hälsa, bot och självförbättring i självförbättring och bot Hälsa, uppgift. Psykoterapins Jakobsson, Einar . 95. Mark Elam, Innovation as the craft of combination. Perspectives on 108 . - - - . . (Diss.) (Diss.) . Engineering Genetic 9 360 7871 91 ISBN technology and economy in the spirit of Schumpeter. (Diss.) 1993. ISBN 1994 Evolutionary Innovation. Early Industrial Uses of Uses Industrial Early Innovation. Evolutionary McKelvey, Maureen . 91-7871-163-0. 107 . - - - . 7 358 7871 91 ISBN 96. Christina Krantz-Rülcker, Effects of fungi on the distribution of metals in 1994 . (Diss.) . work collaborative as therapy Family Cederborg, Ann-Christin . soil systems. (Diss.) 1993. ISBN 91-7871-164-9. 106 . - - - . (Diss.) . - 0 244 7871 91 ISBN 1994 1894 97. Kwame P. Gbesemete, Life expectancy in Africa: A cross-national study. 1860 Mot bättre hälsa. Dödlighet och hälsoarbete i Linköping i hälsoarbete och Dödlighet hälsa. bättre Mot Nilsson, Hans . (Diss.) 1993. ISBN 91-7871-178-9. 105 . - - - . (Diss.) (Diss.) stability. and groups functional 2 243 7871 91 ISBN 98. Jan Wyndhamn, Problem-solving revisited. On school mathematics as a 1994 Physico-chemical properties of some aquatic fulvic acids - acids fulvic aquatic some of properties Physico-chemical Valarié, Irina . situated practice. (Diss.) 1993. ISBN 91-7871-202-5. 104 . - - - 4 242 7871 99. Gunilla Nilsson, Boendeintegrering som process. Ett kvarter och dess 91 . . . (Diss.) (Diss.) . disposal waste radioactive for implications - organics ISBN människor. (Diss.) 1993. ISBN 91-7871-192-4. 1994 The complexation of some radionuclides with natural with radionuclides some of complexation The Nordén, Maria . 100. Konstantin Economou, Making Music Work. Culturing youth in an in- 103 . - - - . (Diss.) . - farligt ämne i Sverige Sverige i ämne farligt 4 239 7871 91 ISBN 1994 1919 stitutional setting. (Diss.) 1994. ISBN 91-7871-213-0. 1850 Arsenikprocessen. Debatten om ett hälso- och miljö- och hälso- ett om Debatten Arsenikprocessen. Hillmo, Thomas . 101. Solfrid Söderlind, Porträttbruk i Sverige 1840-1865. En funktions- och 102 . - - - . . (Diss.) (Diss.) . interaktionsstudie 5 753 7798 91 ISBN interaktionsstudie. (Diss.) 1994. ISBN 91-7798-753-5. 1994 . En funktions- och funktions- En . - Sverige i Porträttbruk Söderlind, Solfrid . 1865 1840 102. Thomas Hillmo, Arsenikprocessen. Debatten om ett hälso- och miljö- 101 . - - - . (Diss.) (Diss.) setting. stitutional 0 213 7871 91 ISBN farligt ämne i Sverige 1850-1919. (Diss.) 1994. ISBN 91-7871-239-4. 1994 Making Music Work. Culturing youth in an in- an in youth Culturing Work. Music Making Economou, Konstantin . 103. Maria Nordén, The complexation of some radionuclides with natural 100 . - - - . (Diss.) (Diss.) människor. 4 192 7871 91 ISBN organics - implications for radioactive waste disposal. (Diss.) 1994. ISBN 1993 Boendeintegrering som process. Ett kvarter och dess och kvarter Ett process. som Boendeintegrering Nilsson, Gunilla . 91-7871-242-4. 99 . - - - . . (Diss.) (Diss.) . practice situated 5 202 7871 91 ISBN 104. Irina Valarié, Physico-chemical properties of some aquatic fulvic acids - 1993 Problem-solving revisited. On school mathematics as a as mathematics school On revisited. Problem-solving Wyndhamn, Jan . functional groups and stability. (Diss.) 1994. ISBN 91-7871-243-2. 98 . - - - . (Diss.) (Diss.) 9 178 7871 91 ISBN 105. Hans Nilsson, Mot bättre hälsa. Dödlighet och hälsoarbete i Linköping 1993 Life expectancy in Africa: A cross-national study. cross-national A Africa: in expectancy Life Gbesemete, P. Kwame . 1860-1894. (Diss.) 1994. ISBN 91-7871-244-0. 97 . - - - . . (Diss.) (Diss.) . systems soil 9 164 7871 91 ISBN 106. Ann-Christin Cederborg, Family therapy as collaborative work. (Diss.) 1993 Effects of fungi on the distribution of metals in metals of distribution the on fungi of Effects Krantz-Rülcker, Christina . 1994. ISBN 91-7871-358-7. 96 . - - - 0 163 7871 107. Maureen McKelvey, Evolutionary Innovation. Early Industrial Uses of 91 . . (Diss.) (Diss.) Schumpeter. of spirit the in economy and technology ISBN Genetic Engineering. (Diss.) 1994. ISBN 91-7871-360-9. 1993 Innovation as the craft of combination. Perspectives on Perspectives combination. of craft the as Innovation Elam, Mark . 108. Einar Jakobsson, Psykoterapins uppgift. Hälsa, bot och självförbättring i 95 . - - - . . . framtiden i forskningen 5 149 7871 91 ISBN modernt psykoanalytiskt tänkande. (Diss.) 1994. ISBN 91-7871-414-1. 1993 Det kritiska uppdraget. Den problemorienterade Den uppdraget. kritiska Det (red.), Sandström Ulf . 109. Elisabeth Wärnberg Gerdin, Nordisk samhällsodontologi. Forsknings- 94 . - - - . . (Diss.) (Diss.) . Centers After-school Swedish Two 8 111 7871 91 ISBN områden och forskarparadigm. (Diss.) 1994. ISBN 91-7871-428-1. 1993 Play Disputes and Social Order. Everyday Life in Life Everyday Order. Social and Disputes Play Evaldsson, Ann-Carita . 110. Johan Hedrén, Miljöpolitikens natur. (Diss.) 1994. ISBN 91-7871-429-X. 93 . - - - 3 136 7139 111. Maria Ledin, Metal Accumulation by Microorganisms – Characteristics 91 . . . (Diss.) (Diss.) . brytningstid i tekniköverföring och Entreprenörskap ISBN and Implications for Soil Systems. (Diss.) 1994. ISBN 91-7871- 431-1. 1993 Baltzar von Platen, Thomas Telford och Göta Kanal. Göta och Telford Thomas Platen, von Baltzar Strömbäck, Lars . 92 . - - - . . (Diss.) (Diss.) . waters natural in distribution metal trace X 091 7871 91 ISBN 1993 Colloidal carrier substances - properties and the impact on impact the and properties - substances carrier Colloidal Ledin, Anna . 214 • Life and Fiction 91 215 science and arts in studies Linköping • 112. Maria Sundkvist, De vanartade barnen. Mötet mellan barn, föräldrar och Norrköpings barnavårdsnämnd 1903 - 1925. (Diss.) 1994. ISBN 91-8792- . - 1 560 258-4. - - . (Diss.) (Diss.) Creches. Mobile the and care Child Women, 7871 91 ISBN 1995 113. Gena Weiner, De räddade barnen. Om fattiga barn, mödrar och fäder och Human Development and Institutional Practices. Institutional and Development Human Bagga-Gupta, Sangeeta . 130 deras möte med filantropin i Hagalund 1900 - 1940. (Diss.) 1995. ISBN 91- - . . - - . (Diss.) (Diss.) . liv 7871 91 ISBN 1995 7 540 8792-256-8. Gammal är äldst - en studie om teknik i äldre människors äldre i teknik om studie en - äldst är Gammal Östlund, Britt . 129 114. Gunnlög Märak, Barns tolkningar av fiktiva figurers tänkande. Om Snus- . - - - . . (Diss.) (Diss.) . World Centered 3 539 7871 91 ISBN 1995 mumrikens vårvisa och en Björn med Mycket Liten Hjärna. (Diss.) 1994. Engineering Lives. Technology, Time and Space in a Male- a in Space and Time Technology, Lives. Engineering Mellström, Ulf . 