Diss. Linköping : Univ., 2002.

The aim of this thesis is to investigate how four educated school librarians select titels to present to their pupils during book talks, and their understanding of the concept of quality. I have used two main questions: * What method of selection do the interviewed school librarians use when they choose books to present during book talks? * How do the interviewed school librarians understand the concept of quality in relation to book talks? In order to obtain answers to my questions I have used the qualitative method of semi-structured interviews. I interviewed four school librarians who work with book talks for children from ages 6-12. To analyse their answers I used three views on reading: the pragmatic, the traditionalistic and the emancipatory view. I found that the most important factor in my informants’ book selection is that they chose books they believe the pupils would enjoy reading. They were reluctant to define the concept of quality and the common view was that the fact the pupils were reading was more important than the value of the content in the book.

Children's library's primary task is to encourage children to read. Promoted readingleads to increased reading skills. A common method for this purpose is booktalk. This studyaims to examine how children’s librarians work with booktalk aimed towards children andhow it can be developed as a working method to support the library's reading promotionactivities. By conducting five qualitative interviews with the intension of investigating howvarious children’s librarians within a municipality works with booktalk and by making use ofthe theoretical framework of the thesis (which consist of literacy, child perspective and AidanChambers “The Reading Circle”) we could examine development opportunities for themethod. The results of this study show that children’s librarians in the studied municipality iskeen to adapt their booktalk for its target audience reading levels but where the book is itsprimary medium. What also occurred was that the various children’s librarians have differentconditions for development, depending on their workplace but all emphasized the importanceof booktalk. In accordance with the thesis theoretical framework the importance ofconversation about books where children's participation is equal was stated as a developmentopportunity. With an emphasis that those methods just as easily could include other mediathan the printed book, with the help of a broader concept of text to reach the child's cultureand media use and consider it to be a step in the right direction when developing the booktalkas a method.

Syftet med den här uppsatsen är att undersöka hur fyra yrkesverksamma lärare i skolåren 6-9 ser på sin skönlitteraturundervisning samt vad de tycker om boksamtalet som pedagogiskt verktyg. Skönlitteraturläsning som fritidssysselsättning har fått stark konkurrens av andra medier som TV, datorspel och Internet. Som bakgrund ges en överblick över forskningen kring skönlitteraturens roll i skolan. Boksamtal och dess relation till språkkunskap, motivation och lärande ägnas särskild uppmärksamhet. Författare och pedagoger så som Aidan Chambers, Douglas H. Brown, Gunilla Molloy och Steven Johnson står för mycket av den tidigare forskningen som relateras till i denna uppsats. Undersökningen består av kvalitativa intervjuer med fyra lärare i södra Sverige. Undersökningen visar att de lärare jag har intervjuat är nöjda med sin skönlitteraturundervisning. Dock skulle de vilja att skönlitteraturläsning fick mer timmar på schemat. Vidare anser de att boksamtal är en bra undervisningsmetod för skönlitteratur då det inspirerar eleverna till att reflektera mer över vad de har läst samt att öva sin förmåga att uttrycka sig i tal. Emellertid använder de inte det så ofta då praktiska problem sätter käppar i hjulet. Elevernas läskunskaper varierar kraftigt, klasserna är för stora och det kan vara svårt att hitta en bok som passar alla. De anser också att ett boksamtal kräver mer förberedelse än när eleverna individuellt får skriftliga uppgifter på de böcker de har läst.

<p>Syftet med den här uppsatsen är att undersöka hur fyra yrkesverksamma lärare i skolåren 6-9 ser på sin skönlitteraturundervisning samt vad de tycker om boksamtalet som pedagogiskt verktyg. Skönlitteraturläsning som fritidssysselsättning har fått stark konkurrens av andra medier som TV, datorspel och Internet.</p><p>Som bakgrund ges en överblick över forskningen kring skönlitteraturens roll i skolan. Boksamtal och dess relation till språkkunskap, motivation och lärande ägnas särskild uppmärksamhet. Författare och pedagoger så som Aidan Chambers, Douglas H. Brown, Gunilla Molloy och Steven Johnson står för mycket av den tidigare forskningen som relateras till i denna uppsats.</p><p>Undersökningen består av kvalitativa intervjuer med fyra lärare i södra Sverige. Undersökningen visar att de lärare jag har intervjuat är nöjda med sin skönlitteraturundervisning. Dock skulle de vilja att skönlitteraturläsning fick mer timmar på schemat. Vidare anser de att boksamtal är en bra undervisningsmetod för skönlitteratur då det inspirerar eleverna till att reflektera mer över vad de har läst samt att öva sin förmåga att uttrycka sig i tal. Emellertid använder de inte det så ofta då praktiska problem sätter käppar i hjulet. Elevernas läskunskaper varierar kraftigt, klasserna är för stora och det kan vara svårt att hitta en bok som passar alla. De anser också att ett boksamtal kräver mer förberedelse än när eleverna individuellt får skriftliga uppgifter på de böcker de har läst.</p>

