Syftet med studien är att bidra med kunskap om mellanstadielärare och skolbibliotekariers uppfattningar om läslust och på vilka sätt den kan stimuleras genom undervisning och annat läsfrämjande arbete, samt vilken betydelse lärare och skolbibliotekarier har för elevernas läslust. Studien bygger på tre lärares och två skolbibliotekariers uppfattningar varvid en kvalitativ metod och en fenomenografisk metodansats har använts. Datainsamlingen har genomförts i form av tematiska semistrukturerade intervjuer. Studiens teoretiska utgångspunkt grundar sig i det sociokulturella perspektivets syn på lärande som genomsyrar studiens samtliga delar med undantag från dataanalysen, vilken genomfört utifrån en fenomenografisk analysmodell. Resultatet visar att det finns ett antal faktorer som anses vara fördelaktiga i det läsfrämjande arbetet. Exempelvis framhåller lärarna att det är viktigt att vara insatt i elevernas läsning och påvisa ett eget intresse för böcker och läsning. Ytterligare anses det egna valet av litteratur och möjligheten till schemalagd läsning i skolan ha positiva effekter på elevernas läslust. Högläsning, social interaktion, läsförståelse och en god läsförmåga betraktas också som gynnsamma faktorer. Skolbibliotekarierna konstaterar att ett inbjudande skolbibliotek där böcker frontas och synliggörs är viktigt för att eleverna ska kunna finna böcker av intresse. Vidare framhålls att ett gediget utbud av ny och aktuell litteratur tenderar att stimulera elevernas läslust. Dessutom anser de att en personlig relation till eleverna är en förutsättning för att sedermera kunna guida och vägleda dem i sina litterära val. Bokprat lyfts fram som en viktig läsfrämjande insats med syfte att inspirera och stimulera eleverna till läsning. Avslutningsvis menar skolbibliotekarierna att lästävlingar, läsutmaningar, bibliotekraster och bokcirklar är ytterligare tillvägagångsätt för att stimulera elevernas läslust. Nyckelord: Inre motivation, lärare, läslust, samarbete, skolbibliotekarier, undervisning / The purpose of the study is to contribute knowledge about how teachers and school librarians, both individually and in interaction, can stimulate students' desire to read. The study is based on the views of three teachers and two school librarians, using a qualitative method and a phenomenographic method approach. The data collection has been carried out in the form of thematic semi-structured interviews. The study's theoretical starting point is based on the socio-cultural perspective's view of learning that permeates all parts of the study with the exception of the data analysis, which was carried out on the basis of a phenomenographic analysis model. The results show that there are a number of factors that are considered to be beneficial in the reading promotion work. For example, teachers emphasize that it is important to be familiar with students' reading and demonstrate their own interest in books and reading. Furthermore, one's own choice of literature and the possibility of scheduled reading in school are considered to have positive effects on students' desire to read. Reading aloud, social interaction, reading comprehension and a good reading ability are also considered favorable factors. The school librarians state that an inviting school library where books are fronted and made visible is important for the students to be able to find books of interest. Additionally, it is emphasized that a solid range of new and current literature tends to stimulate students' desire to read. In addition, they believe that a personal relationship with the students is a prerequisite for later being able to guide and guide them in their literary choices. Book talk is highlighted as an important reading promotion effort with the aim of inspiring and stimulating students to read. In conclusion, the school librarians believe that reading competitions, reading challenges, library breaks and book circles are further approaches to stimulate students' desire to read. Keywords: Collaboration, desire to read, intrinsic motivation, school librarian, teacher, teaching.

The purpose of this master's thesis is to contribute with knowledge about how elementary school principals interpret of the School Act chapter 2, section 36§, which states that students in primary school, primary special school, special school, Sami school, upper secondary school and upper secondary special school must have access to school libraries. It explores the school principals perceptions of how the school library contribute to the education structure of their school in general and how their interpretation of the law impacts how the library operation is designed. This study is based on semi-structured interviews with five primary school principals and two school librarians, four observations of school libraries and one survey. The theoretical framework of the study is based on Anthony Gidden's structuring theory, which is used to explain how the principals' interpretation space regarding the School Act 2, chapter 36§ affects their school library operation. The results show that the phrasing of the Education Act in Chapter 2, Section 36§ is interpreted differently by the primary school principals participating in this study. The different ways in which the law is interpretated also reflects in the design of the physical premises which were observed in the study. The results of this study show that primary school principals' interpretations of the School Act and their perceptions of the school library influence how school library operations are designed.

