The object of this study is the reading log that has been issued by the Swedish National Agency for Education’s teachers’ in-service training, The Literacy Boost or Läslyftet. The in-service training programme has been broken down into different modules, and the focus of this study is the reading log that has been addressed by a section of one of the modules. Essentially, this study aims to investigate six different teachers’ perceptions and experiences of the reading log. The method used for this investigation is semi-structured interviews. Consequently, the following research questions were outlined: 1.How do the teachers view the reading log and how have their views been altered by the in-service training?2.Which types of text are the teachers prone to use the reading log for?The results of the semi-structured interviews have shown that the different teachers’ perceptions of the purpose of the reading log were unanimous and aligned with theories addressed in the material. However, the necessity of writing for reflection was questioned by one. Further, all the teachers were acquainted with the reading log prior to the in-service training, and even though only a few new theories were acquired, many teachers benefited from new insights and various ways of using the reading log. Many had also experienced the repetition as positive. Lastly, the interviews also uncovered that the language teachers were more prone to using the reading log for literature studies, whereas teachers who also taught civics were prone to using the reading log for different types of texts.Key words: reading log, reflection, social development theory, reader-response criticism, discussion, the extended concept of text, formative assessment, efferent and aesthetic reading In Swedish with an abstract in English