AbstractThis study is based on my work as a secondary school teacher of Literature and the Swedish language and rooted in my interest in developing knowledge about the importance of teaching Literature in order to both cultivate young people?s reading habits and their view of themselves as readers. The more concrete purpose of this study is to examine a reading project that focuses on theories of literary perception and teaching Literature.I examine four pupils who, in 2003, participated in the reading project as readers and compare this description with their view of themselves as readers seven years later. I complete the study by examining how they discuss reading and the teaching of Literature. The method is qualitative and the empirics include materiel collected in two different time periods: first in 2003, in a class I taught in a secondary school; and second in 2010, when I examined four of the former pupils who participated in the project from 2003.

This essay studied how six girls experienced their reading development during their college education in male-dominated profession programs. The issues assumed were how they experience their Literature reading and Literature education and what happened with their interest in reading. The theoretical frame included researchers Säljö, Rosenblatt, Gun Malmgren, Olin-Scheller, Ulfgaard and Molloy.The study showed that most of the girls felt their reading had worsened but not because of their male classmates but because of school. They had a lot of homework and participated in so many different school projects which would be completed that there was no time to reading for pleasure. The girls did not like the teachers? literate sample and did not like the methods used in learning Literature.

This thesis investigates the reception of middle Literature novels among critics in Swedish newspapers and at Swedish libraries. Works by three authors were chosen as representatives for middle Literature: Helen Fielding, Nick Hornby and Tony Parsons. The investigation is based on interviews with librarians at the Gothenburg City Library, the total purchased number of books at public libraries in Sweden and analysis of Swedish newspaper reviews. The result is compared with theories by literary sociologists as Jofrid Karner Smidt, Janice Radway, Erland Munch-Petersen and Staffan Bergsten among others. It was found out that literary scientists and critics had a different way of looking at middle Literature.

The aim with this essay is to look into what Literature has been published in 2006 and 2007 for boys between the ages of twelve and sixteen in order to analyse six of the titles. Our two main questions are as follows:?How is the teenage boy depicted in six of these books? - To what extent is the teenage boy depicted in a gender stereotypical way?.We chose the titles for analysis based on our mapping of the published Literature and took into account the authors? gender and age as well as the main themes of the books. As theoretical base for our analysis we used Marias Nikolajeva?s table of gender stereotypes in Literature.

The purpose of this study is to examine what readers of fiction Literature are influenced by when they choose books. What libraries and bookstores do to influence readers in their choice of Literature and how readers perceive the librarys and the bookstores influence on them in their choice of fiction Literature. We have also studied which factors outside the library and the bookstore that readers are influenced by when borrowing or buying a certain book and to what extent readers are influenced by the books appearance. To answer our questions we chose a public library and a bookstore, where we interviewed six persons in each place. We have interviewed a librarian and a bookstore manager for information about how these two cultural institutions work with marketing of their fiction Literature.

This study is based on my work as a teacher of Swedish language and Literature to upper secondary school students, and my interest in developing the teaching of Literature by using both new criticism theories and theories of literary perception focusing on reader response. The purpose of the study is to examine the learning process in trying to develop literary competence and to find out how to describe the competence shown by the students. My starting-point is a discussion about literary competence and the theory and model of literary competence by Örjan Torell. In examining literary competence, by how students use their constitutional competence as well as performance and literary transfer competences, Torell´s model shows the possibility and the need for both knowledge of Literature and personal reception by focusing on the dialogue between author and reader.The method is qualitative and the empirics are material collected in one senior high school class in the Social Science programme during their second and third year. The material contains written reading logs, written answers to tasks and transcribed recordings of discussions of Literature.The analysis shows a variety among the literary competence shown and developed by the students and points to the complexity of understanding the concept of literary competence.

The aim of this study is to investigate ordinary readers' evaluation of quality in Literature. The main issue is which criteria ordinary grown-up readers use when they are defining their likes and dislikes in Literature. The analysis is based upon qualitative interviews with six readers, two men and four women, between 21 and 59 years of age. The study is hermeneutic. Since theoretical works concerning evaluation of Literature among ordinary readers are sparse, the philosopher of arts and religion Hugo A.

Literature and music as an expression of art have some parts in common, others can quite differ. Both are using a language, and both can exist in written representations. You can find such written or printed items in library catalogues. The aim of this two years master's thesis is to examine how cataloguing of printed fiction-Literature and printed music looks like, what differences you can find in cataloguing of printed Literature and printed music.This study is based on a comparative methodology and two different theories are used. The first describes the common tasks for library catalogues as they are known traditionally and recently (as FRBR-conceptual model), the other is a comparison of the two art-species Literature (fiction) and music.This paper's first part is a comparison of how printed Literature and printed music are catalogued in the Swedish national catalogue LIBRIS.