128 ISBN 91-7871-434-6. . - - - . nt. (Diss.) (Diss.) nt. environme the in dispersion 8 528 7871 91 ISBN 1995 115. Christian Kullberg, Socialt arbete som kommunikativ praktik. (Diss.) Reconstructions of historical metal emissions and their and emissions metal historical of Reconstructions Eklund, Mats . 127 1994. ISBN 91-7871-444-3. -X. - - . . (Diss.) (Diss.) . domar 527 7871 91 ISBN 1995 116. Marita Johanson, Communicating about Health in Health Care. Per- Miljömedvetenhet och livsstil bland organiserade ung- organiserade bland livsstil och Miljömedvetenhet Klöfver, Helena . 126 spectives on life style and post-operative complications. (Diss.) 1994. ISBN . - - - . . (Diss.) (Diss.) . nyttjande 1 526 7871 91 ISBN 1995 91-7871-457-5. Den attraktiva kusten. Synsätt, konflikter och landskaps- och konflikter Synsätt, kusten. attraktiva Den Segrell, Björn . 125 117. Anna-Liisa Närvänen, Temporalitet och social ordning. (Diss.) 1994. ISBN . - - - . (Diss.) (Diss.) 5 524 7871 91 ISBN 1995 91-7871-459-1. Arbetsskadeförsäkring. Politik, byråkrati och expertis. och byråkrati Politik, Arbetsskadeförsäkring. Petersson, Gunilla . 124 118. Sven Andersson, Social Scaling and Children’s Graphic Strategies: A . - - - 3 511 7871 91 comparative study of Children’s Drawings in Three Cultures. (Diss.) 1994. . . (Diss.) Concern. Environmental of Territories Gooch, Geoffrey . ISBN 1995 123 ISBN 91-7871-462-1. . - - - . . (Diss.) (Diss.) . factors environmental soil from 1995 2 498 7871 91 ISBN 119. Gunilla Tegern, Frisk och sjuk. Vardagliga föreställningar om hälsan och Nitrous oxide emission from soil. On extrapolation On soil. from emission oxide Nitrous Robertson, Kerstin . 122 dess motsatser. (Diss.) 1994. ISBN 91-7871-465-6. . - - - . (Diss.) (Diss.) 3 492 7871 91 ISBN 1995 120. Klas Sandström, Forests and Water - Friends or Foes? Hydrological Det datoriserade biblioteket. Maskindrömmar på på Maskindrömmar biblioteket. datoriserade Det Olsson, Lena . . -talet 121 70 implications of deforestation and land degradation in semi-arid Tanzania. . - - - . (Diss.) (Diss.) 6 479 7871 91 ISBN 1995 (Diss.) 1995. ISBN 91-7871-479-6. implications of deforestation and land degradation in semi-arid Tanzania semi-arid in degradation land and deforestation of implications . 121. Lena Olsson, Det datoriserade biblioteket. Maskindrömmar på 70-talet. Forests and Water - Friends or Foes? Hydrological Foes? or Friends - Water and Forests Sandström, Klas . 120 (Diss.) 1995. ISBN 91-7871-492-3. - - . . - (Diss.) (Diss.) motsatser. dess 7871 91 ISBN 1994 6 465 122. Kerstin Robertson, Nitrous oxide emission from soil. On extrapolation Frisk och sjuk. Vardagliga föreställningar om hälsan och hälsan om föreställningar Vardagliga sjuk. och Frisk Tegern, Gunilla . 119 from soil environmental factors. (Diss.) 1995. ISBN 91-7871-498-2. . - - - 1 462 7871 91 ISBN 123. Geoffrey Gooch, Territories of Environmental Concern. (Diss.) 1995. ISBN . comparative study of Children’s Drawings in Three Cultures Three in Drawings Children’s of study comparative . (Diss.) (Diss.) . 1994 91-7871-511-3. Social Scaling and Children’s Graphic Strategies: A Strategies: Graphic Children’s and Scaling Social Andersson, Sven . 118 124. Gunilla Petersson, Arbetsskadeförsäkring. Politik, byråkrati och expertis. . - - - 1 459 7871 91 (Diss.) 1995. ISBN 91-7871-524-5. . (Diss.) (Diss.) . ordning social och Temporalitet Närvänen, Anna-Liisa . . . 117 ISBN 1994 125. Björn Segrell, Den attraktiva kusten. Synsätt, konflikter och landskaps- . - - - 5 457 7871 91 nyttjande. (Diss.) 1995. ISBN 91-7871-526-1. . . spectives on life style and post-operative complications post-operative and style life on spectives . (Diss.) (Diss.) . ISBN 1994 126. Helena Klöfver, Miljömedvetenhet och livsstil bland organiserade ung- Communicating about Health in Health Care. Per- Care. Health in Health about Communicating Johanson, Marita . 116 domar. (Diss.) 1995. ISBN 91-7871-527-X. . - - - . 3 444 7871 91 ISBN 1994 127. Mats Eklund, Reconstructions of historical metal emissions and their Socialt arbete som kommunikativ praktik kommunikativ som arbete Socialt Kullberg, Christian . . (Diss.) . 115 dispersion in the environment. (Diss.) 1995. ISBN 91-7871-528-8. . - - - 6 434 7871 91 ISBN 128. Ulf Mellström, Engineering Lives. Technology, Time and Space in a Male- . mumrikens vårvisa och en Björn med Mycket Liten Hjärna. Liten Mycket med Björn en och vårvisa mumrikens (Diss.) (Diss.) 1994 Centered World. (Diss.) 1995. ISBN 91-7871-539-3. . Gunnlög Märak, Märak, Gunnlög . Barns tolkningar av fiktiva figurers tänkande. Om Snus- Om tänkande. figurers fiktiva av tolkningar Barns 114 129. Britt Östlund, Gammal är äldst - en studie om teknik i äldre människors . - - 8 256 8792 liv. (Diss.) 1995. ISBN 91-7871-540-7. - . (Diss.) . - deras möte med filantropin i Hagalund Hagalund i filantropin med möte deras 1900 91 ISBN 1995 1940 130. Sangeeta Bagga-Gupta, Human Development and Institutional Practices. . Gena Weiner, Weiner, Gena . De räddade barnen. Om fattiga barn, mödrar och fäder och fäder och mödrar barn, fattiga Om barnen. räddade De 113 Women, Child care and the Mobile Creches. (Diss.) 1995. ISBN 91-7871- . - 4 258 560-1. - - . (Diss.) . - Norrköpings barnavårdsnämnd barnavårdsnämnd Norrköpings 8792 91 ISBN 1994 1925 1903 De vanartade barnen. Mötet mellan barn, föräldrar och föräldrar barn, mellan Mötet barnen. vanartade De Sundkvist, Maria . 112 Linköping studies in arts and science • 215 Life and Fiction and Life 216 131. Karin Wennström, Å andras vägnar. LL-boken som litteratur-, kultur- och • handikappolitiskt experiment. En kommunikationsstudie. (Diss.) 1995. . - - - . (Diss.) (Diss.) villkor. dagens 3 157 7203 91 ISBN ISBN 91-7871-579-2. 1996 Ett liv att leva. Om familjer, funktionshinder och var- och funktionshinder familjer, Om leva. att liv Ett Jarkman, Kristina . 132. Eva Reimers, Dopet som kult och kultur. Bilder av dopet i dopsamtal och 149 . - - - . (Diss.) (Diss.) 3 850 7871 91 ISBN föräldraintervjuer. (Diss.) 1995. ISBN 91-526-2337-8. 1996 133. Britt-Marie Öberg, Negotiation Processes as Talk and Interaction. Inte- India. South in Industrialists Textile and Farmers Irrigation among Action Food and Fashion. Water Management and Collective and Management Water Fashion. and Food Blomqvist, Anna . raction Analyses of Informal Negotiations. (Diss.) 1995. ISBN 91-7871- 148 . - - - . (Diss.) . - 7 831 7871 91 ISBN 1996 1920 615-2. 1655 134. Erik Olsson, Delad Gemenskap. Identitet och institutionellt tänkande i ett län Kalmar norra i bruk vid kvicksilverutsläpp och svavel- samt flöden Industrialisering och förändrad miljöpåverkan. Råvaru- miljöpåverkan. förändrad och Industrialisering Svidén, John . multietniskt servicehus. (Diss.) 1995. ISBN 91-7871-621-7. 147 . - - 5 829 135. Lena Steinholtz Ekecrantz, Patienternas psykiatri - en studie av institu- 7871 - . (Diss.) Sea. Baltic the to Loads Nutrient Stålnacke, Per . 