Studiens syfte är att undersöka hur elevers bokval påverkar lärares arbete med litteratur i klassrummet och vilka möjligheter det finns att skapa läslust i samarbetet mellan skolbibliotekarie och lärare. Resultatet bygger på intervjuer med två lärare i årskurs 2 och en skolbibliotekarie. Elevers val av böcker har synliggjorts genom en insamling av titlar som lånats under två biblioteksbesök. Tidigare forskning visar att det är fördelaktigt att låta elever göraegna bokval för att skapa läslust och utveckla läsandet. Forskning belyser ävenatt skönlitterära böcker är vanligast i klassrummen och på skolbibliotek, och att många barn tycker att icke-skönlitterära texter är svårare att läsa, än skön-litteratur. Studiens resultat visar att lärarna är medvetna om vilka genreroch teman som eleverna föredrar, men att det inte påverkar undervisningen.Resultatet visar att elever bör få tillfällen att läsa olika sorters texter och attvarierade arbetssätt är nödvändigt för att skapa läslust. Resultatet visar ävenatt samarbetet mellan skolbibliotekarie och lärare måste få ta tid för att utfalletav samarbetet ska bli lyckat.

This thesis focuses on fictious librarians in film. It uses three research questions: Firstly, how the movies make use of typical elements from movie genres and narrative modes in their portrayal of library work and librarians. Secondly, the way in which myths, stereotypes and ideas surrounding librarians and library work are used – typically or atypically – to build librarian characters and the narrative. Thirdly and lastly, it discusses the protagonists, focusing on their personalities and character arcs in relation to their role as librarians. The theoretical background departs partly in discourse surrounding librarian imagery in general, but also in film genre and mode theories. The thesis consists of two case studies, each focusing on one film, both with librarian protagonists. Even though this thesis focuses on them, the other librarian roles are also discussed, as well as the dynamics of the librarian teams. The two films discussed in this thesis are vastly different. One, Grabben i graven bredvid (2002), is a romantic relationship film with a female public librarian as protagonist, and the other, Bibliotekstjuven (2011), is a dark drama about a male research librarian turned book thief. Both films tie librarian myths to genre patterns: the single yet snotty female librarian is well fit as a romantic lead, and the male librarian as a pale, mysterious underdog makes a great villain protagonist. However, the films also present common themes and traits. Both librarian protagonists display elitism in relation to their professional identity, at the expense of their non-librarian partners. I argue that this is rooted in the historical idea of the librarian as a judgemental snob, but also that of librarians as ambiguous (and possibly false) “guardians” of the treasures of the library. Both librarian protagonists studied here lead double lives in one sense or another – most obvioulsy the book thief in Bibliotekstjuven, but also the confused female librarian in Grabben i graven bredvid who tries to hide her infatuation with a farmer from her colleagues. Some other results concern the use of the library as idea in relation to genre and mode elements. I argue, for example, that the Royal Library of Sweden in different stages of the narrative in Bibli- otekstjuven is not only a crime scene but also plays the part of a betrayed lover. This of course is connected to the societal role of libraries, in particular the relationship between “ordinary people” and libraries - a central theme in both films. One ends in a healing of a historic wound between a working man and an educated woman through love, while the other, in fact, ends in melodrama when the crime of stealing books is punished by death, yet also forgiven in an ideological sense given the protagonists humble beginnings and desperation. To conclude, both films thematise ideas surrounding personal morals, truth, social status and social justice, and do so through struggling librarian protagonists. Both films take place in worlds with a dual structure, where the fine world (represented by libraries) collides with the mundane, and the librarian protagonists try to navigate. Both films, finally, use librarian stereotypes to build the narratives – but they do not, apart from in a few scenes, reproduce them. This is a two years master’s thesis in library and information science.

Studien ämnar att undersöka hur vocational awe manifesteras i de attityder och föreställningar som kommer till uttryck hos mångspråksbibliotekarier och hur de relaterar till dels sina egna, dels andras förväntningar i arbetet med mångkulturalitet och mångspråk. Det empiriska materialet består av sex semistrukturerade intervjuer med mångspråksbibliotekarier från olika delar av Sverige. Empirin analyserades utifrån ett teoretiskt ramverk baserad på Fobazi M. Ettarhs teori vocational awe. Fem tematiseringar identifierades ur studiens empiriska data. Analysen av resultatet visar att vocational awe manifesterar sig hos alla intervjupersoner och yttrar sig huvudsakligen genom självuppoffrande tendenser i arbetet med mångspråk och mångkulturalitet. Intervjupersonernas självuppoffrande tendenser katalyseras av höga förväntningar på att existensberättiga sin yrkesroll som mångspråksbibliotekarie. Studiens centrala slutsatser är att vocational awe manifesteras starkt hos mångspråksbibliotekarier och att det är särskilt utmanande för mångspråksbibliotekarier att dra gränser mellan privatliv och professionalitet, där arbetet med målgruppen fungerar som en katalysator. / The study aims to examine how vocational awe manifests in the attitudes and beliefs expressed by multilingual librarians and how they relate to their own and others' expectations in working with multiculturalism and multilingualism. The empirical material consists of six semi-structured interviews with multilingual librarians from different parts of Sweden. The empirical data were analysed using a theoretical framework based on Fobazi M. Ettarh's theory of vocational awe. Five themes were identified from the study's empirical data. The analysis of the result shows that vocational awe manifests in all interviewees and is mainly manifested through self-sacrificial tendencies when working with multilingualism and multiculturalism. The interviewees' self-sacrificial tendencies are catalysed by high expectations to legitimise their professional role as multilingual librarians. The study's key findings show that vocational awe is strongly manifested in multilingual librarians. Furthermore it is particularly challenging for multilingual librarians to draw boundaries between personal life and professionalism, which is catalysed by working with the target group.