Att påvisa vad skolbibliotekarier bidrar med är ett mål som finns inom biblioteksforskning. Idag finns det ingen fråga om att skolbibliotekarier har en del i elevers utveckling tack vare flertal studier som påvisar hur bemanning, arbetstimmar och utbildad personal har en positiv inverkan på elevresultat. Men att peka ut att utbildade skolbibliotekarier är en del av ökad måluppfyllelse och att peka ut vad utbildade skolbibliotekarier faktiskt kan och gör för att öka måluppfyllelse är två olika forskningsingångar. Det är i det sistnämnda området som den här uppsatsen kliver in. Syftet har varit att undersöka vilka kompetenser som utbildade skolbibliotekarier anser att de besitter och som urval har sju stycken gymnasiebibliotekarier intervjuats. Som det uppdagas är informationskompetens, källkritik, användarkunskaper samt viss dokumenthantering, delar som specifikt kopplas till en skolbibliotekaries utbildningsbakgrund. På grund av den korrelationen kan slutsatser tas om att de kompetenserna är en del av pusslet som ligger bakom utbildade skolbibliotekaries bidrag i måluppfyllelse. / To state what school librarians contribute within school systems is one objective within library science. As of today, there is no doubt that school librarians are a part of students’ development due to several studies which show that staffing, work hours and qualified staff has a positive influence over student achievement. But to present how educated school librarians are a part of student achievement and to present what educated school librarians actually know and do to achieve higher student scores are two separate research themes. It is in the latter area this paper commences. The aim has been to study which competencies educated school librarians themselves think they possess and as sampling seven upper secondary school librarians were interviewed. As the results show information literacy, critical thinking, user knowledge and specific record management, are competencies which are thought to originate in the school librarians’ educational background. Due to this correlation conclusions can be made to say that these competencies are a part of the puzzle that explains why educated school librarians have an impact on student achievement.

in English: Theoretical part of the thesis provides overview of foreign documents defining the role and competencies of teaching librarian. Then it summarizes their shared features. Afterwards, the theoretical part presents overview of documents and activities affecting the professional profilation of teaching librarian in Czech Republic. The research part of the thesis investigates a small sample of czech professionals of this specialization. It aims to analyze forms, subjects and target audience of their teaching activities. It further analyzes their skills, the ways these skills have been developed and factors affecting this developement. Research assessment provides comparison of case studies of teaching librarians in Czech republic. Comparison is complemented by structured summary of competencies of teaching librarian which includes findings from both theoretical and research part of the thesis. Key words: Teaching Librarian, Teacher-librarian, Instruction Librarian, School Librarian, Competencies of Teaching Librarian, Role of Teaching Librarian

Studiens syfte är att undersöka hur elevers bokval påverkar lärares arbete med litteratur i klassrummet och vilka möjligheter det finns att skapa läslust i samarbetet mellan skolbibliotekarie och lärare. Resultatet bygger på intervjuer med två lärare i årskurs 2 och en skolbibliotekarie. Elevers val av böcker har synliggjorts genom en insamling av titlar som lånats under två biblioteksbesök. Tidigare forskning visar att det är fördelaktigt att låta elever göraegna bokval för att skapa läslust och utveckla läsandet. Forskning belyser ävenatt skönlitterära böcker är vanligast i klassrummen och på skolbibliotek, och att många barn tycker att icke-skönlitterära texter är svårare att läsa, än skön-litteratur. Studiens resultat visar att lärarna är medvetna om vilka genreroch teman som eleverna föredrar, men att det inte påverkar undervisningen.Resultatet visar att elever bör få tillfällen att läsa olika sorters texter och attvarierade arbetssätt är nödvändigt för att skapa läslust. Resultatet visar ävenatt samarbetet mellan skolbibliotekarie och lärare måste få ta tid för att utfalletav samarbetet ska bli lyckat.

