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The purpose of this master thesis is to examine if booktalk is a good method for stimulating reading based on interviews and observations with two classes of pupils in the intermediate level of the Swedish nine-year compulsory school. Our aim is also to study the reading environment regarding of Aidan Chambers' factors about what is indispensable for a good environment for the children. The factors are: Time for reading, time for reading aloud, the stock of books and conversations about books. The study is based on interviews with 38 pupils, two booktalkers and two teachers in two different cities. It also contains two observations of booktalk. The results show that the children in both schools like to listen to the booktalk and that they gladly take a book when they leave the library. In this case there is no difference between boys and girls. The study also shows that the children do not have enough time in school to read quietly for themselves instead the teachers read aloud for them. / Uppsatsnivå: D

Syftet med kunskapsöversikten är att ta reda på vilka attityder elever har till att läsa skönlitteratur. Metoden har bestått av informationssökning. Resultatet av källorna har sedan bearbetats, noggrant granskats och sammanställts. Såväl svenska som internationella studier har använts. Resultatet visar att ungdomar både har positiva och negativa attityder till läsning av skönlitteratur. Forskningen tar upp att ungdomar vill läsa litteratur för att fly verkligheten. De vill gärna välja böcker själv. Dessutom vill de gärna ha uppmuntran och kunna socialt interagera kring de böcker de läst. En majoritet av eleverna föredrar tryckt format och uppskattar tid till läsning i klassrummet. Den främsta anledningen till att eleverna inte läser litteratur på sin fritid är att de prioriterar andra aktiviteter.

Swedish children's reading abilities are decreasing according to the PIRLS 2021 results, which puts pressure on school librarians as they have a unique position in their work when promoting literature for children. But are school librarians’ given time during their workday to actually read the books that they are promoting? The aim of this Master’s thesis is to examine the conditions of, and the expectations on, school librarians’ own professional reading, with an emphasis on reading time at work. Research questions concern how school librarians describe their conditions for reading time and the expectations school (including students, teachers, and management) have on their reading promotion. In addition, the answers are analysed from a theory of professions perspective, where the theoretical framework consists of ideas and concepts by Andrew Abbott, Thomas Brante and Jan Nolin. The empirical data consist of eight semi-structured interviews with school librarians from different parts of the country, working at different kinds of school libraries. The main conclusions are that the school librarians all must adapt to very different conditions and expectations since there is a lack of legislation regarding the operations of school libraries. Because of this, trust between the librarian and the school management is seen as a key factor in ensuring reading time. Despite most of the librarians having reading time they still spend their free time reading for work, which has implications for the professionas a whole as their work becomes invisible.