Sammendrag
The article discusses the role reading fiction can play in an interdisciplinary teaching program about predators. The empirical material consists of discussions in groups with students at the upper primary level who read two fictional texts about predator issues, prior to a school visit to a Wildlife Park. The fiction texts can be related to sustainable development as an interdisciplinary theme in LK20 in Norway. In order to explore how the students position themselves when reading, the terms “text movability” (Liberg et al., 2012) and “repertoire”(McCormick, 1994) are adopted. Text 1, a realistic story about a girl who meets a bear on a forest trip, excites and engages the students. The text is written with fictional tools that are easily accessible to students, and creates a clear interdisciplinary commitment and understanding of dilemmas concerning the predator problem. Text 2 is a fantastic story related to the Sami storytelling tradition. Studentsencounter resistance in the reading process, triggering individual students to engage with and understand the text. The article argues that fiction can lead to critical thinking and reflection in an interdisciplinary context.
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