Litteraturundervisningens organisering: læremiddelforfatteres forslag til og læreres faktiske valg af arbejdsformer

Instructional approaches in literature teaching are often associated with interpretive communities. However, with an increasing trend toward individual work in primary and lower secondary school, it is relevant to examine whether the traditional organization of literature teaching as a collective endeavor is also changing in the learning materials and practices of first language teaching. In this article, I investigate the types of instructional approaches (e.g., individual work and class discussions) under which different activity types (e.g., analysis and interpretation) occur in three digital didactic learning materials, compared to the actual literature teaching observed. The results show that the activities of literature teaching, in both learning materials and classroom practice, are something pupils are encouraged to do together and rarely on their own.