The aim of this master thesis is to examine information seeking andinformation use among high school pupils in two Norwegian highschools. The main research question focuses on different kinds ofinteraction or lack of interaction in the pupils’ information seeking andinformation use.The theoretical framework of the thesis is based on a socioculturalperspective which allows for a specific focus of various forms ofinteraction. I investigate interaction in relation to concepts such associal practices, previous experiences and meaning making. Theempirical material consists of data from a large scale questionnaire (n=217) and in-depth interviews with six pupils.The results show that these pupils are used to interact with digital tools.The pupils trust printed sources more than digital ones, but at the sametime they prefer digital sources since these are easier to handle, it isquicker to locate information and this is easier to understand. However,there is a lack of interaction when it comes to a more creative use of theInternet and digital tools, at least within school practices. It seems thesepupils are not used to interact with information for purposes other thanfinding the correct answer. That is, they seek information on theInternet and they use this for school assignments without any furtherdiscussions. They do not engage in source criticism. They interact withteachers, parents and friends but mostly in an instrumental way. Fewpupils turn to the library to get help with information seeking. Yet, theresults also show that the pupils are in fact information literate inrelation to school practices and their curriculum. / Program: Bibliotekarie

The purpose of this thesis is to examine how instruction librarians‟ perceptions of web scale discovery services and their perceptions of the impact of web scale discovery on students‟ information literacy are reflected in their instruction practices in academic libraries. This study addresses how instruction librarians generally perceive WSDS and students‟ information literacy as well as how instruction librarians conduct their instruction sessions. The study‟s empirical data consists of the responses received through seven semi-structured interviews with ten instruction librarians at three separate universities in the Västra Götaland region. The study concludes that library instruction practices reflect many of the librarians‟ perceptions surrounding WSDS, most notably in the areas of source criticism and critical assessment of search results. The study also shows that the search strategies, techniques, and tools taught in instruction sessions are greatly influenced by librarians‟ perceptions of the usefulness of WSDS in student search processes. The librarians‟ responses demonstrate the importance of teaching students search strategies and techniques as well as helping them develop critical evaluation skills that will remain relevant as search technologies continue to evolve.

Syftet med denna studie är att undersöka hur svensklärare upplever undervisning i källkritik och informationskompetens på gymnasiet. För att uppnå detta syfte intervjuades sex verksamma svensklärare. Resultaten från intervjuerna analyserades genom kodning och kategorisering där likheter och olikheter i lärarnas uttalanden sorterades. Resultaten visar att lärarna uppfattar begreppen källkritik och informationskompetens relativt olika med avseende på vad som inkluderas och inte. Det framgår även av resultaten att informationssökning är det som är mest problematiskt i svenskundervisningen för de intervjuade lärarna eftersom det är den komponent av informationskompetens som lärarna inkorporerar minst men som uppfattas som den svåraste för eleverna. Resultaten visade även att relevansbedömning av information är det som främst ingår i lärarnas undervisning. Studiens slutsatser är att informationssökning inom svenskundervisningen bör ses över och prioriteras högre samt att det område inom informationskompetens som är mest tillämpningsbart inom svenskämnet är relevansbedömningar.

The aim of this bachelor thesis is to explore how librarians in public schools in Sweden works with the informations literacy of their pupils. The study is done with semistructured interviews conducted with seven school librarians and with help from previous research done on this subject. Focus is also put to the relationship between teacher and librarian when educating elemantary school student about informationseeking and proper source critisism. We also take a further stand by examing how the librarians worked with the digital literacy of their students and what their main challenges and problems are when they are teaching students about searching for informations online. The thesis are built upon the research of Louise Limberg and Lena Folkesson, among others in this field. Our results show that the school librarians struggled. to a large degree with collaborating with the teachers. According to our interviewess they often have to be very asservite in order to schedule lessons in information seeking. There also seemed to be an uncertainty among the teachers as to what the school librarians role in the education system is. The interviewed librarians also found the decreasing ability of information seeking among the students to be a problem in their work.

