De svenska universitets- och högskolebiblioteken har genomgått stora förändringar, inte minst under de senaste decennierna. Utvecklingen av informationsteknologin, utbildningsväsendets expansion samt nya pedagogiska modeller inom universitet och högskolor har medfört förändrade förutsättningar för bibliotekarierna att utöva sitt yrke. Mot bakgrund av detta är syftet med studien att ur ett professionsteoretiskt perspektiv undersöka hur bibliotekarierna själva upplever att den pedagogiska rollen samt användarundervisningen har förändrats. Jag har även haft för avsikt att undersöka vad de upplever som pådrivande i utvecklingen av den pedagogiska rollen och användarundervisningen. Föremål för min undersökning har varit bibliotekarier anställda vid Medicinska biblioteket, Umeå universitetsbibliotek. Undersökningen har påvisat att bibliotekarierna numera upplever undervisningsrollen som integrerad del i bibliotekarierollen. Den pedagogiska rollen och undervisningsverksamheten utvecklas i hög grad utifrån det förhållningssätt bibliotekarierna intar till den egna yrkesrollen, medarbetarna, andra närliggande professioner (som till stor del utgör målgruppen), samt till en föränderlig omvärld. Utvecklingen av den pedagogiska rollen och utbildningsverksamheten bygger även på det individuella ansvaret hos bibliotekarien för den egna kunskapsutvecklingen samt viljan att ingå i en ständig läroprocess.

This master's thesis examines information literacy and students in secondary education. The study is framed within a sociocultural perspective of learning and the method used is questionnaires. The major question posed is how and where students seek information. Other questions are if the students critically evaluate and analyse in­formation sources and if teachers and school librarians cooperate with each other in order to help the students with their assignments. The findings indicate that most students regard information seeking as fact-finding or finding the right an­swers to the question. Only one third of students experienced information seeking as seeking and using informa­tion for understanding a topic. The first place the students look for information is the Internet. Half of the stu­dents think they have been trained in information seeking. More boys than girls believe they have been trained. Three quarters of the students do not think they need more training in information seeking. Two thirds of the students think they have been sufficiently trained in source evaluation and more boys than girls believe they have been sufficiently trained. Just over half of the students do not think they need more training in source evaluation. A good half of the students think the school library is quite important and almost half of the girls and one third of the boys visit the library once or twice per month. The cooperation between the teachers and the librari­ans does not work as well in the schools as the teachers and librarians wish but is improving. The majority of the teachers and librarians think their cooperation needs to be improved. The majority of the teachers think there is a correlation between information seeking and learning outcomes. All the librarians think the library is a resource that ought to be integrated in the students' education. My conclusion is that the majority of the students are not information literate. To be information literate, the students need to have the ability to locate and evaluate the required information. Information seeking as scruti­nizing and analysing is a pre-requisite for lifelong learning.

This study is a comparative study of the occurrence and function of information literacy in the curricula of the Swedish and Bavarian Gymnasium and investigates the occurrence of the term ”information literacy” and shows through what other linguistic means the notion of information literacy is expressed in the curricula. The study also wishes to analyze how the notion of information literacy manifests itself in the different school systems. Relevant textual passages of both curricula are compared to each other through the theoretic lens of Bruce’s phenomenographic model of information literacy. This study shows that although the term of ”information literacy” is absent in the analyzed texts several other terms are used in both curricula to express similar notions. The study further shows that although all seven of Bruce’s conceptions of information literacy are represented in the curricula some major differences exist between the two educational systems. Thus the analysis shows differences in the use of information technology which in the Swedish curriculum is seen as an educational goal in the individual subjects whereas according to the Bavarian curriculum training in the use of information technology takes place in the subject of Informatik. Other differences concerning information literacy are shown through the notion of the control concept. Here it is shown that in the Bavarian curriculum emphasis has been put on the training of the memory capacity of the student as a form of information organization. Bruce’s wisdom conception is further used to show that the Bavarian curriculum emphasizes the use of subject knowledge for democratic purposes. This is shown most clearly in the syllabi of the humanities to be seen. Through the use of Bruce’s conceptions it can also be shown that both in a Swedish and a Bavarian context information retrieval is partly absent in the natural science syllabi, whereas it plays a major part in the syllabi of the humanities. This can be connected to a common lack of faith in the value of information retrieval in the natural sciences. This is a two years master’s thesis in library and information science.

This master’s thesis studies library teaching at two university libraries, Freie Universität Berlin in Germany and Södertörn University in Sweden. The aim of this paper is to study views on information literacy, how these views affect teaching practice, and how the teaching of information literacy is connected to, on the one hand, German and Swedish learning culture and, on the other, the local community of practice at the studied university libraries. The theories applied in this paper are learning culture and community of practice as developed in the works of Judith Ricken and Etienne Wenger. The methods that have been used are qualitative, semi-structured interviews that were conducted at both university libraries. It was observed that the teaching practices were highly connected to learning cultures. While library teach-ing at Freie Universität Berlin’s university library focuses mostly on concrete practical knowledge, the develop-ment of general competencies is the most important part at Södertörn University library. The community of practice at Freie Universität Berlin’s university library is quite clearly delimited and concentrated on core com-petencies like knowledge about databases and reference organizers. At Södertörn University library the more cross-border community of practice includes even non-traditional library work like academic writing as a teach-ing subject. This is a two years master’s thesis in Archive, Library and Museum studies.

