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.

Introduction. This thesis examines how the school librarian’s work affects pupils’ reading and their interest in literature. The aim is to identify how pupils’ interest and commitment to a new book genre differs based on the level of interference from the school librarian during the presentations of this genre. Method. We have introduced new books in a new genre for pupils in a primary school in central Sweden. Our study is based on action research where we knowingly influenced the participating pupils to different extents, and examined the results of this influence. By applying a user’s perspective, we studied the pupils during their visits to the school library, held focus groups with a few pupils from each class, and gathered statistics of books being lent from the school library. Analysis. The analytical framework for this thesis combines theory from the sociocultural perspective with conceptions regarding reading strategies. Results. Our results show that the level of interference from the school librarian affected the pupils’ interest in the new book genre to a high extent. Pupils that did not have an interest in the subject beforehand gained a bigger engagement for it by reading books in the genre after the school librarian’s presentation. The pupils' interest in the new books also rose during the focus groups when they got more information about the books. Conclusion. Since the study clearly presents what difference an active school librarian’s work makes for the pupils’ reading motivation, it shows the great importance of having an educated librarian in every school library. This is a two years master’s thesis in Library and Information Science.

Problemställning och syfte: Undersökningen rör vilken roll skolbiblioteket spelar för elevers läsvanor och vilka förutsättningar som krävs för att bidra till elevers medborgerliga bildning. Syftet är att skapa förståelse för skolbibliotekets verksamhet, som institution inom det svenska skolsystemet, och dess roll för bildning genom utveckling och etablering av gymnasieelevers läsvanor. Metod och teori: Studien är en fallstudie där datamaterialet samlats in via kvalitativa semistrukturerade intervjuer. Natasha Gerolamis teori om biblioteket som ett arrangemang utgör den teoretiska grunden i denna studie där begrepp är hämtade från Gilles Deleuze och Félix Guattaris posthumanistiska teori. Material och resultat: Genom kvalitativa semistrukturerade intervjuer med en lärare och två skolbibliotekarier framkom det att skolbiblioteket spelar en viktig roll för elevernas kunskapsutveckling men också för en mängd alternativa roller. I det läsfrämjande utvecklingsarbetet framkom det att samarbete och samverkan mellan olika aktörer är centralt. Slutsatser: I den analys av skolbibliotekets roll för elevers läsvanor som genomförts framträder det spänningsfält som verkar råda mellan att betrakta skolbiblioteket som en målstyrd institution i förhållande till att betrakta det som ett arrangemang. När skolbiblioteket som i denna studie betraktas som ett institutionellt arrangemang framträder bilden av en skapande och produktiv plats, en plats för ’blivande’, som därmed belyser dess sociala roll. Från denna utgångpunkt syns också en omsorgsroll som även inbegriper omsorg om elevernas medborgerliga bildning, och att utvecklingsarbete kan förstås som inriktat mot skapande, och inte primärt mot ekonomi och effektivitet gentemot uppsatta mål. / Problem and purpose: The study concern what role the school library play for students reading habits, and which conditions are required to contribute to students' civic education. The purpose is to create an understanding of the school library's activities, as an institution within the Swedish school system, and its role for education through the development and establishment of high school students' reading habits. Method and theory: The study is a case study where the data material was collected via qualitative semistructured interviews. Natasha Gerolami's theory of the library as an arrangement forms the theoretical basis of this study where concepts are taken from Gilles Deleuze and Félix Guattari's posthumanist theory. Materials and results: Through qualitative semi-structured interviews with a teacher and two school librarians, it is shown that the school library plays an important role for students' knowledge development but also for a number of alternative roles. In the reading promotion developmental work, it emerged that cooperation and collaboration between different actors is important. Conclusions: In the analysis of the school library's role in students' reading habits that has been carried out, a tension emerges between considering the school library as a goal-oriented institution in relation to considering it as an assemblage. When the school library, which in this study is regarded as an institutional arrangement, the image of a creative and productive place emerges, a place for ‘becoming’, which thus highlights its social role. From this point of view, there is also a caring role that also includes care for the students' civic ‘bildung’, and that development work can be understood as focused on creation, and not primarily on finances and efficiency towards pre-defined goals.

