Norwegian 2 (1-7) course 1: Norwegian Didactics - Literature, Reading and Oral Language

The students will explore literary history and different perspectives within literary theory, and they will further their knowledge of oral and written communication. Theories on reading, reading development and different didactic approaches to working with both fiction and non-fiction are central topics. Canonized Norwegian fiction and non-fiction are studied within their historical context, while a range of textual expressions utilizing different media are also explored within the course, including intermedial adaptations of children's literature.

Knowledge

The candidate

• has broad knowledge of fiction from different literary periods written both for child, young adult and adult readers
• has broad knowledge of didactic approaches to literature and knows different perspectives from literary theory
• has a comprehensive knowledge of oral communication, early reading and writing and further reading proficiency

Skills

The candidate

• is capable of utilizing knowledge of literature and text in analysing written, oral, and multimodal texts, including pupils' texts
• is capable of facilitating varied work on fiction and non-fiction texts in traditional and new media
• is capable of using storytelling as a pedagogical tool and facilitating storytelling in the classroom
• is capable of using relevant methods and new technology in ways that promote cooperation and academic progress in early reading and in further reading and writing education
• is capable of facilitating pupils in years 1-7 to read, write, and discuss non-fiction and fictional texts in different genres and media

General competence

The candidate

• has insight into the history of the school subject as a language, cultural, literary, and general education subject
• is capable of disseminating subject matter on language, literature, texts, and media in relevant forms of expression
• is familiar with Norwegian didactic research and development work and is capable of discussing research ethical issues
• is capable of planning, carrying out and assessing subject-based and interdisciplinary development work for years 1-7 in cooperation with others

Students will encounter varied methods and both formative and summative assessment practices. The course is taught over three seminars. The course demands a great degree of self-study. Active work with the curriculum is required through self-study as well as group work, and with the digital learning platform. Students are expected to communicate actively in different written and oral fora with their professors and their fellow students throughout the course. Students will develop their professional digital competence through practice and reflection.