Ordet läsning har och har haft olika betydelser. Studien undersöker hur ordet läsning varierats i svensk dagspress mellan år 1900–2016. Sammantaget identifieras 60–70 variationer av ordet. I studien undersöks även om det finns förändringar när dessa ordvariationer används. I studien kombineras två ämnesfält. Det är ämnesfältet läsning och dess historia och ämnesfältet språk och dess utveckling. Detta område undersöks ur ett biblioteks- och informationsvetenskapligt perspektiv, utifrån en teoribildning som beskriver en intensiv läsning, en extensiv läsning, en funktionell läsning, en informativ läsning och en digital läsning. Materialet till studien består av söksträngar insamlade från Kungliga bibliotekets dagspressarkiv. Dessa korta texter granskas med en metodkombination av verktyg från Informationsvetenskap och Systemisk funktionell textanalys. Resultatet visar att ord som relaterar till en intensiv läsning minskar i användning mellan år 1900–1930. Under samma tid ökar användningen av ord som beskriver ett tyst extensiv läsande. Analys av ord och ordstruktur lyfter betydelsen av det kollektiva läsandet. I början av seklet används ord som högläsning, uppläsning och föreläsning relaterade till folkrörelserna. År 1925, då radion får sitt genombrott, ökar användningen av ordet uppläsning. Under samma tid används ett ord som beskriver ett tydligt tal. Det är ordet välläsning. I söksträngarna återfinns en koppling mellan ordet välläsning och frasen dialekt borttagning. Ett tydligt läsuttal diskuteras under en tid då ett kollektivt läsande omskrivs, men en analys av hur ordet används pekar även på att det finns underliggande spänningar mellan dialekter och riksspråk. Under 1960-tal identifieras ett skifte där ord som beskriver en teoretiskt informativ läsning tar över efter ord som beskrivit en praktisk instruktiv läsning.

This thesis is a qualitative study of six full day childcare centres. The purpose of this study was to identify the print literature resources that are present within a representative sample of urban childcare centres. Data were collected using field notes and manager interviews. A further analysis of the resources present allowed to the researcher to evaluate the quality of the resources and to discern whether the early childhood educators sampled have the resources to provide the foundation for a quality literature program. The books were analysed using five elements, including; literary merit, age and accuracy, physical condition, genre and developmental appropriateness, and quantity and accessibility. A total of 2774 resources were present in the six childcare centres. Overall the centres did not satisfy the elements for quality resources. Only 1% of the resources were found to have been judged worthy of recognition through nomination or award. The average age of the resources was 16 years, with an age span of 102 years, causing concern for accuracy, especially for information literature. The physical condition of the print literature resources did conform to quality guidelines, and it was discovered that physical condition was the only reason for discarding a book. There were a variety of genres present within the childcare centres, with the largest genre being information books. The second largest genre was surprising, as TV/Toy books represented 19.5% of the total collections. None of the centres met International Reading Association guidelines for quantity or accessibility for classroom libraries. It was clear that quantity and cost were the most important factors influencing the print literature collections in these childcare centres. / Arts, Faculty of / Library, Archival and Information Studies (SLAIS), School of / Graduate

