There is a preconceived notion that working-class boys and men in rural areas are less keen and less qualified readers than other groups. Through his research, Stig-Börje Asplund, newly appointed professor of educational work, paints a more nuanced picture.
Stig-Börje Asplund’s research is interdisciplinary and his research interests include boys and men in rural areas and their relationship to reading. He completed his PhD in 2010 with a study on literature discussions among boys enrolled in the upper-secondary school programme in vehicle engineering. Since then, he has deepened his interest in the way boys and men who studied a vocational programme in upper-secondary school use reading in their lives. Asplund became a docent in educational work in 2017 and has studied boys and men in rural areas and their relationship to reading from a life story approach and with an ecological perspective on reading.
So, what are the reading habits of boys in vocational programmes at the upper-secondary school level? What are their thoughts on reading?
"It varies, of course. Many of the students that I have met in my studies consider themselves non-readers. Even though they actually read quite a lot. The fact is that they read fairly advanced texts related to their education, and they also read a lot online, both in school and in their free time. In one project, we collaborated with a teacher in Swedish at an upper secondary school and conducted a reading assignment focusing on the reader and with room for the boys to reflect on reading and themselves as readers. After the project, results showed that several of the boys had acquired a more positive image of themselves as readers."
"Many of the boys and men that I have interviewed report that they often encounter texts they do not feel engaged with. But at the same time, they have not rejected reading assigned to them as part of their education but have done what they were required to do. There is a sense of duty that comes into play here, rooted in their upbringing. They do what is necessary to complete their education and secure a future job."
You have also studied boys and men in rural areas and their reading practices in both formal and informal contexts. What do they say about their own reading habits?
"Many of them carry this image with them, that they are not big readers. But when they start talking about what they read, such as newspapers, manuals, journals and various texts online and so on, it transpires that they actually read quite a lot and often fairly complicated texts. Often related to rural activities such as hunting and fishing or forestry, farming, property maintenance or renovation of various motor vehicles. In a sense, they read to be able to stay in the countryside and live a good and rich life there. They also read fiction, especially to their children because they think it’s an important life skill."
"Then there are also those who say that they have so much to do in their free time with their family, children and activities that they don’t take the time to read, even though they would like to."
Do you think that the place where you live impacts what you read?
"Yes, absolutely! In my own research, I can see how the place where people live affects their reading practices – in my case, boys and men in rural areas. For example, that they read texts with strong local ties. Or that they translate reading into practical activities related to the countryside, such as hunting, fishing, carpentry or tinkering around with various vehicles."
What are your thoughts on people preferring audiobooks to conventional books?
"I often think about a man that I interviewed who operated a forestry machine and who used to listen to up to three or four books a week. I think that is a beautiful way to engage with different stories. But that is not to say that audiobooks should replace the so-called regular reading in school, which is so important, but they can be a valuable complement. I have personally used reading aloud in my own teaching as an upper-secondary school teacher, where the pupils had the text in front of them and we could discuss the reading together afterwards."
How is your research applied?
"Particularly teachers and library staff, as well as authorities such as the Swedish Arts Council, are interested in the fact that there are other stories to tell about boys, men and reading than the more negative ones that we often encounter. There is also a great interest in promoting reading and finding ways to encourage boys to read. I hope my research can contribute to that."
You are now stepping into a position of the highest rank in academia. What will your research look like in your new role as a professor?
"I will continue with my projects during 2025 and 2026, one of which is an RJ-funded project about working-class men in rural areas and their local reading practices. The other project is about subject-specific education in vocational training, funded by the Swedish Institute for Educational Research. I will also be writing applications for new research projects with a particular focus on developing our research environments in educational work as well as within ROSE and CSL, and the vocational teacher education programme, in which we have had several externally funded projects over the years. I have also had an exchange with colleagues in other countries, international collaboration, which is important, and I will, of course, continue to supervise doctoral students in their work. In addition, I’m in charge of the seminar on narrative studies, where doctoral students from other universities also participate, and I want to continue developing that network both nationally and internationally."
Stig-Börje Asplund will be inaugurated as professor at the Academic Celebration at Karlstad University on 17 October.