91 ISBN 1996 tionella erfarenheter. (Diss.) 1995. ISBN 91-7203-039-9. 146 . - 1 136. Gunnar Richardson, Beundran och fruktan. Sverige inför Tyskland 1940- 817 - - . (Diss.) Linköping. -talets och barnadödlighet i i barnadödlighet och 7871 91 ISBN 1996 1942. 1996. ISBN 91-7203-043-7. 1800 Det hotade barnet. Tre generationers spädbarns- generationers Tre barnet. hotade Det Bengtsson, Magdalena . 137. Karin E. Kemper, The Cost of Free Water. Water Resources Allocation 145 . - - - . (Diss.) . Sverige till till Sverige 5 156 7203 91 ISBN 1996 and Use in the Curu Valley, Ceará, Northeast Brazil. (Diss.) 1996. ISBN 91- 1920 Konsten att göra barn raka. Ortopedi och vanförevård i vanförevård och Ortopedi raka. barn göra att Konsten Holme, Lotta . 7871-674-8. 144 . - - - . (Diss.) (Diss.) 4 726 7871 91 ISBN 138. Annika Alzén, Fabriken som kulturarv. Frågan om industrilandskapets 1996 bevarande i Norrköping 1950-1985. (Diss.) 1996. ISBN 91-7139-293-9. industriarbetsplatser. två på genuskontrakt av omförhandling av studie Ny organisation, ny teknik - nya genusrelationer? En genusrelationer? nya - teknik ny organisation, Ny Pettersson, Lena . 139. Olof Hjelm, Organohalogens in Coniferous Forest Soil.. (Diss.) 1996. 143 . - - - . (Diss.) (Diss.) tale. fairy 4 712 7871 91 ISBN ISBN 91-7871-702-7. 1996 Making Sense of TV-Narratives. Childrens readings of a of readings Childrens TV-Narratives. of Sense Making Rydin, Ingegerd . 140. Carina Johansson, Halogenated Structures in Natural Organic Matter. 142 . - - - . (Diss.) . - agrar miljö: Bolstad pastorat pastorat Bolstad miljö: agrar 6 711 7871 91 ISBN 1996 1930 (Diss.) 1996. ISBN 91-7871-709-4. 1860 Att säkra framtidens skördar. Barndom, skola och arbete i arbete och skola Barndom, skördar. framtidens säkra Att Sjöberg, Mats . 141. Mats Sjöberg, Att säkra framtidens skördar. Barndom, skola och arbete i 141 . - - - . (Diss.) (Diss.) 4 709 7871 91 ISBN agrar miljö: Bolstad pastorat 1860-1930. (Diss.) 1996. ISBN 91-7871-711-6. 1996 . Matter Organic Natural in Structures Halogenated Johansson, Carina . 142. Ingegerd Rydin, Making Sense of TV-Narratives. Childrens readings of a 140 . - - - 7 702 7871 91 fairy tale. (Diss.) 1996. ISBN 91-7871-712-4. ISBN . (Diss.) .. Soil Forest Coniferous in Organohalogens Hjelm, Olof . 1996 143. Lena Pettersson, Ny organisation, ny teknik - nya genusrelationer? En 139 . - - - . (Diss.) . - bevarande i Norrköping Norrköping i bevarande 9 293 7139 91 ISBN 1996 1985 studie av omförhandling av genuskontrakt på två industriarbetsplatser. 1950 Fabriken som kulturarv. Frågan om industrilandskapets om Frågan kulturarv. som Fabriken Alzén, Annika . (Diss.) 1996. ISBN 91-7871-726-4. 138 . - - 8 674 144. Lotta Holme, Konsten att göra barn raka. Ortopedi och vanförevård i 7871 - . (Diss.) (Diss.) Brazil. Northeast Ceará, Valley, Curu the in Use and 91 ISBN Sverige till 1920. (Diss.) 1996. ISBN 91-7203-156-5. 1996 The Cost of Free Water. Water Resources Allocation Resources Water Water. Free of Cost The Kemper, E. Karin . 145. Magdalena Bengtsson, Det hotade barnet. Tre generationers spädbarns- 137 . - - - . . 7 043 7203 91 ISBN 1996 och barnadödlighet i 1800-talets Linköping. (Diss.) 1996. ISBN 91-7871- 1942 - Tyskland inför Sverige fruktan. och Beundran Richardson, Gunnar . 1940 817-1. 136 . - - - . . (Diss.) (Diss.) . erfarenheter tionella 9 039 7203 91 ISBN 146. Per Stålnacke, Nutrient Loads to the Baltic Sea. (Diss.) 1996. ISBN 91- 1995 Patienternas psykiatri - en studie av institu- av studie en - psykiatri Patienternas Ekecrantz, Steinholtz Lena . 7871-829-5. 135 . - - - . . (Diss.) (Diss.) . servicehus multietniskt 7 621 7871 91 ISBN 147. John Svidén, Industrialisering och förändrad miljöpåverkan. Råvaru- 1995 Delad Gemenskap. Identitet och institutionellt tänkande i ett i tänkande institutionellt och Identitet Gemenskap. Delad Olsson, Erik . flöden samt svavel- och kvicksilverutsläpp vid bruk i norra Kalmar län 134 . - 2 1655-1920. (Diss.) 1996. ISBN 91-7871-831-7. 615 - - . (Diss.) (Diss.) Negotiations. Informal of Analyses raction 7871 91 ISBN 148. Anna Blomqvist, Food and Fashion. Water Management and Collective 1995 Negotiation Processes as Talk and Interaction. Inte- Interaction. and Talk as Processes Negotiation Öberg, Britt-Marie . Action among Irrigation Farmers and Textile Industrialists in South India. 133 . - - - . (Diss.) (Diss.) föräldraintervjuer. 8 2337 526 91 ISBN (Diss.) 1996. ISBN 91-7871-850-3. 1995 Dopet som kult och kultur. Bilder av dopet i dopsamtal och dopsamtal i dopet av Bilder kultur. och kult som Dopet Reimers, Eva . 149. Kristina Jarkman, Ett liv att leva. Om familjer, funktionshinder och var- 132 . - - - 2 579 7871 91 dagens villkor. (Diss.) 1996. ISBN 91-7203-157-3. ISBN . (Diss.) (Diss.) kommunikationsstudie. En experiment. handikappolitiskt 1995 Å andras vägnar. LL-boken som litteratur-, kultur- och kultur- litteratur-, som LL-boken vägnar. andras Å Wennström, Karin . 216 • Life and Fiction 131 217 science and arts in studies Linköping • 150. Marie Bendroth Karlsson, Bildprojekt i förskola och skola. Estetisk verksamhet och pedagogiska dilemman. (Diss.) 1996. ISBN 91-7871-852-X. . - - - . (Diss.) . s - s graphy, 4 124 7219 91 ISBN 1997 1990 1930 151. Anna Tellgren, Tio fotografer. Självsyn och bildsyn. Svensk fotografi Capturing Change - The Practice of Malian Photo- Malian of Practice The - Change Capturing Elder, Tanya . 168 under 1950-talet i ett internationellt perspektiv. (Diss.) 1997. ISBN 91-7736- -X - - . (Diss.) (Diss.) 121 7219 91 ISBN 1997 411-2. Bilder av tonårsflickor. Om estetik vid identitetsarbete. vid estetik Om tonårsflickor. av Bilder Göthlund, Anette . 167 152. Karin E. Kemper, O Custo da Água Gratuita. Alocação e Uso dos . - 2 044 Recursos Hídricos no Vale do Curu, Ceará, Nordeste Brasileiro. 1997. - - . . (Diss.) (Diss.) . therapists physical and occupational Swedish 7219 91 ISBN 1997 ISBN 91-7871-894-5. Professionalization and Rehabilitation - The case of case The - Rehabilitation and Professionalization Bellner, Anna-Lena . 166 153. Stefan Sjöström, Party or Patient. Discursive Practices Relating to Coer- . . . (Diss.) (Diss.) . värld sin upplever störda 2 278 7203 91 ISBN 1997 cion in Psychiatric and Legal Settings. (Diss.) 1997. ISBN 91-972 690-4-2. En gåtfull verklighet. Att förstå hur gravt utvecklings- gravt hur förstå Att verklighet. gåtfull En Furenhed, Ragnar . 165 154. Jan Sjögren, Teknik - genomskinlig eller svart låda? Att bruka, se och . - 0 000 förstå teknik - en fråga om kunskap. (Diss.) 1997. ISBN 91-7871-926-7. - - . (Diss.) . - and computing discourse in Sweden Sweden in discourse computing and 7219 91 ISBN 1997 1995 1955 155. Nina Nikku, Informative Paternalism. Studies in the ethics of promoting Smart, fast and beautiful. On rhetoric of technology of rhetoric On beautiful. and fast Smart, Johansson, Magnus . 