Purpose – This paper investigates alternative teaching texts and methods in religious education in Swedish primary schools. The primary aim is to highlight book conversations and social interaction as didactic tools in teaching, but also to investigate how many primary school teachers use fiction in religious education and what attitude teachers have towards book conversations as a teaching method.

Method and theory – This paper studies the results of a web-based survey conducted by 104 active primary school teachers. The survey is published in three separate groups targeting primary school teachers on Facebook. Since the aim is to highlight social interaction as a didactic tool, the study is based on the socio-cultural perspective's view of texts and conversations.

Results – The results show that just under half of the teachers surveyed use fiction in religious education. However, more than two-thirds use book conversations or other literature work and structured conversations about texts. In general, the survey also shows that teachers look positively on book conversations and social interaction as didactic tools in teaching. From a larger perspective, book conversations are also considered to contribute to the preparation and training of students to become both active and empathetic members of society.  

Recommendations for teaching – Active primary school teachers are recommended to use alternative teaching materials texts and methods to a greater extent than they do today. Teachers are also encouraged to work more cross-disciplinary around fiction and conversation.

Keywords – Book Conversations, Fiction, Primary School, Religious Education, Social Interaction.