本研究共計一冊，約十萬餘字，以五章十八節對國民小學圖書館建築規畫的主題進行 探究，其中包括： 第一章：緒論。說明本研究的動機、目的、範圍、價值、方法、資料來源及專用名詞 詮釋。 第二章：小學圖書館建築規畫的基本概念。其中的第一節以圖衵館的概念為主，就其 意義、本質、特性、功能、管理原則及發展情形做一描述；第二節以建築的概念為重 心，也就其意義、本質、特性、功能、原則及發展現況做一敘述；第三節則探討規畫 的概念，除說明意義、本質外，對於小學圖書館建築規畫時應有的理念、法令依據與 原則，亦一併列述。 第三章：小學圖書館建築規畫的重要問題。包括第一節對學生特質之研究，除了對學 生數量之考慮外，對學生的生理需求與心理特質亦一併研討；第二節分析圖書館的空 間配置，強調館藏、閱覽者、工作人員的三種空間均應做合理的安排；第三節研討圖 書館館址的選擇問題，對於基地應有的尺度、與周圍建築體的關係、全校人員分佈與 主動線情形、方位影響，均做了分析；第四節說明成立館舍規畫小組的理論，及參與 者的職責。 第四章：小學圖書館建築規畫的方法。第一節是確立規畫目標，透過對目標層次與性 質的分析，訂定目標。第二節研討資料的收集，對於資料種類、來源與資料選擇標準 ，提示了方向。第三節是資料處理的方式，包括對資料的分析、評估、綜合與組織。 第四節是說明規畫報告的編寫，除指出報告的要項外，尚列出編寫時應注意事項。 第五章：討論、結論與建議。綜合研究結果，建議（一）透過職前教育與在職進修， 以加強教育行政人員，對圖書館、建築、規畫的正確概念。（二）更周詳的訂定圖書 館建築標準法規。（三）集思廣益，善用社會資源的提高小學書館的品質。（四）不 斷研究、改進、創新、使小學圖書館能順應潮流趨勢。

高中圖書館的宗旨在配合學校教育目標，並支援、豐富與實現學校的教育計畫，為學校整體教學中所不可或缺的一部份。許多國外研究亦已證明學校圖書館與教師之合作對於學生學術成就具有正向影響力。本研究透過訪談法瞭解臺北市高中圖書館支援教學之內涵，釐清圖書館負責人對於支援教學之看法，並分析支援教學所面臨之瓶頸與成功因素，探討高中圖書館如何突破困難，提出有效支援教學之策略。 / 綜合而言，臺北市高中圖書館支援教學之內涵包括：1. 積極發展館藏資源，以滿足教師之教學需求；2.善用資訊傳播科技以支援教學；3. 為師生提供圖書館利用教育，增進其資訊素養；4.由資訊融入教育著手，為教師提供教學諮詢服務。 / 若將支援教學相關服務依教師與館員合作關係歸納為「協調」、「合作」與「協同」三個層次，臺北市高中圖書館目前多已達協調、合作層次，僅少數圖書館達協同層次。和國外圖書館相較，臺北市高中圖書館離理想的協同性支援教學（如教學諮詢、協同教學、參與課程規畫）仍有一段距離。 / 臺北市高中圖書館支援教學之困難包括：1. 升學主義依然掛帥，成為圖書館推動資訊素養教育與資訊融入教育時之障礙；2. 館員缺乏學科教學專業知能，使教學諮詢服務不易獲得教師信任；3. 現階段圖書館人力不足，資訊相關業務之負荷過重。 / 而臺北市高中圖書館支援教學服務之成功因素則在於：1. 掌握資訊科技與資訊教育政策所提供之新契機；2. 館員具備圖書館學與資訊科技專業知能；3. 校長在經費、設備與人力資源上之支持；4. 教師之高度使用需求及參與意願；5. 館員之服務熱忱更為深化支援教學服務之要素。 / 綜合文獻探討與訪談結果，高中圖書館有效支援教學之策略包括： 1. 整合圖書館之服務及學科教學活動，以提升學生學習效能；2. 以資訊融入教育為己任，進而提供教學諮詢服務；3. 建置教學知識庫，整合教學資源；4. 充份整合人力資源，提供較深入之支援教學服務；5. 爭取教師之認同，共同創造新時代之教學願景；6. 培育種子教師，透過成功經驗之激勵，逐步推動高中圖書館之轉型；7. 積極爭取校外經費與設備之補助，以豐富師生教與學之經驗；8. 加強高中圖書館從業人員之專業知能，成為深度支援教學之支柱。 / 最後，本研究為深入支援教學提出幾點建議，供相關單位參考：1. 高中圖書館應協助教師進行個人知識管理；2. 高中圖書館員應深入了解社會發展、教育趨勢與學習需求；3. 高中圖書館從業人員應保持開放心態，隨時充實專業知能；4. 高中圖書館應持續推展與評鑑支援教學相關服務；5. 教育相關單位應將資訊素養概念納入學科教學中之中。 / The school library is the center for collecting, organizing and using information resources, and is therefore an indispensable part of school teaching activities. Teachers could better choose teaching materials, develop curriculum, and evaluate programs with school librarians’ support. Library literatures show that teacher and media specialist collaboration can effectively enhance student learning. This study use in-depth interviews to investigate the the situation of teaching support in Taipei senior high schools, to analyze the difficulties encountered, to identify the successful factors, and to provide strategies of teaching support. / Findings show that (1) teaching support services provided in most cases come under the “coordination” and “cooperation” stage, according to the Pollard and Montiel-Overall taxonomy framework, and very few senior high school libraries provide “collaboration” stage services. (2) Most directors keep conservative attitude toward “collaboration” stage services. (3) The difficulties encountered in teaching support include: tight course schedule, lack of education professional librarians, and tedious work. (4) Successful teaching support factors include: policy, professions in library and information science, unique personality, administration support, and teachers’ willingness. (5) Effectively teaching support strategies include integrating library programs into curriculum, helping teachers to integrate ICT into their lessons, assisting in teachers’ personal knowledge management, making better use of human resources, building visions with teachers, creating success stories, striving for budget actively, enhancing librarians’ professional ability. / Finally, the suggestions were made: (1) Senior high school libraries should assist in teachers’ personal knowledge management. (2) Senior high school librarians should keep learning. (3) Librarians should know the education trends and learning needs. (4) Services should be delivered, evaluated, and improved persistently. (5) Educational authorities should put emphasis on information literacy in subject instructions.