164 and predicting health. (Diss.) 1997. ISBN 91-7871-930-5. . . (Diss.) (Diss.) medicin. svenska skiftets 4 280 7203 91 ISBN 1997 156. Ingrid Andersson, Bilingual and Monolingual Children’s Narration: Från osynligt till synligt. Bakteriologins etablering i sekel- i etablering Bakteriologins synligt. till osynligt Från Graninger, Ulrika . 3 16 Discourse Strategies and Narrative Styles. (Diss.) 1997. ISBN 91-7871-948-8. . - - - . . (Diss.) (Diss.) . Informatics Transport 2 968 7871 91 ISBN 1997 157. Andrzej Tonderski, Control of Nutrient Fluxes in Large River Basins. Prometheus at the Wheel - Representations of Road of Representations - Wheel the at Prometheus Juhlin, Oskar . 162 (Diss.) 1997. ISBN 91-7871-950-X. . - - - . 4 967 7871 91 ISBN 1997 158. Jörgen Ejlertsson, Fate of Phthalic Acid Esters during Digestion of Mu- Entrepreneurship and Structural Change in Northwest Tanzania. Northwest in Change Structural and Entrepreneurship (Diss.) nicipal Solid Waste under Landfill Conditions. (Diss.) 1997. ISBN 91-7871- Strategies of Entrepreneurship: Understanding Industrial Understanding Entrepreneurship: of Strategies Trulsson, Per . 161 958-5. . . . - - - (Diss.) (Diss.) Industry. Pacemaker Cardiac 1997 6 966 7871 91 ISBN 159. Ulf Jönson, Bråkiga, lösaktiga och nagelbitande barn: Om barn och barn- The Pace of Innovation - Patterns of Innovation in the in Innovation of Patterns - Innovation of Pace The Hidefjäll, Patrik . 160 problem vid en rådgivningsbyrå i Stockholm 1933-1950. (Diss.) 1997. ISBN . - - - 3 962 7871 91 91-7871-962-3. . . (Diss.) . - problem vid en rådgivningsbyrå i Stockholm Stockholm i rådgivningsbyrå en vid problem ISBN 1997 1950 1933 160. Patrik Hidefjäll, The Pace of Innovation - Patterns of Innovation in the Bråkiga, lösaktiga och nagelbitande barn: Om barn och barn- och barn Om barn: nagelbitande och lösaktiga Bråkiga, Jönson, Ulf . 159 Cardiac Pacemaker Industry. (Diss.) 1997. ISBN 91-7871- 966-6. . - 5 958 161. Per Trulsson, Strategies of Entrepreneurship: Understanding Industrial - - . . (Diss.) (Diss.) . Conditions Landfill under Waste Solid nicipal 7871 91 ISBN 1997 Entrepreneurship and Structural Change in Northwest Tanzania. (Diss.) Fate of Phthalic Acid Esters during Digestion of Mu- of Digestion during Esters Acid Phthalic of Fate Ejlertsson, Jörgen . 158 1997. ISBN 91-7871-967-4. -X. - - . (Diss.) (Diss.) 950 7871 91 ISBN 1997 162. Oskar Juhlin, Prometheus at the Wheel - Representations of Road Control of Nutrient Fluxes in Large River Basins River Large in Fluxes Nutrient of Control Tonderski, Andrzej . . 157 Transport Informatics. (Diss.) 1997. ISBN 91-7871-968-2. . - - - . Discourse Strategies and Narrative Styles Narrative and Strategies Discourse . (Diss.) (Diss.) . 8 948 7871 91 ISBN 1997 163. Ulrika Graninger, Från osynligt till synligt. Bakteriologins etablering i sekel- Bilingual and Monolingual Children’s Narration: Children’s Monolingual and Bilingual Andersson, Ingrid . 156 skiftets svenska medicin. (Diss.) 1997. ISBN 91 7203 280 4. . . - - - . (Diss.) (Diss.) . health predicting and 91 ISBN 1997 5 930 7871 164. Magnus Johansson, Smart, fast and beautiful. On rhetoric of technology Informative Paternalism. Studies in the ethics of promoting of ethics the in Studies Paternalism. Informative Nikku, Nina . 155 and computing discourse in Sweden 1955-1995. (Diss.) 1997. ISBN 91-7219- . - - - . förstå teknik - en fråga om kunskap. om fråga en - teknik förstå (Diss.) (Diss.) 7 926 7871 91 ISBN 1997 000-0. Teknik - genomskinlig eller svart låda? Att bruka, se och se bruka, Att låda? svart eller genomskinlig - Teknik Sjögren, Jan . 154 165. Ragnar Furenhed, En gåtfull verklighet. Att förstå hur gravt utvecklings- . - - - . . (Diss.) (Diss.) . Settings Legal and Psychiatric in cion 2 4 690 972 91 ISBN 1997 störda upplever sin värld. (Diss.) 1997. ISBN 91 7203 278 2. Party or Patient. Discursive Practices Relating to Coer- to Relating Practices Discursive Patient. or Party Sjöström, Stefan . 153 166. Anna-Lena Bellner, Professionalization and Rehabilitation - The case of . - - - 5 894 7871 91 ISBN Swedish occupational and physical therapists. (Diss.) 1997. ISBN 91-7219- . Recursos Hídricos no Vale do Curu, Ceará, Nordeste Brasileiro. Nordeste Ceará, Curu, do Vale no Hídricos Recursos 1997 044-2. . Karin E. Kemper, Kemper, E. Karin . O Custo da Água Gratuita. Alocação e Uso dos Uso e Alocação Gratuita. Água da Custo O 152 167. Anette Göthlund, Bilder av tonårsflickor. Om estetik vid identitetsarbete. . - 2 411 (Diss.) 1997. ISBN 91-7219-121-X -talet i ett internationellt perspektiv internationellt ett i -talet . (Diss.) (Diss.) . - - . under under 1950 7736 91 ISBN 1997 168. Tanya Elder, Capturing Change - The Practice of Malian Photo- Tio fotografer. Självsyn och bildsyn. Svensk fotografi Svensk bildsyn. och Självsyn fotografer. Tio Tellgren, Anna . 151 graphy,1930s - 1990s. (Diss.) 1997. ISBN 91-7219-124-4. -X. - - . (Diss.) (Diss.) dilemman. pedagogiska och verksamhet 852 7871 91 ISBN 1996 . Marie Bendroth Karlsson, Karlsson, Bendroth Marie . Bildprojekt i förskola och skola. Estetisk skola. och förskola i Bildprojekt 150 Linköping studies in arts and science • 217 Life and Fiction and Life 218 169. Thomas Achen, Den Bioetiske Udfordring. Et retspolitisk studie af for- • holdet mellem etik, politik og ret i det lovforberedende arbejde vedrøren- . - - - 6 431 7219 91 de bio- og genteknologi i Danmark, Norge og Sverige. (Diss.) 1997. ISBN ISBN . . (Diss.) (Diss.) . Practice Medical of Philosophy a towards Steps Health. of 91-7219- 126-0. 1999 The Hermeneutics of Medicine and the Phenomenology the and Medicine of Hermeneutics The Svenaeus, Fredrik . 170. Jan Perselli, Fostersyn i svensk rätt. (Diss.) 1998. ISBN 91-7219-158-9. 187 . - - - 9 418 7219 91 171. Natascha Korolija, Episodes in talk. Constructing coherence in multiparty ISBN . (Diss.) (Diss.) situationsmedvetenhet. och koordination - nödsituationer conversation. (Diss.) 1998. ISBN 91-7219-161-9. 1999 Distribuerade kunskapsprocesser i ledningscentraler vid ledningscentraler i kunskapsprocesser Distribuerade Artman, Henrik . 172. Magnus Karlsson, The Liberalisation of Telecommunications in Sweden. 186 . - - - . (Diss.) (Diss.) conditions. 1 408 7219 91 ISBN Technology and regime change from the 1960s to 1993. (Diss.) 1998. ISBN 1998 Riverine Nitrogen - analysis and modelling under Nordic under modelling and analysis - Nitrogen Riverine Arheimer, Berit . 91-7219-162-7. 185 . - - - . (Diss.) (Diss.) Commune. Vietnamese 6 400 7219 91 ISBN 173. Mia Thorell, Politics and alignments in children’s play dialogue. Play 1998 Embodying Morality. Girls’ Socialization in a North a in Socialization Girls’ Morality. Embodying Rydstrøm, Helle . arenas and participation. (Diss.) 1998. ISBN 91-7219-175-9. 