The purpose of this bachelor's thesis has been to see in what way the relationship between the librarians' views on the users, and their views on the librarian acting as an intermediary, impacts on the choice of reading and on the way in which activities are designed in direct literature mediation toward adult public library users. The investigation has been based on four semi-structured interviews. A qualitative content analysis has been conducted within a thematic framework based on Jofrid Karner Smidt's mediation roles (1994) and Carl Gustav Johannsen's user images (2009). The key findings are that the librarian most often acts in the capacity of authority or as a critic (Smidt, 1994); however, in a process of personalisation and socialisation, in addition she takes the position as a normal being (Grøn & Balling, 2012; Smidt, 1994). Moreover, we have found that the librarians' views on the user vary depending on whether the mediation is planned or spontaneous – from this follows that she designs the mediation either vertically/authoritatively or horizontally/collaboratively (Grøn & Balling, 2012). Following from previous research (Hansson, 2005; Schreiber, 2006), we have, moreover, identified a new mediation role, i.e. the librarian as a social worker, and a new user image, i.e. the user as a normal being.

The aim of this study is to examine how deacons that work in the Swedish Church in Stockholm experience their work. Six deacons were interviewed, by using a semi structured method the empirical material was analyzed using qualitative content analysis. The deacons in this study comes from a background of social work. The study concerns theories such as discretion and professional identity to substantiate the experience of their work. Deacons are the ones that carry out the church social work but are unknown as a welfare actor in the Swedish society. The interviewed deacons describe the profession as worthwhile and varying, but they also experience disadvantages such as inadequate guidance and management within the Swedish church as an organization. Most of the deacons sees themselves as social workers due to their previous education even after a change to faith-based work. This can be the result of an inadequate education to become a deacon, but also due to that the profession seems as obscure by the people that meets the deacons, by managers and also by the deacons themselves.

Denna studie berör lärares yrkesidentitet ur tre perspektiv. Lärarstudenten, den yrkesverksamma läraren och HR på två st skolförvaltningar i Västsverige. Studien behandlar hur yrkesidentitet för student och lärare ser ut idag, vad den byggs upp av och hur HR förhåller sig till lärarnas yrkesidentitet. Vad finns det för nytta för organisation och individ att arbeta med yrkesidentitet. Studien är av kvalitativ karaktär och data har samlats in genom 6 st semi-strukturerade intervjuer. Resultatet visar att lärarstudenterna har en tydlig yrkesidentitet kopplad till lärarrollen, vilken skapas mycket i relation till VFU under utbildningen samt i förväntningarna på den framtida yrkesrollen. Lärarnas yrkesidentitet tenderar att växa sig starkare med tiden och resultatet för både studenter och lärare visar att identiteten är kopplad till vissa delar av lärarrollen, delar som individen själv har starkast intresse för. Resultatet kring HR visar att båda förvaltningarna arbetar med lärarnas yrkesidentitet. Förvaltning 1 önskar arbeta bort en stark yrkesidentitet hos lärarna för att skapa större förändringsbenägenhet och fokus på kollektivets insatser och arbetsfördelning. Förvaltning 2 arbetar för att öka lärarspecialiseringen och kärnuppdraget som lärarna har. Gemensamt för förvaltningarna är deras önskan om att lärarna ska känna en större identitet även till organisationen. Från HR framkommer att förvaltningarna står inför en stor utmaning i behovet av att omorganisera lärarnas arbete till följd av den lärarbrist som finns idag och för att lyckas behålla personal behöver organisationen att lärarna finner en lojalitet till arbetsgivaren. Arbetsgivarens sätt att behålla och attrahera personal grundar sig i att förstå personalens behov. Att förstå yrkesidentiteten hos sina medarbetare kan därför hjälpa organisationen att bilda en HR strategi där lärarna presterar mest effektivt i sin roll. / This study concerns teacher´s professional identity from three perspectives. Teacher students, professional teachers and HR at two school administrations in Western Sweden. The study deals with how the professional identity of the student and teachers look today, what it is built up of and how HR relates to the teacher’s professional identity. What is the benefit of studying professional identity for the organization and the individuals.  The study is of a qualitative nature and data has been collected through 6 semi-structured interviews. The result shows that the teacher students have a strong professional identity linked to the teacher role, which is created a lot in relation to VFU during the education and  in the expectations of the future professional role. The teacher´s professional identity tends to grow stronger over time and the results for both students and teachers show that the identity is linked to certain parts of the teaching role, parts that the individual himself has the strongest interest for. The result around HR shows that both administrations work with the teacher´s professional identity. Management 1 wishes to eliminate a strong professional identity among the teachers to create a greater tendency for change and focus on the collective efforts and division of labor. Management 2 works to increase the teacher’s specialization and the core assignment that the teachers have. Common to the administrations is their desire for teachers to feel a greater identity also to the organization. From HR it appears that the administrations face a great challenge in the need to reorganize the teacher´s work as a result of the teachers to find a loyalty to the employer. The employer way of retaining and attracting staff is based on understanding the needs of the staff. Understanding the professional identity of their employees can therefor help the organization to form a HR strategy where the teachers perform most effectively in their role.