A presente tese analisa as práticas de leitura de estudantes de Cursos Superiores de Tecnologia de uma instituição pública especializada em Educação Profissional e Tecnológica, investigando em que medida os contextos sociocultural e acadêmico atuam sobre essas práticas. A fundamentação teórica baseia-se, principalmente, na Sociologia da Leitura, a partir dos estudos de Horellou-Lafarge e Segré (2010), Chartier (1999a, 1999b, 2001, 2011), Bourdieu (2011, 2015), Petit (2009a, 2009b), Zilberman (1999, 2001, 2012), Escarpit (1968), Candido (2000), Darnton (2010), Manguel (1997), Aguiar (2007) Abreu (2001, 2015) e Carlino (2017), complementada pela perspectiva cognitivo-sociológica de teóricos como Giasson (2000), Marcuschi (1999, 2004, 2008), Paviani (2006, 2013), Kleiman (2013) e Gabriel (2005). A pesquisa, de caráter descritivo e explicativo e motivada pela experiência empírica enquanto docente de Língua Portuguesa e Literatura, deu-se a partir de um estudo de caso com estudantes de cinco Cursos Superiores de Tecnologia do Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul – Campus Bento Gonçalves, com aplicação de questionários, entrevistas e testes de leitura. Ao longo da tese, demonstra-se que não apenas o contexto sociocultural, como a origem social, as condições econômicas, a trajetória escolar, as atividades sociais e culturais de que os estudantes participam atua sobre as suas práticas de leitura, mas também que o contexto acadêmico possui fundamental importância na configuração dessas práticas, condicionando leituras, restringindo ou promovendo o acesso a determinados gêneros textuais, favorecendo a utilização de um ou outro suporte de leitura. No entanto, apesar de sua relevância, os contextos sociocultural e acadêmico revelam-se condicionantes, e não determinantes das práticas de leitura dos sujeitos, pois, sendo elas constituintes da ação humana, mostram-se sempre dinâmicas e flexíveis. Os resultados evidenciam que as práticas de leitura dos estudantes atendem a necessidades pragmáticas do cotidiano, priorizando textos curtos de tipologia expositiva, e ocorrendo principalmente em suportes digitais, além da leitura com vistas a atender às exigências dos componentes curriculares do curso superior, com destaque para o gênero artigo científico. A leitura de literatura ficcional não constitui uma atividade consolidada e perene entre as práticas socioculturais dos sujeitos pesquisados, sendo que o próprio Curso Superior de Tecnologia não favorece ou estimula essa prática. Além disso, a característica de estudantestrabalhadores dos sujeitos pesquisados implica não apenas menor disposição para os estudos, como também menos tempo disponível para as leituras acadêmicas e de lazer, compreendida aí a literatura ficcional, interferindo nos níveis de competência leitora. Finalmente, como intervenção prática, propõe-se a democratização da leitura no Ensino Superior Tecnológico a partir de duas vias: a) auxiliando os estudantes na compreensão dos textos que circulam no contexto acadêmico; e b) ampliando a diversidade de gêneros textuais lidos pelos estudantes, incluindo a literatura ficcional. / The present thesis analyzes the reading practices of students of Technology Degree Courses of a public institution specializing in Professional and Technological Education, investigating to what extent the sociocultural and academic contexts act on these practices. The theoretical foundation is based mainly on the Sociology of Reading, from the studies of Horellou-Lafarge e Segré (2010), Chartier (1999a, 1999b, 2001, 2011), Bourdieu (2011, 2015), Petit (2009a, 2009b), Zilberman (1999, 2001, 2012), Escarpit (1968), Candido (2000), Darnton (2010), Manguel (1997), Aguiar (2007) Abreu (2001, 2015) e Carlino (2017), complemented by the cognitive-sociological perspective of Giasson (2000), Marcuschi (1999, 2004, 2008), Paviani (2006, 2013), Kleiman (2013) e Gabriel (2005). The research is descriptive and explanatory and motivated by empirical experience as a Portuguese and Literature teacher. It was based on a case study with students of five Technology Degree Courses of the Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul – Campus Bento Gonçalves. During data collection, questionnaires, interviews and reading tests were applied. Throughout the thesis, it was observed that not only the sociocultural context, such as social origin, economic conditions, school trajectory, social and cultural activities that students participate in act on their reading practices, but also the academic context has fundamental importance in the configuration of these practices, conditioning readings, restricting or promoting access to certain textual genres, favoring the use of one or another reading support. However, in spite of their relevance, sociocultural and academic contexts are conditioning, not determinant, of the individuals' reading practices, being constituents of human action, and also, they are always dynamic and flexible. The results emphasize that students' reading practices meet the pragmatic needs of daily life, prioritizing short texts of expository typology, and occurring mainly in digital media, in addition to reading in order to meet the requirements of the curricular components of the degree course, especially scientific papers.The reading of fictional literature does not constitute a consolidated and perennial activity among the sociocultural practices of the individuals studied, and the Technology Degree Course does not favor or stimulate this practice. Besides, the individuals studied are student-workers, it involves not only less willingness to study, but also less time available for academic and leisure readings, including fictional literature, interfering in the levels of reading competence. Finally, as a practical intervention, we propose the democratization of reading in Technological Higher Education in two ways: a) helping students to understand the texts that circulate in the academic context; and b) broadening the diversity of textual genres read by students, including fictional literature.

No description available.

Introduction. This study investigates the needs of the Sami people when it comes to the local library and its functions and activities. The Sami are recogniced as the indiginous people of Sweden, and was historically put under the stress of colonisation by the Swedish government, causing a loss of language, culture and ultimatly damaged the feelings of identity in parts of the Sami population. Method. With the help of 3 focus groups made up of members of local Sami associations, this study gathered the opinions of the Sami, when it comes to their local library and what they wish the library would do for them. The discussions were recorded, transcribed and analysed. Results. The Sami had a clear idea of their needs and demands, and could state them clearly. They wished for more litterature in the Sami languages, more litterature with parallel languages: Sami/Swedish side by side to aid in reading, more audio books, more cultural events and a bigger exposure of the Sami to the public. They also wished for activities aimed at the Swedes, to educate them about the history and struggles, life and culture of the Sami. Conclution. The local libraries of Sweden have a big potential to fulfil the needs and wishes of the Sami. They need to consider not only activities aimed directly at the Sami, but to an equal amount activities aimed at the Swedes, to educate them about all things Sami. These educational activities can and should take place in all parts of Sweden, not only in communities with a visible Sami population. This is a two years master’s theses in Library and Information Science.