184 . - - 6 381 174. Anders Nordlund, Smoking and cancer among Swedish women. (Diss.) 7219 - . (Diss.) Precipitation. in Haloacetates Sydow, von Lena . 91 ISBN 1998 1998. ISBN 91-7219-215-1. 183 . - - - 6 378 7219 91 175. Per Bolin Hort, En tråkig historia. Ogifta mödrar, deras barn och fat- ISBN . (Diss.) (Diss.) India. South in Issues Environmental Urban Relationships: tigvården i Simrishamn, 1870-1917. 1998. ISBN 91-7219-221-6. 1998 Patronage, Politics and Pollution. Precarious NGO-State Precarious Pollution. and Politics Patronage, Tropp, Håkan . 176. Krzysztof Laniewski, Halogenated Organic Matter in Precipitation. 182 . - - - . . (Diss.) (Diss.) . Crisis Resource - Population Postwar 7 355 7219 91 ISBN (Diss.) 1998. ISBN 91-7219-232-1. 1998 The World Household: Georg Borgström and the and Borgström Georg Household: World The Linnér, Ola Björn . 177. Per-Anders Tengland, Mental Health: A Philosophical Analysis. (Diss.) 181 -X - 314 1998. ISBN 91-7219-273-9. 7219 - . . (Diss.) (Diss.) . organics and metals trace of mobility the on impact 91 ISBN 178. Åsa Danielsson, Spatial Modeling in Sediments. (Diss.) 1998. ISBN 91- 1998 Natural aquatic colloidal matter - characteristics and characteristics - matter colloidal aquatic Natural Düker, Anders . 7219-289-5. 180 . - - - 1 294 7219 91 179. Tomas Svensson, Dagligvarudistributionens strukturomvandling. Driv- ISBN . (Diss.) (Diss.) miljö. och utformning städers för konsekvenser och krafter krafter och konsekvenser för städers utformning och miljö. (Diss.) 1998. 1998 Dagligvarudistributionens strukturomvandling. Driv- strukturomvandling. Dagligvarudistributionens Svensson, Tomas . ISBN 91-7219-294-1. 179 . - - 5 289 180. Anders Düker, Natural aquatic colloidal matter - characteristics and 7219 - . (Diss.) . Sediments in Modeling Spatial Danielsson, Åsa . 91 ISBN 1998 impact on the mobility of trace metals and organics. (Diss.) 1998. ISBN 91- 178 . - - - . 9 273 7219 91 ISBN 7219-314-X 1998 (Diss.) Analysis. Philosophical A Health: Mental Tengland, Per-Anders . 181. Björn Ola Linnér, The World Household: Georg Borgström and the 177 . - - - . (Diss.) (Diss.) 1 232 7219 91 ISBN Postwar Population - Resource Crisis. (Diss.) 1998. ISBN 91-7219-355-7. 1998 Halogenated Organic Matter in Precipitation. in Matter Organic Halogenated Laniewski, Krzysztof . 182. Håkan Tropp, Patronage, Politics and Pollution. Precarious NGO-State 176 . - - - . . - tigvården i Simrishamn, Simrishamn, i tigvården 6 221 7219 91 ISBN 1998 1917 Relationships: Urban Environmental Issues in South India. (Diss.) 1998. 1870 En tråkig historia. Ogifta mödrar, deras barn och fat- och barn deras mödrar, Ogifta historia. tråkig En Hort, Bolin Per . ISBN 91-7219-378-6. 175 . - - - . 1 215 7219 91 ISBN 183. Lena von Sydow, Haloacetates in Precipitation. (Diss.) 1998. ISBN 91- 1998 . (Diss.) . women Swedish among cancer and Smoking Nordlund, Anders . 7219-381-6. 174 . - - - . . (Diss.) (Diss.) . participation and arenas 9 175 7219 91 ISBN 184. Helle Rydstrøm, Embodying Morality. Girls’ Socialization in a North 1998 Politics and alignments in children’s play dialogue. Play dialogue. play children’s in alignments and Politics Thorell, Mia . Vietnamese Commune. (Diss.) 1998. ISBN 91-7219-400-6. 173 . - - - 7 162 7219 185. Berit Arheimer, Riverine Nitrogen - analysis and modelling under Nordic 91 . . (Diss.) . to s Technology and regime change from the the from change regime and Technology ISBN 1998 1993 conditions. (Diss.) 1998. ISBN 91-7219-408-1. 1960 The Liberalisation of Telecommunications in Sweden. in Telecommunications of Liberalisation The Karlsson, Magnus . 186. Henrik Artman, Distribuerade kunskapsprocesser i ledningscentraler vid 172 . - - - . (Diss.) (Diss.) conversation. 9 161 7219 91 ISBN nödsituationer - koordination och situationsmedvetenhet. (Diss.) 1999. 1998 Episodes in talk. Constructing coherence in multiparty in coherence Constructing talk. in Episodes Korolija, Natascha . ISBN 91-7219-418-9. 171 . - - - . (Diss.) . rätt svensk i Fostersyn Perselli, Jan . 9 158 7219 91 ISBN 1998 187. Fredrik Svenaeus, The Hermeneutics of Medicine and the Phenomenology 170 . - - - 0 126 7219 of Health. Steps towards a Philosophy of Medical Practice. (Diss.) 1999. 91 . . (Diss.) (Diss.) Sverige. og Norge Danmark, i genteknologi og bio- de ISBN ISBN 91-7219-431-6. 1997 holdet mellem etik, politik og ret i det lovforberedende arbejde vedrøren- arbejde lovforberedende det i ret og politik etik, mellem holdet Den Bioetiske Udfordring. Et retspolitisk studie af for- af studie retspolitisk Et Udfordring. Bioetiske Den Achen, Thomas . 218 • Life and Fiction 169 219 science and arts in studies Linköping • 188. Ingrid Söderlind. Barnhem för flickor. Barn, familj och institutionsliv i Stockholm 1870-1920. (Diss.) 1999. ISBN 91-7031 092-0. 189. Ingrid Olsson. Att leva som lytt. Handikappades levnadsvillkor i 1800- . - - - . 0 193 7580 91 ISBN 2000 talets Linköping. (Diss.) 1999. ISBN 91-7219-448-0. hos Gustaf Wingren utifrån Michail Bachtins teori om dialogicitet. dialogicitet. om teori Bachtins Michail utifrån Wingren Gustaf hos (Diss.) 190. Jennifer Bullington. The Mysterious Life of the Body: A New Look at Predikans samtal. En studie av lyssnarens roll i predikan i roll lyssnarens av studie En samtal. Predikans Karlsson. Jonny . 206 Psychosomatics. (Diss.) 1999. ISBN 91-7219-457-X. . - - - . (Diss.). -talet. medborgarskap under under medborgarskap 2 660 7219 91 ISBN 2000 1930 191. Elisabeth Corell. The Negotiable Desert: Expert Knowledge in the Ne- ”Att ha barn med är en god sak.” Barn, medier och medier Barn, sak.” god en är med barn ha ”Att Lindgren. Anne-Li . 205 gotiations of the Convention to Combat Desertification. (Diss.) 1999. X. . 937 7203 ISBN91 2000 ISBN 91-7219-467-7. . (Diss.). . praktik och retorik teknik, Distansarbete: Sturesson. Lennart . 204 192. Lars Lagergren. Svensk motorcykelkultur. (Diss.) 1999. ISBN 91-7139-430-3. . - - - . . (Diss.). (Diss.). . Sverige 6 624 7219 91 ISBN 1999 193. Johan Sanne. Creating Safety in Air Traffic Control. (Diss.) 1999. ISBN 91- -talets i vuxendödlighet och Kön könet? svaga Det Willner. Sam . 1800 203 7924-123-9. . - - - . (Diss.) . Sverige fram till till fram Sverige 9 595 7219 91 ISBN 1999 1890 194. Henriette Söderberg. Kommunerna och kretsloppet. Avloppssektorns för visuell kommunikation under arbetarrörelsens genombrottstid i genombrottstid arbetarrörelsens under kommunikation visuell för förändring från rening till resurshantering. (Diss.). 1999. ISBN 91-7219- VÅR FANA RÖD TILL FÄRGEN. Fanor som medium som Fanor FÄRGEN. TILL RÖD FANA VÅR Ståhl. Margareta . 202 468-5. . - - - . 