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Organizational frameworks in Swedish schools have resulted in instrumentality and measurability. To literature studies, this has led to a focus on comprehension and pro!ciency at the expense of aesthetic aspects of !ction-reading. This study examines how teachers in Swedish upper secondary schools relate the aesthetic experience to literature studies. Data was collected using an online questionnaire, answered by 22 teachers. The !ndings suggest that participants are aware of and include the aesthetic aspects of !ction-reading, while at the same time prioritizing instrumental goals, such as language development and reading comprehension.

Organizational frameworks in Swedish schools have resulted in instrumentality and measurability. To literature studies, this has led to a focus on comprehension and pro!ciency at the expense of aesthetic aspects of !ction-reading. This study examines how teachers in Swedish upper secondary schools relate the aesthetic experience to literature studies. Data was collected using an online questionnaire, answered by 22 teachers. The !ndings suggest that participants are aware of and include the aesthetic aspects of !ction-reading, while at the same time prioritizing instrumental goals, such as language development and reading comprehension.

Organizational frameworks in Swedish schools have resulted in instrumentality and measurability. To literature studies, this has led to a focus on comprehension and pro!ciency at the expense of aesthetic aspects of !ction-reading. This study examines how teachers in Swedish upper secondary schools relate the aesthetic experience to literature studies. Data was collected using an online questionnaire, answered by 22 teachers. The !ndings suggest that participants are aware of and include the aesthetic aspects of !ction-reading, while at the same time prioritizing instrumental goals, such as language development and reading comprehension.

Organizational frameworks in Swedish schools have resulted in instrumentality and measurability. To literature studies, this has led to a focus on comprehension and pro!ciency at the expense of aesthetic aspects of !ction-reading. This study examines how teachers in Swedish upper secondary schools relate the aesthetic experience to literature studies. Data was collected using an online questionnaire, answered by 22 teachers. The !ndings suggest that participants are aware of and include the aesthetic aspects of !ction-reading, while at the same time prioritizing instrumental goals, such as language development and reading comprehension.

Organizational frameworks in Swedish schools have resulted in instrumentality and measurability. To literature studies, this has led to a focus on comprehension and pro!ciency at the expense of aesthetic aspects of !ction-reading. This study examines how teachers in Swedish upper secondary schools relate the aesthetic experience to literature studies. Data was collected using an online questionnaire, answered by 22 teachers. The !ndings suggest that participants are aware of and include the aesthetic aspects of !ction-reading, while at the same time prioritizing instrumental goals, such as language development and reading comprehension.

Teachers who want to engage students with aesthetic aspects of literature studies in their teaching need to be creative in combining learning goals and practice their professional autonomy to succeed in a framework that focuses on formal aspects. While curricular stipulations include aesthetic aspects, the traditional way to organize literature studies is defined by teachers’ accountability for standardized measurements. In this study I conduct participant observation to examine how Swedish upper secondary L1 teachers operationalize their intentions to involve the Reading Experience and, further, what role the sociocultural approach plays in the literary classroom. Findings show an order of priority among the teachers, where efferent aspects come first. Furthermore, the findings indicate individual differences that moved the students closer to a non-fiction reading stance for written fiction. Finally, the sociocultural approach was central in literature studies, if not always made use of to enhance the interpersonal transactional process.