I Sagogrottan, Sagoskåpet och Bokskogen : en jämförande studie av den kontinuerliga sagoverksamheten vid Landskrona stadsbibliotek, Lunds stadsbibliotek och Kristianstad stadsbibliotek
(2016) ABMM54 20161Division of ALM and Digital Cultures
Department of Arts and Cultural Sciences
- Abstract
- The aim of this master’s thesis is to shed light on the phenomenon of story time in public libraries. Story time is in the present study defined as a scheduled event where a librarian or a library assistent tells one or more stories to a group of children, often with the help of audiovisual aids and/or elements of drama. The main focus is the pedagogy of story time from the perspective of the story time leader. This is a comparative study of recurring story telling activities at three public libraries in Skåne: Landskrona, Lund and Kristianstad. These libraries represent diverse approaches to story time and are therefore an apt selection for this study. In the two former libraries there are different story times for toddlers and for older... (More)
- The aim of this master’s thesis is to shed light on the phenomenon of story time in public libraries. Story time is in the present study defined as a scheduled event where a librarian or a library assistent tells one or more stories to a group of children, often with the help of audiovisual aids and/or elements of drama. The main focus is the pedagogy of story time from the perspective of the story time leader. This is a comparative study of recurring story telling activities at three public libraries in Skåne: Landskrona, Lund and Kristianstad. These libraries represent diverse approaches to story time and are therefore an apt selection for this study. In the two former libraries there are different story times for toddlers and for older children, and I take both categories into account. In Kristianstad, story time is targeted at children aged three and up. In all of the libraries the story times take place in a special room (a “story room”) and these physical rooms and the role that they play in the story time as a whole are central to my study.
This particular study focuses on the intention of the story time leader rather than the experience of the child. Therefore one of my main methods has been to interview story time leaders. In the majority of cases I conducted the interviews just after observing a story time event led by the interviewee. This also provided an opportunity to visit the actual room, which is a main focus of the study. As a complement to interviews and observations I have also made use of the strategic plans of these three libraries to connect story time to the libraries’ work to promote reading among children.
The theoretical framework of the thesis is made up of components from several different theories. The socio-cultural aspects that I discuss are based on the theories of the pedagogues Lev Vygotsky and Roger Säljö, who both emphasize the importance of interaction for children’s learning. To deal with the spatial aspects of the story room and its role in story time, I use three theoretical concepts. The first is heterotopia, a term coined by Michel Foucault to denote a place which is separate from the surrounding world, where the norms are different and where different things happen. The second is liminality, which is a concept used by Victor Turner to describe a ritual phase of transition between two different states. The third is Henri Lefebvre’s concept of the social production of space, according to which social space is produced through interaction between people. All of these theoretical aspects can be linked to story time as an event and the story room as the space where this event takes place. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/8876916
- author
- Sjölin, Anne LU
- supervisor
- organization
- course
- ABMM54 20161
- year
- 2016
- type
- H2 - Master's Degree (Two Years)
- subject
- keywords
- ALM, library and information science, information studies, public library, story time, story room, children’s library, reading promotion, heterotopia, liminality ABM, biblioteks- och informationsvetenskap, folkbibliotek, sagostund, sagorum, barnbibliotek, läsfrämjande, heterotopi, liminalitet
- language
- Swedish
- id
- 8876916
- date added to LUP
- 2016-06-22 13:42:36
- date last changed
- 2016-06-22 13:42:36
@misc{8876916,
abstract = {{The aim of this master’s thesis is to shed light on the phenomenon of story time in public libraries. Story time is in the present study defined as a scheduled event where a librarian or a library assistent tells one or more stories to a group of children, often with the help of audiovisual aids and/or elements of drama. The main focus is the pedagogy of story time from the perspective of the story time leader. This is a comparative study of recurring story telling activities at three public libraries in Skåne: Landskrona, Lund and Kristianstad. These libraries represent diverse approaches to story time and are therefore an apt selection for this study. In the two former libraries there are different story times for toddlers and for older children, and I take both categories into account. In Kristianstad, story time is targeted at children aged three and up. In all of the libraries the story times take place in a special room (a “story room”) and these physical rooms and the role that they play in the story time as a whole are central to my study.
This particular study focuses on the intention of the story time leader rather than the experience of the child. Therefore one of my main methods has been to interview story time leaders. In the majority of cases I conducted the interviews just after observing a story time event led by the interviewee. This also provided an opportunity to visit the actual room, which is a main focus of the study. As a complement to interviews and observations I have also made use of the strategic plans of these three libraries to connect story time to the libraries’ work to promote reading among children.
The theoretical framework of the thesis is made up of components from several different theories. The socio-cultural aspects that I discuss are based on the theories of the pedagogues Lev Vygotsky and Roger Säljö, who both emphasize the importance of interaction for children’s learning. To deal with the spatial aspects of the story room and its role in story time, I use three theoretical concepts. The first is heterotopia, a term coined by Michel Foucault to denote a place which is separate from the surrounding world, where the norms are different and where different things happen. The second is liminality, which is a concept used by Victor Turner to describe a ritual phase of transition between two different states. The third is Henri Lefebvre’s concept of the social production of space, according to which social space is produced through interaction between people. All of these theoretical aspects can be linked to story time as an event and the story room as the space where this event takes place.}},
author = {{Sjölin, Anne}},
language = {{swe}},
note = {{Student Paper}},
title = {{I Sagogrottan, Sagoskåpet och Bokskogen : en jämförande studie av den kontinuerliga sagoverksamheten vid Landskrona stadsbibliotek, Lunds stadsbibliotek och Kristianstad stadsbibliotek}},
year = {{2016}},
}