1 554 7219 91 ISBN 1999 195. Margareta Bredmar. Att göra det ovanliga normalt. Kommunikativ var- andra” – föreställningar om människor med utvecklingsstörning med människor om föreställningar – andra” . (Diss.) . samhet och medicinska uppgifter i barnmorskors samtal med gravida ”Socialt problem” eller ”Som andra och i gemenskap med gemenskap i och andra ”Som eller problem” ”Socialt Färm. Kerstin . 201 kvinnor. (Diss.) 1999. ISBN 91-7219-475-8. . - - - . (Diss.) (Diss.) 6 892 7203 91 ISBN 1999 196. Ivars Pavasars. Characterisation of Organic Substances in Waste Mate- Psykoteknik. Kulturell fabricering av personlig identitet personlig av fabricering Kulturell Psykoteknik. Eriksson. Rikard . . 200 rials under Alkaline Conditions. (Diss.) 1999. ISBN 91-7219-485-5. . - - - . . (Diss.) (Diss.) . Waters Natural of Analysis the 1991 2 495 7219 91 ISBN 197. Stefan Bertilsson. Photochemical Alterations of Dissolved Organic Matter Capillary Electrophoresis and Multivariate Calibration in Calibration Multivariate and Electrophoresis Capillary Dahlén. Johan . 199 - Impact on Heterotrophic Bacteria and Carbon Cycling in Lakes. (Diss.) - . . - - . (Diss.) (Diss.) . arbetsstugorna 7219 91 ISBN 1999 8 489 1999. ISBN 91-7219-486-3. Från arbete till hobby. En studie av filantropi i de svenska de i filantropi av studie En hobby. till arbete Från Olsson. Ole . 198 198. Ole Olsson. Från arbete till hobby. En studie av filantropi i de svenska . - - - . 3 486 7219 91 ISBN 1999 arbetsstugorna. (Diss.) 1999. ISBN 91-7219-489-8. - Impact on Heterotrophic Bacteria and Carbon Cycling in Lakes in Cycling Carbon and Bacteria Heterotrophic on Impact - . (Diss.) . 199. Johan Dahlén. Capillary Electrophoresis and Multivariate Calibration in Photochemical Alterations of Dissolved Organic Matter Organic Dissolved of Alterations Photochemical Bertilsson. Stefan . 197 the Analysis of Natural Waters. (Diss.) 1991. ISBN 91-7219-495-2. . - - - . . (Diss.) (Diss.) . Conditions Alkaline under rials 1999 5 485 7219 91 ISBN 200. Rikard Eriksson. Psykoteknik. Kulturell fabricering av personlig identitet. Characterisation of Organic Substances in Waste Mate- Waste in Substances Organic of Characterisation Pavasars. Ivars . 196 (Diss.) 1999. ISBN 91-7203-892-6. . - - - . . (Diss.) (Diss.) . kvinnor 8 475 7219 91 ISBN 1999 201. Kerstin Färm. ”Socialt problem” eller ”Som andra och i gemenskap med samhet och medicinska uppgifter i barnmorskors samtal med gravida med samtal barnmorskors i uppgifter medicinska och samhet andra” – föreställningar om människor med utvecklingsstörning. (Diss.) Kommunikativ var- Kommunikativ normalt. ovanliga det göra Att Bredmar. Margareta . 195 1999. ISBN 91-7219-554-1. . - 5 468 202. Margareta Ståhl. VÅR FANA RÖD TILL FÄRGEN. Fanor som medium - - . . (Diss.). (Diss.). . resurshantering till rening från förändring 7219 91 ISBN 1999 för visuell kommunikation under arbetarrörelsens genombrottstid i Kommunerna och kretsloppet. Avloppssektorns kretsloppet. och Kommunerna Söderberg. Henriette . 194 Sverige fram till 1890. (Diss.) 1999. ISBN 91-7219-595-9. . - - 9 123 7924 203. Sam Willner. Det svaga könet? Kön och vuxendödlighet i 1800-talets Creating Safety in Air Traffic Control Traffic Air in Safety Creating Sanne. Johan . . (Diss.) (Diss.) . - . 193 91 ISBN 1999 Sverige. (Diss.). 1999. ISBN 91-7219-624-6. . (Diss.) (Diss.) . motorcykelkultur Svensk . Lagergren Lars . . - - - . 192 3 430 7139 91 ISBN 1999 204. Lennart Sturesson. Distansarbete: teknik, retorik och praktik. (Diss.). . - - - 7 467 7219 91 ISBN 2000. ISBN91 7203 937 X. . gotiations of the Convention to Combat Desertification Combat to Convention the of gotiations . (Diss.) (Diss.) . 1999 205. Anne-Li Lindgren. ”Att ha barn med är en god sak.” Barn, medier och . Elisabeth Corell. Corell. Elisabeth . The Negotiable Desert: Expert Knowledge in the Ne- the in Knowledge Expert Desert: Negotiable The 191 medborgarskap under 1930-talet. (Diss.). 2000. ISBN 91-7219-660-2. - . -X. - . (Diss.) (Diss.) . Psychosomatics 7219 91 ISBN 1999 457 206. Jonny Karlsson. Predikans samtal. En studie av lyssnarens roll i predikan . Jennifer Bullington. Bullington. Jennifer . The Mysterious Life of the Body: A New Look at Look New A Body: the of Life Mysterious The 190 hos Gustaf Wingren utifrån Michail Bachtins teori om dialogicitet. (Diss.) - . . - - . (Diss.) (Diss.) . Linköping talets 7219 91 ISBN 1999 0 448 2000. ISBN 91-7580-193-0. - i levnadsvillkor Handikappades lytt. som leva Att Olsson. Ingrid . 1800 189 . - - . (Diss.) . - Stockholm Stockholm 0 092 7031 91 ISBN 1999 1920 1870 . Ingrid Söderlind. Söderlind. Ingrid . Barnhem för flickor. Barn, familj och institutionsliv i institutionsliv och familj Barn, flickor. för Barnhem 188 Linköping studies in arts and science • 219 Life and Fiction and Life 220 207. Ann-Sofie Bakshi. Tilltro och misstanke. Genteknik och fosterdiagnostik i • det offentliga samtalet. (Diss.). 2000. ISBN 91-7219-683-1. . - - - . . (Diss.) (Diss.) . landsbygdskommuner i utvecklas policyer 0 885 7219 91 ISBN 208. Ann-Charlotte Münger. Stadens barn på landet. Stockholms sommarlovs- 2000 En lösning som söker problem. Hur och varför lokala IT- lokala varför och Hur problem. söker som lösning En Wihlborg. Elin . kolonier och den moderna välfärden. (Diss.) 2000. ISBN 91-7219-697-1. 225 . - - - . . (Diss.) (Diss.) . community virtual a managing of 2 884 7219 91 ISBN 209. Karin Zetterqvist Nelson. På tal om dyslexi. En studie av hur barn, 2000 Code begets community: On social and technical aspects technical and social On community: begets Code Pargman. Daniel . föräldrar och lärare berättar om och ger betydelse åt diagnoser som 224 . - - - . (Diss.) (Diss.) play. children’s of organization 4 883 7219 91 ISBN dyslexi och specifika läs- och skrivsvårigheter. (Diss.) 2000. ISBN 91-7219- 2000 Code-switching for all practical purposes: Bilingual purposes: practical all for Code-switching Cromdal. Jakob . 698-X 223 . - - - . (Diss.) (Diss.) basins. river 6 882 7219 91 ISBN 210. Emma Johansson. Organic chlorine and chloride in soil. (Diss.) 2000. ISBN 2000 91-7219-724-2. monsoonal two in streamflow on use land heterogeneous of effects the Do Forests Have an Impact on Water Availability? Assessing Availability? Water on Impact an Have Forests Do Wilk. Julie . 211. Henrik Selin. Towards International Chemical Safety. Taking Action on 222 -X. - - . . (Diss.) (Diss.) . metals heavy urban 880 7219 91 ISBN Persistent Organic Pollutants (POPs). (Diss.) 2000. ISBN 91-7219-727-7. 2000 The trace of metals – use, emissions and sediment load of load sediment and emissions use, – metals of trace The Jonsson. Arne . 212. Anna Karlsson. Anaerobic degradation of phenol and related aromatics. 221 . - - - . (Diss.) . - medborgarskap medborgarskap 3 875 7219 91 ISBN 2000 1954 (Diss.) 2000. ISBN 91-7219-728-5. 1925 Det sinnesslöa skolbarnet. Undervisning, tvång och tvång Undervisning, skolbarnet. sinnesslöa Det Areschoug. Judith . 