How does teacher students describe their preparation during their teacher education programmes so that they in the future are able to support their students’ information literacy? The latest curriculum, Lgr 11 of the Swedish elementary school have increased the demands on students’ digital abilities. These abilities largely include searching for and selecting information. Students should also develop a critical approach to information. The aim of the study is to contribute with knowledge about the participants experiences of preparation during the education in order to develop their future elementary school students’ information literacy. In this study, information literacy is described as the ability to define information needs and find and critically evaluate suitable sources in order to then be able to use the information in an adequate manner. Information literacy is studied from a sociocultural perspective where information searching is linked to different social contexts. Qualitative interviews were conducted with six teacher students. Socio-cultural theory has been helpful in the content analysis of the empirical material. The results show that the participants describe themselves as secure digital users. Nevertheless, they do not feel that they are sufficiently prepared from their teacher education programmes to meet their future students’ information literacy and needs. They furthermore wish for theory to be linked in a more concrete way to practice during the education.

The purpose of this thesis is to illustrate the causes of plagiarism in higher education and to discuss possible preventive measures against plagiarism. The study is basedon documents containing students´ explanations when being accused of plagiarism before the disciplinary board, as well as on interviews with staff in two colleges/universities in Sweden. This material is analysed with a qualitative approach, and the theoretical lenses used are ethics and information literacy. The result shows that the most common causes of plagiarism according to the students themselves are lack of knowledge, a problematic private situation or that somebody external is to blame. In some cases, several factors coincide. A number of preventive measures are suggested, such as emphasizing the values of the academic tradition, cooperation between different groups of staff and a more prominent role for the teachers in this work. The discussion brings up the different roles of librarians and teachers, and sheds light on the need for future research on how to further clarify the boundaries between the professions as well as their common ground.

En studie av vilka utgångsfrågor elever i skolår 3-6 ställer när de ska arbeta med ett samhällsorienterande eller naturorienterande ämne. Studien visar vilka frågetyper som är mest frekventa och också på skillnader mellan pojkars och flickors frågor. / This is an essay about questions, asked by pupils 9-12 years old when they started a work in science or history or when they were going to practise information literacy. It shows different kinds of questions and how they are connected with different aspects of knowledge. It also deals with the difference between questions asked by boys and questions asked by girls.

<p>Mittuniversitetet - Utvecklingsarbete – PE007A Pedagogik AV, Högskolepedagogik och flexibelt lärande, 15 hp Vårterminen 2020. </p>

The aim of this thesis is to understand and describe the ways in which information literacy is expressed in the work of schoollibrarians. Information literacy is seen as an understanding of how information is sought and used within a social setting. Research questions guiding this endeavour are: 1. In what ways do school librarians seek and use information? 2. How can the information literacy of school librarians be described based on their information practices? In order to shed light on the social setting that constitutes the work of school librarians, practice theory and a sociocultural perspective on information literacy is used as a theoretical framework. Empirical data were produced by way of five semistructured interviews with active school librarians. These interviews were analysed thematically. The findings point toward information seeking and use in school library work being integrated information activities taking place in relation to the performance of work tasks, as well as being a highly social activity. Information literacy is described as enacted in the performance of these information activities. It is also understood as expressed on multiple levels, from being informed about current events in the world and within the school, to understanding how this may effect the day to day performance of work tasks.

The purpose of this thesis is to examine the benefit of information literacy instruction in two student groups at Kristianstad University, in relation to development of critical information literacy and within the boundaries of the educational goals. This study takes on a critical information literacy perspective that combines critical pedagogy and standards for information literacy in higher education. Two methods have been used for data collection: interviews and questionnaires. According to the results of the study the information literacy instruction provided by the Kristianstad University Library is important and useful for the students in their academic studies. It also becomes clear that the information literacy differs between the two groups as a consequence of the varying information literacy instruction received by the two groups. Based on these results recommendations are made on how the information literacy instruction can be elaborated upon to secure development of a higher degree of critical consciousness in students and to ascertain equal conditions for different student groups. The findings of this study are not only valuable for those immediately affected, it can also be useful for others involved in higher education. Further research within this area is important for the development of critical information literacy and information litracy instruction in higher education.