The purpose with this essay is to enlighten the comprehension of the school librarian’s perspective of his/ her function, mainly when it deals with assisting work with pupils who have reading disabilities and in which ways the school librarian should encourage the pupils. The thesis is based on two research questions. How does the school librarian define what a school library is and its obligations? How does the collaboration between the school-librarian and the teacher operate? In order to acquire answers for these questions I conducted a semi-structured interview with schoollibrarians working at public primary schools. As an empirical point of departure, I applied a theoretical reading-circle model by Aidan Chambers combinated with Kerstin Rydsjös och Anna-Carin Elfs three different ways of observing reading: Chambers’ model is based on six different phases and these are: To pick, to read, time, place, reaction and response and adult support. The result of my study brings about a great many different views linked to the school librarian's role, the most dominant part is about the school librarian’s most important task, and that is to guide pupils when it comes to picking out the most adequate books so they can start developing better skills in the reading stage.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:lnu-90237 |
| Date | January 2019 |
| Creators | Elofsson, Anders |
| Publisher | Linnéuniversitetet, Institutionen för kulturvetenskaper (KV) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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