Our society has become increasingly digitized, and all around us information flows constantly. Knowledge about valuing different sources of information, and not least the information itself, are becoming increasingly important. Media and information have come to play a big role in our society, and knowledge of media and information literacy becomes important to learn in school. High school students are at the beginning of their adult lives as educated citizens. In this study, we measured high school students experience of media and information literacy, during their three years in high school. Students answered a questionnaire, with questions based upon theoretical concepts in media and information literacy. We chose to focus on high school students as a homogeneous group and not make comparisons between different programs. Everyone is equal before the Education Act. We had preconceived ideas about the outcome, we thought it would turn out that school education regarding media and information literacy had been insufficient, but in many cases those ideas proved to be incorrect. It turned out that high school students may have considerably more knowledge in media and information literacy than we first thought.

Online social networks are a natural part of the lives of today’s western youth. Media and information literacy is a central part of research in Library and Information science and until now there has always been more focus on these subjects in a learning context rather than in an every day life context. The aim of this study is to further examine how adolescent boys value and trust the information they receive via Twitter in their personal lives, and how this effects their view of their environment. The study was done with a qualitative method, where we conducted interviews with six boys who were all born in 1997. The results showed that they knew how to react critically to information on Twitter. Although none of the participants valued information on Twitter too seriously, they did feel that it kept them more updated than if they had not been using the social network.

Denna studie handlar det om de utmaningar och möjligheter som lärare möter när de ska implementera digitala verktyg i undervisningen. Syftet med studien handlar om att bidra till kunskap om de utmaningar och möjligheter som lärare upplever och erfar i en digitaliserad skola. En ytterligare ambition är att väcka reflektioner kring och bilda kunskap om hur verksamma samhällslärare arbetar med digitala verktyg och hur lärare kollegialt arbetar med digital kompetens. Den teoretiska ansatsen som används för att ge uttryck för lärarnas utmaningar och möjligheter bygger på TPACK-modellen. Genom en sådan ansats kan studien förklara de förutsättningar som lärare möter när de implementerar och inkorporerar digitala verktyg i undervisningen. Detta är en intervjustudie som har intervjuat fyra yrkesverksamma lärare runt om i Stockholmsområdet. Studien uppmärksammar dels hur lärarna arbetar med medie- och informationskunnighet (MIK) och digitala verktyg, samt som tidigare nämnt hur de kollegialt arbetar med digital kompetens. Studien diskuterar också effekterna av digitaliseringen i skolan. Vilka utmaningar och möjligheter som digitala verktyg medför, men också diskuterar studien lärarens förutsättningar i relation till det digitala verktyget, och hur detta påverkar deras attityd till det. Resultaten av studien belyser att samtliga samhällslärare anser att digitala verktyg har medfört nya pedagogiska möjligheter där lärare kan arbeta med feedback och ett formativt arbetssätt. Något som också framkommer i resultaten är de pedagogiska utmaningar vilket kommer till uttryck i termer av ett ökat informationsflöde och distraktion. Sedan visar resultaten på hur samtliga kollegialt arbetar med digital kompetens och att attityden skiljer sig åt beroende på skolorganisation.

Samhällskunskapsämnet har en viktig roll i att fostra elever till att verka och delta i samhället. Som ett led i att värdera och skapa åsikter är det viktigt att anamma ett källkritiskt förhållningssätt eftersom det främjar åsikter och uppfattningar grundat på vetenskap. I takt med digitaliseringen har behovet av ett källkritiskt förhållningssätt ökat, framförallt på grund av att digitala kanaler gör det enklare för en bredare massa att nå ut med information (Nygren, 2019, s. 49). Syftet med denna forskningsöversikt är att återge forskning, som behandlar lärares undervisning kring informationssökning och källkritik inom främst samhällskunskap. Översikten avser också att behandla forskning, som visar på vilka förutsättningar och didaktisk kunskap som krävs för en allsidig och utvecklande undervisning.  Fokus har legat på högstadiet 7–9, men även underlag som berör andra åldrar har bejakats. Vidare har både nationellt och internationellt material använts som underlag. Översikten visar på att det finns en grundläggande kunskap bland lärare inom källkritik, men att det finns brister gällande likvärdigheten i undervisningen kring informationssökning. Lärares nyfikenhet och förmåga till att inhämta ny kunskap inom området är en viktig faktor för en allsidig undervisning. Även skolstyrningen påverkar i form av vilka förutsättningar som finns rörande digitala resurser, ämnesövergripande samarbeten och fortutbildning. Forskningen efterlyser mångsidig informationssökning och källkritik med både ämnesspecifika och ämnesövergripande arbeten, något som många skolor inte lever upp till idag.  I slutändan är ett brett källkritiskt förhållningssätt med förmågan att hantera både traditionella och digitala källor viktiga komponenter för en välfungerande demokrati där tilltron till demokratiska funktioner och vetenskap utgör en grund i samhället.

