Flera studier visar att en del ungdomar har en negativ och föråldrad inställning till vad folkbiblioteket är och erbjuder. Till detta framkommer det även att folkbibliotekarier tycker att ungdomar är en svår målgrupp att arbeta mot. Dock har folkbiblioteken en vägledande roll när det kommer till utvecklandet av barn och ungdomars läsförmåga och kunskapsinhämtning där det finns studier som visar att utformningen av biblioteksrummet påverkar ungdomars läsning. Därför är syftet med denna studie att undersöka hur folkbibliotekarier arbetar med målgruppen ungdomar genom sitt arbete med biblioteksrummet och hur detta arbete är tänkt att påverka ungdomars läsning. I denna studie har semistrukturerade samtalsintervjuer används som metod tillsammans med en miniobservation för att samla in empiriskt mateiral ifrån sju folkbibliotek. Resultatet för denna stuide har analyserats genom ett rumsligt teoretiskt ramverk med Henri Lefebvres rumsliga enhetsteori. Studiens resultat visar att det är viktigt att arbeta med biblioteksrummet för att kunna påverka ungdomars läsning. För att kunna arbeta läsfrämjande med målgruppen ungdomar behöver man utforma biblioteksrummet som en trygg plats med låga trösklar och skapa relationer till ungdomarna. / Several studies show that some young people have a negative and outdated attitude towards what the public library is and offers. In addition, it appears that public librarians think that young people are a difficult target group to work with. However, public libraries have a guiding role when it comes to the development of children´s and young people´s reading ability and knowledge acquisition, where are studies that show that the design of the library room affects young people´s reading. Therefore, the purpose of this studiy is to investigate how public librarians work with the target group of young people through their work with the library room and how this work is intended to affect young people´s reading. In this study, semi-structured interviews have been used as a method together with a mini-observation to collect empirical material from seven public libraries. The results of this study have been analyzed through a spatial theoretical framework with Henri Lefebvre´s spatial theory of unity. The resutls of the study show that it is important to work with the library space in order to influence young people´s reading. To be able to work to promote reading with the target group of young people, you need to design the library room as a safe place with low thresholds and create relationships with the young people.

Syftet med denna studie är att exemplifiera hur verksamma lärare i fritidshem kan motivera läsning hos elever i fritidshemmets verksamhet. Frågeställningar som fokuseras är: På vilket sätt motiverar lärare i fritidshem sitt engagemang i läsfrämjande insatser i fritidshemmets verksamhet? Hur skapar fritidshemslärare förutsättningar för läsaktiviteter i fritidshemmet? Genom en kvalitativ studie med semistrukturerade intervjuer undersöks nio fritidslärares engagemang i läsfrämjande insatser samt hur de skapar förutsättningar för läsaktiviteter. Studien erhåller ett teoretiskt ramverk utifrån det sociokulturella perspektivet som fokuserar på sociala och kulturella aspekter i vardagen, och hur de påverkar varandra. Resultatet visar att lärare i fritidshemmet betonar vikten av att skapa en stödjande och engagerande läsmiljö där läsning inte ses som en prestation, utan att verksamheten ska vara en källa där man kan upptäcka läsglädje genom sitt intresse. En positiv läskultur, där elevernas intressen står i centrum, kan bidra till en hållbar läslust. De didaktiska implikationerna denna studie har framfört är att fritidshemmet har en unik möjlighet att erbjuda en frizon från den prestationsinriktade skolmiljön, vilket kan främja en större läsglädje och förståelse för vad läsning kan ge. Samtidigt pekar studien på utmaningar såsom brist på avskilda och tysta läsplatser och ibland utdaterat utbud av litteratur. Genom att adressera dessa hinder och fortsätter utveckla kreativa läsfrämjande aktiviteter kan fritidshemmet effektivt bidra till elevernas positiva inställning till läsning och deras långsiktiga läsutveckling. / The purpose of this study is to exemplify how effective after-school teachers can motivate reading in students in after-school activities. Questions that focus on are: In what way do teachers in after-school centers justify their involvement in reading-promoting efforts in the activities of the after-school centers? How after-school teachers create the conditions for reading activities in the after-school center? Through a qualitative study with semi-structured interviews, the involvement of nine after-school teachers in reading promotion initiatives and how they create the conditions for reading activities are investigated. The study maintains a theoretical framework based on the socio-cultural perspective that focuses on social and cultural aspects in everyday life, and how they affect each other. The results show that teachers in the after-school center emphasize the importance of creating a supportive and engaging reading environment where reading does not take place as an achievement, but that the activity should be a source where you can discover the joy of reading through your interest. A positive reading culture, where students' interests are at the center, can contribute to a sustainable love of reading. The didactic implications this study has presented are that the after-school center has a unique opportunity to offer a free zone from the performance-oriented school environment, which can promote a greater enjoyment of reading and understanding of what reading can bring. At the same time, the study points to challenges such as a lack of secluded and quiet reading places and sometimes out-of-date literature. By addressing these obstacles and continuing to develop creative promotion activities, the after-school center can effectively contribute to the students' positive attitude towards reading and their long-term reading development.

