Approximately 10 000 individuals in Sweden are diagnosed with aphasia every year, which can result in severe communication difficulties. Conversation partner training (CPT) is a treatment that aims to help the person with aphasia and their communication partner to have a functional communication. CPT has shown to be an efficient treatment and is recommended in the Swedish national stroke rehabilitation guidelines. The present study examines the inter- and intra-rater reliability of five different CPT assessment materials with intraclass correlation (ICC) for CPT in aphasia. The assessment materials evaluated and compared in this study were Measure of skill in supported conversation (MSC), Measure of participation in conversation (MPC) and the Swedish adaptations Measure of interaction in conversation (MIC/MIK), Stöd i konversation (SiK) and Deltagande i konversation (DiK). The study also examines if assessment training increases the inter-rater reliability, and also if there is any correlation between the type and severity of aphasia and inter-rater reliability. Fourteen dyads participated in the study. The analyses are based on 10 minutes long video clips where the dyads are having a conversation on an optional topic. The results indicated that the assessment materials with the highest inter-rater reliability were SiK and DiK (ICC > 0.65, p < 0,001) and the assessment material with highest intra-rater reliability was MSC for assessor number one (0.91, p < 0.001) and MIC for assessor number two (0.83, p < 0.001). The results also imply that there are no significant differences in inter-rater reliability between assessments before and after assessment training. Correlation between type of aphasia and inter-rater reliability was found in SiK (r = 0.65 p = 0.013). No correlation was found for the variable severity of aphasia and inter-rater reliability. Varje år drabbas ca 10 000 personer av afasi i Sverige, vilket kan medföra stora kommunikativa svårigheter. Kommunikationspartnerträning (KPT) är en behandling som hjälper den drabbade och dennes samtalspartner att kommunicera på ett funktionellt sätt. Studier visar att KPT är en effektiv behandlingsmetod och i Socialstyrelsens reviderade nationella strokeriktlinjer rekommenderas denna metod. Föreliggande studie undersöker inter- och intrabedömarreliabiliteten med intraclass correlation (ICC) för fem olika bedömningsmaterial för KPT vid afasi. Bedömningsmaterialen som jämförts och utvärderats är Measure of skill in supported conversation (MSC), Measure of participation in conversation (MPC), och de svenska anpassningarna Mått på interaktion i kommunikation (MiK) och Stöd i konversation (SiK) respektive Deltagande i konversation (DiK). Studien utforskar också om samstämmighetsträning förbättrar interbedömarreliabiliteten samt om det finns något samband mellan typ och grad av afasi och interbedömarreliabilitet. Fjorton dyader deltog i studien. Analysen genomfördes utifrån filmklipp på cirka 10 minuter där deltagarna samtalade om valfritt ämne. Resultaten visade att SiK och DiK hade högst interbedömarreliabilitet (ICC > 0,65, p < 0,001). Bedömningsmaterialet med högst intrabedömarreliabilitet var MSC för bedömare 1 (0,91, p < 0,001), och MIK för bedömare 2 (0,83 p < 0,001). Resultaten i föreliggande studie visade inga signifikanta skillnader i interbedömarreliabilitet mellan testning före respektive efter träning av samstämmighet. Korrelation mellan typ av afasi och interbedömarreliabilitet kunde påvisas för SiK (r = 0,65 p = 0,013). Korrelation mellan grad av afasi och interbedömarreliabilitet kunde ej påvisas.

The purpose of this study is to analyse how Swedish public libraries work with media and information literacy towards young people. The research questions are What does the youth activity look like in public libraries? How do public librarians use the term media and information literacy? And how is the work with media and information literacy conducted? These are based on the conception of the librarian's knowledge of the concept media and information literacy and Swedish public libraries work for democracy and young people's popular education. In order to answer these research questions we interviewed six librarians working in different public libraries in different counties. The theory used in this study is based on Sanna Talja’s study about different attitudes towards the library’s collection. The attitudes are referred to as The General Education Repertoire, The Alternative Repertoire and The Demand Repertoire and these attitudes were also used as a framework when analysing the information from our interviews. The results show that depending on what resources the public library has access to, the youth activities look different and the concept of media and information literacy is not well used by Swedish public librarians and that the work with media and information literacy regarding young people is beyond the planned.

