M.Ed. (Media Science) / Please refer to full text to view abstract

Comics, graphic novels, and manga differ appreciably from textual narrative formats, and materials with increasingly visual elements have found their way into progressive and student-centered library collections. But many educators and librarians still resist inclusion of graphic narratives in school libraries and devalue the reading practice of students who prefer more visual texts. Using the framework of radical change, which posits that both text conventions and reader expectations for text are increasingly multimodal as they possess characteristics of evolving digital media, this study considered the relationship of the characteristics of text individual students prefer, particularly those they select from the school library, and their attitudes towards aspects of reading practice as evidenced through the Adolescent Motivation to Read Profile instrument. Survey data was supplemented with circulation history from the library management system to inform a correlational study punctuating attitudinal differences based on reader preferences. Findings include high school students who engage with graphic narrative text formats reporting more favorable views of libraries and reading. There is a demonstrable distinction in attitudes between students who prefer more visual text when compared with peers with more traditional print affinities. Student engaging with graphic narrative texts also report more frequent engagement with text overall. These demonstrated relationships should help to legitimize the inclusion of more graphic narrative text formats in school library collections.

Orientador: Cláudio Marcondes de Castro Filho / Resumo: As organizações e centros de informação se modificam e se expandem para acompanhar as novas tendências tecnológicas, nesse acelerado mundo digital, a informação nunca se fez tão necessária para os diversos públicos que a biblioteca escolar atende. Destarte, buscou-se experiências em redes de bibliotecas escolares que pudessem contribuir para a criação de uma estrutura física e conceitual dessas organizações. A indagação inicial é se os estudantes conseguiam desenvolver a competência em informação através da parceria realizada entre professores e bibliotecário. Observou-se que a Rede de Bibliotecas Escolares do Serviço Social da Indústria de São Paulo possuía características propícias para contribuir com essa investigação. Dessa forma, o objetivo geral é analisar as atividades de suporte a aprendizagem desenvolvidas em parceria entre professor e bibliotecário, que buscam aprofundar as competências em informação nos estudantes da Rede de Bibliotecas Escolares do Serviço Social da Indústria de São Paulo. Especificamente, buscou-se: a) contextualizar as redes bibliotecas escolares no Brasil, descrevendo suas características e importância nas escolas contemporâneas; b) descrever a participação do bibliotecário escolar para o desenvolvimento da competência em informação nos estudantes; c) identificar as atividades de suporte a aprendizagem existentes nos Portfólios das bibliotecas que visam desenvolver a competência em informação nos estudantes; d) verificar de que forma as ativida... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Organizations and information centers modify and expand in order to keep up with the latest technological trends, in this fast digital world, information has never been so necessary to the different kinds of public served by the school library. Thus, experiences were carried out in a chain of school libraries that could contribute with the creation of a physical and conceptual structure of those organizations. The initial inquiry was whether students would be able to develop information literacy through the partnership established between teachers and librarians. It was found that Rede de Bibliotecas Escolares do Serviço Social da Indústria de São Paulo had the ideal characteristics to contribute with that investigation. Consequently, the main goal is to analyse the supporting activities developed in the partnership between teachers and librarians, that aim to enhance information literacy in students of Rede de Bibliotecas Escolares do Serviço Social da Indústria de São Paulo. It was specifically aimed at – a) contextualizing all the school libraries in Brazil, by describing their characteristics and importance to the contemporary schools; b) describing the participation of school librarians in the development of information literacy in the students; c) identifying existing activities in the library portfolio that can help develop information literacy in the students; d) verifying how the activities that help in the learning process are planned, developed and assessed by the ... (Complete abstract click electronic access below) / Mestre

This thesis presents the results of a qualitative survey designed to explore the provision and promotion of LGBTQ-themed resources in UK secondary school libraries. The aim of this thesis is to understand the practice of secondary school librarians in relation to the selection and promotion of LGBTQ-themed resources. By achieving this aim the study hopes to contribute to improving LGBTQ provision in school libraries. The theoretical framework used is Theory of Practice Architectures, which falls within Practice Theory. 113 secondary school librarians completed the survey. The survey data was analyzed using thematic analysis. Results found that librarians have a proactive stance on LGBTQ provision, with most actively ensuring representation and displaying great knowledge about the topic and how best to support their students. Age suitability of resources is the main concern for many respondents, with most having age-restrictions in place for borrowing. Librarians vary in their choices of how to display and advertise the resources. There is a consensus that visibility is important but that this must not be done in such a way as to deter borrowers who need privacy while accessing the literature. Current school wide policies are described as being focused on inclusion and representation, enabling school librarians to emphasize diversity in stock selection, shelving, displays and other promotions.

False or misleading information can damage societal cohesion, school libraries are involved in teaching media and information literacy and can be an important start for students' knowledge in the field. The thesis aims to investigate how library plans and school library plans present the school library's mission with teaching media and information literacy, and how a didactic school library model could look like and what it can contribute to the school library's activities. To achieve the purpose, the questions are used: What can a theoretical model of school library di-dactics contain? How do library and school library plans present the school library's learning area MIL from a didactic perspective? And why does the school library need a didactic model and what could it contribute? The method is a qualitative content analysis of 18 current library and school library plans. The result is analyzed with a school library didactic model developed based on the didactic basic questions what, how and why. Hansen's model of library didactics is also used and the school library's central areas such as the room, intermediation and as a pedagogical resource. The study concludes that there are differences in how the plans presents the school library's role with MIL and that a clearer school library plan designed by the principal, school librarian and other relevant staff at the school in collaboration can clarify the school library's activities. A school library didactic model can be relevant for demonstrating the school library's special role and promoting the status of an integration in the school's activities. This is a two-year master's thesis in library and information science.