The research of this Bachelor‟s thesis examines classifieds for librarians, and makes use of Ørom‟s theory of sixlibrarian identities plus Schreiber‟s complementary seventh identity. The main focus of the thesis was to examine what qualities and skills are presented and what identities are manifested in the classifieds. A third issue was to explore how relevant Ørom‟s theory is to examine and understand the profession today.The data was analysed by the use of content analysisand a hermeneutics approach was taken. We found that theskills and qualities that are considered important in the spring of 2014 were both classic librarian tasks, but that there was also a high demand for skills in pedagogy and IT. We found that personal characteristics were important in comparison to education requirements. All seven of Ørom‟s and Schreiber‟s identities were manifested in the classifieds, but the library profession has evolved beyond Ørom‟sdescription of the ideal librarian. The theory is therefore not applicable to today‟s description of the librarian professional identity. / Program: Bibliotekarie

The aim of this study is to examine how public librarians in small Swedish municipalities experience their professional roles. As part of examining such an abstract subject as experiences we also examine what tasks they perform, which will function as a support of the analysis. The theoretical frame-work is based on librarian identities worked out by Anders Ørom and a model of professional roles worked out by Maj Klasson. The analytical procedure consists of both deductive and inductive viewpoints. The empirical material consists of qualitative semi-structured interviews with five librarians that work in public libraries located in municipalities with less than 12 500 inhabitants. Based on the empirical material, i.e. the inductive viewpoint, four themes have been identified: interlibrary loan and service, literary knowledge, education and the multidimensional library work. The deductive viewpoint, based on the identities/roles worked out by Ørom and Klasson, results in these findings: the two identities that stand out the most are the information intermediary and the information organizer, other identities discovered are the documentalist, the social worker and the experience intermediary. In conclusion, most of the identities that Ørom worked out can be identified, but it is fairly difficult placing the statements of the informants in only one identity as one and the same expression can be interpreted into several different identities.

The aim of this Bachelor’s thesis is to investigate the public librarian’s professional identity and its relation to the public library as an experience centre. The development of the library as an experience centre raises questions about how public librarians understand their professional identity, and about their motives for working with activities like workshops and qigong, activities that have no significant connection with the librarian’s traditional tasks. The data was collected via semi-structured interviews exploring the perspectives and points of view of four public librarians. A phenomenological approach was taken. The expressed experiences of the participants were categorized according to the model of Anders Ørom and Trine Schreiber, and they are the foundation for interpretation. The interviews with the public librarians revealed that the librarian’s professional identity consists of many different aspects. The librarians express different missions like mediating culture, mediating information and mediating experiences. The librarians express different motives for working with experiences; one is to attract more users. The way the librarians express their motives shows their professional identity in relation to the library as an experience centre. Arranging activities can be used as a means to mediate not only experiences but also information. The interviews also revealed that marketing can be a librarians’ mission. The model used was not sufficient to describe this mission and we have therefore created a new category that we call the marketing identity.

