This master thesis investigates the user education. Christine Bruce has presented a theory of information literacy in her research which has resulted in seven different aspects of information literacy. In this study I wanted to investigate what aspects there were and what they looked like in a practical educational situation. The methods used for this study were observation and a questionnaire. I analysed the observations by using Bruces aspects of information literacy to group the observed activities into the different aspects.

The aim of this Bachelor thesis is to examine and understand how teachers of younger children teach information literacy and also what part the school library and the school librarian take in this process.I have, in the study, used parts of Limberg & Folkesson´s IDOL project as my theoretical framework and the material was collected through qualitative interviews with four teachers. My result of this study indicates that many teachers have a vague idea of what information literacy is. My study also indicates that teachers only teach information literacy occasionally. This despite the new curriculum (Lgr11) which clearly indicates that information literacy is a priority. Some of the teachers express an opinion that the students, for example; in their source critical ability, develop this skill with age.

The aim of this study is to examine how teachers and school librarians view the concept of information literacy in relation to their students, and to find factors that affect their undertakings to make their students information literate. In order to accomplish this, qualitative interviews have been carried out with teachers and school librarians at four Swedish junior high schools. The theoretical framework of this study is the seven faces of information literacy developed by Christine Bruce. The empirical material has been analysed firstly by finding themes that are of importance for the work with information literacy, and secondly by placing the interviewees? commentaries on information literacy in Bruce´s seven faces of information literacy.

The purpose of this thesis is to deepen the understanding of our contemporary description of digital literacy using the perspective on knowledge from the Nicomachean Ethics by Aristotle. I have chosen to deal with the problem using a hermeneutic approach. The method of inquiry is based on close reading of the selected literature. The selection itself has been made after a strategic selection regarding perspective on knowledge and digital literacy. It appears in the thesis that there are substantial differences but also similarities between our contemporary description of digital literacy from Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning and the perspective on knowledge from the Nicomachean Ethics by Aristotle.Still, the result has been possible to use for the purpose of the thesis since the problem has an answer and a deepened impression of the understandings of digital literacy..

The information society creates new demands on the knowledge making individual; besides being literate one has to be information literate. And in the educational society there is an ongoing change from teaching to learning, the focal point being the active student and life long learning. The aim of this dissertation is to within a context of learning and teaching elucidate the relation between user education and subject education by examining what significance the academic libraries user education has for the development of information literacy within students. Some epistemological theories connected with learning is presented as well as aspects of the information search process and of information literacy. Universities and their libraries view of information literacy and the goal of their user education is being focused on in an empirical study.

Syftet med uppsatsen har varit att pröva, beskriva, analysera och diskutera hur literacy kopplat till ett vidgat textbegrepp kan användas i ett klassrum för de lägre åldrarna. Att arbeta utifrån ett literacy-perspektiv innebär att ta fokus från de tekniska färdigheterna och skapa meningsfulla lärandesituationer där elevers språkutveckling i vid mening utgör ett betydelsefullt inslag. Fokus i uppsatsen har legat på lärares arbetssätt utifrån ett literacy-perspektiv och av den anledningen behandlar forskningsbakgrunden till största del detta. I forskningsbakgrunden tas även upp lärandeteorier, traditionell skriftspråksundervisning, critical literacy och ett vidgat textbegrepp. Vi har utgått från flera framstående forskare inom områdena och satt deras tankar i relation till varandra.

This analysis is about the fourth basic competence and how you can define it, what it includes and if it is possible to find it in the new curriculum for the Swedish high school; Gymnasiereformen -07. The analysis was focused on the following subjects; Mathematics, Social science and Swedish. The aim with this analysis has been to create a summary in the field of information literacy and to define the fourth basic competence. The analysis were focused on and delimited by the following conceptions; information literacy, digital competence and the information search process. The sources of information has primarily been taken from the field of information literacy and statements from professionals in the fields of information literacy and education.

The purpose of this paper is to examine how teachers choose to work with the teaching of reading and writing skills, how teachers justify their choice of teaching method and how the documentation of student development is being used. This paper also discusses the definition of reading and writing, phonological awareness and how different reading- and writing educational methods can be combined. The gathering of information has been done through a literature review in which I have looked at past research on reading and writing. I have also conducted qualitative interviews with teachers involved in literacy learning. The result of my research shows that it is not possible to determine which literacy learning methods that are most effective.

