In this article, we present a study of activities and literary didactic approaches in three publisher-produced didactic learning materials, as well as the planned and implemented teaching with these materials in literature teaching for three 8th-grade classes. The purpose of the study is to uncover patterns of activities in lower secondary literature teaching and the influence of didactic teaching materials on it, as well as to discuss the framing that activities and approaches establish for pupils’ meaning-making. The study is designed as a (descriptive) multiple case study, using qualitative content coding of six types of activities to characterize activities in the learning materials, teachers’ planning, and whole-class conversations. The main finding is that the New Critical-formalist literary didactic approach dominates literature teaching in the three classes.
This article is in Danish.
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