Schulbibliothekare sollen mit Lehrern zusammenarbeiten, um die Informationskompetenz (IK) der Schüler zu fördern, aber Informationswissenschaftler berichten international über mangelnde und oberflächliche Zusammenarbeit. Die Sicht der Lehrer auf die Förderung von IK und die Zusammenarbeit mit der Schulbibliothek wurde in der Forschung bisher kaum berücksichtigt. Basierend auf einem qualitativen Design beschreibt diese Studie den Prozess der Förderung von IK in einem ganzen Lehrerkollegium in einer US-amerikanischen Privatschule in einer detaillierten Theorie. Daten über Lehrer wurden in teilstrukturierten Interviews mit der Schulleitung und Schülern erhoben, Daten von Lehrern in einem Fragebogen und teilstrukturierten Interviews. Die Lehrer identifizierten sieben Bereiche von IK. Die Ergebnisse zeigten zudem, dass die Mehrzahl der Lehrer IK unterrichtete, vor allem mit Hilfe von Rechercheaufgaben, und dabei mit der Schulbibliothek zusammenarbeitete, und dass sowohl Schulbibliothekare als auch Lehrer didaktische Maßnahmen ergriffen. Der Prozess der IK-Förderung wurde beeinflusst durch die Fachgebiete und den Umfang der Rechercheaufgaben. Beispielsweise wurden in kleineren Projekten in erster Linie Quellen aus dem Internet genutzt, in größeren hingegen Quellen aus der Schulbibliothek; auch unterrichteten die Schulbibliothekare im Rahmen von kleineren Rechercheaufgaben vorrangig Aspekte zum Auffinden von Informationen, in größeren Arbeiten hingegen Aspekte zur Mehrzahl der sieben IK-Bereiche. Die Förderung von IK in der formalen Bildung ist ein komplexes Unterfangen. Schlussfolgerungen für die Praxis sind, dass die Schulbibliothekare dieser Komplexität Rechnung tragen und sich mit den Lehrern über gemeinsame Begriffe von IK sowie Ziele, Gelegenheiten und Verantwortlichkeiten bei der Förderung von IK verständigen sollten. In Schulen ohne Bibliothekare sollten Lehrer besonders gut vorbereitet sein, um die erforderlichen didaktischen Interventionen alleine zu leisten. / School librarians are expected to interact with teachers for enhancing student information literacy (IL); however, information scientists report low numbers and levels of collaboration internationally. The teachers’ perspective on both IL teaching and collaboration with the school library has been neglected in research. Hence, a qualitative case study approach was chosen for gaining an in-depth understanding and developing a theory about the process of IL teaching in an entire faculty in a US independent high school. Data were collected about teachers in interviews with administrators, the head school librarian, and students, and from teachers in a questionnaire and semi-structured interviews. IL emerged out of the study in the form of seven concepts with major findings exhibiting that the majority of teachers do teach IL, especially through the assignment of research tasks, and collaborate with the school library, and that school librarians as well as teachers provide pedagogical interventions. IL competencies covered in research tasks, pedagogical interventions, and collaborative interactions were partly shaped by disciplines and the scope of research tasks. For example, web sources were prevalent in small-scale projects and library sources in extended projects; moreover, school librarians provided pedagogical interventions predominantly about information finding when students undertook small-scale research projects and about the majority of IL competencies when students undertook extended projects. IL teaching in formal education is a highly complex endeavor. Implications for practice include that school librarians need to take into account this complexity and agree with teachers on common understandings of IL and negotiate objectives, opportunities, and responsibilities with them for providing pedagogical interventions; where librarians are missing within schools, teachers need to be particularly well prepared for providing these interventions alone.