The aim of this bachelor’s thesis is to examine what expectations a few, adult, frequent library users have on librarians' competences at a specific library. We also aim to compare how well the library users' expectations relates to how the librarians describe their own competences.The method used to gather the empirical information in this study is the qualitative semi-structured interview. We interviewed six library users and the four librarians who are employed at the library where we placed our study. The results of our interviews were analyzed with the help of a model based on Anders Ørom’s librarian identities. The model was further developed by us with the addition of another identity which we named the affective and social identity.The conclusions of this study are that the library users' expectations are based on their individual library needs which differ from person to person. Individually they don´t relate to all of the competences that the librarians describe, but the expectations from the user informants as a group meet the librarians' descriptions fairly well. Both groups of informants emphasize that the affective and social identity is important for the librarians to recognize to be able to meet the expectations of the library users. Other competences that the users expect the librarians to have is competences about literature, IT, general and special education and the way the library's books are organized. / Program: Bibliotekarie

<p>Den här uppsatsen är en kvalitativ intervjustudie om hur lärare och skolbibliotekarier från fyra gymnasieskolor tolkar begreppet  ’samarbete’ samt hur de erfar samarbete med den andra yrkesgruppen. Sex gymnasielärare och fem skolbibliotekarier berättar om sitt arbete, sin syn på samarbete och om sina erfarenheter av att samarbeta med den andra yrkesgruppen. Studiens resultat visar bland annat på att det finns stora skillnader i deras respektive yrkeskulturer vilket lätt leder till kulturkrockar. Exempelvis har lärarna och bibliotekarierna en gemensam idealbild av samarbete. Analysen visar dock att bibliotekarierna sällan når upp till denna idealbild vilket däremot lärarna oftare gör. Tolkningen av empirin visar även att det kan vara svårt för skolbibliotekarierna att utifrån sin ställning som yrkesminoritet på skolan delta i samarbeten på lika villkor som lärarna. De organisatoriska förutsättningarna för samarbete mellan de två yrkesgrupperna skiljer sig åt, exempelvis har lärarna avsatt arbetstid för olika typer av samarbete medan skolbibliotekarierna saknar detta.</p>

Den här uppsatsen är en kvalitativ intervjustudie om hur lärare och skolbibliotekarier från fyra gymnasieskolor tolkar begreppet  ’samarbete’ samt hur de erfar samarbete med den andra yrkesgruppen. Sex gymnasielärare och fem skolbibliotekarier berättar om sitt arbete, sin syn på samarbete och om sina erfarenheter av att samarbeta med den andra yrkesgruppen. Studiens resultat visar bland annat på att det finns stora skillnader i deras respektive yrkeskulturer vilket lätt leder till kulturkrockar. Exempelvis har lärarna och bibliotekarierna en gemensam idealbild av samarbete. Analysen visar dock att bibliotekarierna sällan når upp till denna idealbild vilket däremot lärarna oftare gör. Tolkningen av empirin visar även att det kan vara svårt för skolbibliotekarierna att utifrån sin ställning som yrkesminoritet på skolan delta i samarbeten på lika villkor som lärarna. De organisatoriska förutsättningarna för samarbete mellan de två yrkesgrupperna skiljer sig åt, exempelvis har lärarna avsatt arbetstid för olika typer av samarbete medan skolbibliotekarierna saknar detta.

Syftet med denna studie är att synliggöra om förskollärarna upplever upplever några skillnader i sitt metodval inom matematik i och med implementeringen av läroplanen för förskolan reviderad 2010 samt om den geografiska placeringen av förskolan har någon inverkan på dessa val. Studien behandlar även om yrkesidentiteten har förändrats i och med reviderigen, samt om den geografiska placeringen av förskolan har betydelse för den metodik förskolläraren använder sig av inom ämnet matematik. Genom att först göra en textanalys av läroplanen för förskola (Lpfö98) och läroplanen reviderad förskola reviderad 2010 (lpfö98/10) har vi belyst de skillnader som finns i förskolans läroplaner. Detta resulterade i att vi kunde utforma en intervjuguide som vi sedan har kunnat använda i de intervjuer som gjordes med respondenter som totalt är nio stycken, fyra som är verksamma i en stor stad och fem som är verksamma i glesbygden. Under studiens gång har vi ständigt använt oss av relevant litteratur som bland annat behandlar matematik i förskolan. Resultatet för denna studie visar att förskollärarna inte upplever förändringar inom sina metodval inom ämnet matematik dock anser de att sin yrkesidentitet har förändrats med det förtydligade ansvaret som förskollärarna fått i och med den reviderade läroplanen.