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This diploma thesis examines the possibilities of involving school librarians and information specialists in the process of growth in media literacy at Czech schools. The theoretical part of the thesis briefly introduces the general issues of media education and media literacy in our country and abroad, while the practical part of the thesis based on its own research, focuses on a particular target group - Prague secondary schools ("gymnázium"). Using a questionnaire and five case studies conducted at selected secondary schools in Prague, it conducts a survey of the current situation of implementation of media education in the Czech Republic. The end of the thesis deals with some ideas of how to involve graduates of the Institute of Information Studies and Librarianship in teaching media education according to the American model of a "teacher librarian".

This diploma thesis presents compiled and edited collection of letters from the czech landscape painter František Kaván (1866-1941), a scholar of Julius Mařák's painting school, to the publisher and gallerist František Topič (1858-1941), the painter Oldřich Blažíček (1887-1953) and the librarian and bibliographer Ladislav Jan Živný (1872-1949). The edition is based on 104 letters kept in the Museum of Czech Literature in Prague and the Archives of the National Gallery in Prague. The correspondence describes a life of the painter from the year 1894 to 1941. The diploma thesis analyses and comments approachable literature and deals with relevant sources of material. Editorial comment summarizes principles and methods applied in this thesis, one part is dedicated to the editor Svatopluk Klír. The main parts are chapters based on commentary of selected passages of 104 edited documents with further relevant information in the apparatus. Fulltext edition of mentioned documents is a part of the appendix. A part of the thesis are indices and list of sources and literature. This edition of Kaván's letters from 19th to second part of 20th century reflects till now uncompiled sources and throug them give as a new insight into life and work the significant czech landscape painter and his three friends who...

O trabalho apresenta uma abordagem teórico-documental de análise e discussão de práticas e conhecimentos acerca da Information Literacy, a fim de sistematizar a matéria, com ênfase no papel educacional das Bibliotecas e do bibliotecário. Examina-se a Information Literacy, enquanto processo de interiorização de conhecimentos, habilidades e valores ligados à informação e ao aprendizado, segundo um quadro referencial histórico-conceitual. Evidencia-se a necessidade de um novo paradigma educacional frente à sociedade atual e à explosão informacional. Analisa-se o papel da Instituição Biblioteca enquanto organização e espaço educacional e a necessidade de implementar mudanças que conduzam à Information Literacy. Discute-se o papel do profissional bibliotecário e sua inserção na comunidade educacional, examinando-o à luz de sua formação educacional e profissional. Apresenta-se ao final a sistematização do conhecimento a respeito de Information Literacy, definição, características, objetivos, identificando diferentes níveis, elencando pontos relevantes de atuação de Bibliotecas e bibliotecários na implementação de uma Educação voltada para a Information Literacy. / The work presents a documental-theoretical approach analysis and discussions on practices and knowledge on Information Literacy, in order to systematize the subject, with emphasis on the educational role of libraries and librarians. It also examines Information Literacy as knowledge, skills and values interiorization process, connected to information and learning, according to a historical-conceptual referential scenario. The need of a new education paradigm facing the current society and the informational explosion is pointed out. Analysis are carried out on the Library’s role as an educational organization, learning and expression space. The librarian role and his/her insertion in the educational community are examined. Professional and educational profile are discussed. At the end, is presented the knowledge systematization about Information Literacy: definition, objectives, and characteristics, identifying different levels, enumerating relevant topics about Information Literacy Education, with emphasis on libraries and librarians role.