This master’s thesis in Library and Information Science examines the phenomenon ”pop up library” and how public libraries are working with projects within this area. The method to collecting data is qualitative interviews with represents from five libraries in Sweden. The theoretical framework mainly consists of theories from mar- keting management especially adapted for non-profit organizations and libraries. The main results of the study shows that the purpose of why the libraries are using this method is to attract new users, make the library more available, marketing the library, work with reading promotion, start up and/or develop cooperation’s with other organizations or units within the municipality. One desire with the pop up libraries is to attract people to also visit the physical main library but there is also a fear among the informants that some people will think that the pop up library is the only library in the community. Common factors seen in my informants view of pop-up library are: temporary, unexpected and adapted for the target audience and the environment. Pop up libraries is much about relationships, to build and develop relationships with both partners and prospective users. Pop up libraries can be seen as buzz marketing, an effective way to advertise with small means. By making them into "a hot topic" it generates a buzz and publicity in local media. The pop up libraries in this study are primarily implemented as projects, funded by external project funding. They do not require as much resources to implement but is more difficult to engage in regular activities. The opportunities that libraries see with the pop up library concept is to continue to reach out to new audiences by using new creative ways. This is a two years master’s thesis in Archive, Library and Museum studies.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-12-12T11:31:02Z No. of bitstreams: 1 Patrícia Cardoso Soares.pdf: 1822957 bytes, checksum: 5a375cc616880a486bc2a8a9faeeb636 (MD5) / Made available in DSpace on 2017-12-12T11:31:02Z (GMT). No. of bitstreams: 1 Patrícia Cardoso Soares.pdf: 1822957 bytes, checksum: 5a375cc616880a486bc2a8a9faeeb636 (MD5) Previous issue date: 2017-11-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This doctoral thesis aimed to analyze how the intentions present in the institutional and pedagogical proposals, related to the implementation of practices to encourage literary reading, through the Programa Nacional Biblioteca da Escola (PNBE) and Pacto Nacional da Alfabetização na Idade Certa (PNAIC) have taken place in the period of literacy (1st to 3rd year), in the Municipal Education Services in the city of Araçatuba / SP, between the years of 2009-2016. The fragile understanding of the relevance of literary reading in the literacy cycle has led to a decrease of the importance given to the programs that propose the encouragement of this kind of reading, depriving the child of the right to aesthetic enjoyment, encouragement for the elevation of his or her level of thought and the development of literary competence, among others variants. This was a qualitative research, with exploratory approach through the analysis of the program’s development from macro to micro level, engaging 39 professionals who were on charge of monitoring and implementing the literary reading programs in Araçatuba-SP. For data collection, it was used the documental analysis, the application of questionnaires and the focus group. The investigation analysis, in the described levels, was made through Policy Cycle Approach in the context of the influence of the internationalization of educational politics. The results show elements that highlight the absence of political commitment from public officials of medium and high rank, in prioritizing the literary reading in the official curriculum, in different contexts; the need of better articulation between macro and micro level processes for analysis, understanding and adequate implementation of the policy, as well as the lack of planning of actions, by the Secretaria Municipal de Educação (SME) of Araçatuba, on what concerns the focus on literary readings / A presente tese de doutoramento teve o objetivo de analisar a forma como as intenções presentes nas propostas institucionais e pedagógicas, em relação à implantação e implementação de práticas de incentivo à leitura literária, por meio do Programa Nacional Biblioteca da Escola (PNBE) e do Pacto Nacional da Alfabetização na Idade Certa (PNAIC), têm se concretizado no período de alfabetização (1º ao 3º Ano), na Rede Municipal de Ensino de Araçatuba/SP, entre os anos de 2009-2016. A compreensão frágil sobre a relevância da leitura literária no ciclo alfabetizador tem provocado a secundarização dos programas que propõem o incentivo a essa leitura, privando a criança do direito à fruição estética, do incentivo à elevação do pensamento, ao desenvolvimento da competência literária, entre outras variantes. A pesquisa foi de natureza qualitativa, com abordagem exploratória, analisando o percurso dos Programas, do nível macro ao micro, envolvendo 39 profissionais responsáveis pelo acompanhamento e implementação dos programas de leitura literária no município em questão. Para a coleta de dados, utilizaram-se a análise documental, a aplicação de questionários e o desenvolvimento de grupo focal. A análise da investigação, nos níveis descritos, foi feita a partir da Abordagem do Ciclo de Políticas (Policy Cycle Approach), contextualizando-a no âmbito das influências da internacionalização das políticas educacionais. Os resultados forneceram elementos que evidenciam ausência de compromisso político de gestores públicos, na priorização da leitura literária no currículo oficial, em diferentes contextos; necessidade de maior articulação entre os processos de nível macro e micro para análise, compreensão e implementação adequada da política, além da falta de planejamento de ações, pela Secretaria Municipal de Educação (SME) de Araçatuba, voltadas à leitura literária

