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The purpose of this article is to use North Norwegian legends and show how these oral stories have been used in the education at the Institute for Teacher Education and Pedagogic, University of Tromsø-Norway's arctic university since the time I started this project at the end of the 1990s period. Here, there will be given a definition and expansion for the types of legends that exists, what was stated about it in the lecture plan (L97) at the time, and what created the basis for this research. An important part of this work was to collect legends in order to document this traditional material for later, as a contribution to North Norwegian cultural history and, thereby, as a gateway to establish knowledge structures. The word "legend" in Norway refers to religious texts. The Norwegian term for the text about to receive treatment is called sagn. However, I will use the English language uniform, by choosing the term "legend" instead.

Abstract. The objective of this article is to consider legends and show how these oral narratives were used in my research-based teaching at the Institute of Teacher Education and Pedagogy of the University of Tromsø -the Arctic University of Norway -in the period of [2003][2004][2005][2006][2007][2008][2009][2010][2011][2012]. During this time period I took the lead in doing research and development work when my students and I collected a lot of legends mainly from Northern Norway. The reason why pedagogy students were involved in this work is that legends can be applied as a method of knowledge development. This will be helpful when the students become trained teachers and face their own pupils at primary and lower secondary school. Working with legends the students become aware of their own culture and culture of others, and thereby such a project will be a gateway to establishing knowledge structures. Moreover, each student receives training in his/her own writing skills. From start to finish this piece of work gives invaluable learning about one's own creative activity.In this article it will be defined what legends are, what type of legends there exist and what was registered about legends in the curriculum at the time which gave guideline to this project. It will be mainly focused on how one can work with legends in the student class, but also somewhat on what knowledge and experience such a project can give.When it comes to the text form under consideration, the Norwegian word for it is sagn. In English translation the word legend is often used. Although the

The objective of this article is to consider legends or oral narratives in Norway which deal with the Chudes. Who were the Chudes-an important nation acting in a particular historical context or a mythological image? In order to answer this question it is necessary to examine different references to the Chudes preserved in Norwegian legends and historical sources. Here I consider the following tasks: 1) to clarify the meaning of the word 'Chude' in Norwegian culture; 2) to analyze legends about the Chudes in order to pick out the main plot-constructing elements. Legends are narratives which claim to be true and are usually connected to well-known places and people. Migrating legends are narratives which have been narrated in many places and for a long period of time. This also concerns legends narrating about the Chudes. This article discusses the effect on the percentage of truth in the narratives. For fifteen years I have taken the lead in doing research work at UiT (The Arctic University of Norway), the Institute of Teacher Education and Pedagogy, where my students and I collected several hundred legends, mainly from Northern Norway. The reason why pedagogy students were involved in this work is that legends can be applied as a method of knowledge development. It will be helpful when the students become trained teachers and face their own pupils at primary and lower secondary schools. Interest in legends can strengthen skills and content awareness, being at the same time a gateway to establishing knowledge structures.

This article has as its purpose to look closer at the the reception of the northern journal, NNM in the daily press during the first decade of the magazine's existence, in the period of 1978-1987. I will have a look at how the magazine has been taken by daily press and how the journal is regarding this response. The reason for this period is first of all that the magazine at this time was Norway's largest culture magazine, and it is remarkable because the northern part of Norway has relatively few inhabitants compared to the southern part of the country. Through its high circulation the periodical's influence was large and was in many ways a reflection of thoughts and activities which were of importance in many aspects of cultural life in Northern Norway during that decade. As a professor at an arctic university, this journal has been an important setting for my research and lecture on northern literature and literature didactics.