Denna studie undersöker hur skolbibliotekarier och bibliotekariestudenter ser på skönlitteraturens empatifrämjande effekter. Främst ligger fokuset på effekter på barn, unga och elever på skolor. Motivationen bakom detta arbete är att undersöka vilka utmaningar och möjligheter respondenterna ser kring ämnet. Detta för att kunna ge underlag till hur man kan arbeta i framtiden för att ytterligare undersöka och främja dessa effekter. De diskuterade empatifrämjande effekterna kan verka positivt i vårt nuvarande skolklimat där det fortfarande råder diskriminering av bland annat marginaliserade grupper. Studien genomfördes med hjälp av semistrukturerade intervjuer med totalt fem personer. Resultatet tematiserades hermeneutiskt och analyserades genom en modell som bygger på transportation theory. Modellen förutsätter att läsandet kan ses som en simulering av erfarenheter vilket kan leda till starkare empati även i verkligheten. Resultatet visar att det finns både möjligheter och utmaningar med att arbeta empatifrämjande med litteratur. En stor del av problemen relaterar till att få en läsare att ta sig an materialet. Något som skiljer sig från den teoretiska bakgrundens förståelse. Detta kan peka på att man behöver fokusera på läsfrämjande arbete, behöver mer resurser och det kan vara nödvändigt att prioritera det lustfyllda läsandet. Eventuellt kan detta i längden kunna leda till empatifrämjande effekter. / This study examines how school librarians and library science students view the empathy-enhancing effects of fiction. The focus is mainly on effects on children, young people and students in schools. The motivation behind this work is to investigate what the respondents view as challenges and opportunities relating to the subject. This is done to provide a basis to further investigate and promote this effect. The empathy-promoting effects could have a positive effect in our current school climate, where there is still discrimination against, among others, marginalized groups. The study was conducted using semi-structured interviews with a total of five people. The result was gone through hermeneutically and through a model based on transportation theory. The model assumes that reading can be seen as a simulation of experiences, which can lead to stronger empathy in the real world. The results show that there are both opportunities and challenges in working with literature to promote empathy. A large part of the problems relates to getting a reader to engage with the material. This differs from the understanding in the theoretical background. This may indicate that what is needed is a focus on working to promote reading, more resources and to prioritize enjoyable reading. Possibly, this would in the long run lead to empathy-promoting effects.

This bachelor’s thesis is written in the scientific field of library- and information science. The purpose of the study is to investigate the collaboration between teachers and school librarians from the perspective of school librarians. Six school librarians have been interviewed regarding their views on the collaboration with teachers. The theoretical framework used in this study is Montiel-Overalls Teacher and librarians collaboration (TLC) with its four models of collaborations and the big five that is described in TLC. The methods used in this study are qualitative interviews and qualitative content analysis. The study shows that collaboration takes place mostly within the models A (coordination) and B (cooperation). Some collaborations have components from model C (integrated instruction) but only one of the school librarians comes near model D (integrated curriculum). There are not much deeper forms of collaboration in the results of this study mostly due to the lack of planning and evaluate together. Limitations for collaboration between school librarians and teachers are lack of time, lack of support from the principal and ignorance from booth teachers and principals of what a school librarian can contribute to the school’s education and student’s learning in collaboration with the schools other teaching staff. All of the school librarians in this study thinks that the principals commitment is very important for legitimizing the school librarians role in schoolwork.

The aim of this bachelor thesis is to study how school librarians working in elementary and middle schools describe and obtain their competence, and how they work to make their competence visible through collaborations within the school organization. The empirical material consists of five semi structured interviews with school librarians. The theoretical framework consists of a competence model which divides competence into five different categories and the two concepts; formal and real legitimacy. The method of analysis is qualitative content analysis which is being used to code the empirical material. The result of this study shows that school librarians have a wide range of skills from all the categories in the competence model and that different sets of skills are being used depending on the work task. Reading promotion skills and social competence is especially prominent in the result. The study shows that they obtain their competence through formal education in Library and Information Science and that they continue to develop their skills throughout their professional life. The results show that the competence of school librarians are made visible for example through collaboration with teachers and that being an integral part of the school organization is vital for enabling these collaborations.

Syftet med denna kvalitativa intervjustudie var att få en bättre bild av hur skolbibliotekarier på grundskolor i Umeå kommun arbetar med tillgängliga medier. Fem skolbibliotekarier intervjuades om hur de arbetade gentemotelevgrupperna, hur de upplevde att behovet av tillgängliga medier såg ut och om de anpassade sitt arbetssätt gentemot olika målgrupper för tillgängliga medier. De inspelade intervjuerna transkriberades, och bearbetades med hjälp av tematisk analys. Resultatet visade att skolbibliotekariernas arbete med tillgängliga medier präglas av; ett engagemang att hjälpa elever med läsnedsättningar; samarbete med lärare och specialpedagoger; och ett individuellt snarare än gruppbaserat bemötande av eleverna. Skolbibliotekarierna upplevde att situationen för elever med behov av tillgängliga medier är ojämlik som resultat av olika ekonomiska resurser hos skolorna. Bakomliggande orsaker till denna ojämlikhet diskuterades. Det konstaterades att den digitala utvecklingenhar lett till positiva utvecklingar för skolbibliotekariernas arbete, men att den också presenterat nya problem som kräver IT-kompetens av  skolbibliotekarien. Slutligen konstaterades att behovet av tillgängliga medier inte ökat, men att en rad faktorer resulterat i ökad användning. Detinsamlade materialet analyserades också utifrån Anders Øroms sex bibliotekarieidentiteter, och det konstaterades att skolbibliotekarierna i sitt arbete med tillgängliga medier i hög grad präglas av socialarbetareidentiteten, med inslag av kulturförmedlaridentiteten ochinformationsförmedlaridentiteten.