213. Svensson Gary. Digitala pionjärer. Datakonstens introdukton i Sverige. 220 . - - - . (Diss.) . - Support to the Baltic States States Baltic the to Support 0 871 7219 91 ISBN 2000 1996 (Diss.) 2000. ISBN 91-7203-992-2. 1991 The Strategy of Assistance. Swedish Environmental Swedish Assistance. of Strategy The Hassler. Björn . 214. Pers Charlotta. Modelling organic matter dynamics in aquatic systems. 219 . - - 4 866 (Diss.) 2000. ISBN 91-7219-825-7. 7219 - . . (Diss.) (Diss.) . World Globalised a in Concerns Environmental 91 ISBN 215. Francois Texier. Industrial Diversification and Innovation - An 2000 Pesticides in the South - South the in Pesticides . Governance Multilayered Karlsson. Syliva . International Study of the Aerospace Industry. (Diss.) 2000. ISBN 1 84064 218 . - 4 452 4. 835 - - . . (Diss.) (Diss.) . anhöriga deras och testikelcancer behandlad 7219 91 ISBN 216. Motzi Eklöf. Motzi Eklöf. Läkarens Ethos. Studier i den svenska läkar- 2000 Att drabbas av testikelcancer. En studie av män med män av studie En testikelcancer. av drabbas Att Sandén. Inger . kårens identiteter, intressen och ideal 1890-1960. (Diss.) 2000. ISBN 91- 217 . - - 3 830 7219-830-3. 7219 - . (Diss.) . - ideal och intressen identiteter, kårens 91 ISBN 2000 1960 217. Inger Sandén. Att drabbas av testikelcancer. En studie av män med 1890 Läkarens Ethos. Studier i den svenska läkar- svenska den i Studier Ethos. Läkarens Eklöf. Motzi Eklöf. Motzi . behandlad testikelcancer och deras anhöriga. (Diss.) 2000. ISBN 91-7219- 216 . 4 835-4. 452 . . (Diss.) (Diss.) . Industry Aerospace the of Study International 84064 1 ISBN 218. Syliva Karlsson. Multilayered Governance. Pesticides in the South - 2000 Industrial Diversification and Innovation - An - Innovation and Diversification Industrial Texier. Francois . Environmental Concerns in a Globalised World. (Diss.) 2000. ISBN 91- 215 . - - - . (Diss.) (Diss.) 7 825 7219 91 ISBN 7219-866-4. 2000 . systems aquatic in dynamics matter organic Modelling Charlotta. Pers . 219. Björn Hassler. The Strategy of Assistance. Swedish Environmental 214 . - - - . (Diss.) (Diss.) 2 992 7203 91 ISBN Support to the Baltic States 1991-1996. (Diss.) 2000. ISBN 91-7219-871-0. 2000 . Sverige i introdukton Datakonstens pionjärer. Digitala Gary. Svensson . 220. Judith Areschoug. Det sinnesslöa skolbarnet. Undervisning, tvång och 213 . - - - . (Diss.) (Diss.) 5 728 7219 91 ISBN medborgarskap 1925-1954. (Diss.) 2000. ISBN 91-7219-875-3. 2000 . aromatics related and phenol of degradation Anaerobic Karlsson. Anna . 221. Arne Jonsson. The trace of metals – use, emissions and sediment load of 212 . - - - . (Diss.) (Diss.) (POPs). Pollutants Organic Persistent 7 727 7219 91 ISBN urban heavy metals. (Diss.) 2000. ISBN 91-7219-880-X. 2000 Towards International Chemical Safety. Taking Action on Action Taking Safety. Chemical International Towards Selin. Henrik . 222. Julie Wilk. Do Forests Have an Impact on Water Availability? Assessing 211 . - - - 2 724 7219 the effects of heterogeneous land use on streamflow in two monsoonal 91 . . (Diss.) soil. in chloride and chlorine Organic Johansson. Emma . ISBN 2000 river basins. (Diss.) 2000. ISBN 91-7219-882-6. 210 - X 223. Jakob Cromdal. Code-switching for all practical purposes: Bilingual 698 - - . (Diss.) (Diss.) skrivsvårigheter. och läs- specifika och dyslexi 7219 91 ISBN organization of children’s play. (Diss.) 2000. ISBN 91-7219-883-4. 2000 224. Daniel Pargman. Code begets community: On social and technical aspects som diagnoser åt betydelse ger och om berättar lärare och föräldrar På tal om dyslexi. En studie av hur barn, hur av studie En dyslexi. om tal På Nelson. Zetterqvist Karin . of managing a virtual community. (Diss.) 2000. ISBN 91-7219-884-2. 209 . - - - . (Diss.) (Diss.) välfärden. moderna den och kolonier 1 697 7219 91 ISBN 225. Elin Wihlborg. En lösning som söker problem. Hur och varför lokala IT- 2000 Stadens barn på landet. Stockholms sommarlovs- Stockholms landet. på barn Stadens Münger. Ann-Charlotte . policyer utvecklas i landsbygdskommuner. (Diss.) 2000. ISBN 91-7219-885-0. 208 . - - - . (Diss.). (Diss.). samtalet. offentliga det 1 683 7219 91 ISBN 2000 Tilltro och misstanke. Genteknik och fosterdiagnostik i fosterdiagnostik och Genteknik misstanke. och Tilltro Bakshi. Ann-Sofie . 220 • Life and Fiction 207 221 science and arts in studies Linköping • 226. Gisela Eckert. Wasting Time or Having Fun? Cultural Meanings of children and childhood. (Diss.) 2001. ISBN 91-7219-992-X. . - - - . (Diss.) (Diss.) Exchange. 8 233 7373 91 ISBN 2001 227. Åsa Kroon. Debattens dynamik. Hur budskap och betydelser förvandlas i of Vascular Plants and Edaphic Factors on Carbon Dioxide and Methane and Dioxide Carbon on Factors Edaphic and Plants Vascular of mediedebatter. (Diss.) 2001. ISBN 91-7373-018-1. Northern Peatland Carbon Biogeochemistry –The Influence –The Biogeochemistry Carbon Peatland Northern Öquist. Mats . 245 228. Peter Andersson. Deregulation and Internet: New Challenges to postal . . . - - - (Diss.) (Diss.) Efficiency. ISBN 2001 X 229 7373 91 services in Sweden. (Diss.) 2001. ISBN 91-7373-038-6. Setting Priorities in Health Care – Studies on Equity and Equity on Studies – Care Health in Priorities Setting Bernfort. Lars . 244 229. Marie Aurell. Arbete och identitet. Om hur städare blir städare. (Diss.) -X. - - 215 7373 91 2001. ISBN 91-7373-068-8. . . (Diss.) . - politiska diskussionen rörande ozonskiktet ozonskiktet rörande diskussionen politiska ISBN 2001 1992 1968 230. Sofie Storbjörk. Vägskäl. Miljöfrågan, subpolitiken och planeringsidealets Ozonskiktet och risksamhället. En studie av den av studie En risksamhället. och Ozonskiktet Martinsson. Mattias . 243 praktik i fallet riksväg 50. (Diss.) 2001. ISBN 91-7373-079-3. . - - - . . (Diss). (Diss). . smärta 1 214 7373 91 ISBN 2001 231. Karolina Isaksson. Framtidens trafiksystem? Maktutövningen i Smärtans mosaik. Kommunikation om långvarig om Kommunikation mosaik. Smärtans Peolsson. Michael . 242 konflikterna om rummet och miljön i Dennispaketets vägfrågor. (Diss.) - - 0 125 7373 2001. ISBN 91-7373-082-3. - . (Diss.) (Diss.) caretaking. sibling and play School, community. 91 ISBN 2001 232. Lena Ewertsson. Reconstructing of Technology Over Politics. Quichua children and language shift in an Andean an in shift language and children Quichua Rindstedt. Camilla . 241 Reconstructing Television Systems: The Example of Sweden. (Diss). 2001. . - - - . . (Diss.) (Diss.) . life everyday 7 113 7373 91 ISBN 2001 ISBN 91-7373-089-0. What’s the use? Internet and informative behaviour in behaviour informative and Internet use? the What’s Hector. Anders . 240 233. Malin Sveningsson. Creating a Sense of Community. Experiences from at . - - - . (Diss). (Diss). 