Syftet med studien är att undersöka vad sex grundlärare för de lägre åldrarna upplever för praktiska förutsättningar för samarbete med skolbibliotekarier rörande läsfrämjande undervisning, vilka didaktiska val som görs rörande den läsfrämjande undervisningen och om det upptäcks ett samband mellan nivå av samarbete mellan skolbibliotekarie och lärare och elevernas läsintresse. Studien har sin utgångspunkt i Ramfaktorteorin i kombination med ett händelselogiskt perspektiv. Studien har som avsikt att lyfta fram vilka yttre faktorer som påverkar lärares samarbete med skolbibliotekarien och de didaktiska val som görs i den läsfrämjande undervisningen. Tidigare forskning visade att lärare upplevde en hög arbetsbelastning där ramfaktorn tid ansågs vara en bristvara. Bristen på tid påverkade både lärares enskilda arbete och försvårade möjligheterna till samarbete med skolbibliotekarien. Den här studiens resultat visade att de intervjuade lärarna upplevde att ramfaktorerna tid, gruppstorlek, personal och ekonomiska resurser påverkade den läsfrämjande undervisningens didaktiska aspekter. Fortsättningsvis framkom ramfaktorerna tid, personal, lokaler, ekonomiska resurser och delvis skolans ledning och organisation som faktorer vilka påverkar användandet av skolbiblioteket som pedagogisk resurs och därmed samarbete med skolbibliotekarien.  Tidigare forskning visade också att samarbetsnivåerna mellan lärare och skolbibliotekarier generellt sett var låga och att en orsak till detta var att lärare hade låg kunskap kring skolbibliotekariens roll. Studiens resultat visade att fyra av de intervjuade lärarna hade en medelnivå av samarbete med skolbibliotekarien. En av de intervjuade lärarna hade en låg nivå av samarbete och en hade inget samarbete med skolbibliotekarien. Samtliga av de intervjuade lärarna beskrev skolbibliotekariens roll som läsfrämjande på olika sätt. I studiens resultat upptäcks inget definitivt samband mellan nivå av samarbete mellan lärare och skolbibliotekarier och elevernas läsintresse. Samtliga av de intervjuade lärarna upplevde sina elever som läsintresserade, däremot upplevde de två intervjuade lärarna som låg på en lägre nivå av samarbete en större variation av läsintresse hos sina elever.

The purpose of this study is to investigate the cooperation between school librarians and teachers in the early years of schooling. The study is based oninterviews with school librarians and teachers. I have chosen to ask open interview questions to both school librarians and teachers about their perception of collaboration based on Montiel Overall's TLC model. In this way, the professional categories' ability to cooperate has been put under the microscope. The questions in the study mainly concern the importance of the school library for students' reading development in school. And what the cooperation between school librarians and teachers looks like in order to achieve a good reading development among students. In addition, questions were asked about how the role of the principal and school management affects the possibility of cooperation between the two professions. One of the conclusions of the study is that cooperation can be developed. Today, the two professions often work side by side towards the same goal without direct cooperation. Principals are not considered by the professions to prioritise the library and this contributes to the low level of cooperation between school librarians and teachers.

The purpose of this study is to investigate how school librarians describe that they can help students with their reading and linguistic development within the school subject Swedish by motivating them to read. We also intend to study if they take on a more didactic teaching role when it comes to the students’ linguistic development by utilising and reading comprehension strategies in their work with the students. The theories applied encompass different reading comprehension strategies, motivation for reading and theories of preunderstanding together with Lev Vygotskijs theories about the socio-cultural perspectives. The empiric material have been collected through interviews with four school librarians and observations of three. The material have been analysed and interpreted through theories and earlier research. The major findings are that the school librarians can affect the students’ motivation for reading by presenting new books, by allowing the students to choose their own books and by providing a broad variety of book to choose from. Furthermore we found that the librarians use severar methods for reading comprehension in their work, for example Concept Oriented Reading Instruction and Reciprocal Teaching.

