This bachelor thesis? purpose is to investigate how purchase librarians work with foreign language collection management. Since about 15% of the citizens of Sweden are born abroad or have a foreign background, the subject of investigation becomes relevant because it touches a wide user group of the public library.Interviews were conducted with four librarians responsible for purchasing of foreign Literature. The purpose of these interviews was to investigate which underlying strategies and thoughts are used as a basis for purchasing.Since the library act does not include guidelines regarding the content of the foreign Literature collection, how is the Literature chosen and to what purpose?As a theoretical framework a self-developed model was used to categorize the foreign Literature into its different functions.

The purpose of this study is to examine how four educators in two different departments at two different preschools in Stockholm, selects children's Literature in preschool and how Literature is used in the activities and how much influence children have in the choice of Literature. Based on qualitative interviews as a method we have interviewed pedagogues to get answers to our questions. We will also interview some children to find out how involved they are in the purchase of Literature on the departments we examined. We consider the social cultural perspective to be a well rounded starting point for our survey, because the theory gives us the opportunity to study how the interaction and meetings between educators and children develop for each reading encounter. And through the analysis a thorough display between educators and children towards Literature will be shown.

The discussion on whether the aesthetics or the pedagogy of children´s Literature is the most important trait of the genre has been going on for quite some time. As children´s Literature rose from a will to educate it is argued that pedagogy is forever imbued in the Literature that addresses the child as its main reader. Literary scholars voices concern that the discussions about aesthetic expressions are being shunned in favor of that of educational values but does one exclude the other?In this essay I focus on two of Swedens most prominent authors of children´s Literature, Lennart Hellsing and Ulf Stark. They are both part of the aesthetics/pedagogy debate, in their fictional works for children as well as with articles and essays on the subject.

Abstract Our society is becoming increasingly multicultural and so are our schools. This study raises the question of how teachers are working to promote multi-culture and how they can create an understanding of the diversity in the classroom. One way is to use the Literature. Literature is already well integrated by many teachers and widely used by pupils. By making use of Literature related to multi-culture, pupils can get a deeper understanding of our society.

Finnish-born writer Susanna Alakoski?s novel Svinalängorna became a big success after being published in Sweden in April 2006. Though the novel has many themes in common with earlier Literature written by and about Finnish immigrants in Sweden, little attention has been brought to this fact by reviewers and journalists. This essay examines connections between Alakoski?s novel and Finnish migrant Literature in Sweden, mainly from the 1970s, and how these connections have been recognised by reviewers in Sweden and Finland.

Finnish-born writer Susanna Alakoski?s novel Svinalängorna became a big success after being published in Sweden in April 2006. Though the novel has many themes in common with earlier Literature written by and about Finnish immigrants in Sweden, little attention has been brought to this fact by reviewers and journalists. This essay examines connections between Alakoski?s novel and Finnish migrant Literature in Sweden, mainly from the 1970s, and how these connections have been recognised by reviewers in Sweden and Finland.

This thesis is about Swedish and Serbian teachers and their views on how Literature should be taught to students in high school. The twist is that these teachers live in two different European countries, and work under two different educational systems. Three of them work in Stockholm, Sweden and the other three in Belgrade, Serbia. The purpose of this thesis was to find similarities and differences in the practice of teaching Literature among teachers in these two different educational systems. The teachers were interviewed separately and spoke freely about their views and methods when teaching Literature.

The purpose of this study is to find out what preschool teachers think about antisocial children's Literature. Based on five qualitative interviews with teachers at a preschool that works with a standard critical approach. In order to fulfill my purpose with this study, I focused on how these teachers felt that it was important to use the standard critical children's Literature in preschool. I wanted to find out what the teachers' thoughts were on the concept of standard critical children's Literature and how and whether they use it in their daily activities. When I analyzed the results of my interviews I used the queer theories that include standard critical pedagogy and Literature in preschool.

This essay is about Literature instruction in the last three years of Sweden?s compulsory school from one teacher?s and six of his pupils? perspective. The research is analysed from a socio-cultural perspective on learning and Literature reception.The empiric material is based on interviews with the teacher and six of his students.The research shows that there is a difference between what the pupils read on their spare time and what they read during Swedish instruction. It also shows that the pupils wants Literature full of action where descriptions of people and the setting don?t slow down the reading experience.The teacher is successful in finding Literature the pupils appreciate but sees the value of Literature on another level ? in the processing of the reading experience.

This essay will treat questions regarding why we should read Literature, more specifically fiction, in schools. My issues regards how the curriculums of the swedish school subject legitimizes reading of Literature, and my main focus is on the curriculums themselves. As a complement, I have completed three interviews with professional teachers to see how they legitimize reading for the pupils and for themselves. I have also discussed the potential democratic values of teaching and reading Literature in schools, and I discuss my results in relation to the "values" of the swedish schools. My study is based on a study of the old curriculums, completed by Magnus Persson in 2007.

The main purpose of this Master?s thesis is to analyse the portrayals of working-class life in a selection of works by the Swedish authors Ragnar Järhult and Per Gunnar Evander. The research questions are: * How is the working conditions described?* What political messages can be found in the works?* What image of the class society is shown?The second aim of this Master?s thesis is to analyse the concept of working-class Literature and to investigate if the works of Per Gunnar Evander could be seen as working-class Literature. Methodologically, the study draws on established theories, concepts and methods from the sociology of Literature and the history of ideas.

The aim of this Master?s thesis is to explore the meaning of Literature forliterate immigrants in regards to identity and integration. The study is based onqualitative interviews with eight Swedes of various backgrounds, but with thecommon experience of an immigration process. In addition to being migrants, therespondents are also public library users who have an interest in Literature and whoread Literature during their leisure time. To analyze the empirical material ananalytical framework, consisting of a number of analytical concepts from Libraryand Information Science, Literature Science, and Sociology, has been used.

The aim of this thesis is to study what conceptions of Literature that are present in the teacher magazine Svenskläraren between the years 1985 and 2012. In other words: what is the underlying view on Literature's value as a teaching aid and why should we study it in school? I relate my analysis to previous research about the use of fiction in education. A critical methodology has been used to study the material. In my results I distinguish three conceptions of Literature that are present in Svenskläraren.

This essay is about Literature instruction in the last three years of Sweden?s compulsory school from one teacher?s and six of his pupils? perspective. The research is analysed from a socio-cultural perspective on learning and Literature reception.The empiric material is based on interviews with the teacher and six of his students.The research shows that there is a difference between what the pupils read on their spare time and what they read during Swedish instruction. It also shows that the pupils wants Literature full of action where descriptions of people and the setting don?t slow down the reading experience.The teacher is successful in finding Literature the pupils appreciate but sees the value of Literature on another level ? in the processing of the reading experience.

This study treats cultural policy, it´s view of the value of Literature, and how this view varies within different fields of cultural policy. The aim of the essay is to find different competing approaches through an investigation of texts from three different fields within cultural policy. The fields investigated are: The publishing subsidy of the National Council for Cultural Affairs, which values above all quality Literature. En bok för alla, concentrates on spreading quality Literature to new groups in society. Centrum för lättläst, which values that the contents of a text are successfully delivered to, and understood by, the reader.