本研究之目的即在探討桃園縣閱讀特色學校閱讀推廣與學生參與現況，並瞭解學生對活動之滿意度情形，透過對縣內八所閱讀特色國小之圖書館負責人進行訪談調查，瞭解其校內推廣閱讀活動之現況，並以問卷調查探討各校高年級學生之活動參與及滿意度情形。 經調查顯示，在推廣現況方面，桃園縣各校在政府大筆挹注經費、校長理念支持及老師的凝聚共識之下，不但館藏量獲得大量提升，更能與校外機構進行初步的合作，積極推廣閱讀活動，然而專業人力不足、無固定購書經費、教師閱讀指導能力與教學時間不足、家長配合意願偏低、館藏空間不足等問題，仍是閱讀活動推行多年後，各校所面臨的困境與問題。 在學生參與現況方面，大多數的學童較喜愛參與閱讀活動，其中對動態閱讀活動的喜好程度較高。逾半數學童參與原因為自己想參加，然仍有逾四成的學生，參與閱讀活動時處於被動狀態，需他人從旁鼓勵；學童參與閱讀活動的動機大多以內在動機為主，顯見大多數學生能覺知閱讀的重要性；而學到新知識、增進語文能力和學會閱讀技巧或方法，是國小學童認為參與活動後對自己最大的影響。經差異分析發現，女生的參與意願及參與動機明顯高於男生；而五年級之參與意願則明顯高於六年級。 在活動滿意度方面，學生對於活動宣傳方式及獎勵方式的滿意度最高，對於活動類型的滿意度最低，而差異分析發現，對於閱讀活動之滿意度，女生明顯高於男生，五年級學生高於六年級學生。 由研究結果歸納建義，在教育相關單位方面，應鼓勵校長成為閱讀推廣人才，設置專業圖書館主任，擬定館藏發展政策，以提高國小圖書館服務層級，並建立各校閱讀資源共享機制；在學校方面，應以長遠的眼光持續推廣兒童閱讀活動，組織閱讀教師專業社群，制訂閱讀活動評鑑制度，並持續推廣社區閱讀，最後，應加強與公共圖書館建立合作機制，以整合閱讀推廣之相關資源。 / The purpose of this research is to have a general review of Certified Reading Featured Schools. Interviews of librarians from 8 schools have been conducted as well as questionnaires to investigate higher graders involvement in the reading program of each school. The result shows prominent improvement in regards of the quantity of books due to large substantial funds from the government plus various in-campus reading schemes However, challenges are still there. The lack of professional librarian and regular funds for book purchasing, insufficient professional knowledge in reading instruction and teaching hours, lack of room and low commitment from parents are common problems faced by these schools. In regards to the students’ participation, most children enjoy reading activities and statistics shows prominent engagement in dynamic reading activity. More than half of the children engaged in such activities on their own wish but there are still more than 40% of students need adult guidance and encouragement. Generally students acknowledge the importance of reading as statistics show intrinsic motivations are prevalent among these participants. These elementary students express their great improvement over acquiring new knowledge, language proficiency and reading strategies after taking part of various reading schemes. The study also shows that girls’ engagement and motivation are prominently higher than boys. 5th graders involvement is higher than 6th graders. In regards to the feedback from students, scheme marketing strategy and rewarding system are on the top of the satisfactory criteria. The variety of activity, however, is at the bottom of the rank. Girls are prone to be happier in the activities than boys. 5th graders are more satisfied than the 6th graders. In conclusion, the study suggests following improving strategies to in-campus reading schemes. First of all, principals should be trained as the key advocators of reading. Professional librarian should be installed to develop and organize in-campus reading schemes. As for the professional development, a network of teaching reading should be set up to promote sustainable reading schemes and assessment of such activities. Strengthen cooperation with public libraries is also recommended to integrate community-based resources.