The purpose of this bachelor's thesis has been to see in what way the relationship between the librarians' views on the users, and their views on the librarian acting as an intermediary, impacts on the choice of reading and on the way in which activities are designed in direct literature mediation toward adult public library users. The investigation has been based on four semi-structured interviews. A qualitative content analysis has been conducted within a thematic framework based on Jofrid Karner Smidt's mediation roles (1994) and Carl Gustav Johannsen's user images (2009). The key findings are that the librarian most often acts in the capacity of authority or as a critic (Smidt, 1994); however, in a process of personalisation and socialisation, in addition she takes the position as a normal being (Grøn &amp; Balling, 2012; Smidt, 1994). Moreover, we have found that the librarians' views on the user vary depending on whether the mediation is planned or spontaneous – from this follows that she designs the mediation either vertically/authoritatively or horizontally/collaboratively (Grøn &amp; Balling, 2012). Following from previous research (Hansson, 2005; Schreiber, 2006), we have, moreover, identified a new mediation role, i.e. the librarian as a social worker, and a new user image, i.e. the user as a normal being.

The topic of this bachelor thesis is the art of book talk. Book talk is when a librarian orally presents a book in front of a group of people, in this thesis, a group of children. The first part of the thesis treats book talk as a method and its development. It will also go through which role book talk plays in the daily work of a children&apos;s librarian today, and if they got any education in book talk during their librarian education. The purpose of this study is to investigate and compare Lev Vygotskij&apos;s pedagogical theories on fantasy and creativity to book talk performed by children&apos;s librarians. Interviews were made with three children&apos;s librarians at two libraries in a quite big town in Sweden. Book talks were also observed at some occasions. The result of this study is that the interviewed librarians are not mainly aware of which pedagogical methods used in their book talks (and in preparing them). Yet it is possible, by analysing the material from the interviews and observations, to find similarities between book talk and Vygotskij&apos;s theories. / Uppsatsnivå: C

The purpose of this master thesis is to examine if booktalk is a good method for stimulating reading based on interviews and observations with two classes of pupils in the intermediate level of the Swedish nine-year compulsory school. Our aim is also to study the reading environment regarding of Aidan Chambers&apos; factors about what is indispensable for a good environment for the children. The factors are: Time for reading, time for reading aloud, the stock of books and conversations about books. The study is based on interviews with 38 pupils, two booktalkers and two teachers in two different cities. It also contains two observations of booktalk. The results show that the children in both schools like to listen to the booktalk and that they gladly take a book when they leave the library. In this case there is no difference between boys and girls. The study also shows that the children do not have enough time in school to read quietly for themselves instead the teachers read aloud for them. / Uppsatsnivå: D

Läslust är viktigt för att skapa skickliga och intresserade läsare. Syftet med denna uppsats är att komma fram till hur lärare samt skolbibliotekarier arbetar för att främja läslust i årskurs 1-3. För att ta reda på detta utfördes fem kvalitativa semistrukturerade intervjuer. De intervjuade var två klasslärare i grundskolans lägre år samt tre skolbibliotekarier, totalt arbetade dessa aktörer på  10 skolor. Resultatet visar att det finns flera olika metoder för att främja läslust. Den viktigaste faktorn för främjandet av läslust visade sig vara människor runt omkring eleven som lärare, skolbibliotekarier samt andra vuxna förebilder. De viktigaste momentet visade sig vara bokvalet. Ytterligare viktiga punkter för att främja läslust var högläsning och bokprat. För att främja läslust krävs således en engagerad förebild som sprider positiva känslor kring läsning och handleder eleven vidare i sin läsning.

The thesis focuses on book circles in middle school. The objectives of the work are to investigate how school librarians feel about their work with book circles as a reading promotion tool. The work is also linked to what possibilities and challenges school librarians see with book circles as a reading promotion tool. The study is based on semi-structured interviews with five staff who works in school libraries. The theory and the analytical method used are based on Chambers’ “Reading circle”. It consists of different parts of the reading process: to choose, to read and to respond to literature with adult support. The conclusions of this thesis are that school librarians feel that book circles are a reading promotion tool that works well for middleschool students, all the participants expressed that they felt that the students enjoyed participating in groups where they read and talk about how they feel about what they are reading.