This study focuses on the encounter between the academic librarian and the academic library user with a specific need for information. The aim of the study is to examine the process of mediation of information and to uncover any inherent problems or systemic inertia that may occur within that process. Special attention has been given to information-seeking behaviour in the digital age and the possibility of viewing information literacy as a meta-literacy. The difference between the surface web and the academic invis- ible web is also investigated. Empirical data was collected by the use of ethnographic fieldwork at the Karolin- ska Institutet University Library over a period of five weeks. The data is analysed using actor-network theory as a point of departure. Actors, networks, mediators and intermediaries involved in the process of mediation of information are identified and defined. By tracing techno-economic and socio-technic networks the actors’ in- centives are uncovered, as well as the various transactions in which they are engaged. The study sheds light upon a significant difference in participatory motivation between the face-to-face reference work and the information literacy course incorporated within curricula. The use of actor-network theory enables information to be seen as an actor among other actors and during the analysis of the empirical data the topic of the nature of information is discussed using the model of the DIKW-hierarchy. A shift in the academic library towards a hybrid institution engaged in both the dispersion of information and the production of information is uncovered and the possible consequences of this shift are also discussed. The further development of the academic librarian’s educational role might be a viable option in the develop- ment of information literacy education in higher education.

The aim for this bachelor thesis is to examine how school librarians assist first to sixth grade elementary students with their information seeking in a digital environment. The study also focuses on the need for suitable digital tools to aid the students in their information seeking using a digital system or the internet. To reach the purposes two research questions was designed: What assist are the school librarians providing to the students? What problems can be identified with the student’s information seeking when using the internet? In order to understand how school librarians assisting the students with their information seeking process, semi-structured interviews was conducted with five school librarians from five different schools. Their response was then analyzed using qualitative content analysis. Carol Kuhlthaus Zones of intervention and ISP model worked as the framework for the analysis. It became clear that the support from the school librarians engaged the students with their information seeking. Also, school librarian’s support isn’t only about showing or handing them useful sources, it is also of importance to locate the sources within the library, particularly on the internet. Such work included exploring steps where the school librarian acted as guide for the students. Furthermore, student’s digital information seeking skills was not to be assumed only because they have skills and knowledge using the internet in everyday life, outside the school.

The aim of this study is to investigate how teachers, at secondary schools,think about children’s information literacy. This is explored based on three questions: What do teachers consider information literacy to be? How do teachers work to develop student’s information literacy? How do teachers view children’s information literacy? The reason for this study sprung form the lack of former research in the area of teacher's view of information literacy. The reason why this is a problem is because students are viewed to benefit from a partnership between thelibrarians and teachers when learning information literacy. It’s also necessarythat children develop information skills to make sure that they can be a part of a democratic society. To answer these questions nine teachers are interviewed. The way these interviews were structured were in line with whatis written about “semi-structured interviews”. To analyze the results from the interviews performed, Christine Bruce’s “Seven faces of informationliteracy” is applied. The results and analysis showed that teachers often view information literacy as the ability to search for information, evaluate it from a critical standpoint and handle digital tools. When it comes to how they explain these differentconcepts it’s often connected to a specific task. The teachers explain whatthey consider the students to know at this point in their life. A few times the teachers view on information literacy differs from Bruce, but for the most time Bruce categories of information literacy are still relevant despite the differences in context and time.

The purpose of this study is to analyse how Swedish public libraries work with media and information literacy towards young people. The research questions are What does the youth activity look like in public libraries? How do public librarians use the term media and information literacy? And how is the work with media and information literacy conducted? These are based on the conception of the librarian's knowledge of the concept media and information literacy and Swedish public libraries work for democracy and young people's popular education. In order to answer these research questions we interviewed six librarians working in different public libraries in different counties. The theory used in this study is based on Sanna Talja’s study about different attitudes towards the library’s collection. The attitudes are referred to as The General Education Repertoire, The Alternative Repertoire and The Demand Repertoire and these attitudes were also used as a framework when analysing the information from our interviews. The results show that depending on what resources the public library has access to, the youth activities look different and the concept of media and information literacy is not well used by Swedish public librarians and that the work with media and information literacy regarding young people is beyond the planned.

The aim of this thesis is to examine the collaboration between Librarians and Teachers using the Continuing Professional Development called Critical Use of the Internet. It is a digital education provided by the National Agency of Education. The aim of Critical Use of the Internet is to give examples of how to teach Information Literacy and to inspire Librarians and Teachers to collaborate in the process. The subjects I have been looking into are: How do schools work with the digital education Critical Use of the Internet? What skills identifies a Librarian and what skills identifies a Teacher? How do they use their unique skills and how do the different professions work together?

The purpose of this thesis is to examine school librarians approach towards the democratic role of school libraries. Semi-structured interviews with five high school librarians’ were conducted to illuminate how school librarians work to fulfill this role and further examine any differences in their approach. The theoretical framework consists of a broad interpretation of democracy to highlight difficulties in a precise definition of this term. Deliberative democracy and enlightened understanding is included in this framework in an attempt to establish a more precise setting. With a thematic analysis of the interviews the results were divided and coupled with the research questions. The results show information literacy as the primary democratic work described by the school librarians and an overall general vagueness regarding the school libraries as well as their own democratic role and further pertaining work.