Børns læse- og mediavaner anno 2017: - Nye forudsætninger for brug af tekster i skolen

Changing media – changing schools?
- 14th IARTEM Conference September 2017, Lisbon
Børns læse- og mediavaner anno 2017
- Nye forudsætninger for brug af tekster i skolen
Hvordan ser børns læse- og medievaner ud i lyset af de seneste 5-10 års digitale udvikling? På hvilken måde kan skolen tage højde for denne udvikling, så den fremmer børns engagement og faglighed i skolen?
I en tid hvor litteraturens rolle i skolen er til debat, er der samtidig bred enighed om, at styrkelsen af børns læselyst og evner er en af skolens kerneopgaver. Hvordan løser skolen denne opgave i lyset af at stadig flere oplever et gab mellem læsning i skolen og læsning i fritiden? De fleste børn har i dag adgang til digitale devises, og læsning - og brug af tekster i det hele taget - har fået helt andre betingelser end for bare 5-10 år siden. Derfor er der brug for ny viden om, hvad der stimulerer børns læselyst anno 2017. Hvad siger børnene selv? Hvad skal der til, for at skolen fortsat kan understøtte børns fritidslæsning på virkningsfulde og inspirerende måder? Og hvordan kan den enkelte lærer implementere ny viden i sin undervisning og målrette forskellige læseaktiviteter til forskellige aldersgrupper med differentierede behov og præferencer? Det er nogle af de spørgsmål, som resultaterne fra undersøgelsen skal bruges til at tydeliggøre.
Dette paper vil med afsæt i den pågældende problemstilling skitsere nogle centrale tendenser fra en ny landsdækkende undersøgelse af børns læse- og medievaner i Danmark. Resultaterne vil pege på muligheden for at arbejde med et udvidet tekstbegreb i skolen, hvor bl.a. teksters appelstrukturer og digitale medier kan være med til at skabe sammenhæng mellem skoleaktiviteter og børns egne læse- og medievaner.
Children's reading and media habits anno 2017
- New requirements for the use of texts in school
How does the latest 5-10 years of digital development influence on children's reading and media habits? In what way can school take this development into account, to promote children's commitment and professionalism in school lessons?
At a time where the role of literature in school is up for debate, there is also a broad consensus that both the strengthening of children's reading skills and engagement in reading for leisure is one of the school's core tasks. How does the school solve this task in the light of an increasing number of pupils experiencing a gap between reading in school and reading in their spare time? Most children today have access to their own digital Devices. Thus reading - and the use of texts in general - has quite different conditions than just 5-10 years ago. Hence, we need new knowledge about what stimulates children's reading anno 2017. What do the children say themselves? How can school continue to support children's reading for leisure in effective and inspiring ways? And how can teachers implement new knowledge in teaching and target different reading activities for different age groups with differentiated needs and preferences? These are some of the questions that the results of this survey results will be able to clarify.
This paper will be based on key trends from a new national survey of children's reading and media habits in Denmark. The results will point to the opportunity to work with a broad concept of texts at school, including appeal structures in texts and digital media. Taking this into account might help to make a better and more rewording connection between school activities and children's own reading and media habits.
Stine Reinholdt Hansen is assistant professor at Faculty of Education and Social Sciences, University College Lillebaelt. She received her PhD (Study of Children’s Reading Habits elaborated with Cognitive Text Analysis) in 2014. Her areas of expertise are: Children’s literature, children’s media- and reading habits, research in school interventions, media didactics, cognitive literary theory and empirical research.