The main purpose of this study was to investigate in what manner librarians and pedagogues can cooperate in order to help students with reading and writing problems and consequently enhance their information literacy. I aimed to investigate why cooperation between these professions is necessary. Also, I wanted to find out how the general support is on the schools regarding students with reading and writing difficulties, and if the school librarian knows what the special educator can contribute with and vice versa. Lastly, I focused on what knowledge the performers of these professions have about reading and writing difficulties and to what degree their knowledge is based on scientifically proven methods. The two theoretical points of departure are 1) theory of cooperation built upon Louise Limberg’s and Lena Folkesson’s three categories of cooperation 2) and Aidan Chambers’s reading promoting model named the circle of reading. I have used a qualitative method based on semi-structured interviews with both school librarians and pedagogues, who are active at five upper secondary schools. The major findings are that it would be possible to develop the cooperation between these two professions. For example: Research shows that working in teams promotes student learning. Another result is that the informants have a limited knowledge of whether the technical compensatory devices are based on approved research. In conclusion, it was also found that particularly school librarians feel an anxiety about to target aid efforts, directly to students with reading and writing difficulties/dyslexia, because they believe that the students would feel singled out. Such thinking puts in my opinion too much responsibility on the students themselves, to ask for help. The study also revealed that, easy to read literature has a quite small part in supporting these students. The research was undertaken for a two-year master’s thesis in Library and Information Science.

The purpose of this essay is to investigate the construction of sexuality in Swedish school libraries through the lens of Foucault’s concept of power/knowledge. Five libraries were investigated, using two kinds of method: discourse analysis of titles, classification codes and subject headings of sex education materials, and qualitative interviews with librarians working at each of the libraries. Most sex education materials were classified within the medicine section, illustrating the continued authority of medical discourse in matters concerning sexuality. Books for younger audiences were often written for either boys or girls, reproducing a binary understanding of gender. Most library collections had a larger number of books written for girls, indicating that girls’ sexualities are subjected to a higher degree of discipline compared to boys’. Collections illustrated two combating discourses about female sexuality, one focusing on problematic aspects of sexuality such as rape and sexual abuse, the other constructing female sexuality as connected to lust and pleasure. Sex and love were constructed as intrinsically linked though the frequent use of the word “love” in titles and the concurrence of the subject heading “love” with “sex” or “sexuality”. Indexation patterns made LGBTQ-people stand out as exceptions to the heterosexual norm. Informants had differing views on what they thought should be part of their libraries’ sex education materials. Some mentioned a range of different subjects; others emphasized the need for “basic” books. When asked what materials they would not purchase informants mentioned pornographic, racist, violent and otherwise “offensive” materials. Most informants did not actively promote the libraries’ collections of sex education materials apart from signposting certain books. Regardless of the level of cooperation between teachers and librarians none of the informants had ever participated in the schools’ sex education classes. This is a two years master’s thesis in Archive, Library and Museum Studies.