From the very beginning, library education has been a mixture of theory and practice. Dewey required apprenticeships to be part of the first library school at the University of Chicago as a method to indoctrinate new professional. Today, acculturation is incorporated into the professional education through a large variety of experiential learning techniques, including internships, practicum, field work, and service learning projects, all of which are designed to develop some level of professional skills within an information organization. But, what is done for understanding library culture? It is said that one cannot truly recognize the extent of one's own cultural assumptions, until they have experienced another. This study followed a group of LIS graduate students that took that next step – going to Russia. By employing a critical hermeneutic methodology, this study sought to understand what value students gain by from working on an assessment project in an international school library. Using a horizon analysis, the researcher established the worldview of participants prior to their departure, analyzed their experience through post-experience interviews, and constructed an understanding of value. Among other concepts, the researcher looked specifically to see whether "library cultural competency", understanding library culture in global context, was developed through working on a service learning project within an international school library. This dissertation provides feedback for the program leaders and ideas for future research.

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 Filipe dos Santos (fsantos@pucsp.br) on 2018-08-22T12:12:07Z No. of bitstreams: 1 Amir Aparecido dos Santos Piedade.pdf: 3269191 bytes, checksum: 7d0d87e8430683a7d54f05b105ff002a (MD5) / Made available in DSpace on 2018-08-22T12:12:07Z (GMT). No. of bitstreams: 1 Amir Aparecido dos Santos Piedade.pdf: 3269191 bytes, checksum: 7d0d87e8430683a7d54f05b105ff002a (MD5) Previous issue date: 2018-07-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research analyses the PNBE Teacher – The National School Library Program – 2010 and 2013 editions that acquired books that included the theory and methodology, designed to support the teaching of public schools teachers and also to encourage school libraries. Created by the Ministry of Education, this program was part of the public educational policy developed during the governments of presidents Lula and Dilma in order to contribute on the continuing education of Basic Education teachers. With the purpose of knowing the program and its implications in the continuing education of teachers, we have investigated the constitution of the school libraries and the book programs destined to public schools. It was through interviewing teachers in some schools that we tried to identify who was the professional to whom the program was designed: their education background, reading habits, knowledge of the PNBE Teacher, use of the school library. The impact of this program on publishing market and on books produced by authors to attempt the specificities of the call publications was also analyzed / Esta pesquisa analisa o PNBE do Professor (Programa Nacional Biblioteca da Escola) – edição de 2010 e 2013 − que adquiriu livros que contemplassem a teoria e a metodologia, destinados a apoiar a docência dos professores da rede pública de ensino e também fomentar as bibliotecas escolares. Concebido pelo Ministério da Educação, esse programa fez parte da política pública de Educação desenvolvida nos governos do presidente Luiz Inácio Lula da