Denna studie syftar till att undersöka uppfattningar bland svensklärare med skolbilioteksansvar om hur skolbiblioteket kan påverka elevernas läslust. Tidigare forskning visar att skolbiblioteket är en verksamhet som har goda effekter på elevernas läslust men att det alltför ofta inte används ändamålsenligt. I denna studie har sex stycken svensklärare med ansvar för skolans bibliotek intervjuats för att ge sin bild på hur skolbibliotekets verksamhet kan användas i syfte att främja elevernas läslust. Intervjuernas resultat har analyserats mot bakgrund av den sociokulturella lärandeteorin och Chambers litteraturdidaktiska modell. Studien visar på att om skolbiblioteken hade använts ändamålsenligt och med en skolbibliotekarie närvarande hade de möjligheter som kommer med ett skolbibliotek nått sin fulla potential. Få av de svensklärare med biblioteksansvar som studien omfattar anser att skolbibliotek i dagens skola kan erbjuda detta och elevernas läslust riskerar därmed att möta hinder.

<p>Godkänt datum 2020-01-09</p>

The central theme of this study is the school library and how teacher students' view the integration of the library in teaching. Previous research has shown that the teacher programs lack education and knowledge on how to practically make us of the library. The purpose of this study is to investigate what perceptions and experiences future teachers have about the library's function and how they view the integration of the library in their teaching after graduation. To investigate the teacher students' perceptions and experiences, a qualitative analysis was made using semi-structured interviews at one university in Sweden including five primary school teachers and five subject teachers. This study is based on Loertscher's Teacher Taxonomy. One conclusion drawn was that the parents' approach to the library is more decisive than the informants' experiences from their schooling. The teacher students with parents that would read and often bring them to the library are more likely to make use of the library themselves in their future profession. The results show that most teacher students will use the library mainly in the Swedish subject. Furthermore, the results also concluded that the subject teachers in the study more frequently would use the library as a second classroom, a place for the pupil to study individually, or a place for having meetings. Many of the teacher students have good opportunities for future collaboration with the library, what tends to affect the usage is ignorance, the workplace, and the teacher students' previous experiences.

The aim of this study is to examine how school librarians and teachers look upon collaboration between their professions in reading promotion projects, trying to identify challenges and opportunities and important views school librarians and teachers have on each other's profession. The questions the study tries to answer are:  What opportunities for collaboration in reading promotion projects do school librarians and teachers see? What challenges for collaboration in reading promotion projects do school librarians and teachers see? What views of the different professions are made visible in the reasoning of school librarians and teachers? The method used in the study is interviews with school librarians and teachers. The analysis is based on the theory of collaborative dimensions presented by Folkesson: the professional dimension (professional identity and professional culture); the power dimension; the legitimacy dimension. The results of the study shows that both teachers and school librarians believe that long-term planning is key to create good cooperation, but lack of time and the teacher's more scheduled working day becomes an obstacle. Both professions express a clear view of each other's competencies that is characterized by respect and trust, but also describes the roles a bit stereotypically. Both professions think the principal's commitment and participation is very important for legitimizing the school librarian's role in school work.

The aim of this bachelor thesis is to create knowledge about how school librarians construct the image of their work in the school library on social media relating to the conception “Good School Library Practice” that is expressed on the Swedish Instagram account @skolbibliotekarierna (meaning the school librarians). The study uses both discourse and visual analysis to analyze the discourses connected to the main discourse “Good School Library Practice”. To do so the Instagram posts are divided into seven categories. Out of these categories six subdiscourses were found. By analyzing the posts in the different discourses the study answers the question what “Good School Library Practice” are during the period January to May in 2019 on the account @skolbibliotekarierna. The two major subdiscourses found are the Library Room and Teaching. The majority of the posts in the Library Room subdiscourse show pictures of book shelves and cozy furniture. The majority of the posts in the Teaching subdiscourse show projector images and tablets as well as students shown from behind. These two subdiscourses determine what is seen as Good School Library Practice. The result of the study show that there is a difference between how the discourse Good School Library Practice is manifested by the school librarians on Instagram and how it is presented in research, policy documents and curricula.