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The purpose of this bachelor´s thesis is to create an understanding and reflection about how librarians at a small public library work to counter disinformation in their professional practice. Similarly, we students, aim to understand how disinformation impacts library´s democratic mission, and how they promote media- and information literacy. The practical work that librarians perform daily needs to be further highlighted to create awareness among the public. That's because librarians work for democracy, information acquisition, education, and free opinion according to the Swedish Library Law (SFS 2013:801). In a similar way, smaller public libraries need to be made more visible. A qualitative method was employed, consisting of semi-structured interviews conducted with six librarians from two small public libraries [in the middle part of Sweden]. The theoretical framework of the thesis consists of the concept of media and information literacy. The findings of the thesis demonstrate that the librarians at smaller public libraries have more control over the spread of disinformation in the practical work related to literature purchases than in their interaction with library patrons. Conversations within the library space present a complex situation and crossing a boundary pose challenges in fulfilling the library´s democratic mission. The findings demonstrate that the librarian´s action is influenced and subject to reflection, particularly when addressing social crises, like covid-19, as compassion plays a role on their practice. The thesis has helped to create an understanding and insight into how smaller public libraries work with the few resources and conditions that exist to counteract disinformation in their daily work practice.

Swedish public libraries have a clear mission to offer services which aim to increase the digital literacy among its users. This mission raises questions about how librarians describe the social practices of digital literacy training. This study is specifically focused on digital literacy training for seniors at Swedish public libraries. Qualitative semi-structured interviews with eight librarians and library associates and assistants were conducted and analyzed using direct content analysis, with a theoretical perspective of practice theory and digital care work. In a digitized society, unaccustomed senior users risk being shut out of social institutions and rely on the guidance of the public library. An important aspect of this is the ability to approach the problem from the user’s point of view and understand what they wish to learn. By helping the senior users to make an informed choice about digital technologies place in their lives, librarians help create an understanding for the digitized society. Librarians furthermore must handle the users emotions around digital technologies, since being unable to use them generates a negative self-image. Librarians can counteract negative stereotypes about seniors by encouraging seniors to become more engaged with digital technologies. Libraries and librarians can thereby be viewed as digital ambassadors. By acting as digital ambassadors for the digitized society, librarians can help seniors to increase their digital literacy.

Today’s complex and rapidly developed media landscape has brought a greater need for Media and Information Literacy. In order to live and express one’s opinion in a democratic society, it is considered a requisite to possess the skills that Media and Information literacy carries. This requisite mostly concerns the younger generation, since they are the ones growing up in today's media landscape.   Many studies have shown that Media and Information Literacy is connected to civic engagement in various ways. Yet we have not encountered studies with Media and Information Literacy in correlation to civic engagement for a social issue. Therefore, the study will initially describe the main terminology and abilities concerning Media and Information literacy, this through a model formed by Renee Hobbs. Thereafter, the study presents how the abilities of what the model implicates execute in a civic engagement concerning a social issue.   The study is conducted on eight adolescents in 9th grade at a school in Småland, using a qualitative method with semi-structured interviews. The result showed us that the abilities presented in the model, were practiced on a daily basis in the adolescent’s life in different ways. Further, it showed that the abilities played a significant role in order exert civic engagement. Interestingly it showed us that the social context was a remarkable reason for the adolescents to engage together.

