Lesing og skriving i religions- og livssynsfaget i den norske grunnskolen. En kartlegging av forskningsfeltet 2005-2018
Nøgleord:
religious education, reading, writing, basic skills, reviewResumé
Since the introduction of the curriculum Kunnskapsløftet (The Knowledge Promotion Reform), integrating literacy has been a commitment for all subjects in Norway. This review examines research on the basic skills of reading and writing in primary and lower secondary school's religious education in the period 2005-2018. The study identifies three main fields of research: reading, writing, and the relationships between reading and writing skills. Furthermore, the study identifies five conceptual pairs influencing reading and writing in the subject: Knowledge vs. Personal development, Christianity/religion and life views vs. Philosophy/ethics, Textbook knowledge vs. Students’ experience-based knowledge, Everyday language vs. Subject- specific genres, and Teachers’ role vs. Students’ role. Finally, we discuss the significance of the findings for academic reading and writing in school, and suggest directions for future research on literacy in religious education.