This essay examines the professions of teachers and school librarians from the perspective of the teacher. Through a case study, teachers have been interviewed regarding their views on their collaboration with the school librarian and what they think the school librarian with his or her professional competence complements their students' teaching with. Theoretical framework is Lena Folkesson's dimensions for the interplay of profession, power and legitimacy. Teachers are chosen to participate because their school librarian has been awarded the prize "World-class school library". The respondents´ answers are compared to research studies on collaboration between professions and what the professional profession of librarian can contribute to students' education based on their professional competence.

Research has shown that collaboration between school librarians and teachers is an important factor for the school library to be used as a tool to increase the learning capabilities of students. MontielOverall has created a theoretical model called Teacher-LibrarianCollaboration, shortened TLC. Montiel-Overall states that it is not only collaboration between school librarians and teachers that is important to reach higher TLC levels, school librarians also need the support from the administrative management team of the school. In my thesis, I have used the TLC model as a theoretical framework to look at the relationship between school library staffand school management. My research questions are: How do school library staff and school management in the elementary schools in the municipal of Malmö experience that collaboration functions between them? And: How can school library staff and school management’s collaboration in the elementary schools in the municipal of Malmö be understood when it comes to the four different facets in the TLC model? My method was a quantitative survey that was sent out to all school principals and school library staff in elementary schools in the municipal of Malmö. I then analysed the results within the TLC framework. The result showed that even though both school library staff and school management had a positive view on collaboration, in practice they did not fulfil all the facets of the TLC model.

Research has shown that collaboration between school librarians and teachers is an important factor for the school library to be used as a tool to increase the learning capabilities of students. Montiel-Overall has created a theoretical model called Teacher-Librarian-Collaboration, shortened TLC. Montiel-Overall states that it is not only collaboration between school librarians and teachers that is important to reach higher TLC levels, school librarians also need the support from the administrative management team of the school. In my thesis, I have used the TLC model as a theoretical framework to look at the relationship between school library staff and school management. My research questions are: How do school library staff and school management in the elementary schools in the municipal of Malmö experience that collaboration functions between them? And: How can school library staff and school management’s collaboration in the elementary schools in the municipal of Malmö be understood when it comes to the four different facets in the TLC model? My method was a quantitative survey that was sent out to all school principals and school library staff in elementary schools in the municipal of Malmö. I then analysed the results within the TLC framework. The result showed that even though both school library staff and school management had a positive view on collaboration, in practice they did not fulfil all the facets of the TLC model.

Research has shown that collaboration between school librarians and teachers is an important factor for the school library to be used as a tool to increase the learning capabilities of students. Montiel-Overall has created a theoretical model called Teacher-Librarian-Collaboration, shortened TLC. Montiel-Overall states that it is not only collaboration between school librarians and teachers that is important to reach higher TLC levels, school librarians also need the support from the administrative management team of the school. In my thesis, I have used the TLC model as a theoretical framework to look at the relationship between school library staff and school management. My research questions are: How do school library staff and school management in the elementary schools in the municipal of Malmö experience that collaboration functions between them? And: How can school library staff and school management’s collaboration in the elementary schools in the municipal of Malmö be understood when it comes to the four different facets in the TLC model? My method was a quantitative survey that was sent out to all school principals and school library staff in elementary schools in the municipal of Malmö. I then analysed the results within the TLC framework. The result showed that even though both school library staff and school management had a positive view on collaboration, in practice they did not fulfil all the facets of the TLC model.

Studies have shown that public libraries are important meeting places to support integration. However there are not many studies including Swedish school libraries and integration. The purpose of this paper is to explore newly arrived and multilingual pupils visits in school library to develop new knowledge about school libraries possibility to support integration. This study is based on the following questions: 1. How do school librarians perceive their work with newly-arrived and multilingual pupils? 2. Which methods are used and how are they noticed in school libraries? 3. In what way can school libraries be meeting places for integration? We used two different methods. First we observed when 10 year old pupils visited the libraries and then qualitative interviews were used to get answers from librarians. We applied parts of Diaz model of integration and also earlier related research to analyze the empirical data into categories. We found that cooperation with teachers, social skills and structure of working methods could be important keys to school libraries to support integration. The results show that school libraries can be both spontaneous meeting places for pupils where they could talk to someone who challenges their point of view and also structured meeting places where newly- arrived meet others for different activities. The librarians themselves experienced duality to the school library as an open meeting place.