The aim of this bachelor thesis is to examine the digital media landscape's requirements for information skills as they are reflected in the governing documents regulating activities in school libraries. This is done through a content analysis based on a theoretical framework, derived from Media and Information Literacy (MIL), that examine the existence of central concepts and how they are presented. The study concludes that the central concepts of information retrieval and digital literacy is a common occurrence within governing documents regulating school library activities. This is expressed in the governing documents through wordings that aim to promote students' competencies and abilities, their learning, and the planning of school library activities. The critical assessment of search is, however, barely visible among the curricula. Although it can be discerned in between the lines of the governing documents. Information literacy is prominent in the documents and is described as a basic ability in a modern information society and for an active citizenship. The role of school libraries in relation to MIL must coincide with its role for developing students' reading and language skills. The study shows how school libraries are attributed to several roles related to MIL. The school librarian is described as an information expert, a teacher or pedagogical resource, an initiator in MIL, as well as being responsible for MIL-training for colleagues.

I ett allt mer informationsrikt samhälle ställs det nya krav på dagens ungdomar att klara av att möta och hantera det. Syftet med denna litteraturstudie var att ge en överblick över aktuell forskning som behandlar vilka typer av förmågor som är nödvändiga att ungdomar utvecklar i dagens globaliserade och digitala informationssamhälle. Vidare var syftet även att redogöra för det forskningen tar upp gällande hur detta på olika sätt utmanar skol-och utbildningsväsendet för att stödja och främja ungdomars möjlighet att hantera information. För att besvara våra frågeställningar har vi använt oss av dels svensk som internationella studier. Forskningens resultat har analyserats i relation till Siemens lärandeteori konnektivismen och UNESCO:s definition av begreppet MIK som står för media-och informationskunnighet. Anledningen till detta var för att få djupare svar på våra frågeställningar gällande vilka förmågor ungdomar behöver utveckla samt vad skolan och dess lärare behöver förändra. Resultatet i litteraturstudien har visat att ungdomar bör utveckla förmågor i att hantera digitala verktyg och att utvärdera och kritiskt granska information. För att ungdomars livslånga lärande ska gynnas krävs det att skolan gör förändringar i sitt nuvarande arbete med att utveckla barn och ungdomars förmågor i att hantera information.

The abiblity to find, critically evaluate and use information in a conscious and responsible way is a skill that is increasingly important in tje high paced flow of digital information. This belongs to the school librarian's area of expertise and efforts are being made to involve school librarians to a greater degree when it comes to the teaching of such competencies.  This study aims to examine how education in media and information literacy (MIL) is conducted in Swedish cumpulsory school and through this gain knowledge on the collaboration between teachers and school librarians within the topic of MIL. This was done by conducting interviews with five separate school librarians. The results was then alalyzed using Montiel-Overalls theory Teacher and librarian collaboration, which allowed the depth of the collaboration to be measured.  The findings show that school librarians are used as a pedagogical resource in the classroom instructing students in MIL. The collavoration between teachers and the school librarians taking part in this study was for the most part to give the librarian insight into the teachers content area to be able to plan the MIL-instruction around given the content area. This made MIL to be mostly taught separately rather than integrated into the content area. This divide can ble explained by a lack of time to co-plan and fully integrate MIL in the curriculum as well. This is also what keeps the collaboration between the professions to reach the deeper levels of collaboration in Montiel-Overalls model.

Uppsatsen syfte var att skapa en djupare förståelse för vad som utgör ett gott samarbete mellan skolbibliotekarier och lärare i avseendet att tillämpa skolbiblioteket som en pedagogisk resurs för medie-och informationskunnighet (MIK).Metoden utgick från ett kvalitativt tillvägagagångssätt och det inhämtade datamaterialet bestod av djupintervjuer med fem bibliotekarier som arbetar inom skolbiblioteksverksamheter. Samarbetsformerna mellan skolbibliotekarier och lärare analyserades genom PatriciaMontiel-Overalls samarbetsmodeller. Resultatet av analysen identifierade faktorer som begränsar och möjliggör samarbete mellan lärare och skolbibliotekarier.En djupare nivå av samarbete kring MIK-aktiviteter förekom endast hos en av skolbibliotekarierna. Samtliga andra respondenter upplevde svårigheter att komma längre än ett grundläggande samarbete. Faktorer som ansågs centrala för ett fungerande samarbete vid MIK-pedagogik var kommunikation mellan lärare och skolbibliotek, organisering inom skola, ledning och bibliotek,engagerad rektor och dessutom fanns det en vilja att utbilda lärare för att effektivisera MIK-arbetet mot elevernas måluppfyllelse. Faktorer som ansågs vara begränsande för samarbetet var tidsbrist, överbelastning, resursbrist, brist på utvärdering och ett motstånd bland lärare att jobba med skolbiblioteket.