This paper describes how teachers of media view and construct their subjects. Eight teachers have been interviewed about their views and opinions about the media environment, their goals for media education as well as their opinions about the different course plans used in media education. The term Media Literacy works as a theoretical starting point for the study, since Media Literacy is the goal for most media education. The teachers? answers have been analyzed by using three different approaches to media education: protection, promotion and empowerment.

The purpose of this paper is to examine how teachers choose to work with the teaching of reading and writing skills, how teachers justify their choice of teaching method and how the documentation of student development is being used. This paper also discusses the definition of reading and writing, phonological awareness and how different reading- and writing educational methods can be combined. The gathering of information has been done through a literature review in which I have looked at past research on reading and writing. I have also conducted qualitative interviews with teachers involved in literacy learning. The result of my research shows that it is not possible to determine which literacy learning methods that are most effective.

The aim of my ?two years master thesis? was to examine school administrators perceptions about important information literacy skills that the students should be able to control, perceptions about what role the teachers and the librarians have in teaching students information literacy and perceptions about the collaboration between these groups. My questions have been: Have the school administrators reflected upon the conception of information literacy? What conceptions do school administrators have about important information literacy skills that the students should be able to control? What role do they consider the teachers and the librarians to have in making all students information literate? How do they consider the collaboration between the teachers and the librarians work? What role do they consider themselves to have on a management level to make all students? information literate? I used a phenomenographical method and carried out six qualitative interviews with school administrators from five senior high schools in the municipality of Gävle. Both public schools and independent schools were included in the study. Most of the school administrators considered information literacy to be the same as criticism of sources, which they also considered as one of the most important information literacy skills.

The purpose of this study was to examine the usage and occurrence of media literacy in relation to literature studies in the senior level of the nine-year compulsory school. The questions at issue were;How do teachers and students look upon media literacy and how is this attitude reflected in their education?How do teachers incorporate media literacy with literature studies?What attitudes do students have towards their teachers? education of media literacy and literature studies?The study took place in two cities in Sweden. It consists of eighteen qualitative interviews with six teachers and twelve students. The study shows that teachers have different attitudes towards media education in relation to literature studies.

Titel: Media Literacy - En studie om mediepedagogik i forskning och empiriFörfattare: Kristin Nilsson, Sofia RidalAntal sidor: 52Abstract: In the society of today we are constantly exposed to media messages, and much research investigate people?s interest in the media. Whatever theory we choose to believe in, the facts remain: today the media is a major part of all people?s lives. During our teacher training we have encountered the concepts Media Literacy and Media Education and as future pedagogues of media we are interested in what research can tell us about them.The main aim of this paper was to find out what researchers write about Media Literacy and Media Education and to empirically investigate whether or not teachers in the Swedish secondary school teach about, with and for media.

In this Master thesis interest is directed towards approaches toinformation literacy (IL) and critical thinking in the educationalactivities of university libraries. The aspiration of universitylibrarians to promote the critical abilities of students isproblematized. At the center of attention is the project?Lärandemål för informationskompetens? [Learning outcomes forinformation literacy], which in 2006 was carried out incollaboration between the Swedish university libraries, in responseto the educational reforms connected to the Bologna Process.Through the discourse analytical framework of NormanFairclough, documents related to the project ?Lärandemål förinformationskompetens? are studied in order to identifydominating approaches to IL. The purpose is to investigate anddiscuss the possible implications of the dominating perspectives,with regard to the development of critical thinking amongstudents.The study results in the identification of two main discourses, thestandardization discourse and the discourse on employability.

This essay covers the subject of children with language disorders. We are two educators writing an experience-based essay on our preschool experiences and the literature with the subject of speaking disorders and verbal development. The main focus of this essay is how educators can recognize and stimulate children with language disorder. The starting point in the essay is two experience-based events from preschool which tells of two different boys, aged three and four. Both boys have some kind of verbal disorder and one of them also has Down´s syndrome.