In this study, a total of five teachers were interviewed in grade three from four different schools in Stockholm. Three of these schools are located in different suburbs and one school is located in the central part of Stockholm. The starting point of the study is statistics that show a negative development with, in particular, the students who have Swedish as a second language. This study provides an insight into how teachers in grade three of elementary school in Stockholm work with their students to develop reading comprehension. In the study of reading comprehension, this study focuses on the Reciprocal Teaching (RT) method. RT is a well-established reading comprehension strategy designed to bridge the difference between poor readers and good readers. The study shows that not all teachers are familiar with the RT method and also that teachers do not work consistently with all parts of this method. Furthermore, the study also gives an insight into the question of whether the teachers see the librarian as a possible partner in the process. To measure the level at which the teachers collaborate with school librarians, Montiel-Overall's (2005) Teacher Librarian Collaboration (TLC) theory was chosen. TLC theory is an attempt to make practical use of Loertscher’s taxonomy by grouping the low, medium and high levels of collaboration into four models (Model A: coordination, Model B: cooperation, Model C: integrated instruction and Model D: integrated curriculum.) that help define and measure the effect of each model on students’ achievements. This study concludes that the teachers so far haven’t thought about their school librarian as a potential partner with the stated purpose of increasing the students' reading comprehension. The levels of collaboration are predominantly on the low end of the TLC models (Model A: coordination, Model B: cooperation), meaning that teachers and librarians help each other for mutual benefit but no conscious effort is made to plan, teach and evaluate together.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-01-30T16:08:24Z No. of bitstreams: 1 2014 - Maristela Almeida Mercandeli Rodrigues.pdf: 6894633 bytes, checksum: e785720f1704a76402ce2d2e070e69fb (MD5) / Made available in DSpace on 2017-01-30T16:08:24Z (GMT). No. of bitstreams: 1 2014 - Maristela Almeida Mercandeli Rodrigues.pdf: 6894633 bytes, checksum: e785720f1704a76402ce2d2e070e69fb (MD5) Previous issue date: 2014-05-22 / The objective of this research is to describe how the practices of librarians reflect their collective learning and provide teachers in the practice of searching for teaching. How people learn about their practices is the subject of study by organizational learning (AO), which appears in the literature from two perspectives: technical and other social perspective. For this research, the social perspective was strengthened by considering learning as an emergent phenomenon of social interactions as a social construction of the human condition. Specifically, a social practice perspective of understanding of the organizational learning process from which emerges the notion of communities of practice. The librarian practice is potentially focused on the skills and techniques that professional mediators. The literature points to the need for closer relations between the librarian and the teacher. We opted for the Participant Research as methodology, which revealed through a workshop on good practices with librarians, and semi-structured interviews with script with teachers, methodological and political importance of the knowledge generated. There is evidence that what Pedro Demo (2004) calls for more decisive "comparative advantage" of PP, since profound changes necessarily involve both the ability to think about alternative interventions from the perspective of the subject (construction of historical autonomy ). That meant admitting that political and ideological implications stem from a practice historically made by teachers and librarians in the school environment, even though this practice has not been based on doing and learning collective. The awareness of community, more specifically the importance of a collective practice was spontaneous and raised the subject when performing the search. The sharpness with that consciousness appears as a search result has been an encouragement to the researcher. / O objetivo desta pesquisa ? descrever como as pr?ticas dos bibliotec?rios refletem sua aprendizagem coletiva e propiciam nos docentes a pr?tica de pesquisar para ensinar. Como as pessoas aprendem sobre suas pr?ticas ? tema de estudo por parte da aprendizagem organizacional (AO), que aparece na literatura sob duas perspectivas: uma perspectiva t?cnica e outra social. Para esta pesquisa, a perspectiva social ganhou ?nfase por se considerar a aprendizagem como fen?meno emergente das intera??es sociais, como uma constru??o social da condi??o humana. Especificamente, numa perspectiva sociopr?tica de compreens?o do processo de aprendizagem organizacional da qual emerge a no??o de comunidades de pr?tica. A pr?tica bibliotec?ria se revela potencialmente focada nas habilidades t?cnicas e mediadoras desse profissional. A literatura aponta para a necessidade de estreitamento nas rela??es entre o bibliotec?rio e o docente. Optou-se pela Pesquisa Participante como metodologia, a qual revelou por meio de uma oficina de boas pr?ticas com os bibliotec?rios, e de entrevistas semi estruturada com roteiro com os docentes, a import?ncia metodol?gica e pol?tica do conhecimento gerado. H? que se evidenciar o que Pedro Demo (2004) denomina de ?vantagem comparativa? mais decisiva da PP, uma vez que mudan?as profundas implicam, necessariamente, tanto o saber pensar quanto as interven??es alternativas a partir da ?tica do sujeito (constru??o da autonomia hist?rica). Isso significou admitir que implica??es pol?ticas e ideol?gicas decorrem de uma pr?tica historicamente constru?da por docentes e bibliotec?rios no ambiente escolar, mesmo que esta pr?tica ainda n?o tenha sido fundamentada no fazer e aprender coletivo. A tomada de consci?ncia de coletividade, mais especificamente da import?ncia de uma pr?tica coletiva foi espont?nea e suscitada nos sujeitos ao se realizar a pesquisa. A nitidez com que essa consci?ncia aparece como resultado da pesquisa foi um alento para a pesquisadora