The aim with this thesis is to examine how childrens librarians apprehend and use the nationally initiated reading project Bokjuryn as an instrument in their work. The main question is as follows: How does Bokjuryn work related to the way public libraries pass on Literature? Two questions are asked: How does the childrens librarians use Bokjuryn as an instrument and how do they motivate their work with it? and How do the childrens librarians view the reading project Bokjuryn as a method of passing on Literature? The study is based on qualitative interviews with five childrens librarians. As a theoretical starting-point Jofrid Karner Smidt´s work about mediation of Literature has been used. A model has been created and used based on Louise Limbergs analyses of the differences between school libraries and public libraries to analyse the result of the interviews together with other Literature.

AbstractThis study is based on my work as a secondary school teacher of Literature and the Swedish language and rooted in my interest in developing knowledge about the importance of teaching Literature in order to both cultivate young people?s reading habits and their view of themselves as readers. The more concrete purpose of this study is to examine a reading project that focuses on theories of literary perception and teaching Literature.I examine four pupils who, in 2003, participated in the reading project as readers and compare this description with their view of themselves as readers seven years later. I complete the study by examining how they discuss reading and the teaching of Literature. The method is qualitative and the empirics include materiel collected in two different time periods: first in 2003, in a class I taught in a secondary school; and second in 2010, when I examined four of the former pupils who participated in the project from 2003.

This bachelor thesis explores how librarians are portrayed in fiction Literature. The aim is to see how the librarian and their work tasks are described. Our material consists of 12 fiction novels from the years 2000 to 2012 (with an exception of a book from 1998). We have used discourse analysis in order to examine the picture of the librarian.We have used three major questions: How is the librarian portrayed in our selected fiction Literature from year 2000 until today (the beginning of 2013)? How are the librarians profession portrayed in our selected fiction Literature? Does our selection of the fiction Literature give a positive or negative image of the librarianand how can that affect the view of the profession?Our analysis resulted in the discourses the librarian and Literature and the librarian and the library.

The aim of this thesis is to show gender equality in school for teacher's choice of words with gender-sensitive language related to children's Literature "Do you know Pippi Longstocking?". Work has focused on preschool and grade 1. The theme of the thesis is that the teaching profession should look human. The study provides a Literature review of the teacher's choice of words in the gender order as the words hen, man, gender, sex, etc., and a review of Pippi Longstocking by Astrid Lindgren on the basis of the related concepts.

The purpose of this study was to look into how learners of Swedish as a second language and some teachers of the subject think and reason about the choice between Swedish or Swedish as a Second Language and Literature in Swedish at upper secondary schools. Similar studies have earlier been carried out at upper secondary schools in areas dominated by immigrants while the present study has been accomplished in a small municipality with comparatively few immigrants. The study is based upon qualitative interviews which have been analysed through the socio-cultural theory regarding those artifacts, communication and that mediating second learners of Swedish and their teachers and schools are using in their choices between Swedish or Swedish as a Second Language as well as selection of Literature in Literature teaching.  The study also shows how learners of Swedish as a second language perceive the choice between the two options of Swedish courses at advanced upper secondary school and how their teachers look upon their choice and the information given. Furthermore we will also get to know the learners of Swedish as a second language and their teachers? view on teaching Swedish Literature at advanced upper secondary B-level in Swedish.

In this study, I examine how educators are working with gender. My focus has been on gender and Literature. The questions I asked is how educators choose the books that are read in the preschools and if they discuss Literature from a gender perspective? I used two methods in this study, observations and interviews. My main base of theory is Lev Vygotskijs? sociocultural theory.

This study is conducted from qualitative research with interviews as a basis, where I have interviewed four teachers from elementary school?s early ages (year 1-3). The aim is to highlight the teacher?s perspectives and experiences of reading aloud, and how they connect the activity to gender.The questions at issue that have been answered in this paper are how the teacher?s reflect to gender and reading aloud in a school environment; do the teacher?s reflect over the gender perspective when choosing reading aloud Literature? When reading aloud, which attributes are important to highlight for girls and boys according to the teachers? Which books do the teachers consider "good" gender Literature?The paper is based on the theoretical grounds of social constructivism, gender as construction, gender conscious pedagogy and reading aloud. In previous research the focal point has been Kåreland?s study on gender in Literature in pre-school, and on how children are being portrayed in children?s Literature today, from a gender perspective.The teacher?s that have been interviewed in this study all agreed on the fact that reading aloud is a very important part of education and are used by most teachers on a daily basis.