The objective of the present study was to highlight preschool children?s encounters with children?s literature, in a heterogeneous language context.  The idea was to identify significant features in the linkages between the reading of children?s literature, didactic activities and children?s learning, language development and emergent literacy activities.  Our interest was directed towards the activities connected with read-alouds, as well as the preschool teacher?s perceptions of those activities.  The empiric material was collected by use of participant observations of four read-aloud sessions. After the observations the preschool teacher in charge of the observed read-aloud was in-depth interviewed. In addition, the physical print environment in the actual preschool was observed. The results indicate that the physical and social reading environment interact with each other.  Furthermore, the preschool  teachers? approaches and ways of working with literature does not always optimize the language, literacy and content area  learning opportunities for the children.

This master's thesis sets out to explore information literacy in a contextualized learning environment with emphasis on students at a vocationally oriented program in the Swedish upper secondary school. The concept of information literacy is widely discussed and furthermore a common subject for research within the field of Library and Information Science. Information literacy can be described as a set of skills or a range of attributes defining an information literate person. The skills and/or attributes facilitating the development of critical thinking and problem-solving skills are often linked to knowledge about computers and libraries.Another view on the concept of information literacy has been developed by the Australian researcher Annemaree Lloyd. She stresses the importance of social and physical information sources and that these also should be included in the development of information literacy.

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.

The aim of this master thesis is to investigate how parents? in multilingual families perceive language learning and reading for young children, and how their practice of this can be understood in relation to their language situation and cultural background.This study focuses on the interaction between parents? and young children in the light of the literacy practice. Important concepts such as early childhood literacy and family literacy have been used to study language, culture and literacy practice as phenomena that interact. The theoretical framework is a sociocultural perspective. Through qualitative interviews with seven parents?, it was found that multilingual families have a strong ambition for their children to learn all the languages spoken in the family.

This study examines a primary school teacher?s ambitions within science education and how those ambitions manifest in the classroom. This is being examined by interview with the mentioned teacher and by observations as a participant within four of the teacher?s science classes. The results of this study is categorized and analyzed with assistance of scientific literacy, vision I and vision II, fundamental scientific literacy and Roberts? curriculum emphases.

There is little doubt that the digital technology has played a major role in reshaping the ways in which we experience the world. In a few decades the Internet has become a vast repository for knowledge and ideas. New arenas where people may meet and fraternize have emerged, and with the help of various digital tools and websites, the production of new material has increased to an almost unfathomable level.But all is not well on the digital front. As the Internet has become a crucial part of our everyday life, certain skills in handling digital media has become very important to master. A well-developed ability to navigate through this ocean of information is needed, and knowledge in managing the risky nature of the internet is critical.

Syftet med studien är att belysa hur barn i förskolan använder sig utav sina redan vunna literacyfärdigheter. Studien har genomförts med kvalitativ metod där en etnografisk fältstudie legat till grund för de resultat som presenteras. Vi har använt en metodkombination av systematisk observation och dokumentation genom filminspelning.  Vi har följt tio stycken barn och underlaget har samlats in från två förskolor i Linköpings kommun. Resultatet har bearbetats utifrån Vygotskijs sociokulturella perspektiv. Resultatet visar att de unika literacypraktiker barnen är engagerade i är beroende av ett antal olika faktorer.

Title: Hälsa i sociala medier - En kvalitativ studie om hur hälsoinformatörer upplever och påverkas  av hälsobudskap i sociala medier.Title: Health in social media - A qualitative study of how health communicators perceive and are affected by health messages in social media.Author: Anna HedströmInstitute: Karlstad University. Faculty of health, nature and engineering sciences.Tutor: Owe StråhlmanDate: 150615Number of pages: 34Keywords: eHealth literacy, health communication, health informers, health literacy, health messages, media literacy, social media Background: With an increased interest in diet and exercise, also health and fitness messages have increased in both traditional and social media. The general guidelines on physical activity and diet are forgotten as training tips increase in the media. Research shows that it is common for individuals to retrieve information from the media when it comes to their own health. In doing so media literacy, health literacy and eHealth literacy becomes increasingly important for health communicators and for those who receive health information. Objectives: The aim of this study was to examine health communicators? experiences of health messages in social media, and how they are affected by them. Method: Qualitative interviews were chosen as a method to collect data.

The purpose of this Master?s thesis is to study howuniversity librarians in a South African context relate to theconcept of information literacy. We investigated differencesand similarities in approaches to user education andinformation literacy. We have based our study on thefollowing research questions: What are the prerequisites foruser education at the University of the Western Cape? Howdo these prerequisites influence librarians' approaches toinformation literacy and user education at the University ofthe Western Cape? We have used a sociocultural theoreticalperspective and Hofstede's cultural dimensions in orderto pay particular attention to the cultural and social contextof user education.

The aim of this study is to investigate a number of class teachers' thoughts on the use of information and communications technology (ICT) in early literacy learning. The study has been conducted as a qualitative study, interviewing five teachers with the help of an interview guide. Three central questions were posed.What perception do the teachers have about the use of ICT in their tuition?What perception do the teachers have about the pupils' literacy learning in teaching with ICT tools?What perception do the teachets have about teaching and learning by means of ICT when it comes to pupils with reading and writing difficulties/dyslexia?The overall theoretical basis of the study is Vygotskij's sociocultural theory.In conclusion, the result of the study is as follows.Most class teachers feel that the training they have undergone in ICT education was adequate, but they also call for skill development.Most teachers believe that the use of ICT tools provide opportunities to adapt their teaching to pupils' knowledge level. The teachers' opinion is that ICT in teaching is useful for pupils' progress in early literacy learning.Most teachers also believe that ICT tools in teaching can be of some help for pupils with reading and writing difficulties/dyslexia.One obstacle in helping these pupils is lack of time.Therefore, the majority of the teachers hand these pupils over to special education outside the classroom..

User education is an important aspect of university libraries' service to its users. This Masters' Thesis is about online user education. The aim of this study is to analyse five Swedish online user courses in relation to information literacy and learning theory. The web-sites were explored through textual analyses to find how concepts of information literacy and learning theory are expressed. The theoretical framework is based on Carol C Kuhlthau's three levels of user education, Paul Ramsden's three theories of teaching in higher education and Christine Bruce's different aspects of information literacy.

This study is a comparative study of the occurrence and function of information literacy in the curricula of the Swedish and Bavarian Gymnasium and investigates the occurrence of the term ?information literacy? and shows through what other linguistic means the notion of information literacy is expressed in the curricula. The study also wishes to analyze how the notion of information literacy manifests itself in the different school systems. Relevant textual passages of both curricula are compared to each other through the theoretic lens of Bruce?s phenomenographic model of information literacy.

The purpose of this study is to investigate the teaching of literacy in two schools in different countries, South Africa and Sweden. The basis for the comparison was the decline of the two countries in the international PIRLS assessment. The aim of this essay was thus to identify possible similarities or differences between the two countries, possibly contributing to the decline in the literacy level of young students. The study was conducted by interviewing teachers of young children in South Africa and Sweden about their views on teaching literacy. The research shows that there are several factors contributing both positively and negatively to the literacy of young children.

The aim of the study was to explore how persons with aphasiaexperience literacy and reading and writing. Seven persons with mild-moderateaphasia were interviewed. The interviews were recorded, transcribed andanalysed using qualitative content analysis. The analysis resulted in three mainthemes; A changed reading, A changed writing and How to adjust andaccommodate to new conditions. The most apparent aspect was that theinformants experienced that literacy had changed, regarding what and how theyread/write.