Submitted by Priscilla Araujo (priscilla@ibict.br) on 2016-08-09T17:08:49Z No. of bitstreams: 1 dissertação Simone Alves_versao finalparaimprimir.pdf: 983292 bytes, checksum: 52635ec28be236807c0d7f61fc0f7ac8 (MD5) / Made available in DSpace on 2016-08-09T17:08:49Z (GMT). No. of bitstreams: 1 dissertação Simone Alves_versao finalparaimprimir.pdf: 983292 bytes, checksum: 52635ec28be236807c0d7f61fc0f7ac8 (MD5) Previous issue date: 2013-09-11 / O presente trabalho faz uma breve reflexão sobre as atribuições, habilidades e responsabilidades do bibliotecário no âmbito escolar. Apresenta os principais aspectos das teorias do Agir comunicativo, do Discurso e da Reconstrução racional de Jürgen Habermas que se relacionam ao processo de ensino-aprendizagem. Aborda as principais características da sociedade da informação que demandam o desenvolvimento de habilidades fundamentais à utilização produtiva da informação e da comunicação, e suas implicações para a educação básica no Brasil. Destaca os pressupostos das teorias de Jürgen Habermas para a construção de uma educação emancipatória e libertadora. Mostra, com base na literatura consultada, o imaginário da comunidade escolar sobre o bibliotecário e a biblioteca, o que representam uma barreira para a efetiva inserção deste profissional no processo de ensino-aprendizagem e a transformação da biblioteca como lugar de comunicação e discussão da informação e construção do conhecimento. Faz uma análise da produção científica nas áreas da Ciência da Informação e da Biblioteconomia sobre o bibliotecário escolar que atua em escola pública nas publicações periódicas das áreas com classificação Qualis A1 e A2. Expõe os resultados da pesquisa, que de modo geral revela a necessidade de aprofundar os estudos sobre a atuação, competências e responsabilidades do bibliotecário escolar. Os resultados indicam que 33% dos artigos analisados na pesquisa têm relação com ações de informação voltadas ao processo de ensino-aprendizagem. O estudo também aponta que 27% dos artigos abordaram, de algum modo, questões relativas à atuação e ao papel do bibliotecário na escola, o que denota o interesse dos pesquisadores em construir um paradigma educacional para o bibliotecário escolar. E por fim, faz uma breve reflexão do papel do bibliotecário na escola pública brasileira, com base na teoria do Agir comunicativo, procurando incentivar o debate sobre a importância de este profissional desenvolver ações com enfoque na interação e na comunicação entre os indivíduos, que são aspectos fundamentais ao processo de ensino-aprendizagem. / This paper makes a brief reflection on the duties, responsibilities and skills of the librarian in the school. Presents the main aspects of the theories of Communicative act, Discourse and Rational reconstruction of Jürgen Habermas that relate to the teaching-learning process. Discusses the main features of the information demand the development of key productive use of information and communication skills society, and its implications for basic education in Brazil. Highlights the assumptions of the theories of Jürgen Habermas to build an emancipatory and liberating education. Shows, based on the literature, the imagery of the school community about the librarian and the library, which represent a barrier to the inclusion of this person in the teaching-learning and the transformation of the library as a place for communication and discussion of information and knowledge construction. An analysis of scientific literature in the areas of Information Science and Library on the school librarian who works in a public school in the periodicals of the areas classification Qualis A1 and A2. Exposes search results, which generally reveals the need for further studies on the role, powers and responsibilities of the school librarian. The results indicate that 33% of the articles analyzed in the study are related to information actions aimed at teaching-learning process. The study also shows that 27% of articles addressed somehow, questions concerning the role and the role of the librarian in the school, which shows the interest of researchers in building an educational paradigm for the school librarian. Finally, a brief reflection on the role of the librarian in Brazilian public schools, based on the theory of communicative act, seeking to encourage debate on the importance of this professional develop activities focused on interaction and communication between individuals who are fundamental to the teaching-learning process aspects.

This diploma thesis examines the possibilities of involving school librarians and information specialists in the process of growth in media literacy at Czech schools. The theoretical part of the thesis briefly introduces the general issues of media education and media literacy in our country and abroad, while the practical part of the thesis based on its own research, focuses on a particular target group - Prague secondary schools ("gymnázium"). Using a questionnaire and five case studies conducted at selected secondary schools in Prague, it conducts a survey of the current situation of implementation of media education in the Czech Republic. The end of the thesis deals with some ideas of how to involve graduates of the Institute of Information Studies and Librarianship in teaching media education according to the American model of a "teacher librarian".