Silva e da presidente Dilma Rousseff para contribuir na formação continuada de professores da Educação Básica. Para conhecer o programa e suas implicações na formação continuada dos docentes, pesquisamos a constituição das bibliotecas escolares e os programas de livros destinados à escola pública. Por meio de pesquisas com professores em algumas instituições de ensino, procuramos identificar quem era o profissional ao qual se destinava o programa: a formação, o hábito de leitura; conhecimento do PNBE do Professor, o uso da biblioteca escolar. Também foi analisado o impacto do programa no mercado editorial e nos livros produzidos pelos autores para atender às especificidades dos editais

長期以來，國小圖書館受限於經費及人力的不足，使得其功能無法充分發揮，有些學校圖書館甚至沒有規劃圖書館利用教育的課程，學生雖可到圖書館中自由閱讀，但若不具備找尋圖書的能力，常會因而無法找到自己有興趣的書籍而在廣大的書海中迷失，使圖書館的功能逐漸喪失，因此如何藉由圖書館利用教育課程教導學生找尋書本的能力也就越顯重要。 隨著電腦科技日益發達，學習教材和學習方式也變得多元化，近年來利用遊戲方式進行學習的研究有愈來愈多的趨勢，學者認為若能將遊戲融合教學，將能達到寓教於樂的教學目標。本研究透過實際開發遊戲系統的方式，嘗試以情境學習理論為發展基礎，將擴增實境互動技術應用到圖書館的學習環境上，透過「遊戲互動擴增實境圖書館利用教育學習系統」的建置，來發展創新的圖書館利用教育學習模式，並藉此系統的發展來支援國小圖書館利用教育的實施。 實驗結果顯示利用「遊戲互動擴增實境圖書館利用教育系統」進行學習，各方面成績皆有顯著的進步，且學習成效可排除授課者個人因素之影響，具有穩定的教學品質。另外，本研究所發展的系統，對於高、低分群和場地相依的學習者來說，使用本系統進行學習，其學習成效在「應用型題目」上明顯優於傳統圖書館利用教育，並且可以加強學習者學習動機。除此之外，使用本系統之教學成效不會受到個人使用電腦的熟悉度所影響，因此未來在發展和推廣本系統的同時，不需要考慮學生是否具備良好之基本電腦使用能力。 / Due to the limited budgets and human resources, most libraries in the elementary schools of Taiwan have been unable fully functioned and utilized as its role should be in school organization. Some schools do not plan and provide library utilization education for children. Although students can go to libraries enjoying readings, they are not well trained for search library collection and resources. As a result, they are usually unable to find the books they are interested and easily getting lost in enormous information environment. This study proposes the importance of library usage training as a significant program in elementary school; promoting students’ abilities of finding books they need both for school works and personal interests. With the advance in computer technology, the learning materials and learning methods have become diversified in recent years. In particular, the instruction method of game-based learning has drawn much attention in education research. Many education researchers and scholars think the integration of teaching and games will promotes students’ performances while the learning activities are also functioned as entertaining process. This study attempts to develop educational gaming system on the basis of situated learning theory, adopting the innovative augmented reality interactive technology on the library's learning environment. This study hopes students’ library knowledge of library usages could be promoted through the "Interactive Augmented Reality Games Library Education Learning System." Moreover, the study could develop innovative learning model for elementary schools in library usages as well as to support future implementation programs for elementary library usage education. Experimental results show that students have significant improvement on learning performance after using "Interactive Augmented Reality Games Library Education Learning System." The assessment also showed improvement based on the exclusion of personal factors from teachers. In addition, this system promotes better learning performance and motivation for learners of high and Low graded groups as well as the field-dependent learners in the “application questions” tasks. Moreover, the education effectiveness of this system will not be affected by personal factors such as familiarity on computers skills. Therefore, there would be less consideration on students’ computer skills needed for future adoption on this system in library usage programs.

