Syftet med studien var att fördjupa förståelsen för hur skolledare, lärare och bibliotekarier arbetar för att skapa och främja en läskultur i skolan. Forskningsfrågorna fokuserade på skolledare, lärare och skolbibliotekariens uppfattning om varför elever bör läsa skönlitteratur, skolpersonalens roll i att hantera läskulturen och de utmaningar som läsfrämjande står inför. Undersökningen genomfördes i form av observation och semistrukturerade intervjuer med fem informanter (tre lågstadielärare, en biträdande rektor och en skolbibliotekarie) på en skola. Data analyserades med hjälp av tematisk analys. Resultaten av studien visar att skolan arbetar med medvetna strategier för att skapa en god läskultur genom att planera in lästid i lektionsplaneringen, ge eleverna möjlighet att välja sina egna böcker, diskutera och reflektera över de lästa texterna, använda olika lässtrategier och metoder för att stödja deras läsinlärning. Forskning stödjer också dessa åtgärder som effektiva för att öka elevernas intresse för läsning och förbättra deras läsförmåga. Skolans bibliotekarie arbetar också aktivt med att skapa en strukturerad och välplanerad biblioteksmiljö samt specifika aktiviteter för att öka elevernas intresse för att läsa. Studien visar dock att det finns brister i direkt samarbete mellan skolbibliotekarien, biträdande rektor och lärare på den aktuella skolan, elevernas engagemang i läsning och en tydlig struktur för hur läsning ska integreras i undervisningen. Trots utmaningar visar studien att skolan har potential att skapa en positiv och välkomnande läsmiljö som uppmuntrar eleverna att läsa mer och utforska olika typer av skönlitteratur.

It is difficult to find time to read books today, when many other media compete for your spare time. Is the time that pupils get to read in schools enough to make them proficient readers? In Sweden some teachers debate that the homework is a solution to find more time for the pupils to read, while others debate that avoiding homework will make their teaching more equivalent. According to a research paper from Eckerholm (2018), the lack of time is one factor which makes it sometimes difficult for teachers to help their pupils develop a proficient reading comprehension.  The purpose of this study is to examine four elementary teacher’s perspective on reading homework and what they experience is required to find their students time to read. The study also contains a supplementary study of a larger number of pupils’ reading habits and who they believe have authority over their leisure reading. The study will answer the following scientific questions: How do four elementary teacher reason about giving reading homework to their pupils to read at their leisure time? How do four elementary teacher reason about what is required of themselves and their pupils to find the time they need to develop into proficient readers? What do elementary pupils answer to questions about their reading habits in their free time? What do elementary pupils answer to questions about who they believe  have authority over their leisure reading? The entire study is about increasing and develop a better understanding of the subject, according to a hermeneutic perspective. This study used mainly the qualitative method of interviews with elementary teachers and includes a supplementary study that uses the quantitative method of a paper survey of pupils reading habits and who they believe  have authority over their leisure reading time. The results of this study have been analysed using both sociocultural theory and motivation theory and the research from other sources. The result of this study shows that the interviewed teachers are primarily to sceptical to the home conditions of their pupils to use reading homework. The four interviewed teachers feel that it is more efficient to motivate and inspire their pupils to help them find their internal motivation to read in their own time, without the need to be forced by any teacher or parent. This require the students to take responsibility of their own reading at home. The results of the supplementary study show that most of the pupils that participated in the survey read books at home, they have authority over their leisure reading and that they read with an internal motivation. But the time they spend reading books is not enough. The interviewed teachers all mentioned that their pupils do not read enough on their free time and would need the children to receive support from their parents. The conclusion of the study is that the interviewed teachers feel sceptical towards that every pupil have a proper reading culture at home, which would give these children the time they need to develop into a proficient reader.