In this Bachelors thesis I examine what motivates students in fourth grade to read, what they read and the characteristics of this type of literature. The purpose of this assignment is to discuss the role and place of this motivational literature in school, and examine the impact this literature on its readers. In addition to motivation, identity is a central theme of this assignment and I discuss how literature affects the identity of young readers based on theory.
The assignment's material was collected by conducting a number of qualitative research interviews. Prior to the interviews I prepared two interview guides and made a strategic choice of informants. Two boys and two girls were interviewed in addition to the students' contact teacher. Through the interviews, I realized that inner motivation drove the students, what the students consider good literature and the background for their motivation and examples of books they read. Furthermore, I look at some of the books my informants mention. I look for common features among the books and what characterizes this form of literature. I discuss their identity-forming function with Appleyard's reading development stages and Sylvi Pennes “Norsk som identitetsfag” as the theoretical basis. The books are prototypical hero journeys, giving students a narrative basic structure they can use to process events from their own lives.
Finally, I discuss this literature's place in the Norwegian subject. Several are skeptical about using so-called commercial or mass-produced literature, and others ask questions about the Norwegian subject's role in school. Children's literature is viewed by many different eyes and it has more features. Often these functions intersect and cross and Norwegian teachers must try to balance the different expectations of the schools different participators. The teacher has a responsibility to convey diverse literature, culture through literature, all the while motivating students to read. The motivational literature can have an identity-forming effect and can be used by the teacher as a basis for deeper literary competence and meeting with more demanding texts.||nb_NO