隨著知識經濟時代的來臨，運用資訊科技是現代人必備的基本能力。而學校圖書館因地利之便，是國小師生最容易接觸到的資訊來源之一。教師要培養學生利用圖書館的習慣與能力，則本身必須具備圖書館專業知能，並懂得善用圖書館的各項資源。 本研究以基隆市國民小學教師為對象，旨在調查教師對學校圖書館的認知與使用學校圖書的概況，並探討其差異情形。再綜合教師對學校圖書館的意見提出建議，供未來制定圖書館相關政策或研擬經營發展方向時的參考。本研究採用問卷調查法，研究結果摘要如下： 不同背景之教師對學校圖書館各面向的認知均有正面的評價。其中以「推展閱讀」面向的認知最為良好，其次依序為「與課程的關聯性」、「規劃設計」及「館藏、管理與服務」面向，而認同度最低的則為「支援教學」面向。 教師對學校圖書館的認知情形會隨著教師的目前職務、教育程度、年齡及性別等背景變項而有不同的差異情形。兼任行政教師最能認同「館藏、管理與服務」、「與課程的關連性」、「支援教學」與「推展閱讀」等面向的功能。一般大學畢業者對「規畫設計」面向的認同度最高；師範院系畢業者對「與課程的關聯性」面向的認知較為良好；年齡大的教師最能認同圖書館「推廣閱讀」的功能；男性教師則對「支援教學」面向感到較滿意。 教師在使用學校圖書館時，以支援教學為主要目的，但因教學上的需求使用圖書館的頻率與時間卻明顯偏低。教師最倚重網路資源以滿足資訊需求；在使用圖書館資料的情形方面則尚待加強；最需要圖書館提供教學新知資源；認為最需要改進的是館藏數量不足的問題。教師並不常參加圖書館利用專業知能的進修，但在圖書館利用能力上有很不錯的自我評價。 教師使用學校圖書館的情形會隨著教師的背景變項而有所差異。導師及兼任行政教師使用的情形較為類似。師範院校畢業、資深、年齡較長及女性教師，使用學校圖書館的情形則較為良好。 由研究結果歸納以下建議：地方政府及教育主管機關每年應提撥固定的經費；增設圖書館專職人員之編制；建立全市國民小學圖書館教學資源共享平台。學校方面應積極爭取經費；多元化增購館藏；整合學校圖書館為教學資源中心。教師方面，應把握專業進修的機會、將圖書館利用教育融入教學；善用學校圖書館資源，並適時主動提出建議，以落實學校圖書館支援教師教學之功能。 / For the coming alongside with the era of knowledge-based economy, it has become our fundamental capability that people today have to be able to make use of information technology. As of location convenience for school library, it has become one of the sources so that teachers and students elementary can access to information. In fact, if teachers must nurture students with habit and capability to exploit library, they must be able to be equipped with professional knowledge of library and are able to make use of various kinds of resources of library. This study has taken the teachers of elementary school teachers of Keelung City as its subjects, and aimed to investigate the cognition of teachers regarding school library as well as the scenario making use of school library. Besides, it would also explore the difference. This study will employ questionnaire survey, with its research results summarized found as follows: Teachers of diverse background are found with positive evaluation regarding each of the aspects for school library. Among them, the aspect of “promotion for reading” is considered to be of the best, seconded by aspects as “relevancy to curriculum,” “library collection, management, and service,” and “programming design,” whereas the aspect of “support to teaching” tails and is found with the lowest cognition. Teacher’s cognition of school library was different in accordance with the background variables such as current position, educational background, age and gender. Teachers with administrative position can recognize most school library’s functions in the aspects of “library collection, management, and service,” “relevancy to curriculum,” “support to teaching” and “promotion for reading”. Average college graduates gave highest approval to the aspect of “programming design,” while, teacher’s college graduates expressed more approval in the aspect of “relevancy to curriculum,”; older teachers approved most in the function of “promotion for reading”; male teachers were more satisfied with the aspect of “support to teaching”. The primary aim for teachers to use school library is supposedly to support their teaching demands; however, the results reflecting in frequency and time for this purpose were relatively low. As for teachers who rely on network resources to accommodate their information needs, it is found that the scenario making use of information with school library remains much to be improved. In fact, what teachers need most from school library is that it can provide resources of novel knowledge, while the problem of library collection is what teachers consider improvement must be made. Teachers do not often attend further training for professional competence of school library, but they do have rather favorable self-evaluation regarding the utility of library manpower. Teachers’ use of school library was found to vary in accordance with the variables of their background. Homeroom teachers and teachers with administration position seemed more identical in their use of school library. Teacher’s college graduates, senior teachers and older teachers as well as female teachers would show a better use of school library. As learned and concluded from study results, it is thus suggested: local government and competent authority of education should appropriate fixed amount of expenditure annually, increase the formation of specialized personnel for school library, and establish collective platform for teaching resources among school library of elementary schools for the entire city. On the part of schools, they should actively strive for more funding, increase library collections with diversified channels, and integrate school library as the center of teaching resources. On the part of teachers, they should take hold of chance for professional study and training, combine school library into their teaching, make good use of resources from school library, and appropriately put forth proposal, thus helping to realize the function of having school library in support teaching for teachers.