The purpose with this study is to examine school-leaders’, school-librarians’ and teachers’ expectations and aims for their school-libraries at two different schools in the city of Växjö. The study is based on these five questions:· How do school-leaders, school-librarians and teachers think about learning?· What function does the school-library have?· What roles do school-leaders, school-librarians and teachers have in the school-library?· How do school-leaders, school-librarians and teachers experience the co-operation in the school-library?· How would school-leaders, school-librarians and teachers wish that the co-operation should be?To be able to answer these questions I have done thirteen qualitative interviews and studied literature relevant to the subject. Three different theories are used as a theoretical framework; the traditional perspective, individual constructivism and social constructivism. I have also been inspired by Brigitte Kühne’s and Louise Limberg’s theories about school-libraries. The result of this study shows that it is very important that every personal-group in the school is aware of the function of school-libraries and the different role school-leaders, school-librarians and teachers play in the school-library. It is also significant that the different personal-groups frequently discuss and reflect about their beliefs and thoughts of how learning can be accomplished. One of the most essential aims for the school-library is to work with students. Another important task is to teach information literacy to the students. / Uppsatsnivå: D

The purpose of this Master’s thesis studies is to examine how information seeking is taught from a pedagogical and didactic perspective. The questions at issue are:• What is the content in information seeking education?• What aims are focused in information seeking education?• What methods are used in information seeking education? The methods being used are empirical studies and studies of literature, within the subject area. The study is inspired by phenomenographical learning theories. Through eight qualitative interviews we have examined how the respondents describe the content, the aims and the methods in their information seeking education. These interviews have been taped, transcribed and categorized. Our theoretical framework is based on pedagogic theories of knowledge and a didactic theory. To subsequently clarify the dynamic relation between these a pedagogical triangle of practice were used. This essay points out that the information seeking educations are reflected in a pedagogical and didactic perspective to some extent only. Our study shows that all our respondents are well aware of many of the students’ difficulties in the information seeking process and there is a discrepancy between this awareness and the measures taken in the teaching. According to the authors of this essay, the school librarian work would be facilitated if they have knowledge in pedagogical and didactic theory and that teachers ought to make information seeking to an explicit learning object where their knowledge of pedagogical and didactic theory are used. / Uppsatsnivå: D

The purpose of this study is to examine the view of Swedish language teachers on the role of fiction and of school libraries within the compulsory school’s teaching of Swedish of form 6-9. The questions to be answered are:• What part do Swedish language teachers (hereafter called teachers) think fiction is playing regarding the pupils inclination to read and reading promotion?• What is the attitude of teachers regarding the function of fiction in the Swedish subject?• What do teachers consider being the role of the school library in education, and can this be related to the local school library resources?To answer the questions a questionnaire was sent out to thirty-five teachers. Four qualitative interviews were also carried out among the fourteen teachers that answered the questionnaire. The empirical material has been analyzed with the use of the following theoretical models: A. Chamber’s The Reading Circle; models of understanding the Swedish subject by L-G Malmgren and S. Thorson, and D. Loertscher’s taxonomy of school libraries, modified by L. Limberg. Within the study we have found that the teachers imply that reading promotion is important, in spite of this we found an instrumental view on the reading of fiction. The main views on the role of fiction were that fiction partly serves as a means for practice in Swedish, partly as a means for the pupil’s self-identification. We also found that only a few school libraries function as a pedagogical resource in a problem-based teaching, and that it was mostly teachers in schools where the library did have this function, that fully understood its meaning.

