This study aims to shed light on the cultural models of literature and literature education reflected in Nordic L1 curricula by investigating how literature is given discursive significance in the Danish, Finnish, Norwegian and Swedish L1 curricula for lower-secondary school, both within and across those four countries. Education in the Nordic countries is a field well suited for comparative analysis as the languages used are closely related and the countries' educational systems and policies are similar. In the study, we discuss how literary texts are given significance compared with other texts and what purposes of literature education are given a prominent place in the L1 curricula. The theoretical framework used derives from Gee's (2014) description of cultural models; we understand the national curricula as linguistically created realms of reality. The comparative analysis suggests that there are similar tendencies as well as distinct national differences. Prominent cultural models identified across the countries are a double position of literary texts and a high expectation on literature education. The study points to a need to discuss the status and purpose of literary texts in the Nordic L1 subjects in order to promote further mutual understanding and inspiration across borders.

AbstraktI en tid der den norske skolens oppdrag og rolle for fremtiden er oppe til diskusjon og revidering (NOU 2015:8), trer den kontinuerlige forhandlingen mellom fagenes tradisjon og nye strømninger tydelig frem. Denne artikkelen søker å bidra med kunnskap om sentrale aspekt i norskfagets litteraturarbeid ved å studere hvordan avgangselever i videregående skole fremstiller det som faglig praksis. I to retrospektive gruppeintervju rekontekstualiserer elever den litteraturfaglige praksisen de har møtt i skolen og sin egen litteraturfaglige utvikling innen praksisens rammer. Artikkelen søker å besvare hvordan elevene beskriver praksisens deltakere, handlinger og ressurser, samt hvilke faglige kjerneverdier som strukturerer elevenes bilder av praksis. Studien viser at elevene peker på en spenning mellom rammer i undervisningen som leder i retning av og bort fra en form for faglig kjerne, og at de forholder seg ulikt til denne spenningen. På tross av ulike preferanser og forholdningssett, peker elevene sammen mot kombinasjonen av arbeid med utfordrende tekster over tid og med ulike arbeidsformer som situasjoner kjennetegnet av dybdeforståelse, tolkningsmangfold, kritisk tenkning og deltakelse Á situasjoner som er i tråd med bildene elevene tegner av en faglig kjerne. Artikkelen argumenterer for viktigheten av å forstå elevene som deltakere i det litteraturfaglige praksisfellesskapet.Nøkkelord: Litteraer faglighet; fagspesifikk literacy; litteraturfaglig utvikling; litteraturdidaktikk AbstractThe discussion and revision of the Norwegian school's role and mission for the future (NOU 2015:8) draws attention to the ever ongoing negotiation between tradition and trends in the disciplines. This article seeks to contribute to knowledge on central aspects of literature education within the subject of Norwegian in upper secondary school, by studying how matriculating students describe this practice. In two group interviews, these students recontextualise, retrospectively, the literary practice which they have encountered in school and their own development within the frames of this practice. The article investigates how the students describe the participants, actions and resources of the practice, and the core values that structure their descriptions of the practice. The study indicate that the students experience a tension between the different frames in teaching practice, that lead towards or away from the subject core, and that students behave differently when experiencing this tension. Despite variations in preferences and behaviour, the students are in accord in describing how a combination of work with challenging literate texts over time and with different ways of working, lead *Correspondence to: Aslaug Fodstad Gourvennec, Nasjonalt senter for leseopplaering og leseforskning, Universitetet i Stavanger, 4036 Stavanger, Norge.

Artikkelen søker å bidra til kunnskap om utvikling av fagspesifikk ferdighetsutøvelse, nærmere bestemt om litterær faglighet slik den kommer til uttrykk i meningsskapingen i møtet mellom leser/e og tekst. Slik kunnskap er en forutsetning for å svare på grunnleggende ideer både i Kunnskapsløftet og i Fremtidens skole (NOU2015:8). Artikkelen søker å besvare hvordan tre elever på vei inn i et mer akademisk preget litteraturfag skaper en plass for seg selv og hverandre i den litterære samtalen som faglig praksis. En litterær gruppesamtale mellom tre høytpresterende vg1-elever studeres i lys av James Paul Gees såkalte building tasks (2011). Primært studeres de forbindelsene (connections) elevene skaper i meningsskapingsprosessen. Analysene viser at elevene nærmer seg teksten på ulikt vis og aktiverer erfaringer fra ulike felt. De er engasjerte i samtalen og teksten, tar og gir hverandre plass i det faglige fellesskapet og trer inn i og former faglig identitet og praksis. De utfordringene elevene støter på i samtalen er knyttet til manglende redskaper for å håndtere tolkningsmangfold og teksters motstand, og artikkelen peker både på muligheter og utfordringer for praksis. Nøkkelord: faglig praksis og identitetsbygging, engasjement, litterære samtaler, litteraturundervisningAbstractThis article seeks to contribute to knowledge of the development of disciplinary literacy practices, more specifically, literary disciplinarity – as it emerges in the meaning-making process between reader/s and text. Such knowledge is required in order to respond to fundamental ideas in the Norwegian Curriculum and the Official Public Report about the school of the future (NOU 2015:8). This article seeks to answer how three students entering a more scholarly literature subject than before, make a place for themselves and each other in the literary conversation as a disciplinary practice. By means of James Paul Gee’s building tasks (2011), particularly the connections the students build in their meaning-making process, a literary group conversation among three high achieving students in the beginning of upper secondary school is studied. The analyses reveal that the students approach the text in different ways, activating experiences from different fields. They are engaged in the conversation and the text, take and give each other a place in the disciplinary community, and enter and form the disciplinary practice. The challenges the students encounter during the conversation are connected to a lack of tools to handle the wide range of possible interpretations and the text’s obstacles. Hence, this article points towards both possibilities and challenges in matters of literature education.Keywords: disciplinary practice and identity building, engagement, literary conversations, literature education