<p>The aim of this two years master’s thesis in library and information science is to study how children and librarians recommend books through the website Barnens bibliotek. In the scope of this aim it also tries to answer the following questions: What qualities in books do children and librarians respectively emphasize when they write book recommendations? How do they formulate the recommendations? And finally, how do their respective recommendations differ?</p><p>To examine these aspects a total of 50 book recommendations were chosen and analysed through an hermeneutic approach. Out of these 50, 30 were written by children and 20 were written by librarians. The recommendations were analysed through Louise Rosenblatt's theoretical framework concerning literary responses combined with Alan C. Purves' och Victoria Rippere's model of literary elements. The theoretical workings of Aidan Chambers were also used for drawing conclusions about how to connect the results of literary responses to everyday library work whether it is in a library or on the Internet.</p><p>The main results were that children turn inwards referring to themselves and their personal feelings when communicating a literary experience, while librarians turn outward communicating a literary content. Both parts do seem clearly aware that they are mediating a literary experience to a third part, which of course is expected of the librarians but a bit unexpected in the case of the children. Both parts refer basically to the same qualities when recommending books, even though they do it in different ways. And finally regarding the formula of writing a book recommendation, librarians tend to keep to a set structure of literary responses while children are more likely to mix the set of literary responses. The results also point to how important it is for library workers to understand the readers to better develop collections and programs that adress and respond to reader’s interests.</p>

In den Sommerferien 2010 wurde der Buchsommer Sachsen ins Leben gerufen. In den USA gibt es bereits erfolgreiche „Summer Reading clubs“und auch in Deutschland gibt es in anderen Bundesländern bereits gute Erfahrungen. Durch eine einmalige Förderung aus dem Erlös eines Benefizkonzertes des Bundespräsidenten und Mittel des Deutschen Bibliotheksverbands e.V. konnte das Projekt „Beim Lesen tau ich auf“ in den Bibliotheken Leipzig, Chemnitz, Pirna, Döbeln, Schkeuditz, Torgau und Lößnitz erfolgreich erprobt werden.

In Chemnitz sinkt die Zahl der pädagogischen Einrichtungen parallel zur Einwohnerzahl. Trotzdem registriert die Stadtbibliothek steigende Zahlen bei jungen Benutzern, deren Entleihungen, Einführungen und Recherchetraining für Kinder- und Jugendgruppen. Alles dank Kooperationsvereinbarungen? Ja und nein, denn es gibt ein breites Spektrum an Aktivitäten, um Pädagogen, Eltern, Kindern und Jugendlichen die Stadtbibliothek Chemnitz als außerschulischen Lernort zu vermitteln. Kontinuierlich wurde an zielgruppengerechten medienpädagogischen Angeboten gearbeitet.

The aim of this two years master’s thesis in library and information science is to study how children and librarians recommend books through the website Barnens bibliotek. In the scope of this aim it also tries to answer the following questions: What qualities in books do children and librarians respectively emphasize when they write book recommendations? How do they formulate the recommendations? And finally, how do their respective recommendations differ? To examine these aspects a total of 50 book recommendations were chosen and analysed through an hermeneutic approach. Out of these 50, 30 were written by children and 20 were written by librarians. The recommendations were analysed through Louise Rosenblatt's theoretical framework concerning literary responses combined with Alan C. Purves' och Victoria Rippere's model of literary elements. The theoretical workings of Aidan Chambers were also used for drawing conclusions about how to connect the results of literary responses to everyday library work whether it is in a library or on the Internet. The main results were that children turn inwards referring to themselves and their personal feelings when communicating a literary experience, while librarians turn outward communicating a literary content. Both parts do seem clearly aware that they are mediating a literary experience to a third part, which of course is expected of the librarians but a bit unexpected in the case of the children. Both parts refer basically to the same qualities when recommending books, even though they do it in different ways. And finally regarding the formula of writing a book recommendation, librarians tend to keep to a set structure of literary responses while children are more likely to mix the set of literary responses. The results also point to how important it is for library workers to understand the readers to better develop collections and programs that adress and respond to reader’s interests.

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