Det här arbetet är inriktat mot elevers läsvanor och läsattityder. Eleverna som deltar går i grundskolans årskurs två och tre. Förmågan att kunna läsa är värdefull. För att kunna utveckla läsförmågan är både tid spenderad på denna aktivitet samt motivation till att läsa viktig. Syftet med detta arbete är att undersöka elevers läsvanor och läsattityder samt att undersöks om dessa påverkas av vilken plats eleverna befinner sig på, skolan eller hemmet. För att läsning ska utvecklas är det viktigt att vara motiverad. Därför undersöks vad eleverna själva väljer att läsa när det valet erbjuds. Arbetet utgår från två frågeställningar: Hur ser elevernas läsvanor och läsattityder ut och skiljer de sig mellan skolan och hemmet? Vad läser eleverna helst när de själva får välja? Denna studie använder sig av en kombination av kvantitativ och kvalitativ metod, så kallad triangulering och hela arbetet vilar på ett socio-kulturellt perspektiv. Det material som studien utgår från har samlats in via enkäter och enskilda intervjuer med elever. I resultatet framkommer det att elever som gillar att läsa läser oftare än övriga elever och gärna längre stunder. Elever upplever en skillnad mellan att läsa hemma och att läsa i skolan men skillnaden är mer kopplad till deras läsvanor och läsintresset än till platsen där läsningen sker. Om eleverna får välja läser de helst en spännande bok. Skolbiblioteket visade sig vara viktigt för var eleverna får tag på böcker att läsa. Eleverna i den här studien har en återkommande tid varje vecka då de går till skolbiblioteket. Det kan konstateras att läsattityden påverkar elevens läsvanor. En elev som inte gillar att läsa kommer att göra det mer sällan, troligtvis endast om hen känner att hen måste. Hur ofta eleven läser kommer därför att påverka i vilken takt läsförmågan utvecklas. / This study is focused on pupils’ reading habits and attitudes towards reading, the pupils partaking in this study are attending grade two and three in primary school. The ability to read is a most valuable skill. To develop this ability both the time spent on this activity and the motivation for why you are doing it is important. The aim of this study is to examine pupils’ reading habits and attitudes towards reading and see if they are affected by the place where the pupil is doing his/her reading, in school or at home. To improve your skills in reading it is important to be motivated, therefore I want to investigate what pupils choose to read when they have the opportunity to decide that for themselves. This study is based around two questions: What does the pupils’ reading habits and attitudes towards reading look like and is there any difference between school and home? What do the pupils prefer to read when they have the option to choose for themselves? This study will use a combined method of quantitative and qualitative methods, called triangulation. The material in this study is collected from questionnaires and one-on-one interviews. The result shows that pupils who like to read, read more often than other pupils, they also read for longer periods of time. The pupils experience a difference between reading at home and reading in school but the difference is connected more to their reading habits and their interest in reading than the actual place where they read. If pupils are allowed to choose their own reading most will premiere suspense. The school library proved to be important to where the books are found. In conclusion, reading attitudes affect the reading habits; a pupil who doesn’t like to read will read more seldom. How often the pupil will read therefore affects the speed in which the reading skill develops.

<p>The aim of this master’s thesis is to examine libraries which combine the functions of school- and public library and to evaluate the staff’s experience and attitude towards a library profile with the emphasis on children and youth. The purpose of the study is also to examine how the libraries work with several tasks and functions within different target groups with different needs.</p><p>With new institutionalism and Scandinavian institutional theory the thesis examine the library as an organization and what influences the construction. With a model that describes how the library constitutes four different rooms in the society I investigate the different functions.</p><p>The methodology is qualitative with interviews of five persons of the staff, four librarians and one library assistant. The study examines how the staff that works at two libraries under similar conditions experiences their tasks. Both libraries have a library profile and are school- and public libraries.</p><p>The results show that it can be a problem to combine two working cultures, teachers and librarians, from a normative perspective and cause problems with roll definitions. A library profile can be defined as an adaption to the market and the local needs should be considered in order to succeed. The context of local circumstances within the district such as social conditions and working methods should also be considered. It’s important to analyze what the library can do to justify their activity. The survey also showed that the two libraries were very different from each other and that the staff thinks differently about the profile and is differently accepted by the staff.</p>

The aim of this master’s thesis is to examine libraries which combine the functions of school- and public library and to evaluate the staff’s experience and attitude towards a library profile with the emphasis on children and youth. The purpose of the study is also to examine how the libraries work with several tasks and functions within different target groups with different needs. With new institutionalism and Scandinavian institutional theory the thesis examine the library as an organization and what influences the construction. With a model that describes how the library constitutes four different rooms in the society I investigate the different functions. The methodology is qualitative with interviews of five persons of the staff, four librarians and one library assistant. The study examines how the staff that works at two libraries under similar conditions experiences their tasks. Both libraries have a library profile and are school- and public libraries. The results show that it can be a problem to combine two working cultures, teachers and librarians, from a normative perspective and cause problems with roll definitions. A library profile can be defined as an adaption to the market and the local needs should be considered in order to succeed. The context of local circumstances within the district such as social conditions and working methods should also be considered. It’s important to analyze what the library can do to justify their activity. The survey also showed that the two libraries were very different from each other and that the staff thinks differently about the profile and is differently accepted by the staff.

This is a two years master’s thesis in Archive, Library and Museum studies, which purpose is to find out what ideas there are about school libraries and to get an idea of how informants interpret the new Education Act, which requires all students to have access to school libraries. Another intention of this paper is to highlight the potential rural-related attitudes of the responents. The study includes the sparsely populated municipality of Krokom and is based on interviews with librarians, the school director, principals and politicians who work there. The theoretical basis for this paper is Loertscher’s model för school libraries and a centerperiphery perspective. Study results show that there are different conceptions of what a school library is and that there are some tendences related to the informant’s professions. All in all the school library is the hub of the school, a knowledge base or a room with a wide range of books, many different kinds of texts and access to online resources. The school librarian is important for the school library, as well as collaboration and integration with other school activities. Access to the school library is about longer opening hours, opportunity to visit a physical room with literature and access to use qualified librarians. The new Education Act is interpreted as indistinct and needs to be clarified. It is considered to be directed to schools in larger cities. There is an awareness of the specific rural conditions prevailing and the informants take their arguments into account and some of them give suggestions on rural alternatives such as a mobile library, a digital library or school libraries in each school district instead of at each school.