The aim of this Master’s thesis is to examine and understand how teachers of younger children view the concept of critical evaluation of information and how their interpretations of the concept relate to their teaching. The need for the development of children’s ability to critically evaluate has been emphasized through research as well as the need for collaboration between teachers and librarians in order to help pupil’s process information into knowledgeThe study has a socio-cultural perspective and the material was collected through observations and qualitative interviews with teachers. The results of the study indicate that many teachers experience uncertainty when it comes to the area of critical evaluation and that they do not teach the subject to any substantial extent. Although there is a new curriculum which clearly raises the question, the issue of critical evaluation is paid comparatively little attention by the teachers. There are, however, teachers who express an interest in the subject. Generally, the teachers think of the critical evaluation of a source as a way to decide what to believe, but other aspects can be distinguished. Some speak about critical evaluation as attitude towards information. A potential way of incorporating critical evaluation into teaching is, according to the teachers, to have a continuing dialogue around the subject with the children.It is likely that teachers need further education within the area of critical evaluation in order for a method development to take place. / Program: Bibliotekarie

The aim of this study is about how school librarians useweblogs as a working tool. I wanted to examine how someschool librarians use weblogs as a working tool and why theyare using them. I also wanted to know the advantages anddisadvantages they see with this tool. I believe that children andteenagers are interested in social media- tools and also are bigusers and consumers of these tools. Therefore I thought it mightbe interesting to examine how school librarians who havechildren and young people as their main target group, work withweblogs which is one of many social media tools.The methodology used for this study is interviews. I didthree face-to-face interviews and two interviews by sending theinterview guide with questions to the participants. The interviewguide was sent by e-mail as a wordfile-document. The answerswere written by the participants directly in the word-documentand then sent back to me in the same way. Farkas (2007) dividethe use of weblogs into different kinds of blogs. I used thisdivision to present and analyze my result.The conclusions of this study are that school librarians useweblogs as News Blogs, Readers’ advisory blogs, Book Clubblogs, Marketing blogs, Blogs to build community, Blogs tosupplement workshops and as reference blogs. They useweblogs as a working tool to inform, to market the library, toreach out to their users, to tip about books etc. Some of theadvantages of weblogs according to my respondents are itssimplicity, its rapid way to disseminate information on and itsability to allow users to participate and communicate. Some ofthe disadvantages of weblogs as a working tool are that it takestime to blog, it’s hard to get readers and that there are fewpeople who give comments on the blog. / Program: Bibliotekarie

The purpose of this Master’s thesis is to examine student secondaryteachers’ perceptions of the role of the school library libraries aswell as compare results with an earlier study. The followingquestions were posed:1. How do student teachers view the school library?2. How do student teachers view the role of the school library inschool and for school work?3. How do student teachers expect to use the library in education?Data was collected through qualitative semi-structured interviewsand analysed using Loertscher’s eight level taxonomy of schoollibraries. The results of the analysis of the empirical datashow that student teacher’s perceptions of library andinformation seeking are almost identical to views held by the studentteachers in Böwes study conducted 15 years ago. / Program: Bibliotekarie

According to the Swedish School Inspectorate school libraries in Sweden are not utilized to their full potential. They conclude that this has a lot to do with a lack of communication and collaboration. We have, with this as a working premise, analyzed the collaboration between school librarians and teachers with a basis in the Teacher Librarian Collaboration-models. The TLC-models illustrates the collaboration between school librarians and teachers by using four categories for collaboration. The results are based on four interviews with school librarians on the topic of collaboration with teachers from the librarians’ point of view. Three things to note according to the informants are their dependence on a library plan, the need for a more involved management that has a deeper understanding for what they want from the school library, and that overall, they express a satisfaction with the collaborations they do have with teachers although two of the respondents wish these were conducted with all of the teachers in their workplace and not just a select few. The models have been applied to the result to elucidate the level of cooperation and we can conclude that although the collaboration patterns are far from terrible there is room for improvement. For further research we suggest deeper investigations on the role of the library plan and its impact on the collaboration. We also suggest further research on the role of the teachers and principals should be done in disciplines outside Library and Information science. At last we see an advantage in this kind of study, but in a grand scale to gather a broad array of ideas and perspectives.