“For a few minutes I could pretend I was someone else” – a study of multiple approaches to fiction reading activities

This empirical study researches a literary reading process. 8th grade pupils participate in close of short story, Magrete Kind (Zwilgmeyer, 1895), which they engage with different types fiction activities (Norwegian: “fiktive lesemåter”). The process takes place professional workshop, an arena for working systematically teaching quality teacher education. purpose this article is to contribute knowledge about the composition experience-based processes fiction, where pupil’s reader role becomes visible. anchored and dramaturgical theory, fictionalization central. analyses show that like work collectively role. They also enjoy bodily spatially, are positive staging remediating story. Their approach text often text-external, oriented towards thematic relational layers meaning. remediation story gives students good experience, but means move away from original narrative.