Elevers meningsskaping av skjønn-litteratur.

This article investigates students' reasoning in, and across, different types of learning activities. We analyze students' work on Norwegian literature through group work, collectively produced text, and individually written texts. We take a socio-cultural, dialogical perspective on the students' utterances; using the terms perspective, voices and speech genres as analytical tools. We find that personally related voices and genres dominate the group-work while more formal voices and genres dominate the individual texts. This helps explain a lack of uptake between different work situations. A further understanding of students' meaning-making in different situations may help organizing for coherence between learning activities. [ABSTRACT FROM AUTHOR]