This thesis examines how school libraries describe their collaboration with the youth leisure center in library plans. A qualitative content analysis combined with Aidan Chambers (2011) theory about the circle of reading were conducted. Ten school library plans were analyzed. The documents showed that school libraries and youth leisure centers collaborate when it comes to literature and reading. The results also showed that they do not collaborate as much when it comes to teaching students digital competence. The conclusion of this thesis is that the school library and the youth leisure centres do a lot to help students to reach their goals. Even though the two operations are two parallell units, they work well toghether.

In this study, we have used a survey to investigate students in higher education and their self-efficacy abilities in Media and information literacy (MIL). We have investigated whether the students felt that the MIL-related education, offered by the libraries, helped them develop their abilities when they took part in it. The survey also asked if the students would like more such education. The results in this study revealed that the students at Chalmers had a high self-efficacy for critical thinking and information seeking both in their studies and in their social media habits. The result also revealed that despite their high self-efficacy the students still wished for more education in media and information literacy.

Purpose: Our main task is to find out how the Swedish government deals with media and information literacy (MIL) among the general public, and which key actors it identifies in this process. More specifically we want to know whether public libraries are considered to be such key actors – which is the common view within library and information science (LIS). Method: This is a document study, applying Carol LeeBacchi's WPR approach, on a selection of Swedish government assignments published 2018–2022. Findings: From earlier looking at digitalization in positive connotations, today the Swedish government talks more alarmistically about the dangers of digitalization and attributes MIL as a safeguard and as a means in the protection of democracy, leading to the presence of MIL in practically all of the governmental offices. Major joint investments are emphasized to achieve high MIL. But due to the shifting and situation-dependent understanding of the MIL concept, the results of the investments run the risk of being ineffective. In 2019 the government therefore assigned The Swedish Media Council (Statens medieråd) to coordinate the promotion of MIL. As for the apparent urgency of MIL issues in our research material, LIS and the public libraries extensive MIL expertise should be taken into account. How the Swedish Media Council perceives the library field's competence within MIL can have a major impact on public libraries' future promotion of MIL. The result raises the question of how the library field can mediate its solid knowledge of MIL to the outside world.

Denna studie behandlar hur den digitala kompetensen ser ut i högstadie- och gymnasieutbildning, både hos lärare och elever, samt hur den kan förstärkas med hjälp av MIK. Undersökningen ämnar ge en inblick i hur lärares situation ser ut för att belysa deras behov av kontinuerlig fortbildning i ett alltmer digitaliserat samhälle. Studien är sammanställd med grund i kvalitativa intervjuer med Skolverket, universitetslektor vid Malmö högskola för lärarutbildningen och lärare på högstadie- och gymnasienivå. Som komplement deltog författarna vid en workshop där aktiva aktörer deltog i gruppdiskussioner i syfte att komma med förslag om hur digitaliseringen av skolan ska ske i stort. Samtliga parter har inkluderats för att undvika en vinklad bild av hur den faktiska situationen ser ut. Resultatet visar att, trots undervisning i källkritik på internet som en del i utvecklandet av elevers digitala kompetens, upplever lärare att deras elevers kunskaper varierar. Studiens slutsatser visar på att flera aktörer måste involveras i arbetet att förstärka undervisningen om den digitala världen i ungas utbildning. För en jämlik utbildning krävs det att samtliga involverade parter arbetar utifrån samma riktlinjer. Då MIK ingriper digital kompetens samt att MIK utgår från ett medborgarperspektiv kan det anses som ett lämpligt begrepp att utgå ifrån i arbetet att förstärka undervisningen för utveckling av elevers kunnighet i ämnet. Utifrån presenterade modeller kan en gemensam strategi skapas för genomförandet av verksamhetsförändring samt införandet av MIK i undervisningen, vilken skolor kan anpassa utefter den egna verksamheten. / This study examines teachers and students’ digital literacy in Swedish education, on a secondary and high-school level, and illustrates how it can be amplified through media and information literacy (MIL). The survey portrays teachers’ educational situation in today's digital society, to distinguish the need for continuous in-service training. Material has been collected through qualitative interviews amongst Skolverket, lecturer at Malmö högskola for the teachers’ education, and teachers at a secondary and high-school level. The authors also participated in a workshop where active operators discussed the digitalization within education to contribute with suggestions that could aid the transition. Different parties have been included to avoid a biased view of teachers’ situation.The results show that, although students are given education regarding source criticism online, their knowledge vary. This study indicate that several operators has to engage to strengthen adolescents’ digital literacy. By including media and information literacy on an obligatory level the possibility to provide an equal education will hopefully increase. Since MIL originate from a citizen perspective, as well as include terms like digital literacy, it can be a better point of reference in the pursuit of enhancing students’ literacy. A joint strategy, based on presented models, could aid the forthcoming operational change and the implementation of MIL in the education, which schools could adjust according to their own needs.