Som varp och väft : skolbibliotekets bildningsfrämjande uppdrag i den målstyrda grundskolan
(2024) ABMM54 20241Division of ALM and Digital Cultures
- Abstract
- In the Swedish discourse surrounding school libraries, there has since the 1980’s been an ongoing shift towards a result-oriented approach to education and learning, which prioritises quantifiable values and students achievements and grades. This reflects a neoliberal trend where the fostering of bildung has been pushed aside by an efficiency-driven educational mission. The aim of this thesis is to contribute with knowledge on how the concept of bildung within the school library context can be understood and implemented by Swedish compulsory school librarians. This study also aims to make visible the competencies of the profession, as well as to explore the potential of the library space within the school. The theoretical framework... (More)
- In the Swedish discourse surrounding school libraries, there has since the 1980’s been an ongoing shift towards a result-oriented approach to education and learning, which prioritises quantifiable values and students achievements and grades. This reflects a neoliberal trend where the fostering of bildung has been pushed aside by an efficiency-driven educational mission. The aim of this thesis is to contribute with knowledge on how the concept of bildung within the school library context can be understood and implemented by Swedish compulsory school librarians. This study also aims to make visible the competencies of the profession, as well as to explore the potential of the library space within the school. The theoretical framework consists of new institutionalism theory and socio-cultural theory. The empirical material was gathered using qualitative interviews with nine Swedish compulsory school librarians. The findings of the study indicate that variations in the extent to which school librarians engage with the concept of bildung, and how it reflects in their daily work, is influenced largely by factors related to institutional conditions. Librarians working within beneficial institutional contexts, with a great portion of autonomy and with interested and supportive school leaders, tend to prioritise bildung initiatives into their work. Conversely, those librarians who face challenges such as lack of resources due to institutional conditions, tend to align their work more with the school’s efficiency-driven educational mission. The librarians emphasise adaptation to the institutional demands as a means of legitimising the role of the school library within the broader educational context. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/9155464
- author
- Hambitzer, Kristina LU and Gustafsson, Maja LU
- supervisor
-
- Karen Søilen LU
- organization
- course
- ABMM54 20241
- year
- 2024
- type
- H2 - Master's Degree (Two Years)
- subject
- keywords
- Library and information studies, School librarian, School library, Library space, Compulsory school, Bildung, Liberal education, New institutionalism theory, Socio-cultural theory, Qualitative research, Biblioteks- och informationsvetenskap, Bildning, Bildningsfrämjande, Nyinstitutionell teori, Sociokulturell teori, Skolbibliotek, Skolbibliotekarier
- language
- Swedish
- id
- 9155464
- date added to LUP
- 2024-06-19 09:53:47
- date last changed
- 2024-06-19 09:53:47
@misc{9155464,
abstract = {{In the Swedish discourse surrounding school libraries, there has since the 1980’s been an ongoing shift towards a result-oriented approach to education and learning, which prioritises quantifiable values and students achievements and grades. This reflects a neoliberal trend where the fostering of bildung has been pushed aside by an efficiency-driven educational mission. The aim of this thesis is to contribute with knowledge on how the concept of bildung within the school library context can be understood and implemented by Swedish compulsory school librarians. This study also aims to make visible the competencies of the profession, as well as to explore the potential of the library space within the school. The theoretical framework consists of new institutionalism theory and socio-cultural theory. The empirical material was gathered using qualitative interviews with nine Swedish compulsory school librarians. The findings of the study indicate that variations in the extent to which school librarians engage with the concept of bildung, and how it reflects in their daily work, is influenced largely by factors related to institutional conditions. Librarians working within beneficial institutional contexts, with a great portion of autonomy and with interested and supportive school leaders, tend to prioritise bildung initiatives into their work. Conversely, those librarians who face challenges such as lack of resources due to institutional conditions, tend to align their work more with the school’s efficiency-driven educational mission. The librarians emphasise adaptation to the institutional demands as a means of legitimising the role of the school library within the broader educational context.}},
author = {{Hambitzer, Kristina and Gustafsson, Maja}},
language = {{swe}},
note = {{Student Paper}},
title = {{Som varp och väft : skolbibliotekets bildningsfrämjande uppdrag i den målstyrda grundskolan}},
year = {{2024}},
}