The aim of this thesis is a formal and content analysis of thejournal Čtenář in 1960 - 1989. The work used the method of content analysis, synthesis, induction and deduction. The introductory chapter describes the general information relating to the national library journal, which is based on more than 60 years. The following chapter is dedicated to the history of Czech Librarianship during the analyzed period. The third chapter presents an analysis of the formal structure of the journal Čtenář. It focuses not only on the graphic design of the journal, but especially on the composition of the editorial board and the authors contributing to the journal. The core work is a content analysis of the journal Čtenář, which is located on the 4th and 5th chapter. The work presents an overview of topics dealt with in the journal over thirty years. Part of the work is an alphabetical name index of all the authors who contributed to the journal. Result of this work is to evaluate one period of development the Czech librarianship, as it was reported in the national library journal.

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The elementary school library is still in the pioneer stage of development in the schools of Indiana. In truth, there are few elementary school libraries in the state in the correct definition of the words. Nevertheless some type of library service, although inadequate, is available to every school and pupil in the state. It is the purpose of this study to review the history of library service to children and to ascertain what the present types of library service to children are, and to give some information relative to the library programs that are followed by certain elementary schools in the state which employ a librarian or teacher librarian to administer the library.

Skillnader i uppdrag och mål kan orsaka spänningar i samarbetet mellan folkbibliotek och skola. I skolor som dessutom saknar eget skolbibliotek kan den problematiken öka ytterligare då skolan är i behov av skolbibliotekstjänster vilka inte ingår i folkbibliotekets uppdrag. Samtidigt kan ett samarbete med skolorna bidra med många fördelar för folkbibliotekets läsfrämjande arbete. Den här studien ämnar undersöka hur folkbibliotekarier förhåller sig till sitt läsfrämjande uppdrag gentemot barn och unga i samarbete med skolor med bristande skolbiblioteksverksamhet. För undersökningen genomfördes en kvalitativ intervjustudie med ett urval av fyra folkbibliotekarier. Resultatet har analyserats utifrån Hultbergs teori om läsfrämjande strategier. Sammanfattningsvis visar resultatet av undersökningen att folkbibliotekarierna främst förhåller sig till samarbeten med skolor med bristande skolbiblioteksverksamhet utifrån ett eget intresse för det egna läsfrämjande uppdraget. Studien kommer också fram till att de spänningar som folkbibliotekarierna upplever i samarbetet med skolorna beror på bristen av valfrihet, frågan om att kompensera för den bristande skolbiblioteksverksamheten samt missförstånd om vad folkbiblioteket kan erbjuda skolorna. / Differences in missions between public libraries and schools can cause tension while cooperating. For public libraries to cooperate with schools with deficient school libraries can be even more problematic, when the school is in need of school library services that is not a part of the public library mission. Meanwhile, a cooperation between public libraries and school can have several advantages for the public libraries in their mission of reading promotion. This study aims to examine how public librarians relate to their work with reading promotion towards children and young adults in collaborations with schools that have deficient school libraries. Qualitative interviews were carried out with a selection of four public librarians. The results were analysed in comparison to Hultbergs theory of strategies for reading promotion. In conclusion, the results of the study show that mainly relate to the cooperation with schools with deficient school libraries in terms of a self-interest for their reading promoting mission. The study also shows that the tension in cooperating with schools with deficient school libraries, as lived by the public librarians, is caused by a lack of freedom of choice, the question of compensating for the deficient school libraries and a misunderstanding of the public library mission.

As digital reading has become ubiquitous in society it is reasonable to expect it in schools. Digital reading has not been without its controversies though. Using a sociocultural perspective this thesis examines attitudes, perceptions, and access to digital books among Swedish upper secondary school pupils, focusing on e-books. Through a survey study involving 308 participants, the research addresses two key questions: what are the attitudes of upper secondary school pupils towards e-books in general and within the school context? And, to what extent do Swedish upper secondary schools provide access to e-books? Adopting a sociocultural perspective, the study emphasises the influence of cultural experiences on individuals.  Employing a mixed-methods approach, the study combines quantitative and qualitative data, gathering official statistics and employing cluster sampling. The survey results revealed diverse attitudes and practices towards digital reading among pupils, with a minority preferring e-books. Frequent readers exhibited lower interest in alternatives to printed books, and choice of reading device influences e-book reception. Despite a strong preference for traditional printed books rooted in cultural values, a majority supports e-book use in schools, acknowledging their practical benefits in education. However, access to e-books in schools remains limited, indicating a need for schools to address the challenges of digital reading. The thesis emphasises varying pupil attitudes towards e-books, influenced by sociocultural factors, and underscores the need for a nuanced approach to integrating digital reading in educational settings.