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Skolbibliotekarien som gränsöverskridare : en studie av skolbibliotekariers roll i skolans praktiklandskap

Blom, Karin LU and Tell, Linnea LU (2017) ABMM54 20171
Division of ALM and Digital Cultures
Abstract
Studies show that collaboration between teachers and school librarians has a positive impact on students’ learning. However, the school librarian’s function and integration in the school’s educational activities can strongly vary. The librarian’s professional role has furthermore been a question for debate by both librarians and academics. Consequently, the role of the school librarian is indistinct.

The purpose of this study is to identify cross-border encounters between school librarians’ and teachers’ communities of practice, in order to discuss the school librarians’ professional role. We interviewed seven school librarians and used their experience of guided inquiry as an exemplification of collaboration. The study is based on a... (More)
Studies show that collaboration between teachers and school librarians has a positive impact on students’ learning. However, the school librarian’s function and integration in the school’s educational activities can strongly vary. The librarian’s professional role has furthermore been a question for debate by both librarians and academics. Consequently, the role of the school librarian is indistinct.

The purpose of this study is to identify cross-border encounters between school librarians’ and teachers’ communities of practice, in order to discuss the school librarians’ professional role. We interviewed seven school librarians and used their experience of guided inquiry as an exemplification of collaboration. The study is based on a practice theoretical approach, with Jean Lave and Etienne Wenger’s concept of communities of practice in focus. We also used theory of professions to examine the role of the school librarian.

We identify the school librarians as part of a community of practice with a library and information science based domain. They are part of a complex landscape of practice within the school environment and they often cross the boundaries into the teacher’s communities of practice. The school librarians in the study work across boundaries, either with influences from what Wenger-Trayner and Wenger-Trayner call brokers or systems conveners or both. We furthermore identify guided inquiry as a possible boundary object that can facilitate the translation between the school librarian’s and the teacher’s communities of practice and thereby clarify the role of the school librarian. It can also create contact areas in the boundaries in the school’s landscape of practice and promote further collaboration. We argue that in order to make the school librarian’s professional role more distinct, the role must be based on library and information science and research and not solely dependent upon the effort of the individual school librarian. This additionally becomes a question of equal educational opportunity for all Swedish students and hence a matter of democracy. (Less)
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author
Blom, Karin LU and Tell, Linnea LU
supervisor
organization
alternative title
The School Librarian as Boundary Crosser : A Study of the Role of School Librarians in the School’s Landscape of Practice
course
ABMM54 20171
year
type
H2 - Master's Degree (Two Years)
subject
keywords
ALM: library and information studies, school librarian, profession, community of practice, landscape of practice, boundary object, broker, systems convener, guided inquiry, video interview, ABM: biblioteks- och informationsvetenskap, skolbibliotekarie, praktikgemenskap, praktiklandskap, gränsöverskridande objekt, medlare, sammankallande, vägledd undersökning, intervju via videosamtal
language
Swedish
id
8910652
date added to LUP
2017-06-16 13:15:37
date last changed
2017-06-16 13:15:37
@misc{8910652,
  abstract     = {Studies show that collaboration between teachers and school librarians has a positive impact on students’ learning. However, the school librarian’s function and integration in the school’s educational activities can strongly vary. The librarian’s professional role has furthermore been a question for debate by both librarians and academics. Consequently, the role of the school librarian is indistinct. 

The purpose of this study is to identify cross-border encounters between school librarians’ and teachers’ communities of practice, in order to discuss the school librarians’ professional role. We interviewed seven school librarians and used their experience of guided inquiry as an exemplification of collaboration. The study is based on a practice theoretical approach, with Jean Lave and Etienne Wenger’s concept of communities of practice in focus. We also used theory of professions to examine the role of the school librarian. 

We identify the school librarians as part of a community of practice with a library and information science based domain. They are part of a complex landscape of practice within the school environment and they often cross the boundaries into the teacher’s communities of practice. The school librarians in the study work across boundaries, either with influences from what Wenger-Trayner and Wenger-Trayner call brokers or systems conveners or both. We furthermore identify guided inquiry as a possible boundary object that can facilitate the translation between the school librarian’s and the teacher’s communities of practice and thereby clarify the role of the school librarian. It can also create contact areas in the boundaries in the school’s landscape of practice and promote further collaboration. We argue that in order to make the school librarian’s professional role more distinct, the role must be based on library and information science and research and not solely dependent upon the effort of the individual school librarian. This additionally becomes a question of equal educational opportunity for all Swedish students and hence a matter of democracy.},
  author       = {Blom, Karin and Tell, Linnea},
  keyword      = {ALM: library and information studies,school librarian,profession,community of practice,landscape of practice,boundary object,broker,systems convener,guided inquiry,video interview,ABM: biblioteks- och informationsvetenskap,skolbibliotekarie,praktikgemenskap,praktiklandskap,gränsöverskridande objekt,medlare,sammankallande,vägledd undersökning,intervju via videosamtal},
  language     = {swe},
  note         = {Student Paper},
  title        = {Skolbibliotekarien som gränsöverskridare : en studie av skolbibliotekariers roll i skolans praktiklandskap},
  year         = {2017},
}