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The purpose of the thesis is to investigate how teachers in course A and the tuition for basic reading and writing skills in SFI deem that they use digital tools in literacy learning and how they deem that the digital tools affects learning. To investigate this a qualitative interview study of four teachers active in course A and the tuition for basic reading and writing was conducted. The study shows that teachers use digital tools in different ways when teaching and that there are both advantages and disadvantages to using digital tools In addition, the results show that the teachers' working methods have not changed over time due to the digital tools, but that the choice of digital tools affects how the teachers work. The study also shows that teachers believe that there are both negative and positive effects on students' learning through the digital tools.

This thesis investigates through qualitiative interviews whether six adult female learners of Swedish as a second language, with a short study background from their home countries, have developed pleasure reading habits in Swedish during their studies at SFI (Swedish For Immigrants). Another aspect that is explored is the school’s, and school library’s work with the promotion of literature and pleasure reading. Six students and two librarians were interviewed. The interviewed students have limited experience of pleasure reading in their native languages. As pleasure reading is known to promote literacy in a second language, reading in Swedish could become a factor in finishing SFI faster. The findings show that the students do engage in free voluntary reading or pleasure reading in Swedish, at school or at home. Some of the school’s activities seem to have a stronger connection with this outcome than others, for instance classroom time set aside for sustained reading, a choice between printed and digital materials, and assistance in finding literature that is sufficiently challenging. The teachers and the librarians both play important roles in reading promotion. The students’ own awareness of the effect of pleasure reading on their language skills also seems to be a motivating factor.