Syftet med detta examensarbete är att utreda Uppsalaelevernas tillgång till skolbibliotek i sina grundskolor, samt hur väl integrerade skolbiblioteken är i undervisningsverksamheten. Frågeställningarna syftar till att belysa hur stor andel av Uppsalas elever som har skolbibliotek som uppfyller skollagens krav, samt i vilken grad bibliotekarier och lärare samarbetar på Uppsalas skolor. Dessutom undersöker jag huruvida utvecklat samarbete mellan undervisande personal och bibliotekspersonal ger avtryck i läsförmågeuppgifterna i de nationella ämnesproven i svenska i åk 3 och åk 5. Aktuell biblioteksforskning i såväl Sverige som Nordamerika lägger tonvikt vid att samarbete mellan lärare och bibliotekarier kan spela stor roll för elevernas kunskapsutveckling, särskilt vad gäller Literacy, det vill säga det vidgade läsbegreppet som omfattar läsförståelse och kunskaper om hur man använder information. Data har inhämtats med hjälp av en enkät som har skickats till 42 grundskolor i Uppsala kommun. Enkäten omfattar flera frågor med fritextsvar och de fylliga svaren från informanterna har analyserats kvalitativt. För att gradera Uppsalas skolor efter hur integrerat samarbete man har utvecklat mellan pedagoger och bibliotekarier har jag som teoretisk utgångspunkt använt mig av  den nordamerikanske biblioteksforskaren David Loertschers bibliotestaxonomi. Min undersökning visar att 32 % av Uppsalas elever har tillgång till adekvat skolbibliotek och att biblioteksintegrationen inte har hunnit särskilt långt i Uppsala, med några få skolor som undantag. Inget samband har jag kunnat påvisa mellan väl utvecklad biblioteksintegration och goda resultat i de nationella ämnesproven.

The aim of the thesis is to analyze the situation of school libraries in areas of different socio-economical characteristics within Metropolitan Lima, Peru. I will study how the ScL(s), are affected with regard to organization, resources and services. In this study, I have chosen ten school libraries from different socio-economical conditions. Three of these school libraries are elite private schools and the rest represent the public schools. The empirical study consisted of interviews with persons in charge of the school libraries in each school, interviews with the school principals, interviews with the public officials of the NLP (National Library of Peru) and questionnaires answered by the students. The thesis is also based on observations I have made. The empirical material has been theoretically analysed based on Loertscher’s taxonomies of the school library media program. Loertscher’s taxonomy is used to analyze the ScL’s standard. A major finding of this thesis is that the school libraries of the elite private schools have a high standard, taking an active role in their own operation; with library staffs which are autonomous and well trained, having the ability to make their own decisions. In contrast, the libraries from the public schools have an inferior standard when compared to the private schools. In the ScL(s) from the public schools the students do not have access to computers and the staffs do not have autonomy or access to training.

Sweden established a new education act in July 2011, which stipulated that all schools must have a school library. The act, however, lacks substance and does not offer a definition of what a school library actually is. This makes the act open for interpretation by all involved parties. Differences that arise because of the act’s lack of definition causes an unequal access to school libraries among Swedish pupils, which, in turn, can affect their future. This Bachelor’s thesis aim is to increase the knowledge of how principals of municipal primary schools, in the more socioeconomic prosperous areas in Gothenburg, relate to the school library's activities and the school librariesimportance. Focus is on how the principals reason about the significance of school libraries and the considerations that form the basis for the library's funding. We gather the empirical material for this study by using qualitative semistructuredi nterviews and the theoretical framework we useis David V. Loertscher taxonomy for school leaders. By comparing our results to previous research we, once more, conclude that the law is insufficient and that the principals have different opinions about the school libraries due to the ambiguity of the law. The principals are aware of the importance of reading, but they are limited by the economic situation. The biggest obstacle is lack of money, which inturn may give the pupils in Gothenburg different conditions.

The aim of this bachelor thesis is to investigate what kinds of support that is available for school librarians in Japan and in Sweden and make a comparison between the countries. The research questions are: What kinds of support are available for school librarians in Japan? What kinds of support are available for school librarians in Sweden? What are the similarities and differences between the support to school librarians in Japan and Sweden? The methodology used was semi-structured interviews. Three interviews with school librarians were conducted in each country. The theoretical framework used is David V. Loertscher’s Library media specialist taxonomy and Cristina Sacco Judge’s model for school libraries in Scotland. The results of the study are that the possibility to supplement the collection in the school library by extern loans is good in both countries. Regarding the school librarian’s need for professional information and support, conferences and courses seem to play a bigger role in Japan. Advice and help from experienced colleagues in the vicinity to the school seems to be important in Sweden but more or less non-existing in Japan.