This research focus on key groups; students with dyslexia, librarians and teachers, and interaction between these two professional groups regarding students with dyslexia. In searching for the exchange of knowledge and experience to meet dyslexic students needs, I have in this study turned the attention to librarians and their experiences with students with dyslexia.The purpose of the research has been through semi-structured qualitative interviews with four librarians, to explore and describe how they experience their work, in working with pupils with severe reading and writing problems, dyslexia, and interaction with teachers on this user group. The qualitative approach in the gathering of the empirical evidence is based on a desire to have an indepth and thoroughly understanding of the librarians experience.All informants in this study indicate that they see it as a natural part of their duty to keep themselves updated about dyslexia and what materials to suit the dyslexic user group. The informants have knowledge of dyslexia and have great knowledge and keep abreast on the latest technology of compensatory aids - alternative tools.The informants have primary a consulting and supply function for teachers and dyslexic students, where they are consulted on suitable material in both fiction and facts in various disciplines. The informants highlights the importance of planning and preparation time to find suitable material, as audio books or easy read, so students who have a need for this also can be provided. They also have a major role in seeking information, then todays school is very demanding on the students to seek information themselves. The informants experience is that this requirement pose serious difficulties for dyslexic students.There is some discrepancy in the informants role depending on the library that they are employed at, where assignments and resources are of importance. Interaction between teacher and librarian occurred in a greater proportion with the secondary scool librarians than with the municipal and city librarian. Secondary school libraries are direct target at school activities and assignments and secondary school librarians are situated in school. They have transparency and participation in school activities, facilitating the work to catch up and assist the dyslexic students needs, as well as interaction with teachers and school staff.The informants desire greater interaction and requested guidance to specify their work both on their own behalf, but above all to be clear externally. Since their experience is that teachers have little knowledge of what the library and the librarian may contribute with as resource in general and in particular for students with dyslexia and compensatory aids. This was particular the teachers who are referred to the municipal and city library, ie. those teachers who do not have the librarian in their immediate vicinity. The informants request more knowledge from the teachers regarding librarian skills to utilise the libraries potential as a collaboration partner.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:sh-5600 |
| Date | January 2010 |
| Creators | Levander, Ann |
| Publisher | Södertörns högskola, Lärarutbildningen |
| 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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