Kirjallisuusdidaktiikan mitä, miksi ja miten: Viisi näkökulmaa pohjoismaiseen kirjallisuudenopetukseen

This study explores how literature teaching is legitimized and how literature education is defined in five Scandinavian monographs published 2015–2019. The theory-based analysis found out that literature teaching is legitimized with instrumental, cultural or social reasons or emotional and aesthetic basis. The content of literary curricula emphasis on literary texts more than literary concepts or literary periods. Literature education can be defined as a knowledge area which focus on teaching literature, learning about literature and building a literary competence. These are connected with teacher’s literary and literature historical content knowledge, teach-er’s knowledge about teaching and assessment methods, teacher’s knowledge about educational theories behind these methods, teacher’s understanding of implementing literature curriculum in dif-ferent learning contexts and teacher’s knowledge about student’s literary competence.