This bachelor's thesis is an investigation of how four principals at communal upper secondary schools in Gothenburg implements the school librarian in the school activities and how they perceive the school librarian as a pedagogical resource. Since 2018 it is specified in the curriculum (Lgy11) that the principal is responsible for the usage of the library. The principal is to make sure that teachers and students have the opportunity to work with the school library in an educative way. However, none of the laws or curriculums state that the school library needs to be staffed with a qualified librarian. Therefore, the purpose of this thesis is to investigate how the principals view the profession of the school librarian, how the principals view the school librarian as a pedagogical resource and how they ensure the collaboration between school librarian and teacher. To gather the empirical material for this study I used qualitative semistructured interviews and to analyze the results I have used Loertschers taxonomy for school leaders. The results of the interviews show that the principals have a very positive attitude towards the school librarian and are unanimously convinced of their value as a pedagogical resource. However, only one of them purposefully enables collaboration between librarians and teachers as well as engaging them in school activities. Obstacles mentioned are lack of time, strict schedule and that the librarians do not promote themselves enough at the schools.

The aim of this study is to develop a deeper understanding of how upper secondary teachers view the role of the school librarian and how these professions collaborate. Although the subject is well researched within Library and information science, there are few studies that illustrate the teacher's perspective and experiences of the school librarian's role, and collaboration between the professions. Thus, the aim of this study is to fill this knowledge gap. The empirical material was collected through eight semi-structured interviews with professional teachers in the Swedish upper secondary school. To highlight how the teachers see the role of the school librarian, Abbott's (1988) theory of professions was applied. Montiel-Overall (2005) teacher and librarian collaboration model (TLC-model) was also chosen, since the aim is to analyze how the professions collaborate with each other. The result and conclusions show that teachers in this study generally have a positive view of the school librarian’s role, and that they mainly describe the librarian's role as a literacy promoter. This is reflected in how the professions collaborate. The majority of the interview participants engage in more superficial collaborative practices, though a few engage in deeper collaboration that include integrated instructions. Despite the positive image of the role, some ambiguities were found regarding what the school librarian's role entail, an aspect that is confirmed by research and literature within the field. The view of the school librarian's role in the school is vital for whether a collaboration takes place and develops.

Title: School librarians in collaboration The focus of this text is to examine the collaboration between librarians and teachers and how this collaboration can help students achieve better results in school. The school library is often bypassed by teachers. In this lack of involvement and support lies a risk that the gain for students is less than it should be. The purpose of this study aims to investigate if there is any collaboration between the school librarians and the teachers and to what level. The theory used is Patricia Montiel-Overall´s Teacher and Librarian Collaboration (TLC). Seven interviews with school librarians was conducted. Due to being a small study, the material was transcribed into text and read through the perspective of the school librarians only. The findings show collaboration between teachers and librarians is present but to a low level and that administrators do not take such an active part in supporting the librarians. The study provides a glimpse into this field of research on collaboration between teachers and librarians.