Siden begynnelsen av 2000-tallet har det vært et utdanningspolitisk ønske i Norge om å kvalitetsvurdere opplæringen i skolen, og det er i den forbindelse innført obligatoriske kartleggingsprøver og nasjonale prøver. Vi vet at lærere er usikre på oppfølgingen av prøveresultatene. Som et ledd i å styrke underveisvurderingen, har Utdanningsdirektoratet lansert digitale læringsstøttende prøver med veiledninger for mellomtrinnet. En av disse prøvene, en vokabularprøve, er særlig innrettet mot den konkrete oppfølgingen av flerspråklige elever. I denne studien undersøker vi, inspirert av et kritisk case-design, hvordan åtte lærere forstått som deltakere med fullt medlemskap i et praksisfellesskap (Lave & Wenger, 1991), reflekterer over flerspråklige elevers prøveresultater. Ved å anvende Breiter og Lights (2006) begreper knyttet til læreres beslutningstaking basert på data – såkalt data-driven decision making – analyserer vi hvordan lærerne i løpet av en samtale beveger seg fra å forklare elevenes resultater på vokabularprøven til å bygge på disse forklaringene når de skal ta målrettede valg om fremtidig undervisning. Studien viser at deltakerne i løpet av samtalen utvikler felles kunnskap om flerspråklige elevers opplæringsbehov som potensielt vil kunne føre til endring i praksis. Samtidig avdekker studien at lærernes nyervervede kunnskap bare delvis er forankret i elevresultatene. Studien peker mot et behov for at skolene gir rom for strukturerte samtaler om prøveresultater hvor også flerspråklige elever blir tematisert. Siktemålet for slike samtaler må være å skape anvendbar kunnskap basert på alle elevers prøveresultater.Nøkkelord: pedagogisk bruk av prøver, data-driven decision making, praksisfellesskap, flerspråklige elever, akademisk vokabularTeachers in conversation about the use of second language learners' test results for instructional purposesAbstractOver the last two decades, the Norwegian Government has focused strongly on assessing the quality of education in schools. This focus has led to the introduction of both compulsory screening tests and national tests. Current research indicates uncertainty on the part of teachers about how to use and follow up the test results. In order to strengthen formative assessment practice and teachers’ competence in using test results to guide instruction, the Norwegian Directorate for Education and Training has introduced a series of tests in digital format, with accompanying teacher manuals, for use in grades 5-7. One of these tests, a vocabulary test, focuses particularly on supporting second language learners’ (SLLs) learning. In this study, we employ a critical case design to investigate how eight teachers, understood as full participants in a community of practice (Lave & Wenger, 1991), engage in a collective learning process around SLLs’ test results. Using Breiter and Light’s (2006) concepts related to research on teachers’ data-driven decision making, we analyze how these teachers during a conversation move from explaining SLLs test results from the vocabulary test, to making targeted decisions for future instruction. The analysis reveals that during the conversation, the participants develop shared knowledge about the academic needs of SLLs, which could potentially lead to instructional improvement. However, this knowledge is only partly grounded in the test results. The findings suggest that the schools make room for structured conversations about SLLs test results to guide future decisions. Further research should continue to investigate how teachers could improve their instruction based on test results.Keywords: instructional use of tests, data-driven decision making, community of practice, second language learners, academic vocabulary

Co-taught classrooms offer increased opportunities for differentiated, engaging and effective instruction. However, the inclusion of another professional in the classroom may collide with teachers' taken-forgranted perspectives on what a teacher, a student, literacy activities or a classroom in early literacy instruction are or should be. Aiming to shed light on the relationship between such perspectives and students' learning outcomes in co-taught classrooms, the present study takes a step back to investigate figured worlds (Gee, 2011) of the social practice of early literacy instruction, as held by homeroom teachers. In-depth individual interviews with six homeroom teachers in classes with very strong versus very poor reading development in first and second grade are investigated using a discourse-analytical approach. The extremes are found to differ in their understandings of students, teachers, classrooms, activities, organizational structures, instructional differentiation, and student engagement. Juxtaposing understandings of all of these elements shows that there are fundamental differences between those extremes in terms of their figured worlds of early literacy instruction as a complex social practice. This finding suggests that an awareness of homeroom teachers' figured worlds is required when discussing the potential for enhancing student learning through co-teaching.