This thesis examines the way cooperation between the schools and   school libraries are described in the library plans in 21 of the municipalities in Sweden. Our selection has been based on geographical spreading. Our used method in this thesis is a content analysis, where both qualitative and quantitative methods have been used. In Sweden, primary school is mandatory and nine years ago it also became statutory for every school to have a school library. The law also says that the principal/head of the school has a responsibility to make sure a collaboration is even possible. Our research also shows that the principal's/head of the schools role is vital for how the collaboration will work. He or she can demand the staff to start working together or arrange for them to be able to get time to plan together. A number of research shows that it’s important with a collaboration between the schools and school libraries, the collaboration can improve the students' study results. It also highlights how the library plan can act as an important strategic document for the libraries. We have used Patricia Monitel-Overalls TLC-models (Teacher-Librarian-Collaboration) for our analysis. In our results we found that both the teachers and librarians often wanted to have a collaboration. Still, not many did and the most common reasons were that none of them really knew what to expect or demand of each other. Another reason was that the picture of what a library can offer and help with was very old fashioned. In other words, they did not know everything a librarian can do or how much the library could help. In conclusion, the library plans need to be more direct with how the schools and school libraries are supposed to work together. That includes both the collaboration, how everyone can communicate and who’s in charge.

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.