This thesis investigates young readers' reading practices in relation to social media, in an attempt to bridge the gap between students' own experiences and school librarians' reading promotion efforts. This has been done through an online questionnaire with school librarians concerning if, and how, they currently work with digital reading communities, combined with an interview study with seven high school students who identify themselves as readers and current, or former, users of BookTok.  The results from the survey show that school librarians mainly work with digital reading communities by displaying trending books and informing their book purchases. The results from the interview study show that young Swedish readers place high aesthetic value on the book as an object; they prefer to read in English, and they do not enjoy compulsory reading in school when they have no agency in what books to read.  The conclusions drawn are that the young readers have a strong sense of identity connected to their reading practices and that this "reading identity" is at least partly shaped by digital reading communities such as BookTok. Furthermore, there are potential areas for school librarians to develop their work with digital reading communities in order to meet their students' needs. Firstly, through involving the students in not only selecting and purchasing books, but also in norm critical discussions of themes that are present in trending literature. Secondly, through collaboration with teachers in their literature teachings. The implications of the study are particularly directed toward high school librarians, due to the demographic of the participants, but can be applied to other ages and other professionals who work with reading promotion.  This is a two-year master's thesis in Library and Information Science.

In this study, a total of five teachers were interviewed in grade three from four different schools in Stockholm. Three of these schools are located in different suburbs and one school is located in the central part of Stockholm. The starting point of the study is statistics that show a negative development with, in particular, the students who have Swedish as a second language. This study provides an insight into how teachers in grade three of elementary school in Stockholm work with their students to develop reading comprehension. In the study of reading comprehension, this study focuses on the Reciprocal Teaching (RT) method. RT is a well-established reading comprehension strategy designed to bridge the difference between poor readers and good readers. The study shows that not all teachers are familiar with the RT method and also that teachers do not work consistently with all parts of this method. Furthermore, the study also gives an insight into the question of whether the teachers see the librarian as a possible partner in the process. To measure the level at which the teachers collaborate with school librarians, Montiel-Overall's (2005) Teacher Librarian Collaboration (TLC) theory was chosen. TLC theory is an attempt to make practical use of Loertscher’s taxonomy by grouping the low, medium and high levels of collaboration into four models (Model A: coordination, Model B: cooperation, Model C: integrated instruction and Model D: integrated curriculum.) that help define and measure the effect of each model on students’ achievements. This study concludes that the teachers so far haven’t thought about their school librarian as a potential partner with the stated purpose of increasing the students' reading comprehension. The levels of collaboration are predominantly on the low end of the TLC models (Model A: coordination, Model B: cooperation), meaning that teachers and librarians help each other for mutual benefit but no conscious effort is made to plan, teach and evaluate together.