Läsning - Nytta eller nöje? : Ungdomars menings- och identitetsskapandei relation till läsning

The following study explores youths’ meaning- and identity-building processes in relation to reading, based on the theory of symbolic interactionism. The study was conducted in the fall of 2024 and the conclusions drawn are based on three focus-group interviews conducted with youths at a small, Swedish, municipal school. A perspective missing from public debate and previous research is giving young people themselves the opportunity to discuss how they view reading. To capture this, focus-groups were used as a method. The results show that young people's meaning- and identity-building processes in relation to reading were shaped by different contexts, experiences and social interactions. This led the youths to perceive reading as a utility rather than a pleasure, and they did not identify themselves as readers. In addition, the study shows that the youths are highly aware of the current debate concerning them, their reading habits and the benefits of reading. Despite this awareness, they did not find it motivating enough to read in their free time, and pressure from parents and teachers did not foster their interest in reading. Instead, it was the social aspects of reading that motivated them, or when the books aligned with their personal interests. The debate and future research should therefore focus on how reading can be made enjoyable instead of just useful. If youths’ meaning- and identity-building processes are not taken into account, the debate can contribute to a negative image of reading and important measures to encourage youths to read more may be missed.