The purpose of this thesis is to elucidate which arguments and discourses can be discovered in the state investigation SOU 2021:3 Skolbibliotek för bildning och utbildning. By presenting these arguments and discourses I intend to accentuate the expectations surrounding the school library and its personnel. Another aim with my thesis is to emphasise the situation surrounding the school library and how it can be affected by the propositions in the state investigation.       The theoretical and methodological starting points are discourse analysis and argument analysis. The discourse analysis stems from Ernesto Laclau and Chantal Mouffe with contributions from Åse Hedemark. In the empirical analysis I present five themes regarding the school library, based on findings in the material. Here I also present concepts and arguments regarding the school library, which in turn formulate the discourses. In the last discussion of the thesis, I present and analyze the discourses. There are four discourses I find representative of the preconditions of school libraries and school librarians, along with their current situation. The discourses are about; The enthusiast, the power and the pastorale, the leadership, and the invisibility and frustration. The discourse analytical discussion reflects on how there are predominating discourses that frame the reality of the school library. However, the state investigation presents dictums which can become new discourses. They can formulate the default discourses surrounding the definitions of the school library; here the difficulty lies in transforming theory to actuality. This thesis explores the arguments, discourses and virtual situation affecting the school library and its personnel. It presents reflections on how the propositions of the state investigation can influence working life of the school librarian, as well as the roles and features of the school library. This is a two-year master’s thesis in Library and information science.

Vi lever idag mer digitaliserat än någonsin och tillsammans med sociala medier har våra medievanor förändrats. Med nya medievanor skapas också möjligheter på sociala medier där information och desinformation får flöda ostrukturerat tillsammans. Det blir allt svårare att då kunna navigera sig fram och veta vad som egentligen är sanningsenligt. Denna uppsats kommer därför studera högskole- och universitetsstudenters källkritiska förmåga på sociala medier. Genomförandet av studien gjordes med syftet att se hur studenterna själva reflekterar över deras källkritiska förmåga och om det finns några problem i den källkritik som studenten är lärd. Den teoretiska ramen för studien utgörs av instrumentell, ritualiserad och selektiv medieanvändning, user-generated content, ryktesspridning, filterbubbla och medieförtroende. Det handlar om olika typer av medieanvändning och fenomen som existerar på sociala medier. Studien baserar sig på en kvantitativ forskningsstrategi i form av enkätundersökning.    Resultatet av analysen visar att en större del av respondenterna anser sig vara källkritiska och även besitta goda kunskaper inom källkritik. Många respondenter anser trots det att det behövs mer utbildning inom källkritik. Relationen till avsändaren visar ha betydelse i hur källkritiska respondenterna väljer att vara. Resultatet visar även att det finns både för och nackdelar med spridning av information på sociala medier. I slutsatsen diskuteras det att det ibland saknas grundläggande källkritisk kompetens i vardagen. Slutsatsen visar också att det behövs utbildning inom källkritik som är anpassad till dagens informationsflöde. / Today our society has become more digitized than ever and together with social media, our media habits have changed. New media habits also together with social media create opportunities where information and disinformation can flow in an unstructured way together. It becomes increasingly difficult to then be able to navigate forward and know what is actually truthful. This essay will therefore study the source critical ability of college and university students on social media. The study has its background in source criticism, media and information literacy and was done with the aim of seeing how the students reflect on their own source evaluation abilities. The essay will also study if there are any problems in the source criticism that the student has learned. The theoretical framework for the study is about different kinds of media use and phenomena that exist on social media. We study instrumental, ritualized and selective media use, user-generated content, rumors, filter bubbles and media trust. The study is based on a quantitative research strategy in the form of a survey.   The result of the analysis shows that many respondents consider themselves to be source critical and also possess good knowledge in source criticism. The results also show that there are both pros and cons to spreading information on social media. Many respondents answer that they are source critical, but many also point out that more education in source criticism could be a good thing. The conclusion discusses that there is sometimes a lack of basic source critical competence in everyday life. The results also show that there is a need for training in source criticism that is adapted to today's social media information flow.