Esta pesquisa teve sua origem e sustentação na preocupação de valorizar as boas práticas para um ambiente corretamente saudável dentro da questão ambiental na Biblioteca da Escola de Engenharia da UFRGS (BIBENG). As boas práticas de gestão socioambiental requerem o envolvimento e integração de toda a equipe no que diz respeito à percepção dos problemas e soluções que a Unidade vem enfrentando. Além disso, se percebeu que a memória institucional é um elemento decisivo para assegurar o caráter histórico na consolidação de identidade institucional e as informações, documentações, processos, valores coletivos e individuais estão reunidos em um lugar de memória – uma biblioteca, arquivo, museu, etc. –, um lugar que conserva, registra e preserva para a memória da instituição e da sociedade. A presente dissertação tem o objetivo de propor ações para a melhoria das políticas ambientais da UFRGS, visando o Plano Anual da Escola de Engenharia em consonância com o Plano de Gestão e a Política de Gestão Ambiental da UFRGS no período de 2011-2015. Para tanto, foi realizado um estudo de caso na BIBENG com base nos procedimentos metodológicos identificados como pesquisa bibliográfica e análise documental e descritiva com uma abordagem qualitativa de cunho documental. Em vista disso, após análise dos documentos, conclui-se que a BIBENG, como lugar da memória, pode contribuir com a política de gestão ambiental da UFRGS através da gestão e da disseminação das informações ambientais. Também, percebeu-se que a cultura de gestão ambiental na Universidade é considerada importante nos processos de planejamento e tomada de decisão. Entretanto, a comunidade acadêmica não conseguiu, ainda, incorporar esta cultura de forma efetiva em relação a projetos e/ou ações para minimizar os impactos negativos ao meio ambiente. Desta forma, foi apresentado um protótipo de um produto para os usuários da BIBENG, ecologicamente sustentável, que preserve o meio ambiente e signifique uma mudança cultural ambiental e, ofertado como uma peça comemorativa pelos 120 anos que a Escola de Engenharia e a Biblioteca estão comemorando neste ano de 2016. / This research originated and support the concern to value best practices for properly healthy environment within the environmental issue in the Library of the UFRGS School of Engineering (BIBENG). Socioenvironmental good management practices require the involvement and integration of the whole team with regard to the perception of the problems and solutions that the Unit is facing. Besides that, it was noted that institutional memory is a decisive element in ensuring the historical character in the institutional identity consolidation and information, documentation, processes, collective and individual values are gathered in a place of memory - a library, archive, museum, etc. - A place that conserves, records and preserves for the memory of the institution and society. This thesis aims to propose actions to improve the environmental policies of UFRGS, targeting the Annual Plan of the School of Engineering in accordance with the Management Plan and Environmental Management Policy UFRGS in the 2011-2015 period. Therefore, we conducted a case study in BIBENG based on methodological procedures identified as bibliographic and documentary and descriptive analysis with a qualitative approach primarily on documentary evidence. Thereupon, after examining the documents, it is concluded that the BIBENG as a place of memory, can contribute to environmental management policy UFRGS through the management and dissemination of environmental information. Also, it was noted that the culture of environmental management at the University is considered important in planning and decision making. However, the academic community failed to also incorporate this culture effectively in relation to projects and / or actions to minimize negative impacts on the environment. Thus, a prototype of a product was presented to the users of BIBENG, ecologically sustainable, preserving the environment and means an environmental and cultural change, offered as a commemorative piece for 120 years that the School of Engineering and the Library are celebrating this year 2016.

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.

This master´s thesis is a qualitative study that examines reader leaders’ experiences of Shared Reading with children and young people aged 11-17 years. Ten reader leaders were interviewed about their arguments to work with Shared Reading with children and teenagers and whether they feel that Shared Reading contributes to increased engagement in reading among the young people they have met. The study also examines what motives the reader leaders have for working with Shared Reading in schools and if they see any problems or difficulties when working with Shared Reading in schools. To shed light on the work with Shared Reading in libraries and schools, the theory of practice architectures has been used. I conducted a qualitative interview study with ten informants. The qualitative results were analysed with content analysis.The results shows that the informants emphasize that reading aloud makes the texts accessible, even to those who are inexperienced or unwilling to read. The informants states that it gives participants a feeling of being accepted regardless of previous experiences of reading. The social context is an important part of Shared Reading. The informants appreciate the joint meaning-making and that the participants help each other to understand a text. The fact that everyone's voices are important in the group is inclusive, and to do things together in a group promotes reading engagement. Shared Reading is a method that promotes reading, but joint reading also promotes the participants' personal development and group relationships. Informants emphasize that the young participants see that people's differences and different opinions are good, and that they practice arguing and accepting the participants' different opinions. Thus, Shared Reading can promote the group's relationships and be a way of working for democratic values. Furthermore, this study shows many benefits for libraries to collaborate with schools through Shared Reading. In outreach work towards the school, Shared Reading reaches more children than those who come to the public library. By collaborating with the school and teachers, the opportunity to be more adults around reading sessions with Shared Reading increases. Informants have also experienced that young people are not used to relating reading to their own lives and that assessment affects students' relationship to text conversations and reading. Shared Reading can be a complement to the school's reading, which is more focused on an analytical reading of text and evaluative reading comprehension. Shared Reading can serve as a space free from assessment and a performance-oriented culture in schools.When young people see themselves as competent readers, it can motivate further reading. Sharing thoughts and discussing texts together with others motivates children and young people to participate in the joint reading. Informants see that the democratic and inclusive values that Shared Reading stands for can be motivating and engaging. Based on the results of this study, Shared Reading removes the barriers to reading and opens paths for literature to strengthen readers' self-confidence and reader identity. Shared Reading in libraries and schools can promote the reading of literature in a way that creates empathy, builds relationships, and is inclusive and democratic.