Podcast as product: Literary competences in student-produced podcasts in high school literature class

Abstract

This article explores student production of podcasts in Norwegian high school by examining what literary competences students express when they produce podcasts in their literature class. The investigation’s point of departure is Åsmund Hennig’s (2017) definition of literary competence as (a) knowledge about reading, (b) knowledge about context, (c) knowledge about text, and (d) literary transfer knowledge. The analysis shows that students express a wide range of literary competences when discussing contemporary poetry in their podcasts. They share their own reading experiences with their listeners, analyze the poems in light of literary devices and make connections between the poems and a wider cultural context. The students show, however, less interest in the authors of the contemporary poems and the literary traditions that they represent.