Authentic literature in “Kunnskapsløftet 2020”

Abstract

This paper examines how teachers relate to and use authentic literature after the implementation of "Kunnskapsløftet 2020" by using semi-structured interviews as a method. We discuss our findings in light of the role coursebooks play in Norwegian classrooms and the changes in the curricula since "Kunnskapsløftet 2006", such as the increasing emphasis on deep learning.

Our results show a positive attitude towards using authentic literature, but also that a lack of knowledge of how to use it may prevent more teachers from relying less on coursebooks. A coursebook provides more structure and predictability according to our interviewees. In our discussion, we conclude that the use of authentic literature is likely to help pupils reach many of the aims outlined in LK20 in a better way than using coursebooks only.