Literacy perspectives on literature in EFL education

Literature is an inseparable part of the English subject at all levels in LK06, and the main focus is not always first and foremost on the teaching of literature itself, such as literary analysis for example, but rather on language learning and intercultural learning. As reflected in LK06, reading includes much more than just decoding words, and the focus on literacy skills and competences is now considerable in most areas in the Norwegian educational system, including the English subject and the reading of literature.

2.3.1 Literacy and “literary literacy”

Literacy is the ability to identify, understand, interpret, create, communicate, compute and use printed and written materials associated with varying contexts. Literacy involves a continuum of learning to enable an individual to achieve his or her goals, to develop his or her knowledge and potential, and to participate fully in the wider society.(Unesco 2004).

6 Efferent reading – to take knowledge out from text, see section 2.5

13 According to Unesco’s definition, literacy goes beyond just being able to read and write; it is adapted to the new and increased demands of a society continuously developing in pace with new types of information, communication and technology. Robert Scholes uses the metaphor

“textual power” about the “power” (skills or competence) which modern society requires of us in terms of reading skills in its broadest sense. In this way, textual power becomes an aim for each individual on his or her way through school and the education system (Scholes 1998). The focus on literacy is, as aimed shown in the previous sections, emphasized in the national curriculum of LK06 and in the Common European Framework for Languages:

CEFR. Scholes himself defines “textual power” in the following way:

Reading, in this sense of the word, means being able to place or situate a text, to understand it from the inside, sympathetically, and to step away from it and see it from the outside, critically. It means being able to see a text for what it is and to ask also how it connects – or fails to connect – to the life and the times of the reader. This is textual power. (Scholes 1998: 130)

However, what do the definitions of literacy above leave to the reading of literature? Several educational researchers as well as others have argued that there is a need for a redefinition or an expansion of the term “literacy” in order to also cover the reading of literature. The way we read a literary text is different from the way we read other types of texts, and that which lies in this difference is really a very good argument for reading literature and for employing it in the language-learning classroom. Lütge (2013: 192) claims: “In spite of this important role that literature has played in TEFL it is all the more astonishing that the concept of

‘literary competences’ has been rather neglected” . Lütge takes a critical stand against an alleged pragmatic-utilitarian scope of concepts and testability in the current competence orientated mode of education. By pointing in direction of the German language-learning classroom, Lütge calls out for a need for progression concerning the literary competences in the curriculum. I do not think it would be unreasonable to claim the same on behalf of Norwegian classrooms and the Norwegian National Curriculum.

Burwitz-Meltzer (in Lütge 2013) shows how literary texts are almost neglected in the CEFR, and that the processes related to reading literature, and the elaboration on these, are not systematically accessed at all within the framework. Various researchers have intended to describe different aspects and facets of literary competences, or more broadly, literary literacy, by suggesting categories and sub-categories aiming to describe different dimensions of literariness. Lütge elaborates on the model of Hallet (2007), who suggests the following sub-categories of “literary literacy”, a set of categories or dimensions described as a

14 convincing starting-point for future discussions on the topic. (It must be reminded here that Lütge has made some modifications on Hallet’s model):

a) Literary reading competence

This first dimension comprises three sets of skills related to the reading process:

- general reading skills - the ability of close reading

- the ability of emotionally responsive reading b) Literary cultural competence

The reciprocal connection between literature and culture is shown according to:

- the ability of recognizing intercultural and historical knowledge in literature,

- the ability of using literary texts as templates for individual and personal narrative responses,

- the readiness and ability of entering into a dialogue with the literary text, accepting differences and perceiving otherness as an enrichment.

c) Competence of reflection

This dimension addresses the ability of reflecting actions, attitudes and values - as presented in the literary work

- with reference to the narrative discourse and its representation

- on a meta-level, namely the reading process and the emotions involved with it.

d) Competence of foreign language discourse

Lastly, the fourth dimension refers to the aspect of foreign language learning through literature, i.e:

- The ability of developing foreign language learning, recognizing and making use of foreign language discourse in literature for the learner’s communication and interaction,

- The ability of relating perspectives and world views in literary works to one’s own life

(Lütge 2013: 198-199/ Hallet, 2007)

Lütge suggests that the model can serve as a starting point for a stage model of literary literacy (elementary, medium and advanced). Although all dimensions must be considered

15 simultaneously, they are not meant to be achieved fully on every individual level. By pursuing this rationale, the reading of literature should not be post phoned in education, leaving it for the advanced level only – because if so, valuable learning opportunities will go missing.

Additionally, the awareness of the many facets of literature, and how these are relevant for language learning, may be promoted by splitting up the dimensions of literary competences.

Lastly, focus on literary literacy and literary competences can ensure a steady progression in the reading of literature for each learner, enabling them to appreciate literature in the future, something that the English subject curriculum promotes as well (see section 2.2.2).Literacy skills and ‘textual power’ must also include the reading of literature.