”Free Reading” : En studie av gymnasieelevers upplevelse av ett läsfrämjande projekt
(2026) ABMM54 20261Division of ALM, Digital Cultures and Publishing Studies
- Abstract
- This is a master’s thesis about reading promotion. The purpose of this study is to examine and increase knowledge about reading promotion in a school context. The example used is the project “Free Reading”, implemented by third year students at a high school in southern Sweden. “Free Reading” requires the students to read for 15 minutes at the start of every English lesson, in a book of their own choice, without any demands. With qualitative methods, the study examines how the students themselves describe their experience of the project, how these descriptions can be understood in relation to their view of reading and whether the school library can be considered significant in the social practise regarding reading at the school. The... (More)
- This is a master’s thesis about reading promotion. The purpose of this study is to examine and increase knowledge about reading promotion in a school context. The example used is the project “Free Reading”, implemented by third year students at a high school in southern Sweden. “Free Reading” requires the students to read for 15 minutes at the start of every English lesson, in a book of their own choice, without any demands. With qualitative methods, the study examines how the students themselves describe their experience of the project, how these descriptions can be understood in relation to their view of reading and whether the school library can be considered significant in the social practise regarding reading at the school. The empirical material consists of nine interviews in total – six with the students, two with the responsible teachers and one with the school librarian – as well as a survey study with all the students involved in the project. The material was analysed with inspiration from thematic analysis, and the thesis has a theoretical framework anchored in social cultural theory, as it has been interpreted by Roger Säljö. The results show that the students have responded well to the project “Free Reading”. When they describe their own relationship to reading, it is mostly positive and they feel like their school is supportive of reading in general. The students have also expressed their support to the project as being valuable time for non-demanding recovery. The study has shown how reading can influence an entire school, and that the school library has been playing a big part in this. With the help of Säljö, the study argues for the fact that the students shape their identities as readers by participating in social practices. One such practice is the school itself, which has in turn been influenced by the efforts of the school library. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/student-papers/record/9229407
- author
- Andersson, Emma LU
- supervisor
- organization
- alternative title
- ”Free Reading” : A study of the experiences of high school students in a reading promotion project
- course
- ABMM54 20261
- year
- 2026
- type
- H2 - Master's Degree (Two Years)
- subject
- keywords
- Library, Information, School libraries, School librarians, Reading, Reading promotion, Free Reading, Free Voluntary Reading
- language
- Swedish
- id
- 9229407
- date added to LUP
- 2026-07-06 09:19:20
- date last changed
- 2026-08-21 09:37:15
@misc{9229407,
abstract = {{This is a master’s thesis about reading promotion. The purpose of this study is to examine and increase knowledge about reading promotion in a school context. The example used is the project “Free Reading”, implemented by third year students at a high school in southern Sweden. “Free Reading” requires the students to read for 15 minutes at the start of every English lesson, in a book of their own choice, without any demands. With qualitative methods, the study examines how the students themselves describe their experience of the project, how these descriptions can be understood in relation to their view of reading and whether the school library can be considered significant in the social practise regarding reading at the school. The empirical material consists of nine interviews in total – six with the students, two with the responsible teachers and one with the school librarian – as well as a survey study with all the students involved in the project. The material was analysed with inspiration from thematic analysis, and the thesis has a theoretical framework anchored in social cultural theory, as it has been interpreted by Roger Säljö. The results show that the students have responded well to the project “Free Reading”. When they describe their own relationship to reading, it is mostly positive and they feel like their school is supportive of reading in general. The students have also expressed their support to the project as being valuable time for non-demanding recovery. The study has shown how reading can influence an entire school, and that the school library has been playing a big part in this. With the help of Säljö, the study argues for the fact that the students shape their identities as readers by participating in social practices. One such practice is the school itself, which has in turn been influenced by the efforts of the school library.}},
author = {{Andersson, Emma}},
language = {{swe}},
note = {{Student Paper}},
title = {{”Free Reading” : En studie av gymnasieelevers upplevelse av ett läsfrämjande projekt}},
year = {{2026}},
}