Thesis (M. Ed. (Language Education)) -- University of Limpopo, 2022 / The purpose of this study was to investigate reading challenges experienced by Intermediate Phase learners at Mamothibi Lower Primary school and Molemole Lower primary school at Sekgosese West Circuit, Limpopo province. The study used qualitative research method investigate reading challenges experienced by Intermediate Phase learners. The population consisted of 42 Intermediate Phase learners and four English First Additional Language teachers. Non-probability and probability sampling procedures were used to generate the sample as well as purposive and convenient sampling due to the qualities respondents possess. Data was collected through semi-structured interviews and class observation. Data was analysed thematically. The findings of the study indicate that there are various factors that cause poor reading among learners such as poor command of vocabulary because learners do not practice extensive reading; no interest to learn creativity in reading but the goal to pass examination; lack of confidence to practice how to read in class; poor motivation and interest from teachers and parents to help develop the interest in learners; learners lack knowledge of reading strategies and teachers‘ inadequate knowledge on using reading strategies to teach reading skill. The study recommends that the Department of Basic Education should arrange on-going training on reading strategies for teachers and subject Advisors should continuously give teachers support on reading strategies.

Standardization has been part of teaching and learning in the United States since the late 19th century. This technocratic approach has gained more traction in the past two decades beginning with the passage of the landmark No Child Left Behind law in 2001and continuing through the recent standardization movement to restrict content and pedagogical autonomy. These efforts have one thing in common: The knowledge and expertise of teachers are not considered. In contrast, this study positioned teachers as experts. The purpose of this study was to demonstrate how middle school teachers conceptualize themselves as readers, engage in reading for justice, and envision these concepts in their own classrooms as they participate in a young adult (YA) literature book club. This work brings together two often separate scholarly approaches to reading: reading lives (reading as pleasure) and social justice literature (reading as political) to see how teachers inform or reimagine literacy (reading as pedagogical) in their classrooms. This study was grounded on the notion that theory and practice are not separate endeavors. Critical sociocultural theory undergirds this collaborative teacher inquiry group. Teachers take a critical stance as they read YA titles that center social justice issues. Through semi-structured interviews, teachers reflected on their own reading histories and lives as well as their ideas about literacy in their classrooms. This study adds to the existing scholarship on literacy and teacher learning. Methodologically, the researcher utilized a practice (book clubs) that is used academically in school settings and socially among friends. The book club exists in a liminal space between the academic and the social, suggesting it is an alternative space for teacher learning. This study has the potential to contribute to a greater emphasis on the value and importance of teacher-centered learning communities.

Introduction. This thesis examines how the school librarian’s work affects pupils’ reading and their interest in literature. The aim is to identify how pupils’ interest and commitment to a new book genre differs based on the level of interference from the school librarian during the presentations of this genre. Method. We have introduced new books in a new genre for pupils in a primary school in central Sweden. Our study is based on action research where we knowingly influenced the participating pupils to different extents, and examined the results of this influence. By applying a user’s perspective, we studied the pupils during their visits to the school library, held focus groups with a few pupils from each class, and gathered statistics of books being lent from the school library. Analysis. The analytical framework for this thesis combines theory from the sociocultural perspective with conceptions regarding reading strategies. Results. Our results show that the level of interference from the school librarian affected the pupils’ interest in the new book genre to a high extent. Pupils that did not have an interest in the subject beforehand gained a bigger engagement for it by reading books in the genre after the school librarian’s presentation. The pupils' interest in the new books also rose during the focus groups when they got more information about the books. Conclusion. Since the study clearly presents what difference an active school librarian’s work makes for the pupils’ reading motivation, it shows the great importance of having an educated librarian in every school library. This is a two years master’s thesis in Library and Information Science.

The problem of this study is to compare certain elements of appeal in favorite comic books and favorite books of fiction read by 384 ninth-grade pupils in the J. P. Elder Junior High School, Fort Worth, Texas, during a three-months period from November 7, 1949, to February 7, 1950. The purpose of this investigation is to ascertain whether the same elements of appeal are common to both types of reading, and whether they compare favorably with the findings of other investigations reported in literature on the subject.

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.