2 110 7373 91 ISBN 2001 Swedish Web Chat. (Diss). ISBN 91-7373-090-4. Disability, Rehabilitation and Health Economic Assessmen Economic Health and Rehabilitation Disability, Jonsson. Dick . . 239 234. Christian Svensson. Samtal, deltagande och demokrati i svenska TV- . . (Diss.) . -talet . - - - styrning under under styrning ISBN 2001 1980 2 1504 631 91 debattprogram. (Diss.) 2001. ISBN 91-7373-091-2. Motsträviga myndigheter. Sektorsforskning och politisk och Sektorsforskning myndigheter. Motsträviga Persson. Bo . 238 235. Anders Melin. Judgements in Equilibrium? An Ethical Analysis of -x. - - . . (Diss.) (Diss.) . praktik plastikkirurgisk i brännskador 145 7924 91 ISBN 2001 Environmental Impact Assessment. (Diss.) 2001. ISBN 91-7373-092-0. Att (åter)skapa det ”normala”: bröstoperationer och bröstoperationer ”normala”: det (åter)skapa Att Sandell. Kerstin . 237 236. Sabrina Thelander. Tillbaka till livet – att skapa säkerhet i - . . - - . (Diss.) (Diss.) . hjärtintensivvården 91 ISBN 2001 9 093 7373 hjärtintensivvården. (Diss.) 2001. ISBN 91-7373-093-9. Tillbaka till livet – att skapa säkerhet i säkerhet skapa att – livet till Tillbaka Thelander. Sabrina . 236 237. Kerstin Sandell. Att (åter)skapa det ”normala”: bröstoperationer och . - - - . (Diss.) (Diss.) Assessment. Impact Environmental 0 092 7373 91 ISBN 2001 brännskador i plastikkirurgisk praktik. (Diss.) 2001. ISBN 91-7924-145-x. Judgements in Equilibrium? An Ethical Analysis of Analysis Ethical An Equilibrium? in Judgements Melin. Anders . 235 238. Bo Persson. Motsträviga myndigheter. Sektorsforskning och politisk - . . - - . (Diss.) (Diss.) . debattprogram 7373 91 ISBN 2001 2 091 styrning under 1980-talet. (Diss.) 2001. ISBN 91-631-1504-2. Samtal, deltagande och demokrati i svenska TV- svenska i demokrati och deltagande Samtal, Svensson. Christian . 234 239. Dick Jonsson. Disability, Rehabilitation and Health Economic Assessmen. - - . - . (Diss). (Diss). . Chat Web Swedish 090 7373 91 ISBN 4 (Diss). 2001. ISBN 91-7373-110-2. Creating a Sense of Community. Experiences from at from Experiences Community. of Sense a Creating Sveningsson. Malin . 233 240. Anders Hector. What’s the use? Internet and informative behaviour in . - - - 0 089 7373 91 ISBN everyday life. (Diss.) 2001. ISBN 91-7373-113-7. . Reconstructing Television Systems: The Example of Sweden of Example The Systems: Television Reconstructing . (Diss). (Diss). . 2001 241. Camilla Rindstedt. Quichua children and language shift in an Andean Reconstructing of Technology Over Politics. Over Technology of Reconstructing Ewertsson. Lena . 232 community. School, play and sibling caretaking. (Diss.) 2001. ISBN 91- . - - - . 3 082 7373 91 ISBN 2001 7373-125-0 konflikterna om rummet och miljön i Dennispaketets vägfrågor Dennispaketets i miljön och rummet om konflikterna . (Diss.) . 242. Michael Peolsson. Smärtans mosaik. Kommunikation om långvarig Framtidens trafiksystem? Maktutövningen i Maktutövningen trafiksystem? Framtidens Isaksson. Karolina . 231 smärta. (Diss). 2001. ISBN 91-7373-214-1. . . (Diss.) . . - - - praktik i fallet riksväg riksväg fallet i praktik ISBN 2001 50 3 079 7373 91 243. Mattias Martinsson. Ozonskiktet och risksamhället. En studie av den Vägskäl. Miljöfrågan, subpolitiken och planeringsidealets och subpolitiken Miljöfrågan, Vägskäl. Storbjörk. Sofie . 230 politiska diskussionen rörande ozonskiktet 1968-1992. (Diss.) 2001. ISBN . - - - . 8 068 7373 91 ISBN 2001 91-7373-215-X. Arbete och identitet. Om hur städare blir städare blir städare hur Om identitet. och Arbete Aurell. Marie . . (Diss.) . 229 244. Lars Bernfort. Setting Priorities in Health Care – Studies on Equity and - . . - - . (Diss.) (Diss.) . Sweden in services 7373 91 ISBN 2001 6 038 Efficiency. (Diss.) 2001. ISBN 91-7373-229-X. . Deregulation and Internet: New Challenges to postal to Challenges New Internet: and Deregulation . Andersson Peter . 228 245. Mats Öquist. Northern Peatland Carbon Biogeochemistry –The Influence - - . . - (Diss.) (Diss.) mediedebatter. 7373 91 ISBN 2001 1 018 of Vascular Plants and Edaphic Factors on Carbon Dioxide and Methane Debattens dynamik. Hur budskap och betydelser förvandlas i förvandlas betydelser och budskap Hur dynamik. Debattens Kroon. Åsa . 227 Exchange. (Diss.) 2001. ISBN 91-7373-233-8. -X. - - . . (Diss.) (Diss.) . childhood and children 992 7219 91 ISBN 2001 . Gisela Eckert. Eckert. Gisela . Wasting Time or Having Fun? Cultural Meanings of Meanings Cultural Fun? Having or Time Wasting 226 Linköping studies in arts and science • 221 Life and Fiction and Life 222 246. Magnus Linderström. Industrimoderniteten och miljöfrågans utmaningar. • En miljöplitisk och historisk analys av LO, SAF och Industriförbundet. (Diss.) 2002. ISBN 91-7373-254-0. 247. Ulrika Torell. Den rökande människan. Bilden av tobaksbruk i Sverige mellan 1950-tal och 1990-tal. (Diss.) 2002. ISBN 91-7203-444-0. 248. Johanna Forssell. Hushållsproduktion och föräldraledighet. Att städa, tvätta och laga mat – med och utan barn. (Diss.) 2002. ISBN 91-7373-279-6. 249. Eva Åhrén Snickare. Döden, kroppen och moderniteten. (Diss.) 2002. ISBN 250. Anna Sparrman. Visuell kultur i barns vardagsliv – bilder, medier och praktiker. (Diss.) 2002. ISBN 91-7373-298-2. 251. Katarina Eriksson. Life and Fiction. On intertextuality in pupils’ booktalk. (Diss.) 2002. ISBN 91-7373-299-0. Address: Visiting Address: Linköping University Universitetsområdet, Valla SE-581 83 Linköping Hus T Sweden Phone: +46 (0)13-28 10 00 Phone: +46 (0)13-28 10 00 10 (0)13-28 +46 Phone: Sweden Hus T Hus SE-581 83 Linköping 83 SE-581 Universitetsområdet, Valla Universitetsområdet, Linköping University Linköping Visiting Address: Visiting Address: (Diss.) (Diss.) booktalk. . - - - . 0 299 7373 91 ISBN 2002 Life and Fiction. On intertextuality in pupils’ in intertextuality On Fiction. and Life Eriksson. Katarina . 251 . - - - . (Diss.) (Diss.) praktiker. 2 298 7373 91 ISBN 2002 , medier och medier , r bilde – vardagsliv barns i kultur isuell V man. r Spar Anna . 0 25 ISBN . (Diss.) moderniteten. och kroppen Döden, Snickare. Åhrén Eva . 2002 249 . - - - . (Diss.) (Diss.) barn. utan och med – mat laga och tvätta 6 279 7373 91 ISBN 2002 Hushållsproduktion och föräldraledighet. Att städa, Att föräldraledighet. och Hushållsproduktion Forssell. Johanna . 248 . - - - . (Diss.) -tal. och -tal mellan mellan 0 444 7203 91 ISBN 2002 1990 1950 Den rökande människan. Bilden av tobaksbruk i Sverige i tobaksbruk av Bilden människan. rökande Den Torell. Ulrika . 247 . - - - . (Diss.) (Diss.) 0 254 7373 91 ISBN 2002 En miljöplitisk och historisk analys av LO, SAF och Industriförbundet. och SAF LO, av analys historisk och miljöplitisk En Industrimoderniteten och miljöfrågans utmaningar. miljöfrågans och Industrimoderniteten Linderström. Magnus . 222 • Life and Fiction 246